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What's your educational background? Why did you choose your area(s) of study? What did you do before entering academe?
The academic journey for health administration professors and program
directors can certainly diverge significantly. The first step in my
career pathway was a baccalaureate degree in education which became the
academic foundation for both future teaching and scholarship activities.
My passion for teaching grew with an opportunity to develop a clinical
perspective via a Masters in Nutrition degree which was quickly followed
by a health management focus and a PHD from Temple University. I
received a doctoral dissertation award from the American Lung
Association which expanded my understanding of the physician's role and
primary care delivery. Although diverse in many aspects, these three
academic experiences prepared me for my current role in developing
future health management leaders. Perhaps, more relevant than previous
work experiences are the many opportunities and experiences enjoyed
since accepting my first program director position. For several years, I
served as a consultant with the New Jersey Department of Health and
oversaw aging programs that impacted the state's regulations as well as
Medicare eligibility for seniors. During this time, the Seton Center for
Community and Population Health was established and MHA students
enjoyed completing health promotion programs with local health service
agencies. Finally, working with fellow AUPHA members, Mary Stefl and
Sherril Gelmon, to co-author an AUPHA sponsored monograph (Promoting
Civic Engagement in Healthcare Management and Education: Concepts and
Cases) reinforced my appreciation of peer collaboration.
What is your current position and what made you choose your current program?
I am currently Program Director and Associate Professor for the Master
of Healthcare Administration program at Seton Hall University. After
receiving my doctorate degree, I enjoyed developing two MS in Health
Administration programs and serving as the founding program director at
Arcadia University (PA) and the College of Saint Elizabeth's (NJ). My
choice to join SHU came about via a serendipitous conversation with the
Director of SetonWorldWide, the online education unit. The MHA was
offered both online (hybrid) and on-campus, and the teaching and
learning methodologies were advanced and forward-thinking. It was an
easy decision to join a graduate department that offered an incredible
array of opportunities and supported faculty scholarship and
advancement. Since 2007, I've also been the Director for the Seton
Center for Community and Population Health.
What is unique about your program, faculty, and students?
SHU is a very unique university in that almost half of the student body
are enrolled in graduate programs. The emphasis on graduate programming
is apparent, and the MHA also recognizes the significant diversity among
our students which includes their geographic locations, work
experiences and academic backgrounds. The SHU-MHA meets the needs of our
students via a set core curriculum, dedicated and prepared faculty, and
extensive liaisons with healthcare industry partners. Most importantly,
is the opportunity to work daily with faculty who understand the
meaning of servant leadership. Their commitment to the program and the
university is commendable, but they truly show an understanding and
appreciation of the faculty role in helping all students achieve.
Collegial teamwork and professional integrity are not empty buzzwords
for the Program.
Is your program AUPHA Certified or CAHME Accredited?
Yes, CAHME accredited
How has this distinction affected your program?
The SHU-MHA is the only CAHME accredited program in New Jersey. The
Program has always attracted students who seek a strong values-based
curriculum, and with the CAHME distinction I now see an awareness by
applicants that our essential MHA meets exemplary professional
standards. The MHA's strong focus on competency-based education and
assessment for career preparation has also impressed many of our core
health industry partners.
What trends do you see occurring in your program and in the field?
Three major trends have been at the forefront of my thinking. First, I
was fortunate enough to serve as a guest editor for the JHAE special
issue on Online Healthcare Management Education and authored a
manuscript based on interviews with the top online educators from the
2001 special issue. Their predictions for the future of health
management education, especially online education will resonate for all
of us in the very near future. The impact of alternative pathways to a
graduate degree needs to be at the forefront of all conversations.
Second, the importance of Interprofessional Education (IPE) will
necessitate collaboration with both academic and industry partners that
many stand-alone MHA programs would not have considered in the past. For
the SHU-MHA, the recent development of a new medical school in a joint
agreement with a large medical center has highlighted the need to align
with clinical partners in new ways. The third major trend of interest
concerns the transformative changes in the healthcare environment and
the challenge to provide the necessary skills and knowledge for our
students today. How do we quickly integrate all the multi-sectoral
issues related to population health management? How do we diffuse data
analytics throughout our curriculum systematically and comprehensively?
These are yesterday's challenges and tomorrows' will be even more
challenging.
What are the biggest challenges and opportunities facing your program?
The MHA successfully transitioned from a College of Arts & Sciences
to a School of Health and Medical Sciences. The transition involved many
interactions with University administration, but led to significant
opportunities for MHA faculty via grant, scholarship, and other
collaborative activities with faculty from many clinical programs. As a
result, the MHA increased its visibility among healthcare organizations
and partners. For our students, the number of IPE collaborations has
increased significantly. Sustaining the current momentum will be a
significant leadership challenge.
Which AUPHA benefit has been the most valuable to your program?
I've been active in AUPHA since 1993, so it's very tempting to list the
Annual Meeting or the Faculty Forum groups as essential components for
energizing and impacting career performance. The most significant
benefit, in my perspective, is the faculty camaraderie and supportive
friendships developed as part of the AUPHA experience. These
peer-relationships last over years and are more than just virtual
conversations.
What do you consider your greatest accomplishment during your tenure at your current program?
Of course, the SHU-MHA is very proud of receiving CAHME accreditation
for its program, both on-campus and hybrid. However, the most personal
accomplishment of my tenure would be sustaining the Program for almost
20 years. Everyday challenges, as all program directors will admit, can
be daunting and draining, but to remain a viable and valuable MHA
program and meet the needs of our students, alumni, faculty,
administration, and health industry stakeholders would definitely have
to be my single greatest contribution.
What might your fellow AUPHA members be surprised to know about you?
The range of my passions is extremely diverse. I'm an avid opera lover,
dedicated gardener, and serve on my local Historical and Arts
Commission.
If making a living were not a consideration, what would you be doing instead or what would you do in retirement?
As individuals we are all drawn to those experiences that are the most
fulfilling. Faculty who have received those unexpected phone calls, from
the long-ago student that announces their recent promotion or new job
offer, have little difficulty in recognizing that teaching is an
incredibly rewarding opportunity. It's this role, I'll continue in
whatever venue is available for the future.
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