THE UNIVERSITY OF SOUTHERN MISSISSIPPI
Letter from the Dean
Enrollment Statistics
The Children’s Center for Communication and Development
DuBard School for Language Disorders
Speech-Language Pathology Clinic
Audiology Clinic
Financial Status
Building Upgrades
Gulf Park Health Center
Program Highlights
Student Highlights
Faculty/Staff Highlights
Event Highlights
Alumni Spotlights
Social Media
Presentations and Publications
Research Highlights
This past year, we worked to build on the legacy of those who blazed the trail before us. This golden legacy of excellence is the foundation on which we stand today and was our focus as we worked to stay golden. Among these trailblazers is Sister Elizabeth C. Harkins, our founding nursing dean, who was convicted to advance nursing education in the state by moving it from the hospital settings to degree-awarding institutions in the late 1960s. Dr. Lynn Cook Hartwig recognized a need for community health in South Mississippi and founded the state’s first public health program at USM in the late 1980s. Dr. Etoile DuBard was an internationally recognized pioneer, who adapted a unique method of instruction for children with speech, language and learning disorders and established the DuBard School in the early 1960s. Also among them are numerous alumni, faculty and staff who have served as state and national leaders advocating for change, innovators finding new ways to improve old problems, researchers addressing gaps in healthcare, teachers preparing the next generation of health professionals, award-winning authors impacting education on a global scale, and providers caring for people so they can be at their best.
To ensure this legacy continues long into the future, we have worked to identify and tackle ongoing workforce needs in the state and region through new program development and revitalization of current programs. We have worked to be agile in addressing the ever-changing healthcare needs of our state through these academic offerings, conducting impactful research, expanding the services we provide, and working with our partners and stakeholders toward a shared vision.
As we prepare for the future by staying golden today, we continue to remind ourselves of the work and exemplary leadership that came before us—the leaders who never lost focus of their WHY, the people: the patients we treat, the students we teach, the people we serve. Changing their lives for the better has been our mission from the beginning and will continue to be our motivation as we work today for a golden tomorrow.
Lachel Story, PhD, RN
Professor and Dean
College of Nursing and Health Professions
The University of Southern Mississippi
1,391 Undergraduate Students
1,175
White
The Children’s Center is currently providing comprehensive early intervention and preschool therapy services to 128 children across Southeast Mississippi at no cost to their families.
Number of cities families travel from and/or therapists travel to for services
Number of school districts we partner with to serve children 30 32
53% of families are served through the Hattiesburg campus location.
46% of families are served through the Gulf Park campus location. DEMOGRAPHICS 85 White 11 Two or More Races 7 Hispanic 24 Black or African American 1 Asian ETHNICITY
Currently, the highest percentage of children enrolled with the Center are children with genetic conditions like Down syndrome, children with hearing impairments, and children with neurological conditions like cerebral palsy and cortical visual impairment.
The Children’s Center for Communication and Development provides essential early intervention services for children ages birth to 5 with complex disabilities at no cost to their families. They maintain a waitlist and enroll children throughout the year, prioritizing those with the most severe and comprehensive needs and those youngest in age.
“After our Kieran was born early and we discovered she had Down syndrome, it was like our world came crashing down,” said Grant Douglas, father to Kieran, currently enrolled at The Children’s Center. “I was afraid and not sure what to do or if there was anything that I could do… As she held my finger and fought to stay with us, I was terrified with nowhere to turn for answers or help.”
“Then, our pediatrician told us about a place called The Children’s Center for Communication and Development at USM and that we needed to get her on the list to receive therapy from them. We moved forward as she suggested, and it has been one of the best decisions ever. Soon they were in our home giving Kieran the therapy she needed weekly and giving me hope for her future by training me to help her achieve her goals.”
The Douglas family’s experience with early intervention through The Children’s Center reflects the organization’s strengths-based programming and family-centered approach. Their interdisciplinary team of providers includes speech-language, physical and occupational therapists, a pediatric educational audiologist, auditory verbal therapists, a special educator, and a social worker, and they make decisions about a child’s intervention plan with the family’s priorities and goals at the forefront. The family is involved in the planning and in the therapy and educational services that follow. Caregiver coaching and training is a big part of the Center’s work, and the family plays a pivotal role in the outcomes of their child’s therapy.
Early on, babies and children are seen in their natural environment –at home and in daycares, for instance – and at age three, they typically transition to group therapy at one of the Center’s locations (on both USM’s campuses). Douglas goes on to describe what that family-centered, strengths-based programming looked like for Kieran as she made the transition to group therapy.
“Again, we were nervous, but those concerns were quickly laid to rest. Kieran’s individuality and determination were celebrated, and the amount of love shown not only to my little girl, but also
my family, was unbelievable. This was not just a place for therapy or information, it was a support system and extended family that cared for us and wanted to help in any and every way they could.”
“My father and Kieran have a special bond – he brings her to therapy at The Children’s Center, and he has grown in knowledge and understanding in a way that can be described as miraculous. They both look forward to going to ‘school’ to ‘play.’ The Center is so much more than school, and they do so much more than play. Every activity and every minute is used for coaching and instruction for not just Kieran, but for my dad and me. My dad has become ‘Pawpaw’ to the children and the staff at The Children’s Center, giving him an extra purpose in his life.”
In addition to the direct services provided for the 128 children enrolled, the Center also provides “transition to school” support from the team during their first year of preschool or kindergarten after graduating from the Center. This comes in the form of in-classroom consultations and training for educators in school districts across South Mississippi and meetings with families to help them access support through advocacy.
“Kieran is heading to kindergarten this next school year. I am terrified, not because she has a diagnosis, but because I am her dad, and my baby is growing up. But I know that she has an entire army of welltrained, loyal and loving family from The Children’s Center behind her. They have pledged their help to her and to my family for the future, just as they have in the past. We would not be where we are, in a position of strength and knowledge, if it weren’t for the selfless love and direction of The Children’s Center for Communication and Development.
I know that things won’t be perfect, but Kieran will be. Thank you to The Children’s Center for helping my Kieran and me become more and better than when we began.”
STATE AND FEDERAL INCOME
Mapp Family Foundation
$15,000
This grant enabled The Children’s Center to support the employment of the social worker who was added to their team in 2022-23 due to the high need for whole family support. The social worker serves families across the Hattiesburg and Gulf Park campuses and uses telehealth to follow up with families when needed. The support provided through this position is crucial to the therapy outcomes of our enrolled children. Also, the services are offered to children on our waitlist and to program graduates in the form of referrals and resource support. The social worker is currently working with 61 families enrolled at The Children’s Center while communicating with an additional 11 families that are either seeking enrollment or have graduated from our program and need support finding appropriate services elsewhere. This funding allows The Children's Center therapists to focus on direct therapy with the child and parent, while a dedicated social worker supports the family’s needs.
$40,000
The Lower Pearl River Valley Foundation (LPRVF) has been a loyal supporter of The Children’s Center for many years. Thanks to their annual funding, the Center is currently serving 19 children ages 0-5 from the Lower Pearl River Valley region, with 10 children enrolled in services, six children receiving transition to school support in their first year back at their public school district after graduating from our program, and three children on the waitlist who are actively being screened and provided with additional resources until openings become available. The LPRVF generously provided funds to offset the costs of physical, occupational and speechlanguage therapy services, and travel to and from the region so that families from that area can receive support and consultations in their local communities.
$50,000
The Children’s Center is completing its Graduate Assistant (GA) Excellence Program with master's level pediatric therapy students thanks to a generous award through the Jimmy A. Payne Foundation. The program is focused on reducing the gap in preprofessional knowledge of Augmentative and Alternative Communication (AAC) by offering a targeted AAC training program to every GA accepted at the Center, while exposing short-term clinicians to AAC prior to them exiting their graduate program. AAC is implemented when speech or verbal language is impaired, and it can include unaided forms of communication (sign language) or aided forms (pictures, tablets with complex language systems, books, etc.). However, children often need various forms to address multiple functions of communication. The Children’s Center GA Excellence Program provides USM speech and hearing graduate students with targeted training in AAC use across multiple functions. GAs learn to use numerous AAC options, including no-tech (sign language), low-tech (picture cards) and high-tech (iPads and dedicated tablets). GAs also learn evidence-based methods of assessment and intervention, and gain experience working with an interprofessional team of pediatric experts at The Children’s Center.
The Blue Cross & Blue Shield of Mississippi Foundation has once again awarded The Children’s Center funds to support their initiatives to increase inclusive play, learning opportunities, and the overall health of young children of all abilities in our state. These funds will build a new playground for their location on our Hattiesburg campus. The state-of-the-art, custom-designed playground will serve as an outdoor therapy space for children with complex communication needs and developmental disabilities who are currently receiving services from The Children’s Center and as an inclusive play space for children in the Hattiesburg region with and without disabilities.
The director of The Children’s Center, Sarah Myers, was selected as the representative from USM as an advisor for an Early Intervention (EI) task force.
Mississippi Senate Bill 2167 established the EI task force in 2023 to study the federally mandated Individuals with Disabilities Education Act (IDEA) Part C Program in our state (First Steps) and produce a report with recommendations to the legislature and Mississippi Department of Health. The report includes recommendations to reform the current EI systems to increase access to services for children ages 0-3 in our state. In 1975, the IDEA Program was enacted to ensure that children with disabilities had access to free and appropriate public education. In 1986, Part C was added to the IDEA to address the support needs for infants, toddlers and preschoolers to minimize the potential for significant developmental delays.
The task force was formed and spearheaded by Senator Nicole Boyd to address the identified need for a comprehensive system change and increased funding for the program. Mississippi ranks #1 in comparison to other states in infants born early, born with low birth weight, and living in poverty — all of which are high-risk factors for developmental delays . While our state has some of the highest needs across the nation, we lack adequate funds to address them. Most staggeringly, the need for EI in our state is estimated to be approximately 13% of our birth to 3 population based on a publication through the Center for Mississippi Health Policy. However, we are only serving a little over 1.5% of infants and toddlers across the state, with the national average reaching 3.88% of infants and toddlers annually, placing Mississippi 49th in the nation. While the need is potentially closer to 13%, the initial objective of the task force is to help move Mississippi closer to the national average, provide EI services to a minimum of 3% of our birth to 3-year-old population annually.
