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Applied nutritional epidemi-ology has been utilized for thousands of years to alleviate the suffering of humankind from disease and early death. By observing and recording those observations, early scien-tists and scholars learned that certain foods were associated with preventing the onset of well-known diseases or treating symptoms of acquired infec-tions. The ancient Greeks had observed that ingesting ground willow tree bark could alleviate headache and fever; later, the active ingredient in this bark would be chemically distilled into what we know today as aspirin. In many cultures, “witch doctors” or “medicine men” would provide certain herbs, plants, and mixtures of natural ingredients for ingestion to treat maladies, such as chewing the bark of the cinchona tree in South America – the source of the drug quinine –as a treatment for malaria, headache, and the reduction of fever. James Lind’s sharp observational skills led to the suggestion that scurvy could not only be cured, but also prevented through the ingestion of citrus fruits by sailors and others experiencing long periods of time away from fresh plant-based food sources, which is discussed in his 1753 treatise on the disease. Hence, the frequent nickname of British sailors as “limeys” during the 18th and 19th centuries. Only much later did chemists discern that it was the ascorbic acid – commonly known as
Vitamin C – in the fruit that actually staved off scurvy.
In more modern times, from the post-WWII period through the 1970’s, scientific focus on nutritional epidemiology frequently examined shortcuts to healthy living through dietary supplementation. Vitamin and mineral sup-plementation began to increase in popularity, with conventional wisdom holding that such supplements could counter-balance unhealthy eating habits or lifestyle choices. The scientific underpinning for these viewpoints was based significantly on research in the first half of the 20th century showing that deficiencies in macronutrients and micronutrients like vita-mins and trace minerals could cause disease, such as the relationship between Vitamin D deficiency and rickets. Therefore, the consen-sus went, excess intakes of micronutrients
might greatly improve health and resistance to disease. One of the most famous scientists in the world at that time, Linus Pauling, became a devout pro-ponent of Vitamin C supplemen-tation to cure diseases and ex-tend lifespan – to this day, the institute he founded continues research into nutritional supple-ments and health improvement. However, the epidemiological studies at the time showed conflicting results and toxicity effects were observed for ex-cess intakes of many common vitamins. Megavitamin treat-ment protocols for diseases
ranging from AIDS to cardiovascular disease showed no significant improvement. The next nutritional push beginning in the 1980s was led not by science, but by celebrity.
Blossoming through the 1980’s into the pres-ent, many nutritional health fads have emanat-ed from the celebrity industry associated with the U.S. entertainment complex. Numerous film, TV, radio, and literature personalities have touted the nutritional benefits of var-ious foodstuffs – from juicers to foods that stimulate weight loss to age-defying nutrition solutions to the smoothie and frozen yogurt trends that are still drawing in health pro-ponents. At the same time, the breadth and availability of dietary supplements of all types and varieties has expanded to an all-time
Nutrigenomics: Can “Superfoods” or Dietary Supplements Prevent or Cure Diseases?
Goji berries
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Brian Bossak, PhD, MPH, Associate Professor and Department Chair, Health Sciences
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peak. Although many Hollywood-types swear by the latest nutritional craze in the popular media, as an environmental health scientist, my questions always involve the experimental evidence: are there scien-tific studies that provide evidence that eating certain foods or taking specific dietary supplements can ward off or cure disease? In particular, can they prevent long-latency maladies such as heart disease, cancer, or Alzheimer’s disease?
At the same time, a separate revolution in science has been occurring. Our understanding of genetics, and in particular, the full complement and sequencing of genetic material (genomics) in chromosomes has advanced tremendously in the last few decades. We now have experi-mental evidence that certain genes and genetic sequences are associat-ed with some cancers and other inherited or chronic diseases. However, although genetic predisposition may be associated with a significant number of diseases, genes are not, in and of themselves, destiny. Fate is not written exclusively in one’s genetic code. Even with the presence of a genetic predisposition toward certain diseases, the best science can offer at this time is a stochastic prediction; that is, at best, we can only predict the statistical probability of a negative health outcome. There are always exceptions to such probabilistic predictions, which in-dicates that there are variables in disease initiation and promotion that are not exclusively controlled by the genetic code. An emerging area of research that examines both genomics and environmental exposures suggests that the development of certain diseases appears to be a func-tion of not only genetic factors but also environmental interaction. Part of that environmental interaction involves foods and dietary intakes.
This leads to the “big question”: does the latest research suggest that certain foods or dietary supplements can prevent or cure disease? In the case of gene-environment mediated diseases (GEMD) such as cancer or Alzheimer’s disease, there is still a tremendous amount of research needed in the burgeoning field of research known as Nutrige-nomics – the scientific study of the interaction between dietary intakes and genetically-associated diseases. Randomized clinical trials, the gold-standard for epidemiologic studies, are needed to assess many different types of foods or dietary supplements and health outcomes. Many of these studies are lengthy in time and the control needed to draw proper conclusions is extremely difficult to maintain. A recent meta-analysis (essentially, a study of studies) has shown that traditional vitamin supplements have no significant effect on GEMD such as heart disease or cancer. It appears that megadoses of some dietary supple-ments may actually harm health in some cases – in fact, recent studies have suggested an increased risk of prostate cancer in men taking fish oil supplementation to prevent cardiovascular disease.
For now, perhaps the best way to view “superfoods” or dietary sup-plements are as a healthy nutritional choice. They may not necessarily prevent or cure disease based on the current epide-miological evidence, but they are more likely to improve or maintain health over other less healthy dietary choices. Several epidemio-logical studies show that largely “plant-based diets” promote overall health and reduce the risk for some diseases. Cer-tainly, some food products, particularly those high in sugars and saturated fats, have been associated with negative health outcomes including obesity, which in turn may lead to Type II diabetes and cardiovas-cular disease. In nearly all instances, obtaining recommended nutritional macro and micronutri-ents from food is preferred over supplementation (the exception being in the event of a deficiency) – partly because there may be unknown or not well-studied co-factors in whole foods which are not present in refined or synthesized supplements. Natural foods are preferable over processed foods, particularly for that reason. The traditional advice for healthy living still appears solid: eat plenty of plant-based material, eat lean protein, exercise regularly, avoid health-averse behaviors (smok-ing, drug abuse, excessive alcohol intake), drink plenty of non-sugary liquids, and get plenty of sleep.
The research field of Nutrigenomics is in its relative infancy. As it receives more attention, funding, and research-related study results, there will likely be future advancements in our understanding of nu-trition and inheritable (genetic) disease initiation and promotion. The Department of Health Sciences in the College of Health Professions and Social Work will be exploring exciting avenues in this new and emerging research area, including the connection between Nutrigenomics and Geroscience, which is the newly emerging scientific study of healthy aging, gerontological wellness, and the prevention of age-related dis-eases. One possible forthcoming foray is to explore the “field-to-plate” movement based on nutritional practices in geographically disparate areas, known colloquially as “blue zones,” where significant portions of the population live healthy and active lives well into their 80’s and beyond. Several departmental faculty are exploring the possibility of a study abroad experience to Greece to explore the dietary practices in one of these “blue zones.” In addition, other exciting research and course developments in the area of Nutrigenomics and gene-environ-ment interaction will be considered in the semesters ahead. Stay tuned or contact us if you would like to be informed of further updates on these initiatives as they develop.
