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EDUCATION

University of Michigan, Department of Health Management and Policy

Ann Arbor, MI

Expected 2024: Doctor of Philosophy (Ph.D) in Health Services Organization and Policy

Concentration: Management and Organizations 

Dissertation: Progress or Performance? A Critical Analysis of Healthcare Organizations’ Efforts to address Health Equity, Diversity, and Inclusion in the Healthcare Workforce

Dissertation Committee: 

  1. Denise Anthony, Associate Professor and Chair, Department of Health Management & Policy, University of Michigan 
  2. Lindred (Lindy) Greer, Professor for Management and Organizations, Michigan Ross School of Business 
  3. Nicole Cooper, Executive Vice President & Chief Strategy and Innovation Officer at United Way Worldwide 
  4. Melissa Creary, Assistant Professor of Health Management & Policy, University of Michigan & Senior Advisor, American Thrombosis and Hemostasis Network 

University of Michigan, Department of Health Management and Policy

Ann Arbor, MI

Awarded: Master of Public Health (MPH) in Health Management and Policy 

Selected Focus Areas: Healthcare Leadership Development & Health Equity Management 

Affiliation: Health Equity Leadership Pipeline Collaborative


Spelman College, Department of Psychology & Health Sciences

Atlanta, GA

Awarded: Bachelor of Arts in Psychology & Public Health

Distinction: Phi Beta Kappa, Magna Cum Laude 

Affiliate Program: Morehouse College Public Health Sciences Institute

CERTIFICATIONS
  • Lean Six Sigma Green Belt – University of Michigan School of Engineering
AWARDS
  • The Phi Beta Kappa Society Initiate, Spelman College
  • Write to Change the World Scholarship Recipient, The OpEd Project
  • Gates Millennium Scholarship, Bill and Melinda Gates Foundation
  • Agency for Healthcare Quality & Research (AHRQ) Funding Award, United States Department of Health and Human Services
  • Rackham Merit Fellowship Award, the University of Michigan
  • Best College Admissions Essay of the Year, Awarded by Gabrielle Glancy & Essay Published in Book Series
  • Department of Psychology Honors Award, Spelman College
  • Honoree, Distinguished Alumni Award, Wadleigh Scholars Program

ALUMNI PROGRAMS:

Alumni of the following Education Pipeline Programs in New York, New York:

A Better Chance is a non-profit organization with the goal of helping more talented young people of color to become well-educated by attending high-achieving boarding, day, and public schools in the United States.


New York Times- A Half-Century of Guiding Young Scholars in Harlem

Edouard E. Plummer – “Since 1964, he has taken promising poor and minority children and, in one intense year, given them the academic and social tools to get into — and thrive at — the nation’s leading schools and beyond.”

“You are as good as anyone else, or better,” he said. “There will be people who don’t want you there. But you have to go. You are the Jackie Robinsons of education. If he could do what he did, you can open the doors to those who follow behind you.”

RELEVANT COURSEWORK:

University of Michigan, Ross School of Business:

Management & Organizations: Interdisciplinary Committee on Organization Studies

This course revolves around seminars presented through the ICOS series (ICOS =

Interdisciplinary Committee on Organization Studies). ICOS has existed at the University of Michigan for three decades. For most of this time, ICOS has hosted a Friday afternoon seminar series that brings in scholars from many diverse disciplines to speak on topics relevant to organizations and organizing. “Organizations and organizing” is a big tent: in recent semesters, topics have included stereotyping, emotional intelligence, financial regulation, economic diversity, sexual harassment, symphony orchestras, scientific innovation, customer incivility, leadership, patents, biotech clusters, the gig economy, and inequality in the 21st century.

Inclusive Leadership

How can you transform diverse potential into exceptional performance? By becoming an inclusive leader. Inclusive leaders engage and leverage the talents of all types of people from different backgrounds and with different perspectives. When they do, they ignite learning, innovation, problem solving and critical thinking, which leads to competitive advantages. However, simply having a diverse workforce is not enough. Leaders must cultivate specific skills to more effectively lead themselves, team members, and high performing learning organizations.

In this course, we consider various ways that formal and informal leaders overcome barriers to inclusion (e.g., structural, policies, hiring and recruitment, hierarchy and individuals), with an emphasis on managing yourself and diverse teams. You will learn frameworks, complete individual assessments and engage in dialogue that facilitates your quest for inclusive leadership. You will also gain insights about yourself, learn from colleagues, and have opportunities to apply your learning in a supportive yet challenging environment.

