Research + Work

In addition to studios, workshops, laboratories, lecture and seminar rooms, the college has a number of specialized facilities which support its programs.

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UC's Women in Medicine and Science (WIMS) organization is committed to serving all female faculty and trainees from the UC College of Medicine. Dedicated to the recruitment, advancement and retention of all women faculty and trainees in the College of Medicine, our overall goal is to advance the careers and leadership skills of our WIMS members. Please visit the UC WIMS website to find a schedule of events, resources, and learn about our leadership.

Celebrating Women in Medicine Month: Jaime Lewis, MD

by System | Sep 26, 2018
Two dozen UC medical students are now part of the Rural Health Student Interest Group in the UC College of Medicine. The group started last August and meets about five times a year with activities designed to focus on health issues facing rural areas, offer health-related volunteer opportunities in rural areas and provide medical students shadowing opportunities with health professionals.

Medical Student Interest Group Focuses on Health Care in Rural Areas

by System | Nov 05, 2018
Practice makes perfect so the saying goes. Maybe it is also true for the University of Cincinnati College of Medicine as it moves through the reaccreditation process with the Liaison Committee on Medical Education (LCME). LCME is the official accrediting body for medical schools in the United States and Canada and is reviewing comprehensive data on the university’s medical school as part of an institutional self-study with plans to make an official site visit in October. In preparation of that visit, the College of Medicine will hold two ‘mock visits’—one June 3-4 and a second visit set Sept. 9-10. “It will be very good practice in terms of logistics with the official survey team,” says Pamela Baker, PhD, associate dean of medical education and faculty accreditation lead. “We have already done a dry run of a college tour for the team, provided guidance to participating faculty and students on questions they may be asked, and reviewed etiquette involved for the entire process.” The LCME survey team reviews a host of topics ranging from mission, leadership and faculty preparation to academic and learning environments, along with curricular objectives and assessment. The survey team also reviews student/patient safety, medical student selection, academic support, career advising, assignment, health and counseling services, and financial aid. You can read more about UC’s LCME reaccreditation process online. A LCME Self-Study Taskforce and six subcommittees of faculty, staff and medical students at the College of Medicine have spent the past eight months working with LCME to produce a 35-page Self-Study Summary Report, a completed Data Collection Instrument and an Independent Student Analysis. The information has been shared with a team of reviewers hired by the college to participate in the mock visit. That team includes three high-level administrators from other medical schools who have experience with LCME and expertise in the areas of medical school leadership, student affairs and admissions and curriculum oversight, says Baker. The self-study has allowed the college to address areas that need improvement and potential areas of concern by LCME. “It is important that we speak consistently about the improvements we have put in place,” says Baker. “Part of the feedback from the mock visit is not just where there are areas of concern, but follow up meetings with individuals or groups of individuals will occur to give them feedback on how the mock visit team perceived their interaction during the sessions.” Baker says mock visits are important in increasing the comfort level of all faculty and students participating in the process. “This is like a dress rehearsal so we can get used to the flow and rhythm of what is expected for the visit,” says Jessica Marks, director of strategic communications and recruitment in the College of Medicine’s Office of Admissions. “This will help us best prepare for the official visit in October.” Marks, who is providing staff support to Baker on LCME matters, says medical students have been an integral part of the reaccreditation process. “Every student is busy preparing for the end-of-block, USMLE step one exam, or with clinical rotations yet they still have found time to be part of the re-accreditation process,” says Marks. “Our students are invested in the success of the college and we couldn’t be more grateful to have their input in this important process.” The UC College of Medicine has a long track record of success. In 1819, Daniel Drake, MD, founded the Medical College of Ohio, the forerunner of the College of Medicine. The college’s birth is also the foundation of the University of Cincinnati which marks its bicentennial this year. For additional information about the reaccreditation process please contact Dr. Pamela Baker at bakerpl@ucmail.uc.edu or 513-558-1891.

Dress rehearsal underway for LCME reaccreditation

by System | May 29, 2019

CERHAS

The Center for the Electronic Reconstruction of Historical and Archaeological Sites (CERHAS) is an interdisciplinary research and media lab at the University of Cincinnati’s College of Design, Architecture, Art, and Planning (DAAP). The Mission of CERHAS is to unite research, education and public awareness through innovative and accessible high-quality multi-media presentations, and to connect the importance of our heritage to our modern conditions in meaningful ways.

What we do.
CERHAS begins with land and the human touch on it. CERHAS then aims to re-create environments now degraded or disappeared, or environments which suggest alternatives to real places, using computer modeling and associated dynamic techniques. The spatial visualizations are then formulated as immersive exploratory environments in order to deliver rich interactive multimedia content experiences. The mastery of atmospheric virtual environments, controlled interactivity, spatialized information design, and layered media treatments, positions CERHAS to deliver cutting-edge outcomes across multiple audiences, applications, and topic areas. CERHAS has created works for public education in schools, interactive exhibits for museums, videos and exhibits for historic and archaeological sites, interactive DVDs, and works in other media.

Interactive Media Re-defined.
At CERHAS we are expanding the meaning of interactive media as we develop new ways to approach cultural heritage content.

1. Vivid spatial animations evoke the INTERACTING dimensions of human cultural experience as immersed in architectural and landscape settings.

2. Inclusive INTERACTIONS among diverse disciplinary and cultural perspectives illuminate the meanings of heritage sites and topics for life today.

3. Multiple content layers and INTERACTIVE navigation choices invite visitors to choose their routes through a rich array of experiences.

4. Shared viewing spaces (in our exhibit designs) encourage visitors to INTERACT with each other in discussing and selecting content.

5. Our exhibit space designs create INTERACTIONS among physical features, content panels, and virtual media treatments, creating a unified experience that reinforces take-home concepts.

CERHAS is dedicated to sound scholarship as the basis for all we do. We hold our reconstructions to high and precise standards, and involve scholarly authorities in the planning and execution of all our projects. Within our own team we can draw on expertise in architectural history and practice, archaeology, history, public education, and presentation of material for a variety of audiences as well as media expertise.

 

The value of exploration.
While accurate scholarship is basic to our work, CERHAS values the ability of our programs to present a variety of voices and points of view. Our interactive media lend themselves to reflecting the open-endedness of knowledge. We can offer and juxtapose ideas from different people, places, and times, as parts of interactive journeys through learning environments.  The particular emphasis on spatial and geographic orientation makes these journeys memorable, and helps people develop their own questions for further learning. In physical exhibit designs, CERHAS has set out to reflect a similar spatial experience: to embody the same spatial principles as the sites themselves.

 

Collaborative and Funding Partners have included:

  • Behringer Crawford Museum
  • Children’s Museum of Manhattan
  • Cincinnati Museum Center
  • Friends of Whitewater Shaker Village
  • George Gund Foundation
  • Graham Foundation for Advanced Studies in the Fine Arts
  • Institute for Aegean Prehistory
  • Midwest Regional Humanities Center
  • National Endowment for the Humanities
  • National Underground Railroad Freedom Center
  • Ohio Arts and Humanities Councils
  • Ohio Board of Regents
  • Ohio Historical Society
  • Ohio River Way Inc
  • Ohio State University Newark
  • University of Tuebingen
  • US National Park Service