Until next time - Live Healthy, Live Happy.
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Nutrigenomics: Can “Superfoods” or Dietary Supplements Prevent or Cure Diseases?
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Nutrigenomics: Can “Superfoods” Prevent or Cure Diseases? . . . . . . . . . . . Cover Story
By the Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 3
Letter from the Chair . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 4
Is water a chemical substance? . . . . . . . . . . . . . . . . . . . . . . . Page 5-6
Service-Learning: Benefits and Outcomes . . . . . . . . . . . . . . . . . . . Page 7-8
NeoGenomics Laboratories . . . . . . . . . . . . . . . . . . . . . . . . . . Page 9
The Health Benefits of Sustainable Nutrition . . . . . . . . . . . . . . . . . . . Page 10
Alumni Spotlights . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 11-14
Faculty Bios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 15-17
Alumni Updates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 18-19
Announcements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 20
Current Health Science students (undergraduate): 211Current Pre-Health Science students (undergraduate): 249
Current Health Science students (graduate): 41Current Clinical Laboratory Science students: 24
Current Pre-Clinical Laboratory Science students (undergraduate): 71Number of graduate alumni: 57
Number of undergraduate alumni: 188Number of post-baccalaureate certificate alumni: 57
Number of full-time faculty: 7Number of adjunct faculty: 4
Number of support staff: 1
Inside this Issue:
By the Numbers
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Greetings FGCU alumni, current, and prospective students!
Welcome to the inaugural issue of our Departmental newsletter. These are exciting days in the Department of Health Sciences and in the College of Health Professions and Social Work. I arrived at FGCU in August 2013 after serving as Division Director of Environmental Health Sciences in the Jiann-Ping Hsu College of Public Health at Georgia Southern University. Soon after arriving, I learned of the fall enrollment statistics for the Department. Not only have we seen stable growth in our graduate and limited-access program (Clinical Laboratory Sciences), but the Bachelor of Science in Health Science program has the highest enrollment in its history, and we are anticipating the possi-bility of more than 200 active majors in this program alone in the spring semester of 2014! Program enrollment in this major has nearly doubled over the last couple of years.
To accommodate this rapid growth, a new program director for the BS in Health Sciences program was appointed this past fall. The Clinical Laboratory Sciences program submitted a self-study and participated in a site visit pertaining to reaccreditation. Additional clinical sites for student practi-cum experiences are being actively recruited and the program has achieved 100% placement of its graduates in recent years. We anticipate continued program growth as new clinical practicum sites come online, as well as increased demand for our graduates since more clinical laboratories require four-year degrees for entering hires. The Department’s Anatomy & Physiology courses, required as prerequisites for many pre-clinical programs such as nursing and physical therapy, are witnessing the highest passing percentages and grade performance since analysis began several years ago. Course enrollment is approaching the maximum possible given current laboratory and classroom space availability. A&P instructional staff has now prepared all of the subject matter content texts used in both lecture and laboratory courses. One faculty member submitted a proposal this past fall to write a seminal textbook with a major academic publishing house and has now received a textbook contract with publication set for early 2016. The Department also hired a new full-time executive secretary to help support program development, assist current and prospective students, and coor-dinate admissions materials.
In the coming days and months, more exciting developments are anticipated. The Master of Science in Health Science program will have a one-year follow-up program review this year, with the next MSHS program review not anticipated for six more years. Several faculty in the Department are exploring the possibility of a study abroad program combining aspects of nutrition and environmen-tal health (see lead article for more information), with the first program offering possibly occurring as soon as the summer of 2015. We are in the midst of the hiring process for a new faculty member with a specialization related to Health Services Administration, and thus we anticipate having an additional departmental faculty member on staff beginning in fall 2014. In addition to this inaugural newsletter, the Department is adding information and links to its website and will be expanding outreach activities to social media in the next few semesters. Future course offerings may include courses not previously taught and exciting program developments may be in store. Please consider sending contact information updates to the Department so that we can keep you informed as these developments occur.
We hope that you are having a great year and look forward to bringing you exciting news in the near future.
Brian Bossak, PhD, MPH Associate Professor and Department Chair, Health Sciences
Letter from the Chair
Brian Bossak
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To give students a chance to become more aware of how they think and what they know, I used to give them the following instructions:You can designate up to three (3) questions you are not sure about. If you got the question wrong on your test, you will still get the points for it if you give me a good reason for why you aren’t confident in your answer. You can write “I can’t decide between A and C because….”. Writing “no idea” or “didn’t study the topic” does not count as a valid reason. If you don’t give me a good reason, you won’t get the points.
Here are some answers that made my toes curl, left me dazed and con-fused, or made me laugh until my belly hurt. Enjoy - even the spelling errors I copied to make sure it retained its authenticity!
• I know that a 2 pH has to be very acidic or very basic because it is towards the bottom of the pH chart & things at 7 are neutral. I’m just confused on which way the chart goes. Either acid on top or basic on top! Ugh!
• Positive feedback turns off while negative feedback turns on or initiates things. So like in pregnancy it is a negative feedback & I thought that blodd glucose was a negative feedback but then again in preg. it would be increasing the original stimuli?
• This question seems very straight forward…. This just seems too obvious of a question and is messing with my head.
• All of the answers were so similar.
• Considering an air conditioning as homeostasis, the monitor would be me b/c I monitor the environment and if I am hot, I will then turn the air down and the thermostat would control the temp that I want the house to be (control center) and the air the air condition-ing blows which cools me down would be the effector.
• I think HCO3- is an acid… I can’t remember if it is found in the liver or not though. Bicarbonate implies that it might have more than one carbon, though HCO3- does not… If it is an acid it should be a proton donor? Which might mean that if it is an acid A& C would be right? I can’t decide. I took a chance on it being in the liver.
• When I took anatomy in high school my teacher made a strong correlation that “sweating in a pool is the same as peeing in it” because of the uric acid in sweat.
• I however cannot remember, if water is a chemical substance.
• A and B are the two answers that confuse me because plasma is
the fluid that makes up the blood and oxygen is always being trans-ported, but protein is a lipid.
• I cannot decide if mitosis is in charge of the male/female sex cells or the dividing and replicating process although Mi “my” make me I remember.
• I can’t decide because I’m having a brain fart on which comes first the formation of thromboplastin or prothrombin becoming throm-bin.
• I am confused on whether it is the spleen or kidney that regulates ANP because when the hemoglobin spilts, the heme goes to wastes and the globin into protein.
• 7.35-7.45 and 7.75-7.85 just seem to be the same.
• There is a difference if I am facing some one’s sternum and I am lis-tening and if I personally am listening for my own valve. If listening on someone else then I am facing their sternum and I would listen at the second i Never mind
• Not sure if corneum is a layer. I think it is what is shedded on the skin and how dogs track people.