Myers was honored to be selected to represent USM and serve as a voice for the many families The Children’s Center has served and will continue to serve throughout
its nearly 50 years. “This work is vitally important for our state’s future. It is commonly known now that high-quality early intervention is beneficial. It generates a return on investment, works closely with brain science, and is just the right thing to do for the future of our state. However, public awareness of the need to support and expand EI resources in our state are still lacking. That’s what I aim to do, help spread the word on the importance of early intervention.” The RAND Corporation estimated that the current return on investment ranges between $1.80-$17.07 for every dollar spent on EI (RAND Corporation, 2005).
Raye Anne Harvison and Neshobi Barnes provided training to the early childcare professionals within the Hattiesburg Public School District’s Early Childhood Collaborative. The Collaborative includes multiple childcare facilities, including Head Starts in our region. Training was specific to positive behavioral practices and language support strategies for the childcare classroom setting. Additionally, Harvison was one of The Children’s Center providers to obtain additional credentialing through the Mississippi Department of Education in Early Childhood.
Hannah Holland, LMSW, earned a certification in Adult Mental Health First Aid USA from the National Council for Mental Well-being. Mental health first aid allows Holland to provide initial help to someone experiencing a mental health or substance abuse challenge.
Courtney Turner and Sarah Myers have been invited to participate in Project ECHO through Mississippi State University’s Social Science Research Center. Environmental Influences on Child Health Outcomes (ECHO) is a program that focuses on enhancing the health of children for generations to come. This specific Project ECHO focuses on early childhood professionals and families of young children and allows specialists at The Children’s Center to share their expertise with many more families and professionals across Mississippi.
Through this eight-week virtual program, specialists share recommendations and resources in real time and present specific topics that address needs frequently conveyed by families and caregivers prior to the sessions. This format allows for the support to come to those in need, rather than trying to get those in need to the support. This is a logic that is followed at The Children’s Center, with services often provided in families’ homes and childcare settings or through telehealth, when needed.
Additionally, Turner was elected the 2024 chair of the Mississippi Department of Health Speech-Language Pathology and Audiology Advisory Council and was appointed for a three-year term to represent Mississippi on the American Speech-LanguageHearing Association Committee of Ambassadors.
Beginning in the spring of 2023, Mandy Smith and Jillian Colon started a project to help streamline The Children’s Center’s data collection and reporting processes. What resulted was the development of a new electronic records system they have titled MILYAN (Multimodal Interdisciplinary List and Yieldability Analysis Network). Their goal was to create a userfriendly system for therapists that meets the unique needs of their organizations. The project brought this goal to fruition by utilizing PowerApps, PowerAutomate, Power BI, and the task functions already available in Microsoft TEAMS. Their new system allows for the automation of many checklists and tasks, ensuring teams of providers do not miss important deadlines and documentation that drives the data-driven decision-making process at The Children’s Center. Myers adds, “I’m amazed at the vast talents of my team at The Children’s Center. These therapists simply saw a problem that was clogging up our collaborative workflow, and they not only fixed it, but they used our existing technology to make our processes better!”
The app collects data in a way that can be easily analyzed, creating automatically updated reports, taking The Children’s Center’s ability to compare and measure outcomes to a new level. MILYAN is currently in the pilot phase of implementation and will soon be used across the program in hopes of making our work more efficient for the families we serve.
Hannah Sanders, Jillian Colon, Mandy Smith, Courtney Turner and Sarah Myers presented at the Mississippi Speech-Language-Hearing Association’s (MSHA's) annual conference in fall 2023. Topics varied from technology support for children with significant physical impairments
to neurodiversity-affirming practices from the perspective of a therapist and a parent of an autistic child. MSHA attracts speech-language pathologists and audiologists from across the state and had a record number of attendees this year.
The DuBard School full-time enrollment program served 80 students during the 2022-23 school year with ages ranging from 3-12.
ENROLLED FULL-TIME STUDENTS 1 . 4 Average years on waiting list 10 . 6 Average age at exit
6 . 2 Average age of new students
3 . 8 Average years enrolled 113 Current waiting list 50% of students had dual or multiple rulings
Enrolled students had an average of 5 .45 DIAGNOSES
80
TOTAL STUDENTS 2022-23
ELIGIBILITY RULINGS INCLUDE:
• language-speech
• hearing impaired
• other health impairments (e.g., attention deficit disorders)
• specific learning disabilities
• autism
• developmentally delayed
• emotional disability
• multiple disabilities
DuBard School serves as a practicum site for USM students majoring in speech-language pathology, audiology and dyslexia therapy. During the 2022-23 school year, DuBard School supervised 34 university undergraduate and graduate students for over 4,600 clock hours. Additionally, kinesiology students taking the Methods of Teaching Physical Education course complete practicum hours at DuBard School. Several area high schools use DuBard School as an observation site for their students interested in health sciences.
DuBard School was established in 1962 by Dr. Etoile DuBard and is part of the School of Speech and Hearing Sciences. DuBard School offers a full-time enrollment program for students with significant speech, language, hearing and academic difficulties. Students are placed through the special education process and may be placed by their local school district or their parents. Enrolled students represented 15 different school districts across Mississippi during the 2022-23 school year. The goal of the program is to help students achieve the skills they need to be successful in their local school districts. These services are provided at no cost to families served.
The DuBard School Outclient Therapy program provides fee-based individual or small group therapy and evaluations for individuals ages 2 to adult who have difficulties with language, speech, hearing and academic skills, including students with dyslexia. The DuBard School Outclient Therapy program provided services to 92 individuals during the 2022-23 school year.
The DuBard School’s professional development program provided five courses to 45 individuals from around the country during the 2022-23 school year. DuBard School staff also serve as instructors and practicum supervisors in the Master of Education degree in dyslexia therapy in conjunction with USM’s School of Education.
DuBard School is proud to have 14 staff members who have the Certified Academic Language Therapy (CALT) credential from the national Academic Language Therapy Association (ALTA). Four of these staff members have earned an additional credential as a Certified Academic Language TherapyQualified Instructor (CALT-QI), and one staff member has earned the additional credential as an Instructor of Certified Academic Language Practitioners (ICALP). ALTA offers the gold standard in dyslexia training certification. Earning this credential means these individuals have made a commitment to gaining explicit instructional strategies that help people with written language disorders.
These individuals have completed rigorous training and practicum in multisensory structured language education and achieved the highest level of competency in dyslexia education. These staff included Heidi Authement, Chelsea Colip, Tara Courtney, Anna Curtis, Alex Day, Kenyon Greer, Karen Irwin, Misha Lee, Sarah Lowery, Patricia Martin, Lauren Robinson, Rachel Ryan, Missy Schraeder and Alison Webster.
Patricia Martin, DuBard School assistant director and clinical coordinator, recently earned her doctoral degree in research, evaluation, statistics and assessment. Four additional staff members, Anna Curtis, Alex Day, Lauren Robinson and
Alison Webster, are working toward advanced degrees. Anna Curtis, Alex Day and Alison Webster presented sessions at the 19th Annual ADHD and Related Concerns Conference.
Missy Schraeder, DuBard School director, was an invited keynote speaker at the national Academic Language Therapy Association National Conference in Houston, Texas. She spoke about the connections between language and literacy. More than 300 professionals attended this conference.
Chisolm Foundation
$10,000
Led by nationally certified speech-language pathologists or master’s level certified academic language therapists, the DuBard School Outclient Therapy program seeks to address a vastly underserved population of students. Specifically, it provides fee-based individual and small group therapy for clients from birth through adulthood who have a diagnosed language, speech or hearing disorder, or a combination of these disabilities. Included are those whose learning differences are in oral language, reading, or a combination of oral and written language deficits, including dyslexia.
The DuBard School Outclient Therapy program and various other services currently provide approximately 35 children with therapy and evaluations. Therapy is conducted in 50-minute sessions two to three times weekly over 11 months. Approximately 15 students attend one-on-one or small group sessions two to four times a week. During the summer sessions, local students are often joined by children seeking services from across the country.
Within the Outclient Therapy program, evaluation services include independent, comprehensive evaluations of clients who are two years of age and older. Our staff perform evaluations, uniquely designed for each student, which tests specific skills, including, but not limited to, receptive and expressive language, articulation, written language, reading accuracy, fluency and comprehension, achievement, and mental ability (verbal and nonverbal). The evaluation enables staff to identify language-speech disorders, dyslexia and related academic challenges in individuals with or without hearing loss. Approximately 20 individuals receive outclient evaluations annually.
These funds were used to fund outclient evaluations for 10 children and outclient therapy for three children over the course of the school year.
$7,500
The Mississippi State Board of Education indicates that every child has access to a high-quality early childhood program. To meet these goals, the Child Outcomes Summary (COS) process requires that schools serving preschool students accurately report outcomes data for each child with disabilities ages 3-5. This funding provided an Apple iPad Pro, Apple MacBook Pro and Dell laptop, docking station and monitor that were distributed to complete required testing and data collection for preschool students. The addition of new technology allowed DuBard School staff to monitor preschool students enrolled in the full-time program to monitor their progress toward the COS goals.
$4,588
The inability to hear makes learning to communicate quite stressful for any child, especially those who have disorders in addition to their hearing loss. When compounded, it is not only stressful and incredibly defeating, but it makes achieving adequate communication and academic skills even more challenging. This funding supported three Phonak Roger sound field speakers and associated wireless microphones that allowed 30 children in three classrooms to increase listening skills and auditory comprehension of language. The acquisition of three Phonak Roger sound field units allowed for increased auditory attention for all students, not just for those with hearing loss, thus facilitating optimal language and learning environments.
Dollar General Foundation
$3,900
DuBard School strives to increase the skills of reading comprehension and instruction, cursive handwriting, kinesthetic (or tactile) technological instruction, phonology, morphology, syntax, semantics, decoding and encoding for 80 children with moderate to severe languagespeech and/or hearing impairments, as well as the written language disorder of dyslexia. Age-appropriate reading materials and accompanying teachers’ guides will be used to aid in students’ skills in word recognition, reading comprehension, handwriting, grammar and spelling. Skills are taught incrementally, and students work at their own level and pace throughout the school year. Each student’s progress is closely monitored, and milestone assessments are given to students following each lesson. Student scores are recorded by a speechlanguage pathologist, and each student’s progress is observed, with extra practice assigned to students based on performance and need. A student is required to score 90% or above to progress to the next level of instruction. These funds were used to purchase high-interest, phonicsbased decodable readers for upper-level classroom use.
