Research + Work

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


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 or 513-558-1891.

Dress rehearsal underway for LCME reaccreditation

by System | May 29, 2019

MetroLAB is a Public Interest Design / Build program within the University of Cincinnati School of Architecture and Interior Design (SAID) in the College of Design, Architecture, Art and Planning (DAAP) that engages students and faculty from SAID, DAAP and across UC with local and regional communities and partners that would not otherwise have access to design.

Our intent is to design, construct, research and evaluate innovative projects that support the infrastructure and development of the built environment through direct engagement with those who are impacted by our projects.

MetroLAB focuses on three teaching strategies:

1. Learning Through The Process Of Making
MetroLAB projects involve the unique process of critically evaluating and learning about design through the process of making. All projects revolve around the iterative production of some built element at full-scale. In many cases, students are encouraged to build before they design. They create mock-ups of ideas quickly, at full-scale, and allow that experience to form their design proposals. In many cases, drawings are the final step instead of the first. This prototyping process enables students to step out of the hypothetical ideas of traditional studio and come face-to-face with design decisions in a manner that provides an alternative, full-scale relationship to the design process.

2. Applied Design Research & Innovation
MetroLAB students do not learn traditional construction techniques. They are taught to engage meaningful, innovative design research in all projects and seek new potential and opportunity in all forms of making. Materials are constantly tested and explored for their inherent design potential. Students are often challenged to produce material examples that explore how standard materials can be modified and used in ways that are not typical. Examples include laminating newspaper and then sanding it to produce a powerful surface that serves as a backdrop for poetry in Louder Than A Bomb.

3. Community Engagement & Impact
Most MetroLAB projects are designed and built within existing communities in Cincinnati. These studios incorporate input of the actual users, stakeholders and owners throughout the process. Typically, there are interactive events that are designed by the studio to get people physically engaged in this process. In some cases, the studio is actually set up on or near the site so that the students can become intimately and personally connected to the culture, context and personalities of the place where they are designing. In summer 2015, the students in the Pleasant Street Pedestrian studio transformed a garden shed adjacent to Findlay Market into their temporary studio space. As a result, they were out on Pleasant Street nearly every day, getting to know the residents in their own context. Throughout the summer, all studio events were held on Pleasant Street. These personal interactions profoundly impacted all the process and products of the studio project.



MetroLAB was initiated by SAID Director William Williams in fall 2010 and Michael Zaretsky was asked to lead and direct the program. The first MetroLAB studio was taught in fall 2011 by Associate Professor of Practice Terry Boling. As of summer, 2017, eight SAID faculty have taught MetroLAB studios addressing more than a dozen projects with community groups in Cincinnati neighborhoods including Walnut Hills, Lower Price Hill, Over the Rhine and Clifton. 

We are proudly partnered with the Taft Research Center, the Walnut Hills Redevelopment Foundation, Findlay Market Foundation, Seven Hills Neighborhood House and many others.

You are welcome to contact us directly for design services or speaking engagements.