• I don’t know if cytosol is the protein that makes up the cytoplasm or if “C” water is correct because the cytoplasm is made of extra-cellular fluid which is water, so that means cytosol would be made mostly of water.
• I don’t think hemoglobin (blood) is a protein, although it is found all throughout the body, so I chose DNA.
Letter from the Chair Is water a chemical substance? By Peter Reuter, Assistant Professor, Coordinator for Anatomy & Physiology
continued on the next page
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• Cytosol is a liquid membrane, made of many types of proteins, but also I believe water has a big part in making part of it too.
• Melanin helps protects us from UV over exposure, so when dispersed I would assume that a tall body layer of melanocytes would protect us when not using sunscreen, but at the same time there are little receptors which are the dendritic cells that activates immune system in times of too much UV without that diseases or cancer can occur rapidly.
• Keratinocytes in general help melanocytes produce without dying. If that was the case UV exposure would kill us. As temp increases, these keratin proteins help regulate temp allowing melanocytes to multiply, but it also help make them synthesize, in order to do that multiple kerationcytes must be able to keep pH in balanced. Too low would kill melanin and too high would desynthesize them.
• I am stuck between DNA & glucose. Both are proteins but I am leaning towards DNA because people with diabetes lack glucose so it is not abundant in the body.
• I’m not sure what leptin even is. Goblet cells secrete mucus so as long as leptin isn’t mucus its not that.
• I keep confusing myself and can’t remember the proper sequence since I’ve jumbled it in my head so many times.
• I know thromboembolic involves tiny blood clots everywhere so you ironically bleed to death. Nevermind, I think I answered my own question!! HAHA
• I don’t know if 140/90 for a 70 yr old is normal though. I would think an older person should be relaxed. I am stuck.
• I think the kidney produces red blood cells, but I am not sure if the brain has the entire production of RBC’s under its control.
• I was confused because erythrocytes leave the capillaries through osmosis.
• I tried using the monkey eating bananas thing, but it seems to have escaped me if these are formed elements and if WBC count correlates with the bananas.
• I was confused because a monosaccharide & polysaccharide come to my mind as long chains but I know that a protein has to be made up of something so I thought they might make up the protein.
• I managed to rule out collagen because that’s a fiber and DNA. Hemoglobin and glucose confused me as I wasn’t sure if glucose was considered a protein.
• Obviously the gland secretes wastes too but I’m not sure about vitamin C so it’s making my brain go crazy.
• The epidermis absorbs things, such as vitamin D from the sun, but most of the nutrients in out body are found in below the epidermis and in the basal layer and continues to the dermis.
• I’m having a hard time deciding what living systems refers to specif-ically.
• I’m torn between A and C because a long chain of simple sugars is a type of protein but also is called a polysaccharide.
• The word “irreversible” throws me off on what the question is specifically asking.
• Could not decide between A and C because I know that H2O is not a mixture and is usually not reversible..
• Another reason for my confusion is that my brain is fried from studying anatomy.
• In my mind (as confused as it may seem) the thermostat controls everything.
• I don’t really remember ever seeing that in the lecture or the text, but I just studied carbohydrates in my nutrition class and I’m pretty sure it’s one of those two… if not that’s just embarrassing….
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Is water a chemical substance? continued
A&P Student Cartoons
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All students (even distance learning students) are required to complete service-learning hours as part of the graduation requirements from Flor-ida Gulf Coast University. Right now the rule is 80 hours of service-learn-ing for students entering FGCU as freshmen and sophomores, or 40 hours of service learning for students entering as juniors and seniors with 60 or more transferable credit hours. Some courses offered at FGCU have service-learning requirements for successful completion. For example, every FGCU student must take Col-loquium, which increases student awareness of environmental issues. This course requires students to complete 10 hours of environment-re-lated service. Here in the College of Health Professions, service-learning is used in the Department of Health Sciences gerontology courses as a teaching and learning strategy. Course based service-learning connects course content with meaningful learning experiences, and also is prov-en to improve student academic outcomes and higher order thinking skills. For example:
• Students engaged in community-based learning tied to the curric-ulum demonstrated greater complexities of understanding than comparison group (Feldman et al, 2005: Eyler & Giles, 1999).
• Students engaged in community-based learning experiences with reflection [journaling and other written assignments] showed statistically significant increases in ability to analyze increasingly complex problems (Eyer & Giles, 1999; Batchelder & Root, 1994).
• Engagement in course-based, community engagement experi-ences revealed significant increases in students’ critical thinking abilities (Prentice & Robinson, 2010; Bringle, 2005; Eyler & Giles, 1999; Osborne et al., 1998).
The service-learning component of gerontology courses connects students to older adults and the community programs and services that assist them. This engagement plays an instrumental role in reducing students’ preconceived notions of age-related stereotypes while facili-tating a culture of understanding of the aging process through real-life interaction and activity. Service-learning opportunities such as these allow students to examine aging from an older person’s perspective.
In one course activity, students interview an older adult and reflect upon how this individual’s responses are consistent with gerontologic theory, the biological and physical aspects of aging, and the psychoso-cial characteristics of aging.
Student reflections about their service-learning experience include:
“My service-learning site isn’t much to look at since we meet behind an alleyway of a nursing home in downtown Sebring (Meals on Wheels). Service-learning helped me overcome some social anxieties and learn more about my community. I know service-learning is a FGCU graduation re-quirement, but I plan to continue volunteering well after I’ve graduated. It’s just not about service hours anymore; it’s about helping the elderly in my community”
(Jean Murphy, Introduction to Gerontology, Fall 2013).
“[This experience] really put a lot of things into perspective about the aging process. Sure you can read things over and over and try to understand, but actually being with the older adults really makes you empathetic. I not only learned about aging, but also get to experience it”
(Student, 2012, Aging and the Life Course).
“I think that service-learning helps me to be more aware of the difficulties most older adults face as they age. It was also a fun expe-rience to have”
(Student, 2012, Aging and the Life Course).
Service-Learning: Benefits and Outcomes “An education should develop hearts, not just minds, so that people can live noble lives as well as have productive careers.” – Louis Schmeir
By Karen Landy, Program Director- Bachelor of Science- Department of Health Sciences, Instructor III
Meals on Wheels by Jean Murphy.
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Many of you have heard us say that service is part of FGCU’s DNA-- ser-vice is what we Eagles do! FGCU students have provided more than a million hours of service in the past 16 years. Some of the valuable bene-fits students gain through course based service-learning includes:
• Workforce preparation• Community engagement and partnerships• Interdisciplinary connections• Intergenerational connections• Improving quality of life for older adults• Enhance social skills for the students (communication skills,
self-esteem)• Foster friendships
2012-2013 Introduction to Gerontology Service-Learning sites and opportunities:
• Care Club of Collier County, Inc. • Cypress Cove Retirement Community• Hope Hospice (Lee County)• Interfaith Caregivers of South Lee, Inc.• Moorings Park Retirement Community• National Alliance on Mental Illness• Senior Friendship Centers, Lee and Venice• Avow Hospice, Collier• The Inn at University Village• Meals on Wheels• The Pines-Sarasota• Catholic Hospice, Inc.• Lee Memorial Health System• YMCA – Lee • Dr. Piper Center for Social Services
More information on Service-Learning including how to check Gulfline for your total completed service-learning hours can be found on the website at: http://www.fgcu.edu/connect/
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Service-Learning: Benefits and Outcomes
Students can fulfill service-learning requirements in a variety of ways. For example, the FGCU Food Forest allows students to accumulate
service-learning hours while on campus. The Food Forest helps students cultivate a greater connection with nature while also helping out
fellow students—much of the produce grown at the Food Forest is donated to FGCU’s Campus Food Pantry, which provides food for
currently enrolled students who struggle to afford groceries while attending FGCU. The Food Pantry also provides a service-learning
opportunity for student volunteers.