We are grateful that Mississippi has a place like DuBard School. Otherwise, we would have had to make the impossible decision to relocate with the goal of helping Gaines or to not relocate for the benefit of our older daughter. Because DuBard School is on USM’s campus in Hattiesburg, we have been able to give an incredible educational opportunity to both of our children.
Gaines was diagnosed with a social communication disorder and autism at 21 months. He started speech therapy at 13-14 months with little sign of improvement. When we asked our behavioral pediatrician at Ochsner Health what she thought we should do, she mentioned DuBard School. My husband, Joe, has a couple of family friends who work there, so it was familiar to him. But we really didn’t know how amazingly life-changing the DuBard experience was going to be for our family.
Gaines has experienced continuous growth with his language and social skills. The classroom size and the student-to-teacher ratio when coupled with the DuBard Association Method® has been the special sauce that has grown our borderline nonverbal child into a good student—at least most of the time!
We honestly had major concerns regarding his ability to ever enter a typical school environment. DuBard School has given him those tools and skills, and we are confident he will be able to mainstream into school in Ocean Springs when his journey at DuBard School comes to an end. We are forever grateful and thankful for his teachers and the administrators, who offer this incredible service to children who need a hand with significant speech and communication issues.
Thank you for allowing me to tell our story. To sum it all up, DuBard School has given my son his voice, and there’s nothing more powerful in the world than being able to communicate.
Jessica Cloyd Mother of Gaines
The Speech-Language Pathology Clinic within the School of Speech and Hearing Sciences provides cost-effective intervention and assessment services to individuals of all ages and populations in the following areas: traumatic brain injury, language, articulation, phonology, literacy, aphasia, swallowing, voice, accent modification, autism, social communication and fluency. Nationally certified speech-language pathology faculty supervise the services provided by graduate student clinicians. The Clinic also provides clinical experiences for our undergraduate speech and hearing students to observe and assist in the delivery of services. Therapy sessions, which typically range from $100+ in a hospital, private practice, outpatient facility or skilled nursing facility, are provided at the low cost of $5-$30 per session to the patients. Faculty, staff and students receive a discounted rate. Comprehensive assessments are offered twice weekly for a decreased cost of $75. These fees are the only source of revenue for the clinic. Patients receive intervention services two to four times weekly during each academic semester. Additionally, the Speech-Language Pathology Clinic partners with local school districts to assist with kindergarten speech and hearing screenings when needed. We provide services to over 12 counties in our state.
The Audiology Clinic within the School of Speech and Hearing Sciences provides services to children as young as two weeks old to persons 99+ years old. Services provided within the Clinic include identification of newborn hearing loss, monitoring and identification of school-aged children, auditory processing disorder evaluations, evaluation of adults with late onset or progressive hearing loss, as well as fitting amplification devices (hearing aids and FM systems), and evaluations for fitting/programming cochlear implants and bone anchored hearing devices. Services are provided by our national board certified and state licensed audiology faculty and staff.
The Audiology Clinic partners with Forrest General Hospital to provide hearing screenings for infants within their Neonatal Intensive Care Unit and at their developmental clinic at the local YMCA. The Clinic is a referral site for diagnostic evaluations for infants that fail the universal newborn screening at their respective birthing hospitals throughout South Mississippi. The Clinic supports school-aged children by collaborating with school districts to help ensure all educational needs are met for children with hearing impairment. The Audiology Clinic is a Community Care Provider for the Veteran’s Health Administration, providing hearing evaluations and hearing aid fitting for veterans across South Mississippi. The Clinic further supports the community by providing hearing screenings for local schools and participating in local health fairs. On campus, audiology students provide hearing screenings to faculty and staff during the Audiology Awareness Month and World Hearing Day events at a reduced rate.
The Audiology Clinic functions to give clinical experiences for our audiology students to observe and participate in the assessment and management of patients with a variety of hearing and communicative challenges.
NUMBER OF PATIENTS SERVED
THE CLINIC WAS AWARDED THE 2023 BEST OF THE PINE BELT HEARING CENTER AWARD.
BUDGET INCREASE 2023-24
$3,024,559 23% INCREASE FOUNDATION NUMBERS 2022-23
As part of a multi-year effort to upgrade some of the spaces around the college, our speech and hearing spaces in the J .B . George Building have seen some recent improvements and have future improvements planned for the 2024 calendar year . These improvements include upgrading classroom technology and furniture . Additionally, some of the public, clinic, student and faculty spaces received new paint, flooring, furniture and other upgrades . These improvements will enhance instruction and the services our faculty and students provide in our clinics .
In 2022, The University of Southern Mississippi received $7.9 million in federal grants from the Health and Human Services Administration to build an innovative space on USM’s Gulf Park campus to expand services of the DuBard School and The Children’s Center. This Collaborative Language and Speech Center will allow these programs to better serve our most vulnerable children along Coastal Mississippi. This grant was made possible by the extensive support of Senator Cindy Hyde-Smith and Senator Roger Wicker. In addition to the congressional appropriations for the project, the programs received $500,000 in state appropriations through MS House Bill 603 as a result of Representative Missy McGee’s support.
To date, more than $6.2 million in philanthropic funds have been committed to the project. The Kelly Gene Cook Sr. Charitable Foundation has long been a supporter of the DuBard School, and they were first to commit to the project with a $1.5 million donation. This incredible gift will not only ensure the space is prepared to deliver services to the children they serve today, but for many years to come. Additionally, a couple who wish to remain anonymous pledged $4.5 million to ensure the building meets the current capacity these programs have on the Hattiesburg campus.
Other long-standing supporters of both programs have given funds to outfit the building, including classrooms and therapy spaces. Long-time supporters of The Children’s Center, Kenny and Vicki Scianna, gave $100,000 to support the Wiggle Room and a therapy room. The Wiggle Room, as it’s affectionately called by the staff and families, is an age-appropriate sensory gym designed to allow for the sensory-motor needs of young children to be addressed through play. Over 90% of the children enrolled at The Children’s Center have sensory differences that impact their ability to interact and participate in developmental activities, such as communicating with peers. This space will provide the support needed to help them reach their goals.
Set to open in fall 2026, this 25,250-square-foot new space will not only help to decrease children on the waitlists for both programs, but it will also provide the opportunity for children and their families to receive these services in or near their community that they would not have otherwise been able to access.
To learn more about how you can support this project, please scan the QR code
Due to a change in providers, our Gulf Park Health Center (GPHC) paused some services but was able to resume all services for students, faculty and staff in October 2023, with onboarding of a new provider, Connie Richardson. Richardson has 27 years of experience as a Family Nurse Practitioner in various settings. She is a USM alumna and obtained her undergraduate degree from the College of Nursing and Health Professions in 1987. In 1996, she became a graduate of USM’s first nurse practitioner class. Richardson’s passion for black and gold runs through her veins as she returns to campus ready to take her expertise to the top!
The GPHC continues to provide wellness screenings, in addition to minor acute and chronic illness care for the coastal USM community. We continue working toward our goal of opening services to the public of Coastal Mississippi and continue to seek opportunities to serve as a clinical preceptor site for the students of undergraduate nursing, family nurse practitioner, speech-language pathology, audiology and public health programs. The GPHC also plans to be a clinical site for the future Physician Assistant Studies Program that will be housed on the Gulf Park campus.
The GPHC engaged in several outreach activities in 2023-24:
• Organized American Red Cross Heart Walk Event, raising $1,500 for the organization
• Quarterly Red Cross Blood Drives, which collect 25 to 35 units of blood per drive, donated by USM students, faculty/ staff and residents in the surrounding neighborhood
• Participated in Pathways to Possibilities yearly career fair at the Mississippi Coast Coliseum, which provides career information to approximately 7,000 eighth grade students along the Gulf Coast
• Organized the campus Trunk or Treat event for The Children’s Center and local community children
• Hosted the Gratitude Event in November 2023 with on-site Active Health representatives
• Along with UPD and U.S. Marine Corps Reserves, organized a Stuff the Truck/Toys for Tots Campaign, which yielded an overwhelming response of donations for the underprivileged children of Harrison County
• Hosted Healthy Holiday Eating event in December 2023 with on-site Active Health representative
• Hosted eight-week Wellness Warriors Initiative in January and February 2024 for students, faculty and staff with on-site Active Health representative, which included the following:
>> biweekly assessments
>> online health recommendations/goal-setting
>> informative session for students on physical fitness, nutrition and best sleep habits
Undergraduate nursing
NCLEX pass rate 2023
100%
Nurse anesthesia certification pass rate for 2021 cohort 79%
Athletic training certification overall pass rate
100%
Certified Health Education Specialist (CHES) exam pass rate 2023
95 . 8% (MORE THAN A 12% INCREASE) Kinesiotherapy certification pass rate
7⁄8 (88%)
Audiology Praxis II pass rate
20⁄22 (91%)
Speech-Language pathology Praxis II rate
With Mississippi’s only Nurse Anesthesia Program (NAP), USM has established a reputation for excellence in training and leadership, and now, the esteemed program has reached a coveted milestone with a maximum 10-year accreditation by the Council on Accreditation of Nurse Anesthetists (COA). Receiving the maximum accreditation signifies the stamp of a high-quality program. Since its inception in January 2013, the doctoral program has graduated approximately 153 students. Many graduates have become Certified Registered Nurse Anesthetists (CRNAs) with the University’s clinical partners throughout the state and beyond. In 2021, the program received approval from COA to increase enrollment to 25 students per cohort. Currently, 72 students are enrolled. The program graduated 19 students in December 2023, who have all passed their certification exam. A new class of 25 students begins coursework every January.
NAP graduates earn a Doctor of Nursing Practice (DNP) over 36 months of full-time study that prepares them as advanced practice nurses who provide anesthesia and serve in leadership positions in health-related organizations. The program of study consists of 114 hours of required coursework, including 12 doctoral project hours. Passing a comprehensive exam, completing a doctoral project, and earning a 3.0 GPA are required to graduate.