Leading People and Organizations

Leading People and Organizations prepares you to lead high-performing, successful groups and organizations and seeks an understanding of human behavior to enhance management practice. The primary objective of this course is to provide you with rigorous, analytical frameworks for understanding how to diagnose organizational problems, develop solutions that appreciate the complexity of your organizational context, and lead your group or organization in the implementation of more effective strategy and action. You will learn how to influence others without relying on formal power and authority, negotiate and make effective decisions in uncertain and complex environments, as well as how to build and utilize your social capital. You will learn how to effectively manage conflict, organize, and lead teams. Finally, you will develop skills that enable you to manage organizational boundaries, initiate and drive organizational change, and align people and organizational processes in ways that enable your organization to thrive in today’s dynamic, competitive, and global marketplace.

University of Michigan School of Public Health:

Confronting & Addressing Racial/Ethnic Disparities in Healthcare

Reducing racial/ethnic health disparities is core to the mission of public health. HBHE 613 provides an in-depth examination of racial/ethnic disparities specific to healthcare and healthcare delivery in the United States. This course will critically appraise 1) the causes of these disparities including mistrust, and differential access, communication and treatment, 2) frameworks, theory, and measurement to examine disparities in care and 3) interventions to address healthcare-specific disparities, and change behavior at multiple levels of influence (policy/regulatory, health system/delivery, healthcare provider, and patient/individual). We will examine trends and critical issues in racial/ethnic healthcare disparities before and after the seminal National Academy of Medicine Report- Unequal Treatment, and the passage of the Affordable Care Act.

Management Implications for Health Equity

As the United States addresses health reform implementation, healthcare managers, administrators, and providers are vying for power in how to shape our national issues.  We have paid particular attention to, in recent times, the disparities in quality health outcomes based on racial, ethnic, and language differences.  While rising healthcare costs and the attempts to curb spending have received much of the attention, the solutions are strongly tied to eliminating health disparities. In this course, we will redefine knowledge of health disparities through a health equity lens to explore the implications of managerial solutions as they pertain to healthcare organizations.  We will use systematic, clinical, and social issues of origin to both explain and try to resolve management’s role in addressing health equity. 

Course Objectives:

  • Explore many of the fundamental managerial and social arguments that are used in explaining the concepts of health disparities and health equity
  • Contextualize the history of race, ethnicity, and social class as we try to uncover a better explanation of disparate health for the various populations in the US 
  • Identify the multicultural underpinnings of increasing health equity
  • Inform and prepare practitioners to be part of the solution to eliminate health disparities and increase investments in health equity

Teaching

1. HMP 600: Introduction to Health Services System

  • Graduate Student Instructor
    • Graduate Level Course 
    • Course Description: This course focuses on major issues in the organization, financing, and delivery of health services in the US, analyzed in relation to patient access, equity, quality, and costs of health care, and ultimately population health and well-being. In particular, this course analyzes the U.S. health services system in terms of: (a) population health and disparities in health across groups, (b) health care financing, (c) health care workforce, (d) health services organization, and (e) health system performance and reforms. This course is intended to provide the future health services and/or public health administrator, planner, practitioner, policy analyst, or researcher with fundamental knowledge to understand and evaluate the relative merits and limitations of health services, interventions and policies, and to anticipate the impact of specific changes to any part of the health services system.

    2. NURS 420: Introduction to Global Health – Issues & Challenges

    • Graduate Student Instructor 
      • Undergraduate Level Course 

      Course Description: This course introduces global health concepts and the network of organizations working to advance health care internationally.  Emphasis is on global burden of disease, determinants of health and importance of interdisciplinary approach to health care delivery.  Provide students with a broad introduction to programs, systems and policies affecting global health.  Will explore facets of the global health care delivery system, health care economics and the political process and its impact on the health of individuals and populations.

      3. Foundations of Public Health Practice Course

      • Module Development & Grader
        • Biostatistics, Epidemiology, Health Behavior & Health Education, Health Management and Policy, Environmental Health Sciences
        • Graduate Level Course 

        Course Description: This module was designed to address 12 foundational learning objectives of public health. The module is divided into four parts – you will hear from UM faculty and practitioners from the region about the core philosophies of public health, the importance of evidence-based practice, the various factors that influence health, and the necessity of taking an ecological perspective to population health.

        Learning Objectives: Explain public health history, philosophy, and values; Identify the core functions of public health and the 10 Essential Services; Explain the role of quantitative and qualitative methods and sciences in describing and assessing a population’s health; List major causes and trends of morbidity and mortality in the US; Discuss the science of primary, secondary and tertiary prevention in population health, including health promotion, screening, etc; Explain the critical importance of evidence in advancing public health knowledge; Explain effects of environmental factors on a population’s health; Explain biological and genetic factors that affect a population’s health; Explain behavioral and psychological factors that affect a population’s health; Explain the social, political and economic determinants of health and how they contribute to population health and health inequities; Explain how globalization affects global burdens of disease; Explain an ecological perspective on the connections among human health, animal health, and ecosystem health.

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