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NeoGenomics Laboratories (NEO) is one of the fastest-growing com-panies in genetic testing for cancer in the United States. Founded in Naples, Florida in 2001, NEO relocated its headquarters to Fort Myers in 2003. The company presently has 127 employees in Lee County and roughly 250 nationwide, many of which are Florida Gulf Coast University graduates from the Clinical Laboratory Science program. NeoGenomics Laboratories serves as an alternate source of employ-ment for FGCU graduates who desire an occupation in the medical field that is outside of the traditional hospital and physician’s office labora-tories. Graduates who gain employment at NEO are very positive about their experience at this company: “I have been employed [at NEO] for over three years and am really enjoying it. I have a chance every day to grow in a dynamic environment and affect the lives of cancer pa-tients…our work saves lives on many occasions. [I feel that] I am part of a team that makes a difference.” Monica Caro, Cytogenetic Analyst, CLS graduate.
NeoGenomics Laboratories operates a network of cancer-fo-cused testing laboratories across the nation engaged in providing testing services to pathologists, oncologists, urologists, hospitals, and other laboratories. NEO currently has laboratories in Fort Myers, Tampa, Nashville, TN, and Irvine, CA.
NeoGenomics’ technology services include cytogenetics testing, which analyzes human chromosomes; fluorescence In-Situ Hybridiza-tion (FISH) testing, which analyzes abnormali-ties at the chromosomal and gene levels; flow cytometry testing, which analyzes gene expression of specific markers inside cells and on cell surfaces; immunohistochemistry testing, which analyzes the distribution of tumor
antigens in specific cell and tissue types, and molecular testing which involves analysis of deoxyribonucleic acid (DNA) and ribonucleic acid (RNA) to diagnose and predict the clinical significance of various genet-ic sequence disorders.
Laboratory technologists and technicians perform high-complexity test-ing on state-of-the-art instrumentation. Testing services are designed to answer questions related to diagnosis, prognosis and therapy selection for hematologic and solid tumor cancers. The laboratory personnel have a passion and commitment for achieving exceptional results. CLS graduate Monica Caro states that she is “thrilled to be surrounded with experienced colleagues” while working at a company at “the cutting edge of genetics and molecular studies.” Positions in the laboratory require national certification and state licensure.
For more information, please contact Julie Zemplinski.
NeoGenomics Laboratories By Julie Zemplinski, MSH, MS, MLS (ASCP)CMProgram Director, Clinical Laboratory Science
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The farm-to-table local food movement may be one trend that will lead us down the road to good health. What we eat and where it comes from not only benefits the environ-ment, but is a key component to our health as well. It is estimated that the average fruit or vegetable travels approximately 1500 miles before reaching our plate, losing precious nutrients along the way. To make matters worse, produce is often picked before fully
ripe in order to keep it from spoiling on this long trip. Unfortunately, this practice not only affects the taste, but also causes the produce to lack nutrients that would be present if it were allowed to ripen on the vine. One of the most sustainable actions we can take is to eat locally as much as possible. By “eating local,” you are not only able to enjoy better tasting produce, but reaping the benefit of higher levels of nutri-ents and antioxidants. Additionally, shopping at a local farmer’s market or growing a small backyard garden helps reduce our ecological footprint while simultaneously enhancing our health.
The traditional diet of the Greek island of Crete provides us with an excellent exam-ple of the health benefits of “eating local”. The merits of this Mediterranean diet have been accepted for decades. According to more than fifty years of research, the Cretan way of eating leads to lower rates of heart
disease and a life expectancy among the highest in the world. The first of
the studies began in the 1950’s, when the Seven Countries Study was organized by Ancel Keys to examine heart disease among
populations from different cultures. This fifteen year comparative study followed
the health of almost 13,000 men in the U.S., Japan, Italy, Greece, the Netherlands, Finland, and Yugoslavia. Results of the study indicat-ed that Mediterranean eating patterns were connected with good health and a lower risk of heart disease. The cardiovascular health of residents of Crete exceeded that of all other countries studied; researchers attributed the difference to diet.
More recently, a meta-analysis of more than 1.5 million healthy adults demonstrated that following a Mediterranean diet was associ-ated with a reduced risk of death from heart disease and cancer, as well as a reduced inci-dence of Parkinson’s and Alzheimer’s disease.
Recent studies continue to support the role a Mediterranean diet plays in disease risk reduction, and the body of scientific evidence continues to grow.
The Mediterranean Diet promoted by health-care professionals today is based on the dietary traditions of Crete, and consists mainly
of fruits, vegetables, fish, legumes, whole grains, olive oil, small amounts of dairy, and red wine. These dietary components provide Cretans with rich sources of antioxi-dants, omega-3 fatty acids, vitamins B6, B12, C, E, and folic acid. While many of the health benefits of this diet have been associated with a relatively high consumption of olive oil, these benefits may also be attributed to the diet’s status as primarily plant-based and local. For example, the people of Crete consume on average six or more servings a day of nutrient-rich fruits and vegetables, the majority of which are grown locally.
Efforts are underway to preserve Crete’s tra-ditional, healthy way of eating. Scientists, nu-tritionists, farmers, and chefs are all working together to educate others and promote the sustainable lifestyle practiced by the people of Crete.
This summer, I will be participating in an opportunity to explore the living practices and role of food in connection with nutritional medicine and improved wellness in the resi-dents of Crete. Experts in the field of sustain-able nutrition in Greece, including cardiolo-gists, neurologist, botanists, and nutritionists will lead the program. Plans are in the works to offer a similar opportunity to students through a study abroad program. We will keep you posted as the program develops.
In the meantime, remember that eating good food is one of life’s many pleasures. Take the time to enjoy it!
The Health Benefits of Sustainable Nutrition By Joan Faris, MS, RD, CSSD, Instructor III, Health Sciences
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Jean Murphy
First, tell us a little about yourself….I’m a happily married, stay at home mother of two children, and full time student. I enjoy learning about and keeping up-to-date on issues of health, science, and ethics. I plan to eventually earn doctorates in bioethics/medical humanities.
What has FGCU been able to offer you that other universities can’t?FGCU offers challenging online classes that allow me to pursue academic excellence while also giving me the flexibility to raise my chil-dren and fulfill family obligations. Each class I have taken so far is applicable to my career field and professors provide assignments that give insight to the health care environ-ment. Even the textbooks chosen for class are relevant and up to date. My professors are engaged and have a genuine interest in preparing me for the professionalism expect-ed in my field.