Significant highlights of the program include the following:
• Small student-to-faculty ratio (1:10)
• More than 21 clinical sites across the state, where students train at 9 to 15
• Clinical sites include large and mid-sized private hospitals, level I and level II trauma centers, outpatient surgery centers, the Veterans Administration hospital, county-owned facilities and smaller hospitals.
• Students train in all types of practice environments – anesthesia team (CRNA/anesthesiologist), CRNA only, medically directed, medically supervised and other variations.
• Superior high-fidelity human patient simulation lab used for training, which includes anesthesia machines, supplies, and several static skilled trainers and high-fidelity mannequins
Program faculty have diverse practice experiences and interests, which provides stability and depth to the program. With over 125 years of anesthesia clinical experience between the seven faculty, students have access to much knowledge. Many faculty have completed training and certifications in education best practices. The faculty also engage in educational research surrounding the best and most current methods in teaching adults, international support for anesthesia education in underserved countries, selfefficacy and well-being of students, bench science and medical device development.
According to the U.S. Department of Labor’s Bureau of Labor Statistics, approximately 45,000 CRNAs are currently practicing nationwide — a number projected to grow to 52,700 by 2028. In recent years, the national unemployment rate for CRNAs has consistently been lower than 1%, indicating incredibly strong demand for these highly skilled medical specialists, particularly in underserved areas of the U.S. Along with the longstanding nursing shortage, Mississippi has been experiencing an anesthesia provider shortage, especially in our rural communities. USM’s NAP is committed to providing clinical experiences in these rural areas and preparing providers trained for various settings.
Situated within the Dr. Lynn Cook Hartwig Public Health Program, USM’s Master of Public Health online program has been rated among the nation’s best in rankings released by education resource guide Edumed.org. USM is the only Mississippi college or university ranked among the top 50 in the Best Online MPH Programs for 2024.
USM’s Master of Public Health program provides students with academic skills, practical experience and multidisciplinary study that enables them to meet 21st-century public health challenges. Public health is a
science protecting and improving the health of communities. This work is achieved by promoting healthy lifestyles and detecting, preventing and responding to chronic and infectious diseases. Public health practitioners promote healthcare equity, quality and accessibility while working to decrease health disparities.
USM’s Master of Public Health degree is accredited by the Council on Education for Public Health, the national accrediting body for programs in public health. Currently, 111 students are enrolled in USM’s MPH program, with 65 being enrolled in the online program. The online program consists of two emphasis areas – Health Policy and Administration and Health Promotion and Health Behavior. During the 2022-23 academic year, 96 students graduated from the MPH programs. In addition to these MPH programs, the CNHP offers an undergraduate public health BS, a minor in public health, and an MPH in epidemiology and biostatistics.
As Mississippi’s first public health program in the state, USM’s program was established in 1988 by Dr. Lynn Cook Hartwig, who led the program to accreditation in 1993. Dr. Hartwig’s family later honored her legacy by naming the program after her through an endowment that will support the program for many years to come.
Over this past year, the College of Nursing and Health Professions has passed some exciting milestones for our new Physician Assistant Studies (PAS) program. Importantly, the additions of several key and important members have joined the PAS program. The first hire, occurring in June, was the program coordinator, Mr. Chris Tuey, who has almost 40 years of experience in the field as a Registered Nurse, physician assistant and educator. Tuey’s hiring is an important step in building the new program. His leadership will be valuable as we stand up and launch this important program to meet the healthcare workforce needs along Coastal Mississippi. Additional members to join the PAS team include the program medical director, Dr. Randy Roth, who is also the chief medical officer of the Singing River Health System, and two initial faculty members, Lee Mathews and Mary King, both practicing physician assistants in our Coastal Mississippi communities.
Simultaneously, important facility additions for the program are continuing to develop as space, equipment and other physical requirements are taking shape at our Gulf Park location, where the program will be located. To date, the program has received $600,000 in philanthropic support to plan the program. Efforts to secure the remaining $1 million needed to fully launch the program are ongoing.
In the background, there has also been much work and effort taking place to complete program approval with the Mississippi State Institutions of Higher Learning Board, the Accreditation Review Commission on Education for the Physician Assistant, and the Southern Association of Colleges and Schools Commission on Colleges, which is the body who provides accreditation for degree-granting in higher education for the Southern states. Final approvals from the required agencies is planned to occur over the upcoming academic year. The program is currently accepting applications for the first cohort that is on target to start fall 2025.
The National Advisory Committee on Nurse Education and Practice for the Health Resources and Services Administration consists of 21 members representing all levels and areas of nursing. The committee is responsible for making recommendations to the Secretary and Congress regarding the nurse workforce, nursing education and nursing practice improvement. The college’s very own Nina McLain, associate professor and program administrator in the Nurse Anesthesia Program, is a member of this committee.
According to McLain, the culmination of this year’s work is focused on education and preceptorships. It spans the breadth of nursing from entry level to advanced practice and educator roles from academia to clinical settings. The work specifically focuses on four areas that are said to need immediate attention and federal investment:
• Nurse faculty shortage
• Clinical preceptor training
• Nursing student internship opportunities
• Nursing education infrastructure
The efforts being made on behalf of nursing are imperative in fighting against the ongoing severe nursing shortage intensified by the COVID-19 pandemic.
Nina McLain, Nurse Anesthesia Program (NAP) coordinator, accompanied six USM nurse anesthesia students for the trip led by Hattiesburg physician, Dr. Joe Campbell, and Hattiesburg resident, Caroline Hood, through the Baptist Medical Dental Missions International. For the past several years, USM NAP students have participated in mission trips.
The students provided anesthesia and performed other duties in 72 surgeries that included anterior cruciate ligament repairs, major hernia repairs, hysterectomies, bone deformity corrections, breast mass removals, and gallbladder removals, among others. Four operating rooms were used with Dr. David Holm (general), Dr. Petra Schneider Redden (plastics), Dr. Raymond Whitehead (orthopedic) and Dr. Libby Kot (OB/ GYN) performing the operations.
72 SURGERIES PERFORMED
THE USM NAP STUDENTS WHO PARTICIPATED IN THE MISSION INCLUDED
LAUREN SHERRILL OF BRANDON, MS
ERIN TRAVIS OF PICAYUNE, MS
LAURA BETH HAILEY OF LOUISVILLE, MS
DARIENNE LOWERY OF CHARLESTON, SC
STEPHANIE WILLIAMSON OF MCHENRY, MS
ALEXA HOGAN OF MERIDIAN, MS
I had an amazing experience at Southern Miss that surpassed all my expectations of what a college could offer. Each professor was dedicated to my academic progress and helped me discover new areas of interest. Even after graduation, they remained my mentors, and the connection between us remained strong. I aim to carry forward the knowledge gained throughout my career and inspire others as a mentor.
I graduated in December of 2023 with a bachelor's degree in public health with an emphasis in health policy and administration. I am currently in the Master of Public Health program while serving as a graduate assistant for the School of Health Professions."
CNHP student-athlete Victoria Clark is known on the field for her skillfulness and enthusiasm. But when she’s not kicking goals for the Golden Eagles, she’s studying hard to earn high scores in her academics.
“Victoria Clark is a dedicated student-athlete who excels in balancing academics and sports,” said USM Head Soccer Coach Mohammed El-Zare. “Time management is key for her, who plans each day to accommodate classes, study sessions and soccer practices. She understands the importance of staying organized to stay on top of assignments and training sessions.”
Now in her junior year of the Speech and Hearing Sciences program, Clark notes being a successful student-athlete teaches her to be disciplined and diligent.
“My experience being a student-athlete has been challenging yet rewarding,” said Clark. “I have learned lessons and principles I can use not only on the field and classroom, but in life after both.”
As a teammate, Victoria is known for being supportive and encouraging. According to one of her team captains, she always gives 110% and is everyone’s biggest hype woman.
On the soccer field, her playing style is a blend of skill, agility and creativity. A versatile player, Victoria easily adapts to various positions; she is known for both offensive prowess and defensive tenacity. Victoria contributed to the team’s success this year and qualification to the Sun Belt Conference Tournament.
In summary, Victoria embodies the ideal student-athlete, demonstrating a harmonious balance between academics and athletics. As a teammate and player, her positive attitude, leadership qualities and exceptional skills contribute not only to personal success, but also to the overall success of the soccer team.”
Coach El-Zaew
I am currently in a special program (Nurse Enlisted Commissioning Program) in the Air Force that allows me to pursue a BSN as my primary duty. Nursing school is very stressful, and I have the added stress of not being able to retake any courses due to the Air Force’s strict guidelines. I was a bit nervous starting the nursing program because I did not know what to expect. Earning a BSN has been exponentially more difficult than earning my Bachelor of Science in Business Administration (Finance). I have found that the instructors at USM care for their students and want them to be successful. I am grateful for the lifelong friends I have made during my time at USM. USM has allowed me the opportunity to advance my military career by continuing my service as a commissioned officer upon completion of the nursing program. SMTTT!”
One thing I’ve learned about nursing school is that you’re constantly changing and learning along the way. The Southern Miss Nursing Program has taught me what this profession really is about and opened my eyes to the complexity of this job. When feeling doubtful or tired, I was reminded to always remember why I chose this career. I remember the whole range of emotions I felt when starting nursing school, such as fear, happiness and determination. The nursing instructors have helped me gain experience and to realize what path of nursing I potentially want to pursue in the future. The education I received in this program has provided me with the skills and competence I need to be a successful nurse. As a senior that is coming close to the finish line, I feel that this program has helped me grow not only as a future nurse, but as a person. While spending countless hours studying, missing special events, and having mini heart attacks before every exam, some ask themselves, “Is this worth it?” I can confidently answer, “Yes, it is worth it!” I am forever grateful for the instructors, faculty and staff who have poured their knowledge and experience into shaping the future nurse that I will be. My life has forever been changed in the best way possible since choosing Southern Miss Nursing. As always, Southern Miss To The Top!”
Mary Schaub laid the foundation for The Children’s Center for Communication and Development a half-century ago with the support of a small grant, the blessings of USM administrators, and her own desire to improve the lives of young children with communication and developmental disorders, The first of its kind in the region, The Children’s Center is considered the state’s premier early intervention and pre-K public therapy program.
Schaub, now an assistant professor in the School of Speech and Hearing Sciences (SSHS), worked closely with University leadership in 1974 to help create a program that would meet a crucial need of Mississippi’s preschool children who needed language intervention before entering kindergarten. At the time, The Children’s Center, then called the Preschool Language Program, served a few local children ages 3-4 in a small treatment room on the Hattiesburg campus.
Fifty years later, The Children’s Center serves an average of 130 children from birth to age 5 across the southern half of the state, with services expanding beyond speechlanguage therapy, including special instruction, behavioral psychology, social work, audiology, listening and spoken language therapy, physical therapy and occupational therapy. In those years, Schaub molded countless lives through her work with the Center from its inception as a speech-language pathologist and faculty member.
In addition to helping establish the Center and provide leadership as its co-director for many years, Schaub was crucial in facilitating growth of its programming as an advisory board member.
“To be able to watch it (The Children’s Center) grow and see all the new and innovative things that have developed throughout the years, and the kinds of services we've been able to provide to the public, it’s really gratifying. It’s a great feeling,” she continued. “A lot of the people that now administer the program I helped train, and to watch them grow in this profession, that's also very special.
Sarah Myers is a former speech-language pathology student of Schaub’s and now is the Center’s director. She praised her friend and colleague for her life-changing work.
“I’m constantly impressed by her ability to shift the focus from simply wading through the problems and obstacles we face as a non-profit program serving children and families with complex needs to looking for opportunities and connections that could get us to long-lasting solutions. She is always willing to sit with you and listen, providing insight and perspective from her years of experience working in the field. Her warmth and constant positivity are contagious and so needed for the work we do.”
Schaub’s colleague Steven Cloud, who serves as director of the Speech and Hearing Sciences, echoes Myers’ sentiments. He described Schaub as “a wonderful colleague, teacher and friend” since he began his own academic career at USM in 1995.
“She helped me to navigate my own journey through higher education. I truly don't believe I'd be where I am today if it wasn't for her,” Cloud said. “And when you consider my life is only one of the thousands of lives she’s impacted over the past 50 years, it's pretty amazing. I look at her academic career like ripples in a pond every student she taught who graduated from our program went on to teach incalculable numbers of children and adults with speech, language, cognitive and swallowing disorders to communicate more effectively.”
While 50 years is an unbelievable milestone, faculty, staff and students in the school hope she will continue to serve the University and the Hattiesburg community with her knowledge, skills and expertise for many years to come.
“I believe this profession lends itself to longevity because you're able to treat all kinds of disorders, you're able to work in many different work environments, and you're able to treat clients across the lifespan,” Schaub said. “So, there's always different challenges. It never gets boring. It's never, ‘I have to go to work and do the same old thing.’ It’s always been special to me. I teach different classes every semester, I have different students, and quite often, my clients also change, so it's always a new adventure. And I think that freshness of always having a new challenge is probably what's kept my interest for so very long.”
Frederick (Rick) Green, an emeritus professor of recreational therapy in the School of Health Professions, recently earned the SMART CEUs Hub Educator of the Year Award. The recognition goes to a recreational therapy educator who has been a leader in expanding the field of therapeutic recreation through collaboration, education and/or research.
SMART CEU Hub provides post-graduate recreational therapy education for practitioners and educators with a wide variety of continuing education programming taught by recreational therapy experts. According to the organization, more than 4,000 recreational therapists (RTs) from the U.S. and Canada use its services to attain continuing education in the field.
A member of the American Therapeutic Recreation Association, Green is a veteran educator and RT. He earned bachelor’s and master’s degrees in recreation from Southern Illinois University-Carbondale and a Ph.D. in therapeutic recreation from the University of Minnesota, where his research focused on community inclusion of adults with disabilities.
At USM, Green served as the Recreational Therapy Program coordinator and taught many courses until he retired in May
2023. One of his students, Chrysten Broome, a rising senior in the USM Honors College from Prentiss, Mississippi, nominated him for the award. In her recommendation, Broome wrote:
“Dr. Green is an amazing professor. During his last year as a full-time teacher, he has been extremely influential in developing my passion and interest for RT, as well as many other students at USM. If you think of RT or accessibility and have any questions, he is the person everyone goes to for advice. He has had an amazing career and has put so much into this profession, so I believe he deserves this award. Under Dr. Green’s leadership, the program became accredited this year and has published many research articles. He has led and grown our program for many years and has made it what it is today, and I am so grateful. Through his dedication, so many students like me have been able to find their passion, and that is something that can never be replaced."
Green said he was “honored, and a bit surprised” to be recognized with the award and especially grateful the recommendation came from one of the top students in the school’s program.
Now professor emeritus, Green built a legacy of excellence in recreational therapy throughout his 46-year career as an RT and his 32 years at the University. He has impacted numerous generations of RTs through his teaching and mentoring, who have then improved the health of countless people.
Assistant Professor and Nurse Anesthesia Program (NAP) assistant coordinator, joined an elite group when she was inducted as an American Association of Nurse Anesthesiology (AANA) Fellow. Fellows of the AANA are proven leaders in the nurse anesthesiology profession, dedicated to the advancement of clinical practice, education, research and professional advocacy consistent with the high standards of the AANA. “I am very honored to be chosen to represent my profession as an inductee for the 2023 Fellows of the AANA cohort,” said Collins. “This designation is a significant career achievement for me, considering there are so many outstanding nurse anesthesia professionals practicing in a broad healthcare spectrum.”
is an assistant professor in the School of Professional Nursing Practice (SPNP) with over 15 years of experience in healthcare. She earned Bachelor of Science in Nursing and Doctor of Nursing Practice degrees from the University of Mississippi Medical Center School of Nursing. Patti’s graduate research explored the relationship between antithyroid antibodies and quality of life in patients with Hashimoto’s thyroiditis.
Collins becomes the third member of USM’s faculty in the CNHP to earn the AANA Fellow distinction. Michong Rayborn received the honor in 2021, and Nina Mclain was honored in 2022.
A nurse anesthetist for 22 years, Collins earned a Diploma in Nursing from Baptist Memorial Hospital in Memphis in 1995, a Bachelor of Science in Nursing from Northwestern State University in Louisiana in 1998, a Master of Science from Middle Tennessee School of Anesthesia in Nashville in 2001, and a Doctor of Health Administration from The University of Mississippi Medical Center in 2015.
LaWanda Baskin, director of the School of Leadership and Advanced Nursing Practice at USM, hailed Collins as an invaluable member of the Nurse Anesthesia Program faculty.
“Her commitment to the field of anesthesia is demonstrated through her exemplary teaching, vast scholarship endeavors, and dedicated service. Her recognition as a Fellow of the American Association of Nurse Anesthetists is well-deserved.,” said Baskin.
Patti is the current Asbury Distinguished Nursing Professor and coordinates a grant project in collaboration with Edwards Street Fellowship Health Clinic. The project enables USM nursing faculty and students to provide quality care, education and healthcare supplies to the underserved residents of Forrest and Lamar counties at no cost to the clinic or their patients. The grant was made possible through the Asbury Foundation Distinguished Professor in Nursing fund and the University’s Institute for Disability Studies.
The American Association of Colleges of Nursing (AACN) recently selected Patti and her colleagues to pilot a national initiative to transform nursing education and practice. This year the AACN chose the SPNP to receive a generous grant to support curriculum redesign and clinical needs of the school’s practice partners, including Edwards Street Fellowship Health Clinic.
Assistant teaching professor and Doctor of Nursing Practice Program coordinator in the School of Leadership and Advanced Nursing Practice, was selected for the 2024 Mississippi Nurses Foundation (MNF) Leadership Institute. Morgan will work with other nurse leaders across the state through a series of five in-person sessions. Morgan and her institute peers will then present at the MNA Conference in October 2024. Morgan obtained an associate degree in nursing from Mississippi Gulf Coast Community College more than 32 years ago. She earned a Bachelor of Science in Nursing
and Master of Nursing Science (emphasis in Family Nurse Practitioner [FNP]) from the University of South Alabama. Later, she earned a Doctor in Nursing Practice and Psychiatric Mental Health Nurse Practitioner (PMHNP) Post-Graduate Certificate from USM. As a dually certified FNP and PMHNP, Morgan has contributed significantly to the advanced practice nursing programs since joining the faculty at USM in 2018.
Amy LeBert, assistant teaching professor and clinical education coordinator in the School of Speech and Hearing Sciences, served as one of the co-chairs for the 2023 Mississippi Speech-Language-Hearing Association Annual (MSHA) Continuing Education Conference. She will also serve as a co-chair for the 2024 MSHA Conference. Additionally, she served as the 2023 Alumni Liaison for the Council of State Association Presidents. Dr. LeBert was chosen as a topic chair for the 2024 American Speech-Language-Hearing Association’s annual convention. Her work began in October of 2023 and extends until December 2024. She was also recognized by the American Speech-Language-Hearing Foundation as the Mississippi state awardee for outstanding clinical achievement.
Leslie Oglesby, assistant professor in athletic training, was accepted and completed the Faculty Leadership Institute through the Center for Faculty Development. He was nominated for this opportunity because of his continual demonstration of strong leadership qualities and vision for the Athletic Training program at USM.
LeBert earned Bachelor of Science and Master of Science degrees in speech-language pathology (SLP) from the University of South Alabama, and recently, she obtained her Doctor of Education degree from USM in 2022. Since joining USM in 2008, LeBert has contributed significantly across our undergraduate and graduate SLP programs. She was appointed clinical education director in 2015 and has made significant advancements in the overall organization and management of the full-service Speech-Language Pathology Clinic.
In 2023, Maria Brown, assistant teaching professor and BSN Program coordinator in the School of Professional Nursing Practice, obtained the Certified Healthcare Simulation Educator (CHSE) certification from the Society for Simulation in Healthcare. This certification distinguishes the person as an educator with the unique skills to apply simulation methods across the continuum of healthcare education.