How will the Bachelor of Science in Health Science help you meet your career goals?This degree will help me meet my career goals by giving me the foundation I need to be a health care professional. I feel the quality of coursework in my classes will have me career-ready upon graduation. It’s a wonderful feeling to know my degree is relevant and will be well put to use in my field.
What has been your biggest challenge as a student and how did you overcome it?My biggest challenge as a student is juggling the demands of motherhood, family, and course work. Thankfully, I have a strong sup-
port system. My husband takes the kids out of the house so I can study, and grandma often babysits to give me some free time to read assignments.
How do you prepare for important tests or exams?I prepare for important tests and exams by reading everything the professor assigns for class. This way, there’s no need to “cram” because I’m already familiar with the material. I often read assigned material three times. The first time I read it straight through out loud, the second time I read it while making notes, and the last time I read it out loud again. My family is used to watching me pace the house, textbook in hand, reading aloud as if reading a script for a play I’m to perform in.
Granted, life sometimes interferes and I get pressed for time. My iPad has a “read aloud” feature where I can highlight notes and text in PDFs so I can still have the material read to me while at the gym or in the car. This feature has been incredibly helpful for my Research Methods class when I’ve had to read scientific articles and literature reviews. What assignment/activity in your Health Sciences program has had the most im-pact on you as a student?So far, a group project has impacted me the most. It wasn’t necessarily the topic of the paper that impacted me, more so it was the tremendous collaboration and effort between team mates (which can be difficult to attain in an online environment). For the first time in my online academics, I got to speak with team members over the phone and put voices to names. It was a tough assignment (and thankfully we earned an A), but regardless of the grade, it was wonderful to see everyone in my team implementing the communication and team building skills learned in class.
Describe your most rewarding college experience so far.My most rewarding college experience so far has been communicating with professors who have a genuine interest in me. Not only do I feel like each professor is molding me into the health care professional I will become, I feel valued as a student and part of the bigger picture of health care.
You have already had positions in the health care delivery system, will you talk about the realities of the work world and what to expect?In class, students are taught about the integ-rity and ethics they must have when entering the health care field. The realities of the work world is that you will face real ethical issues and, unfortunately, encounter those in your field who do not uphold the professional val-ues you’ve learned. It is important to remem-ber that you are the quality of care in health care delivery. Upon graduating, you not only represent FGCU or a service provider in the health care field, you also represent care, hu-manity, and compassion. The only way to give quality is to take the high ethical standards you are learning about to heart, and project them into your everyday workings.
“You must be the change you wish to see in the world.” –Mahatma Gandhi
What is your projected graduation date? I am projected to graduate December of 2014.
Any last words of wisdom to fellow Health Science students?There is a lot to learn and study for in Health Science, and sometimes textbook and course readings can seem overwhelming. It’s im-portant to stay organized and give yourself
Alumni SpotlightsBy Joan Faris, MS, RD, CSSD, Instructor III, Health Sciences
Jean Murphy
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the time you need to fully understand the material. Find whatever method works for you, and don’t be afraid to branch out and research other sources (such as YouTube videos on your subject) if you’re not grasping a particular concept. When in doubt, ask your professor. Remember: they want to see you succeed! Lastly, and most importantly, stay inspired.
“Wheresoever you go, go with all your heart.” - Confucius
Allison Krider
Please tell us about yourself. After completing a Health Services Admin-istration internship with Lee Physician Group in the spring of 2010, I was hired on as a Customer Service Rep-resentative. Since then, I have had multiple promotions to the position I currently hold as Ambulatory Operations Manager II. Within my role I have the opportunity to facilitate new employee orientation, organization effective-ness, culture transformation, influence new workflows, coordinate the FGCU internship program, and act as a community liaison.
Why did you choose to study at FGCU versus other institutions? Before visiting FGCU, I had intended to attend a larger state university. However, when touring the campus in the spring of 2006, I was drawn to the intimate size of the uni-versity, as well as the engagement level of the student population. For instance, while walking through the old Health Professions building (now aptly named Merwin Hall) I was approached by President Merwin. He asked me, “So, what do you think of my campus?”
I remember thinking that it is incredible that the university president was wandering around, offering tours of the campus to poten-
tial students. I was sold, and began attending FGCU in the fall of 2006.
How will this degree help you meet your career goals? What concentration did you pick? Why did this concentration appeal to you? During the process of completing my pre-req-uisites for the Human Performance program at FGCU, I found that my passion for the medical field was more business-focused than clinical. Once I had that realization, I began pursuing a Bachelors of Science in Health Science, with a Health Services Administration concentration. While I may not be the one providing direct patient care, I feel that the operations of a physician practice are equally important – we work to ensure that the standard of care is exceptional, and that safety comes first. Due to this, I firmly believe that the administrative side of a medical practice plays a major role in the success of the delivery of health care.
What assignment/activity in your pro-gram has had the most impact on you as a student? Of course, I have to say my internship with Lee Physician Group! It helped me achieve my goals for graduation and beyond! The intern-ship also provided me with essential insight into the many careers in health care that do not require you to wear a white coat. I was able to see what a day in the life of a health care administrator is like. It was unbelievably valuable to see the challenges that arose daily – those that inspired and those that frustrated.
Describe your most rewarding college experience. My most rewarding experience at FGCU was the chance I had to be involved with a growing university. I participated in Student Government, and I remember when a new College of Health Professions building was just a concept. I recently had the opportunity to tour the new facility (Marieb Hall) with the Alumni Association Board of Directors, and it is incredible! The transformation of the campus and FGCU’s continued commitment to their mission and values is truly amazing.
Since graduation, I have stayed in touch with my Florida Gulf Coast University roots. I am currently serving on the Alumni Association Board of Directors, helping other alumni find ways to give back to the university we love. I was also recently appointed to the College of Health Professions and Social Work Advisory Board, where I work with other community leaders and Dean Cordova to provide input as a recent alumna in projects and strategies for the college. I am able to use my experi-ence at Florida Gulf Coast University and my career path to assist the CHPSW, alumni, and students in engaging with the health care community. I particularly enjoy my role as the coordinator for the Lee Physician Group FGCU Internship program – it is incredibly fulfilling to come full circle and be able to assist interns, as I had started out as one.
Any last words of wisdom to fellow students?Take advantage of the campus you are on that prides itself on manageable class sizes and engaged professors – these are the people who are going to inspire you to succeed in your career and life. Network in the surround-ing community – Southwest Florida has much to offer to new graduates, and businesses re-spect the Florida Gulf Coast University name. Go Eagles!
Monica Caro
My name is Monica Caro. I am a mature gradu-ate of the Clinical Laboratory Science program at Florida Gulf Coast University. I returned to school in order to enter the medical field, which had eluded me for most of my life. I had been in the retail and hospitality industry for more than twenty years and was very ready for a change. I wanted to do something that I loved.