Melissa Ziegler, assistant teaching professor in kinesiotherapy, achieved the distinction of being selected as one of the inaugural members of the Scholarship of Teaching and Learning (SoTL) Faculty Fellows program through the Center for Faculty Development. This program brings together instructors from diverse disciplines across the campus into a cohort, fostering collaborative development of scholarly activities around teaching and learning. Ziegler is actively engaged in her project, "Enhancing Academic Performance Through Mindfulness Interventions," currently in the data collection phase with plans for publication in 2024. This experience has not only positively influenced her research initiatives, but has also provided an enriching platform for interdisciplinary collaboration with faculty from various departments.
Mississippi Health Disparities (MHD) is an annual conference founded in 2021. MHD’s mission is the elimination of health disparities in Mississippi and creating healthier and more equitable neighbors. The 2023 conference was held in conjunction with the Mississippi IDeA/EPSCoR Conference on July 27 at the Thad Cochran Center on USM’s Hattiesburg campus. The conference hosted 11 sessions featuring distinguished speakers from across the state, showcasing impressive transdisciplinary research. Over 300 community members, universities’ faculty, students and healthcare professionals attended, making it a wildly successful event. In addition to the informative sessions, attendees enjoyed live performances of native hand-drum, percussion and jazz with special guest, 2023-2024 Choctaw Indian Princess Nalani LuzMaria Thompson.
We look forward to seeing you on June 13 for MHD2024. For the first time, MHD will take place as a stand-alone conference. We will continue in strong collaboration with Empowering Communities for a Healthy Mississippi. The event will take place at the beautiful Hospitality Resort Management Center on the Mississippi Gulf Coast Community College campus. As MHD continues its strong collaboration with Empowering Communities for a Healthy Mississippi, we look forward to celebrating with you and furthering our goal of a healthier Mississippi in 2024.
The School of Health Professions (SHP) brought back its Athletic Training Student Aide Workshop, which was first held in 1978, after a four-year hiatus. The workshop included:
• Taping and wrapping skills
• Spineboarding skills
• Injury prevention and evaluation
• CPR certification
• Course/activity materials
• Professional instruction from regional leaders in athletic training
• Networking opportunities
• Overnight accommodations
• All meals
“We are so excited to be able to bring back the Athletic Training Student Aide Workshop,” said Melissa Kossman, director of the SHP. “Over the years, many of our alumni first started their connections with USM through this workshop and applied to our undergraduate program because of it. These alumni have gone on to do amazing things, and many of them now come back and teach within the workshop because it is so close to their hearts. Now that athletic training is a master's-level degree, this connection early on is even more important to get students interested and continue to engage them with new material as they assist their own schools’ athletic programs before they can start the actual program.”
Added Leslie Oglesby, coordinator of USM’s Athletic Training Program, “The workshop has been around as long as the Athletic Training Program itself and provides valuable knowledge and skills to future athletic trainers. It is my hope that the workshop continues to grow year after year.”
The School of Health Professions (SHP) hosted its first Health Professions Summer Camp in 2023. The camp included the following:
• Learn about a variety of health career possibilities
• Participate in hands-on activities related to each career
• Discuss next steps in your journey toward a health career
• Networking opportunities
• Lunch and a commemorative T-shirt
“There are so many paths that students can take to achieve a health-related career. However, many of those options are not widely known or understood,” said Melissa Kossman, director of the SHP. “The purpose of this camp is to engage students early on who know they want to help people in some way, shape or form, but are still determining the best path they want to take. Students will be exposed to hands-on activities from each of our respective degree programs (athletic training, kinesiotherapy, public health, recreational therapy and sports medicine) to learn about each career option, as well as gain some foundational knowledge regarding how to pursue those careers at USM.”
The CNHP’s Recreational Therapy Program hosted the National Council for Therapeutic Recreation Certification’s (NCTRC) 2023 annual meeting on the Hattiesburg campus. The NCTRC administers certification for recreational therapists (RTs) in the U.S. and Canada, among other countries.
With its headquarters in New York City, NCTRC was founded in 1981 and is a non-profit, international organization dedicated to professional excellence for the protection of consumers through the certification of RTs. Professional recognition is granted by the NCTRC to individuals who apply and meet established standards for certification, including education, experience, and continued professional development; its Certified Therapeutic Recreational Specialist credential is offered to qualified individuals based on these same standards.
The inaugural cohort from USM’s Accelerated BSN (ABSN) pathway graduated in December 2023. The initial ABSN cohort began classes in January 2023 at the Gulf Park campus. The unconventional pathway helps eligible students earn a BSN degree in a shorter time and decreases barriers to admission, while providing benefits to those who have already earned a higher education degree.
Graduates included, all of whom passed their NCLEX exam on the first attempt:
MAKAYLA BEACH OF ALBUQUERQUE, NM
KELCEY COUEVAS OF GAUTIER, MS
ROBIN HOLMAN OF GULFPORT, MS
BRIANNA PUFF OF HATTIESBURG, MS
Michelle Toepfer, ABSN instructor and coordinator, commended the students for persevering through the rigorous, condensed curriculum.
“These students have completed the traditional nursing education in a shorter timeframe, covering essential coursework efficiently,” said Toepfer. “These students completed the same number of clinical hours as their traditional program peers to ensure graduates are well-prepared for real-world healthcare settings.”
Significant components of the accelerated plan include:
• Can be finished in 12 months
• Scholarships are available
• Same degree and clinical experiences as traditional BSN
• Able to bypass some typical BSN requirements, having already earned a degree
• CCNE accredited
Prospective applicants must have completed a bachelor’s degree in any area of study from an accredited college or university. “This inaugural group has trailblazed the way for others to achieve their goals of being a nurse,” said Lachel Story, dean of the CNHP. “They have come to us from a variety of backgrounds and bring a wealth of knowledge and experience that positioned them well for this program and uniquely prepares them to provide the highest quality care. We are thrilled for what this accelerated program means for healthcare across Coastal Mississippi.”
Currently, 15 students are enrolled in the ABSN’s second cohort, and 20 students are in the third cohort.
Each year, the CNHP hosts an esteemed leader in various sectors of the healthcare profession to give a presentation to the entire CNHP community for the Cadenhead Lectureship. The lectureship was set up in honor of former nursing dean, Dr. Gerry Cadenhead, by her family.
In September of 2023, CNHP was honored to host Cari Ebert, MS, CCC-SLP, as the speaker for the Cadenhead Lectureship. Ebert is a pediatric speech-language pathologist in private practice in the Kansas City, Missouri, area. She is a therapist, consultant, author, product developer, and nationally recognized speaker.
Ebert’s presentation provided an overview of what medical professionals need to know about autism and neurodiversity affirming services. Ebert discussed four main points:
1.Understanding what autism is and is not
2.Autism traits in young children
3.The importance of using neurodiversity affirming language
4.Making referrals for therapy evaluations and services
This past year’s Cadenhead Lectureship was held virtually to provide increased participation with our students, faculty, staff, alumni, clinical partners, and other health professionals across the state and beyond.
My name is Koki, and I have a BS in athletic training. I passed the board of certification for athletic training at USM. Throughout my academic and professional career, my skills acquired at USM have allowed me to move forward in life, following my goal of working for professional athletic teams. I have always had a positive mindset; my dreams were ambitious but never impossible. Hailing from Japan, I have always been so grateful for the opportunities this country affords me. USM provided me with positive challenges, and I gained incredible experiences that I apply to this day in my career as a healthcare provider. I was so lucky to have great professors, classmates and friends. They always understood my goals and gave me a supportive push. Currently, I work as an athletic trainer in the minor leagues for the Los Angeles Angels.”
After working on nearly every unit of the medical center where I was employed as an RN, I felt that I had a decent understanding of most fields of medicine. My career seemed to stagnate, and I yearned to further my medical career. It was then that I recalled a career fair during my undergraduate experience where Dr. Lachel Story advised me to someday return home to USM to transition from my BSN to a DNP degree after I gained some experience as a nurse. In what seemed to be no time at all, I had applied to and begun my BSN to DNP journey at USM. The program was separated into two halves: clinical and research. In the research-based portion of the program, my ability to identify, learn from and utilize credible scholarly papers was challenged and improved upon as I completed my doctoral project and other course assignments. My mentor, Dr. Lisa Morgan, provided invaluable guidance time and time again during the doctoral project process. Throughout the program’s clinical portion, my knowledge regarding disease processes, assessments, treatments and healthcare system processes was expanded upon through rigorous readings,
USM provided me with positive challenges, and I gained incredible experiences that I apply to this day in my career as a healthcare provider."
-Koki Ikeda
lectures, in-person checkoffs and clinicals. As challenging as this program was, the professors were supportive and sent a clear message that their overarching goal was to support all their students in becoming competent and caring providers. While my journey as a nurse practitioner is just beginning, and I still have much to learn, this program has prepared me to confidently begin my new career and continue growing as a healthcare provider.
I am originally from Kiln, Miss., but I now live in Hattiesburg, Miss., with my husband, Riley; maltipoo, Brees; and bearded dragon, Dany. I received my Bachelor of Science in Nursing and my Doctor of Nursing Practice degrees from USM in 2017 and 2023, respectively. I have worked as an RN in the fields of oncology, hematology, hospice, neurology, cardiology, intensive care stepdown, post-anesthesia care unit and outpatient urgent care. I have recently accepted a full-time nurse practitioner position at the urgent care where I completed most of my DNP clinicals.”
My name is Tate Fazio. I am originally from Rosepine, La., and I recently graduated from the Nurse Anesthesia Program at USM. Before attending USM, I obtained my nursing degree from McNeese State University in Lake Charles, La., and worked in the ICU in Lake Charles for almost three years. When applying to CRNA school, I submitted several applications with the mindset of 'I don't care where I get accepted, as long as I get accepted.' However, that changed after I interviewed with the anesthesia faculty at USM. The faculty were incredibly welcoming and made me feel at home right away, so Southern Miss quickly became my top choice school. Fortunately, I was accepted into the program, and my wife and I moved to Hattiesburg in December 2020.
I am incredibly thankful for the wonderful three years I spent in Hattiesburg. The CRNA program was an exceptional experience for me, particularly because of the diverse range of clinical exposure it provided. The program allowed students to work in multiple clinical settings with various practice models, which is not available in every program nationwide. Since graduation, my wife, son and I have moved back to Louisiana to be closer to our families. I have started a new job in the small town where I grew up, and although starting a new job can be stressful, my education and training have prepared me well and have made the transition very smooth. I want to thank the nurse anesthesia faculty again for everything they have done for me over the past three years. If I had to do CRNA school again, I would select Southern Miss without hesitation!”
The faculty were incredibly welcoming and made me feel at home right away, so Southern Miss quickly became my top choice school."
-Tate Fazio
Dr. Julie Gibbons, AuD, CCC-A, was a 2023 graduate of the School of Speech and Hearing Sciences’ Doctor of Audiology program. Julie was an exceptional student with a clearly demonstrated drive for excellence in both her academic and clinical pursuits. Her capabilities placed her in the top 5% of students that have completed our academic and clinic training. As a testament to this, Dr. Gibbons scored the highest score on the national certification examination of any graduate of the Doctor of Audiology program at USM for the past five years. She completed a fourth-year externship at the University of Mississippi Medical Center, where she received commendable reviews from her preceptors. Dr. Gibbons is employed as a clinical audiologist at Hattiesburg Clinic’s Ear Nose and Throat Center, providing hearing health care to residents of south Mississippi.
Southern Miss 2022 Master of Public Health graduate Daquan Smith was selected as a National Association of Health Service Executives-NAHSE Mentee for 2024. He will have the opportunity to grow and learn under the guidance of Christus Health’s Systems vice president in Dallas, Texas.
The National Association of Health Services Executives (NAHSE) is a non-profit association of Black health care executives founded in 1968 for the purpose of promoting the advancement and development of Black health care leaders and elevating the quality of healthcare services rendered to minority and underserved communities. NAHSE’s purpose is to ensure greater participation of minority groups in the health field.
3,333
Total Facebook followers to date
36,637
(33 . 5 % INCREASE)
Facebook reach
3,234
Facebook profile visits
41
(5 .1 % INCREASE)
Facebook new page likes
907
Total Instagram followers to date
1,569
(8 . 8 % INCREASE) Instagram reach
1,354
Instagram profile visits
82
New Instagram followers
Post Reach
TOTAL FROM LAST 90 DAYS VS 90 DAYS PRIOR
28 . 6K (64 7 % INCREASE)
Engagement
TOTAL FROM LAST 90 DAYS VS 90 DAYS PRIOR
2 .1K (25 6 % INCREASE)
Highest R each on a Post NAP 10-YEAR ACCREDITATION STORY
Post Reach
15,887
(1,557% HIGHER THAN MEDIAN POST REACH)
Highest Reaction on a Post NAP 10-YEAR ACCREDITATION STORY
Post Received
3,931% MORE REACTIONS
(524 TOTAL) THAN MEDIAN POST REACTIONS
Highest Comments on a Post INAUGURAL ABSN PINNING
Post Received
100 COMMENTS
COMPARED TO MEDIAN POST COMMENTS
Post Reach
TOTAL FROM LAST 90 DAYS VS 90 DAYS PRIOR
1 . 6K (8 . 8 % INCREASE)
Engagement
TOTAL FROM LAST 90 DAYS VS 90 DAYS PRIOR
1 . 2K (21 2% DECREASE)
Highest Reach on a Post COMMITMENT TO COMPASSIONATE CARE CEREMONY POST
Post Reach
775 (111% HIGHER THAN MEDIAN POST REACH)
Highest Likes on a Post COMMITMENT TO COMPASSIONATE CARE CEREMONY POST
Post Received
149 LIKES
Highest Comments on a Post RECREATIONAL THERAPY ACCREDITATION POST
Impact of the Affordable Care Act on Participation in the Supplemental Nutrition Assistance Program Among Low-Income Older Medicare Beneficiaries
Researchers: Hyunmin Kim (SHP)
Where Presented: 5th World Aging and Rejuvenation Conference, Virtual, Frankfurt, Germany
Date Presented: July 18, 2023
Presentation Description: The study, using data from the U.S. Medical Expenditure Panel Survey (MEPS) between 2009 and 2018, investigates the impact of the Affordable Care Act (ACA) on the participation in the Supplemental Nutrition Assistance Program (SNAP) among low-income older Medicare beneficiaries. Employing a quasi-experimental comparative interrupted time-series design, the research focuses on the ACA's role in enhancing the interface between Medicare and Medicaid. The results reveal a significant increase of 17.4 percentage points in the probability of SNAP enrollment among low-income older Medicare enrollees in the post-intervention period compared to pre-intervention. This boost is more prominent among older White, Asian and all non-Hispanic adults. The findings emphasize the ACA's positive influence on SNAP participation among older Medicare beneficiaries, suggesting the importance of policies linking enrollment to multiple programs.
Researchers: Jungjoo Lee (SHP)
Where Presented: Gerontological Society of America, Tampa, Fla.
Date Presented: November 1, 2023
Presentation Description: The study examined the relationship between different levels of Cognitively Stimulating Leisure Activity (CSLA) participation and three cognitive functions (i.e., memory, working memory, attention and processing speed) among older adults with Mild Cognitive Impairment (MCI). Lee found the high level CSLA participation group were found to have higher levels of memory, working memory, and attention and processing speed than the mid- and low-level participation groups. The mid-CSLA participation group was found to have higher levels of working memory and attention and processing speed than the low level CSLA participation group.
Researchers: Felix Twum (SHP), Tome, Ledel, Roy, Mallhi, Aguirre, Wei, Zhang
Publication: Journal of Racial and Ethnic Health Disparities
Research Description: Environmental tobacco smoke exposure (ETSE) was race/ethnicity-specific, but how the race/ethnicityspecific ETSE has changed over time, diverging or converging, remains unclear. We examined ETSE trends by race/ethnicity in U.S. children aged 3-11 years using the NHANES 1999-2018 surveys. Overall ETSE prevalence was cut by half between 1999 and 2018. However, due to uneven declines, the gaps between Black children and others have expanded in heavy ETSE. Special vigilance is needed in preventive medicine practice with Black children.
Researchers: Traci Hayes (School of Health Professions), White, Harris, Mohammed, Henderson, Compretta
Publication: Journal of American College Health
Research Description: The study aimed to understand the perceptions, knowledge, information sources and coping skills pertaining to COVID-19 among two groups of African American young adults. Focus groups consisting of African Americans ages 18–29 years enrolled in Historically Black Colleges and Universities and non-college enrolled young adults in Mississippi were conducted from February through May 2021. Findings suggest the college students faced anxiety and stress from the loss of loved ones and the college experience. Non-college enrolled young adults dealt with maintaining employment, pros and cons of taking the vaccine to continue work, and handling the frequent flow of information. The study highlights the importance of ensuring that reliable and trustworthy health promotion and health crisis prevention information, resources and coping tools are available in the environments in which young adults live, learn and work.
Researchers: Mary Jane Collins and Nina McLain (SLANP)
Where Presented: Nursing Education Research Conference, Washington, D.C.
Date Presented: March 31, 2023
Presentation Description: Although pharmacology serves as a foundation for healthcare professions, a gap exists between education and the clinical application. Experiential learning has demonstrated benefit when integrated into pharmacology courses; however, professors struggle with the challenge of incorporating active learning modalities into traditional lecture courses. Active learning and high-impact educational practices, based on cognitive theory, were incorporated into a pharmacology course sequence. After course completion and entry into the clinical setting, qualitative data were collected from students and clinical preceptors. Students and clinical preceptors reported an improvement in students’ ability to recall and apply concepts clinically. Students identified the creation of cognitive aids as the most advantageous measure. Integrating active learning and high-impact educational practices into pharmacology courses could potentially aid in the ability to recall and apply concepts clinically, reduce medication errors and expenditures, and increase student confidence when entering clinical education.
Researchers: Allan Lovern (SLANP), Quinlan, Brogdon, Rabe, Bonanno
Publication: Teaching and Learning in Nursing
Research Description: Work-related stress has reached epidemic proportions across all employment settings. In general, nurses face high levels of stress; however, evidence shows that nurse educators may experience even higher levels of stress when compared to nurses who work strictly at the bedside. The increased likelihood of stress among nurse educators demands the identification and utilization of strategies to reduce stress and mitigate burnout. The aim of this manuscript was to reveal evidence-based strategies for improving nurse educator well-being and diminishing faculty burnout. This integrative review identified a balanced approach for wellness maintenance among nurse educators that included the following themes: mindfulness and resilience training, work engagement opportunities, and work cultures supported by leaders who promote faculty wellness and burnout prevention.
Researchers: Nina McLain, Mary Jane Collins, LaWanda Baskin (All SLANP)
Publication: International Journal for the Scholarship of Teaching and Learning
Research Description: My interest in teaching methodologies actually started in my doctoral program with my dissertation with the basic research question being, "Does teaching methodology make a difference?" We had a lot of good literature at the time on simulation in nursing but very little on simulation in anesthesia and adult learning. Like many of us, the painful process of learning how to teach began when I entered academia. It was clear to me that just because you are good at your career, it does not mean you will be good at teaching. That began a search for the best methods to teach adult, professional graduate students. After completing the ACUE courses at USM, my co-authors and I wanted to know how high-performing, type A, critical thinking students learn best and how they prefer to be taught. So, the concept was born to investigate seven teaching methodologies over a semester and test it. Surprisingly, this cohort of students preferred practice questions followed by looking up correct answers and workbooks from reading assignments, both of which were more labor-intensive, to the not-so-surprising other favorite method, game-based learning. Coming in last in preferential order was PowerPoint-based lectures. The results allowed us to restructure our content delivery for most higher level courses and incorporate many more active learning opportunities in the format preferred by our students
Researcher : Mayantoinette Watson (SPNP)
Publication: Sage Open Nursing
Research Description : Burnout affects approximately 38% of nurses and nurse faculty per year. The study aimed to identify associations between psychological distress with burnout in nursing faculty teaching in an undergraduate nursing program. A quantitative design was utilized using a descriptive method with a convenience sample of nursing faculty (n =150) from the southeastern U.S. The study results found that psychological distress was reported in 25% of the sample. Burnout was reported in 94% of the sample. Psychological distress and burnout were significantly correlated. Race, gender and age contributed to psychological distress. The study concludes that implementation of workplace health promotion programs, increased mentorship, inclusion of diversity within nursing academia, and mental health awareness can improve mental health outcomes among nursing faculty.