Allison Krider
Monica Caro
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I chose to study at FGCU simply because I wanted to move to Fort Myers to be closer to my mother, who is widowed. She will need my help as she grows older, and I feel very fortu-nate to have run into FGCU while searching for universities! My biggest challenge as a student, aside from returning to school after many years, was having to take time off from work for almost two years in order to complete my studies. Stamina is not the same when you are fifty-something! Fortunately, during this time I lived with my mother, so I was able to do this and fully devote my time to studying. Having the opportunity to live with her was a great time for both of us.
All the assignments in my program were inter-esting, I believe more so for myself than for many younger students because I brought ex-perience to the classroom. I especially enjoyed the Senior Seminar course, which enabled me to explore and understand the environment and history of Southwest Florida. It was an enriching, relaxing class to take while I strug-gled with clinical chemistry and blood banking! However, my favorite assignments were the thought-provoking ethical and clinical cases in my genetics classes. They enabled me to use critical thinking skills to work through cases in much the same way you would with actual patients.
After graduating in 2010, I gained employment at NeoGenomics Laboratories in Fort Myers. It is the cutting edge of genetics and molecular studies, which is what interests me the most about the medical field. At NeoGenomics we perform cancer diagnostic testing. I have been employed there for over three years and am really enjoying it. I have a chance every day to grow in a dynamic environment and affect the lives of cancer patients.
The real world does not make its appearance in the laboratory. We do not see the faces of the patients whose specimens we process and results we analyze. We have to remind
ourselves daily that we are dealing with real human beings, and that our work saves lives on many occasions. This always makes me feel that I am part of a team that makes a difference. When I entered my career at NEO, I began a Cytogenetic Technologist Program and, after passing the Medical Technologist ASCP exam, I followed this by passing the Cytogenetic Technologist ASCP exam. This allowed me to transition from working in the wet lab processing specimens to my present job in cytogenetic analysis. I am thrilled to be surrounded with experienced colleagues who have taken me under their wing as I grow in the field. I believe that all genetics and molecular testing is exciting, and it is growing exponentially since the fruition of the Human Genome Project.
I rallied myself for change at an age when it is not easy to do so. I met many roadblocks, but my goal was clear. I wanted to make a difference; that was the fuel that pushed me through the difficult moments. When I went to school the first time in my youth I knew what I wanted, but I didn’t want it bad enough. Finally I had enough fuel to sustain the fire and make this change, and nothing was going to stop me. It was difficult but it felt real, and there was no alternative if I gave up. Now I am so happy with what I am doing, and the best part is that I am continuing to learn and grow! I cannot ask for anything more.
I cannot finish without mentioning how fortu-nate I was to have many people, both at FGCU and outside of it, who cheered me on. All I had to do was ask, and they delivered: not only ed-ucation, but support, guidance, and wisdom as true educators. It was an all-around fantastic experience for me, and I would recommend it to anyone thinking about the CLS program.
Jodie DeNardis
Jodie DeNardis is one of the first three grad-uates of the reactivated Clinical Laboratory Science program, one of the original “guinea pigs”. She is a married mother of two living in
North Port, and works as a Clinical Laboratory Scientist Generalist at Fawcett Memorial Hos-pital in Port Charlotte.
Jodie graduated FGCU with a Bachelor of Arts in Biology in 2006, and started the CLS post- baccalaureate certificate program in the summer of 2007. Jodie had been working at a non-clinical laboratory in Venice, Florida when the newly appointed program director contacted her to give her information about the reactivated CLS program at FGCU. Prior to this laboratory job, Jodie had been a dental hygienist who was also very interested in art-- she had a creative side, too!
Jodie spent a year doing a clinical student internship through the CLS program. She com-pleted it at two different facilities: Charlotte Regional Hospital in Punta Gorda, and Fawcett Memorial Hospital in Port Charlotte. After grad-uating and passing her national board certifica-tion exam, Jodie was hired by Fawcett Memori-al. She has been working there ever since.
According to Jodie, the time commitment was her biggest challenge as a student in the CLS program. Sleep was hard to come by while attending school six hours a day, Monday through Friday, studying and completing homework in the evenings, and having the responsibility of raising two children. She equates the experience to being an intern in medical school.
Jodie’s most rewarding college experience was working as a teaching assistant in a micro-biology course required for nursing students. Working as a teaching assistant helped foster Jodie’s interest in pursuing the CLS degree. Jodie states that her work in the CLS pro-gram allowed her to develop the skill-level and enthusiasm necessary to gain a career in healthcare, and she is very thankful to have the opportunity to work in a field where she can help people.
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Michelle Angeletti , MSW, PhD
Dr. Michelle Angeletti, a native of Fort Myers, teaches both under-graduate and graduate Health Services Administration courses. Her research focus is lactation management and policy. She is a La Leche League Leader and serves as the Area Professional Liaison for La Leche League of Florida and the Caribbean Islands. Dr. Angelleti was recently named the Associate Professional Liason Department Administrator for the Eastern United States Alliance for Breastfeeding Education. She is a Past-President of the Southwest Florida Healthcare Executives Group and a Founding Board Member of the Western Florida Chapter of the American College of Healthcare Executives (ACHE). Dr. Angeletti has presented at state, national and international confer-ences. While she lived abroad in Italy, she wrote and published a book chapter on the Italian Healthcare System in the Handbook of International Healthcare Systems. She has also published in peer reviewed academic journals such as the Journal of Health and Human Services Administration, the Journal of Emergency Management, and the International Journal of Human Lactation. Most recently, she co-authored an article with graduate student Charles Nothdurft, which was published in the International Journal of Commu-nity Health Education.
Brian Bossak, PhD, MPH
Dr. Bossak’s research interests fall within the field of Environmental Health, as broadly defined. He studies climate change and health, with a focus on vector-borne diseases and water quality, with a sec-ondary research interest in public health preparedness, including natural hazards prediction and modeling. He developed coastal hazard prediction models at the US Geological Survey and conducted disease outbreak response and analysis of traveler’s health issues at the Centers for Disease Control and Prevention (CDC). Since 2009, he has published in Journal of the American Medical Informatics Association, Journal of Urban Health, American Journal of Public Health, PLOS ONE, Health & Place, Geography Compass, Emerging Infectious Diseases,
Medical Hypotheses, and the International Journal of Drug Policy. Dr. Bossak is currently Chair of the Health and Medical Geography Specialty Group (HMGSG) of the Association of American Geographers (AAG), an affiliate of the Georgia Coastal Research Council, chair of the academic membership committee of the Georgia Environmental Health Associa-tion, and the principal investigator on a research project funded by the Georgia Sea Grant Program.
Tony Burkett, MS
Mr. Burkett teaches courses related to the U. S. health system, exercise physiol-ogy, and wellness. He is certified by The American College of Sports Medicine as a Clinical Exercise Specialist (CES) and has maintained certification for over 20 years. Mr. Burkett has collaborated on a num-ber of federally funded research projects and has presented and published several papers in the areas of cardiac rehabilitation and cardiovascular risk modification. His interests also include strategies for improving human performance in both healthy and clinical populations.
Laura Carlton, B.S.