Ankmnai-Veeranna tests whether Artificial Intelligence can diagnose rare auditory condition
Sangamanatha Ankmnai-Veeranna, assistant professor (SSHS), published an article in Frontiers in Audiology and Otology titled Using Machine Learning to Assist Auditory Processing Evaluation
Auditory processing refers to how the brain interprets the sounds that one has heard. Normal auditory processing is important for understanding complex sounds, such as music or speech in difficult listening situations like classrooms, recreation, social gatherings or restaurants. If the auditory system has weak processing skills, it can lead to listening problems. Approximately 0.2–5% of school-age children complain of listening difficulties in the absence of hearing loss. One of the major problems facing APD assessment is that adequate experience and training is necessary to arrive at an accurate diagnosis due to the varied ways the disorder can manifest. There are typically very few referrals made to clinics for APD per year, making it difficult for training audiologists to gain sufficient practice assessing APD. The main goal of the study was to determine if machine learning (ML) can be used to analyze data from the APD clinical test battery to accurately categorize children with suspected APD into clinical sub-groups, like expert labels. The results of Dr. AnkmniaVeeranna’s study suggests that this work may facilitate the future development of APD clinical diagnosis software.
The CNHP is part of the Mississippi Idea Network of Biomedical Research Excellence (MS-INBRE). MS-INBRE is a network of colleges and universities designed to build a biomedical research infrastructure in Mississippi.
The Data Science Core is one of the programmatic cores in partnership with USM’s CNHP, the University of Mississippi Medical Center’s School of Population Health, and Mississippi State University’s mathematics division.
Hwanseok Choi, associate professor of public health (SHP), is an associate director of the Data Science Core. Choi and his colleagues in the School of Health Professions at USM are working to support and promote the use of advanced computational methods for data analysis. Choi has participated in more than 60 different biomedical research projects. Choi and his team help design data collection tools and support CNHP faculty and staff by collecting, cleaning and analyzing data. This experience also provides public health, epidemiology and biostatistics students with the handson experiences they need to ready them for a lucrative data science career in both practice and research areas. Choi hopes to “begin to leverage this valuable resource and infrastructure at USM to assist our health partners with addressing Mississippi’s top public health issues.”
Nina McLain (SLANP) was selected by XLerateHealth to receive $34,997 in funding to further her research into the development of an oral suction device (OSD) which helps prevent aspiration, pneumonia and bacterial infections in both the lung and central line insertion sites for patients using ventilators. McLain was one of only nine innovators to receive funding through the National Institutes of Health funded Idea Regional Entrepreneurship Development (I-RED) Program. McLain believes the OSD will not only protect patients, but also save tens of thousands of dollars spent to fight hospital-acquired infections. McLain explains, “Each case of a hospital-acquired infection costs approximately $47K - $80K dollars to treat. The OSD can be produced on a small scale for approximately $5 each. The return on investment is high.”
About 75% of mechanically ventilated patients remain on the ventilator for over 72 hours, increasing their risk for ventilator-associated pneumonia and central lineassociated blood infections. The proposed OSD works by removing secretions, preventing pooling that can lead to infection. Sputum is continuously produced, yet nursing tasks for removal are intermittent, typically each ½ – 1 hour, allowing time for pooling between suctioning. The OSD, once inserted at the bedside by the nurse, allows continuous secretion removal, hands-free so the nurse can attend to higher order patient care needs.
Polymers and Health Professions Unite to ASPIRE to a Healthy Gulf Coast Advancing Social and Environmental Equity Through Plastics: Research, Education, Innovation and Inclusion (ASPIRE) received $1,873,415 in funding from the Established Program to Stimulate Competitive Research (EPSCoR), a part of the National Science Foundation. Members of the ASPIRE team include USM faculty across multiple disciplines, including Zhe Qiang (polymers), Jennifer Lemacks (health professions), and Derek Patton (polymers). Additionally, the team includes members of Auburn’s College of Engineering. The transdisciplinary ASPIRE team seeks to mitigate the negative impacts of plastic pollution on vulnerable coastal communities in Alabama and Mississippi, leveraging innovative and inclusive research, education and outreach.
The ASPIRE project has a list of goals as varied as team members. The team seeks better detection of microplastics, as well as the use of polymer networks to aid in the recyclability of those microplastics to combat the issue of pollution in the Gulf of Mexico. In addition to their scientific goals, the ASPIRE team seeks to positively impact the community in advancing social and environmental justice. The team plans to use funding from EPSCoR to survey members of the community about health conditions to better understand potential health disparities. The team also plans several educational outreach programs to help educate and uplift the community, as well as stimulate small business growth.
Integrated Psychology and Speech and Hearing Sciences to Research an Understudied Auditory Condition
The Misophonia Research Fund (MRF), an initiative of the REAM Foundation, awarded more than $455,000 to an interdisciplinary team featuring researchers Mark Huff, Donald Sacco and Randy Arnau from USM’s School of Psychology, with Kimberly Ward of the USM School of Speech and Hearing Sciences. The team is researching attention and memory deficits in those suffering from misophoma, a condition in which individuals experience extreme emotional responses to common sounds. Huff, associate professor and principal investigator on the project, explains how these responses might be misinterpreted,
“Have you ever observed a family member or friend who is sensitive to everyday sounds like lip smacking, chewing food, grinding teeth, sniffing or snorting? Beyond seeming a little annoyed, you may experience them looking distressed or expressing strong emotional and physical reactions to these common sounds. Although it may seem like they’re overreacting, they could actually be experiencing sensitivities to triggers associated with a condition called misophonia.”
The researchers seek to characterize attention and memory deficits in misophonic individuals following exposure to trigger sounds. The USM team is one of only six grant recipients. The newly funded projects mark the fifth anniversary of MRF and their $10 million investment into a field that previously had no dedicated research funding and scant scientific or therapeutic progress.
In the fall of 2004, under the visionary leadership of founding editor-in-chief Sheila P. Davis, the Online Journal of Health Ethics (OJHE) was born. From humble beginnings, the OJHE— housed at the then College of Nursing at the USM—quickly garnered international traction and became a target journal for freshly minted PhDs, physician and nurse leaders, academic and clinical bioethicists, moral philosophers and theologians, public policy makers, clinical social workers, interfaith hospital chaplains and allied health professionals.
Davis’ vision for the OJHE was to create a multidisciplinary clearinghouse for cutting-edge scholarship on ethical issues at the intersection of public health, public policy and healthcare delivery. Davis—a professor in the College of Nursing at USM—had a penchant for publishing articles that highlighted cultural inequities, healthcare disparities and social justice issues—manuscripts that were often overlooked by peer journals due to their potentially political implications. Davis’ dedication to the healthcare needs of marginalized populations drove her insistence that the OJHE eternally remain open-access so that all seekers of wisdom, no matter their ability to pay, could come to its wellspring, drink, and be satisfied. In typical Davisonian fashion, the OJHE would accomplish exactly what she did with her advocacy—namely, comforting the disturbed and disturbing the comfortable.
In a conscientious and strategic effort to expand beyond its “small journal” feel, the OJHE rebranded itself in the fall of 2021 by dropping “Online” from its name. The new-andimproved Journal of Health Ethics (JHE) relaunched with rigorously updated peer-review guidelines, a new style format, refreshed typefacing and manuscript orientation, and an overall modern user interface. As of this writing, the JHE has published 236 original papers that have been downloaded over 635,000 times (nearly 60,000 of which were in the past 12 months alone), reaching domestic and international scholarly audiences from Raleigh to Rome, Portland to Paris, Buffalo to Barcelona, Topeka to Tokyo, Memphis to Melbourne, and Cape Cod to Cape Town.
Nearly 20 years after the journal’s founding, Davis has handed over the reins of the JHE to her executive editor of many years, Peter A. DePergola II. It is a gross understatement to suggest that the international community of healthcare ethicists and public health practitioners is deeply indebted to her. As an expression of profound gratitude for her trailblazing work, winsome spirit, and
tireless solicitude of the JHE, the journal confers upon her the title of editor-in-chief emerita—an honorific unanimously approved by the JHE Editorial Advisory Board.
DePergola has a career in ethics, specifically bioethics and neuroethics, that spans 15 years. Currently, he serves as the chief ethics officer, senior director of clinical and organizational ethics, chief of the Ethics Consultation Services, chair of the Ethics Advisory committe, and director of the Clinical and Organizational Ethics Postgraduate Programs at Baystate Health in Springfield, Ma., He serves concurrently as the Shaughness Family Chair for the Study of the Humanities, associate professor of bioethics and medical humanities, associate professor of philosophy and religious studies, associate professor of biomedical sciences, director of the undergraduate and graduate Bioethics and Medical Humanities Programs, and executive director and Senior Research Fellow of the Saint Augustine Center for Ethics, Religion and Culture at Elms College. DePergola also holds secondary academic and research appointments at University of Massachusetts Chan Medical School, Sacred Heart University, University of Saint Joseph, Bay Path University, Salve Regina University, University of New Haven, Holy Apostles College and Seminary, Western New England University, Fairleigh Dickinson University, Saint Joseph’s College, Anna Maria College, Springfield College, the American Academy of Neurology, and TEDMED. He has also joined the faculty ranks in the CNHP as a faculty affiliate. We are thrilled to have him join our team and lead these efforts.
The order of business is to return the JHE to its roots by actively engaging the USM scholarly community—especially, though not exclusively, at the CNHP— to contribute to and actively promote the JHE’s mission of providing high-quality health ethics scholarship to those least likely to have access to it. Lachel Story, dean of the CNHP, will serve as associate editor during this transition. For more information, or to submit a paper to JHE, please contact the JHE Editorial Office at JHE@usm.edu or see the journal’s home page at aquila.usm.edu/ojhe.
We look forward to continuing to share rich and innovative scholarship on ethical issues at the intersection of public health, public policy and healthcare delivery. Twenty years in, we are just getting started building a GOLDEN legacy.
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2023-2024