Laura Carlton joined Florida Gulf Coast University in January of 2010. She earned her B.A. in Philosophy with a minor in Cre-ative Writing and is currently pursuing her master’s in English at FGCU. Laura worked as an OPS employee in Library Services, the Writing Center, and as a Teaching Assistant before receiving a full time position in the College of Health Professions and Social Work. As the executive secretary for the Department of Health Sciences, Laura aids in program development, assists current and prospective students, and coordinates admissions materials. She is thrilled to have been given the opportunity to put her writing and research skills to use in a rapidly expanding department.
Departmental Bios
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Joan Faris, MS, RD
Joan Faris joined Florida Gulf Coast University in 2001. She earned her undergraduate degree from Colorado State University and holds a mas-ter’s degree in nutrition from the University of Maryland. Ms. Faris has over twenty years of experience in the field of nutrition and wellness. Prior to joining FGCU, Ms. Faris held positions as the Director of Health Promotion at George Washington Univer-sity and the Nutrition Manager for the Lee Memorial Health Education Center. While working at FGCU, she has taught cours-es including Nutrition for Human Health and Wellness, Nutrition for Older Adults, Wellness and Spa Cuisine, and Human Performance and Energy Supplies. In ad-dition to teaching nutrition courses, Joan is the sports dietitian for FGCU’s Dept. of Athletics and provides nutritional counseling to FGCU students through Student Health Services. Ms. Faris maintains a license as a Registered Di-etitian and is also Board Certified as a Specialist in Sports Dietetics. She is listed in the United States Olympic Committee Sport Dietitian Registry (2012-2014). Ms. Faris’ research interests include athletics, aging, and sustainable nutrition.
Joan Glacken, Ed.D, MT (ASCP)
Joan Glacken is a founding faculty member of Florida Gulf Coast Univer-sity and serves as Associate Dean in the College of Health Professions and Social Work. She served as the Interim Dean from June 2010-June 2011. She earned an Ed.M. and an Ed.D. in Health Professions Education with a minor concentration in Education-al Statistics and Measurement from The Graduate School of Education at Rutgers University in New Jersey. Dr. Glacken attended Douglass College in New Jersey, where she earned a Bachelor of Science degree in Medical Technology. She is an associate member of the American Society of Clinical Pathology. Her achievements at Florida Gulf Coast University include Pro-fessor of the Year for 2000-2001, Team Faculty Service Excellence Award (2002-2003), and Best Faculty Poster at FGCU Research Day (2005). She teaches courses in the Health Professions Education concentration, Statistics, and Research. Her research interests are in the scholarship of teaching.
Karen Landy, MS
Karen Landy has been a longtime advocate for vulnerable populations in the south-west Florida community. While serving as the Program Director for the B.S. in Health Science, Professor Landy provides educa-tion, training, research and services for the varied needs of the growing aging popula-tion in southwest Florida. Her honors and awards include: FGCU Faculty winner in recognition of Scholarly Excellence in the Service Learning category (2007 and 2008). Professor Landy’s primary interests are in the areas of gerontology (aging), health care law and ethics, leadership in health care and the integration of service learning into course curricula.
Pamela St. Laurent, Ed.D, MT (ASCP)
Dr. St. Laurent’s teaching interests fall within the field of Health Sciences and Clinical Laboratory Science. As a faculty member at Florida Gulf Coast University, Dr. St. Laurent currently teaches various Health Science courses; however, her pri-mary responsibilities lie in teaching Clinical Laboratory Science courses, while also serving as the Academic Coordinator of Clinical Education for the Clinical Laborato-ry Science program. Her research interests include critical thinking skills and learning styles. In order to earn her Doctorate of Education, Dr. St. Laurent’s dissertation focused on the effect of an interdisciplinary Health Science course on students’ critical thinking skills.
Gabriela Molina, B.S.
Gabriela Molina’s scientific interests include the areas of molecular biology, biochemistry, and science education. She received her B.S. in Biology with a concen-tration in Biotechnology from George Ma-son University in Fairfax, VA. Gabriela has over nine years of experience in scientific research. Her work has resulted in a trade-marked product and several publications in peer-reviewed journals. As the Laboratory Manager for Anatomy and Physiology at the College of Health Professions and Social Work,
Joan Faris
Pamela St. Laurent
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Gabriela enjoys the academic environment and being around students. She can be spotted around campus with her cart full of A&P models and supplies.
Peter Reuter, MD, PhD
Dr. Reuter’s main research focus is on the scholarship of teaching and learning, i.e., finding better ways to teach lectures and lab sessions in Anatomy & Physiology, and how to help students become better learners. His second research area is global health issues, such as the state of health care and education in developing coun-tries. His latest project in this field looked at knowledge of and attitudes towards sex-ually transmitted diseases, including HIV/AIDS, among college students in northern Madagascar. He also works with undergraduate students on research projects related to Anatomy & Physiology.
Julie Zemplinski, MSH, MS, MLS (ASCP)CM
Julie Zemplinski is a faculty member in the College of Health Professions and Social Work, Department of Health Sciences, and Program Director for Clinical Laboratory Sci-ence at Florida Gulf Coast University. Julie earned a master’s degree in Clinical Lab-oratory Science from the University of Wis-consin – Milwaukee and a second master’s degree in Health Service Administration from Cardinal Stritch University- Milwaukee, Wisconsin. She is certified by the American Society of Clinical Pathology and licensed by the State of Florida as a Clinical Laboratory Scientist - Su-pervisor. Prior to her arrival at FGCU in 2000, Julie worked in the clinical laboratory science field for over 20 years, specializing in Microbiology/Vi-rology/Mycology. Julie also spent one year as the Administrative Director Clinical Laboratory/Pathology at Governor Juan F. Luis Hospital, St. Croix, US Virgin Islands. Julie has presented her work at national conferences and has published in the areas of microbiology, virology, mycology, clinical laboratory education, reducing laboratory errors, and effective use of educational technology tools. At FGCU, Julie has taught courses in all clinical laboratory science areas, general sciences, health professions core, and University Colloquium. Her areas of research interest revolve around microbiology and medical research.
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Julie Zemplinski
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Name: Lisame AchariaPosition/Title: Contracting Officer- Team LeaderPlace of Employment: Department of Veteran AffairsYear of graduation: 2010Degree/Program/Concentration: Bachelor of Science in Health Science
Florida Gulf Coast University presented me with an opportunity to obtain my bachelor’s degree through their user-friendly online pro-gram. This program allowed me to continue to reside in West Palm Beach while maintaining my personal life. As a married woman with two infants and a full-time job, there is no way I would have been able to complete my educational goals without FGCU’s online program. During my junior year, I was selected for a four year Contracting Officer internship program at the Department of Veteran Affairs. This program was very time consuming and challenging: as an intern, I had to work in the field five days a week and take six, eighty-hour classes every year in Washington, D.C. These classes were required to become certified in the contracting field. Though this was not easy, it was made possible by the flexibility of FGCU’s online program, for which I am very thankful. I graduated from FGCU in 2010 with a Bachelors of Science in Health Science. After graduation, I focused on completing my internship at the Department of Veteran Affairs, which I finished in June 2013. Now I am working as a Warranted Contracting Officer for the United States of America at the Department of Veteran Affairs. As a Supervisory Contracting Officer, I lead a team of six Contract Specialists and provide workload guidance and mentoring.
Name: Sara MauPosition/Title: Laboratory SupervisorPlace of Employment: Cell Science SystemsYear of graduation: 2008Degree/Program/Concentration: Masters of Science in Health Science
I am currently serving as a supervisor for a laboratory staff of twenty-five at Cell Science Systems in Deerfield Beach, Florida. Cell Science Systems currently only performs Serology testing; I am helping the laboratory expand their business and start a chemistry department. The laboratory has recently been approved for licensure through Clinical Laboratory Improvement Amendments (CLIA)
for chemistry testing, and we plan to begin offering a cardiac panel and a variety of inflammatory markers early next year.
Name: Roy A. FairclothPosition/Title: Director of Business Integration and Contract AdministrationPlace of Employment: WellPoint Government Busi-ness Division (formerly Amerigroup)Year of graduation: 2009Degree/Program/Concentration: Bachelor of Science in Health Service Administration
I am responsible for overseeing new Medicaid market implementa-tions, from proposal through implementation to the final hand off to operations. I specifically represent WellPoint (previously Amerigroup) Government Business Division’s clinical and non-clinical member/provider customer service operations, which includes all systems, processes, human capital, and vendor account management required to meet the contract and proposal commitments. In 2012, we began the monumental task of implementing all aspects of the Affordable Care Act across all our Medicaid markets.
Name: Erin R Cook, MLS (ASCP), CMPosition/Title: Medical Laboratory ScientistPlace of Employment: HealthPark Medical CenterYear of graduation: 2011Degree/Program/Concentration: Clinical Laboratory Science, Post- Baccalaureate Certification
I received my bachelor’s in microbiology from Middle Tennessee State University in December 2008. When I graduated, I had no idea that I was unable to use my bachelor’s degree to work in a hospital labora-tory. I worked as an optician’s assistant until I moved to Bonita Springs in November 2009. It wasn’t until March 2010 that I discovered Florida Gulf Coast University’s post-baccalaureate certification program in Clin-ical Laboratory Sciences; I knew this program would help me achieve my dream of working in a hospital laboratory. I enrolled in the program two months later and graduated the following spring. I gained employ-
Alumni Updates
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ment as a medical laboratory scientist for a doctor in Cape Coral from October through December of that year. While employed at this office, I passed my American Society of Clinical Pathologist (ASCP) national board exam. After this achievement, I became employed at HealthPark Medical Center as a generalist medical laboratory scientist, working in the areas of microbiology, molecular pathology, chemistry, immu-nohematology, and hematology. As a medical laboratory scientist for Lee Memorial Healthcare System, I have trained both employees and the students of FGCU’s Clinical Laboratory Science program. I love my job, and am very grateful to Julie Zemplinski and the faculty of FGCU’s Clinical Laboratory Science program for helping me achieve my dream of becoming a practicing scientist in the medical field.
Name: Carolina Lyon De AnaPosition: Medical Lab Technologist (ASCP) Place of employment: NeoGenomics LaboratoryYear of Graduation: 2013Degree: Bachelor of Science in Clinical Laboratory Science, with a minor in Chemistry
After graduating from FGCU, I obtained my ASCP Certification as a Med-ical Technologist. I immediately landed a job at NeoGenomics Laborato-ry, where I play an important role in the Cytogenetics department.
Name: Ray LeniusPosition/Title: Professor for the cardiovascular AS program and cardiopulmonary BAS programPlace of Employment: Edison State CollegeYear of graduation: 2008Degree/Program/Concentration: Health Science/Health education
Since graduation, I worked as an adjunct professor at Edison State Col-lege and at FGCU. In October of 2011, I became a full-time professor at Edison State College, though I still adjunct at FGCU. In addition, I work with the accreditation body (JRC-CVT) that is responsible for the accred-itation of all cardiovascular programs in the United States. My role is to read self-studies sent to the JRC-CVT prior to site visits, and I also act as a site visitor. During site visits, our team makes sure that the program is following the established guidelines and procedures necessary for their continued accreditation.
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Verve, by Michele Gutlove
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Innovative Course Design Grant 2013-2014Award AnnouncementInnovative Course Design Grants, supported by the General Education Program (GEP) and the Teaching, Learning and Assessment Initiative (TLAI), are designed to encourage faculty initiatives that enhance student learning, engagement, and success at FGCU. This grant program is intended to fund activities above and beyond regular faculty teaching responsibilities, and to foster creativity and innovation in course design at all levels of study. This cycle of faculty grants focused on new courses or course revisions that advance “high-impact practices.”
Brian Bossak, PhD, MPH, associate professor and Department Chair of Health Sciences was awarded an Innovative Course Design Grant for the following course: Epidemiology (HSC 4500), which will incorporate collaborative assignments and projects as well as undergraduate research.
CHPSW Student of the Year Nominations 2013-2014This college-level award spotlights FGCU students who demonstrate excellence in service, leadership, and scholarship. The nomination period closes in February 2014. The Department of Health Science Newsletter will announce the CHPSW Student of the Year in the next edition to be issued in Fall 2014.
13th Annual Southwest Florida Conference on AgingThe 13th Annual Southwest Florida Conference on Aging is a multidisciplinary confer-ence for health care professionals, older adults, and family caregivers. The Conference will be held on Friday, April 11, 2014, and will run from 8:00 AM to 4:00 PM. It will be located at Broadway Palm, Ft. Myers, Florida. One of the guest speakers will be our own Joan Faris, MS, RD, who will be presenting Healthy Eating…Healthy Aging. The event will be hosted by Prather & Swank, P.A. and Hope HealthCare Services in partnership with Arden Courts, Dottie Hummel Consulting, Florida Gulf Coast University, Senior Choices, and United Way of Lee County. The registration fee is $80.00 for Health Care Professionals (includes CE) and $40.00 for Students. Please contact Karen Landy at [email protected] or 239-590-7463 for further information.
New Art Installation in Marieb HallGlass sculptor Michele Gutlove and her team recently completed the installation of the sculpture Verve in FGCU’s Marieb Hall, just in time for the start of classes on Monday, January 6. The hanging fused glass sculpture replicates the nuclei and dendrites of a neuron. Verve is part of the Florida Art in Public Buildings program, an initiative started in 1979. Florida Gulf Coast University has nearly 100 works of art in its public art collec-tion. See a picture of Verve on page 18.
The Inaugural Health Sciences Annual NewsletterManaging EditorLaura Carlton lcarlton@fgcu
Graphic DesignerBob [email protected]
Contributing EditorsBrian BossakTony BurkettKaren LandyJulie Zemplinski
Contributing WritersBrian BossakTony BurkettJoan FarisKaren LandyPamela St. LaurentPeter ReuterJulie Zemplinski
Alumni, community partners and friends, please contact [email protected] with your updated email contact, accomplishments, awards, pictures, promotions, or other topics of interest.
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