Browsing by Subject "Rajender Consent Decree"

Now showing 1 - 10 of 10
  • Thumbnail Image
    Item
    Interview with Barbara Leonard
    (University of Minnesota, 2011-10-20) Tobbell, Dominique A.; Leonard, Barbara
    Dr. Barbara Leonard begins her interview by discussing her education and her interest in public health nursing. In particular, she describes her early experiences with vaccination and her clinical rotations in college. She then reflects on her work toward a master’s degree in public health at the University of Minnesota, including her coursework, mentors, the creation of the Public Health Nurse Practitioner Program, and the changes to and restructuring of nursing programs in the School of Public Health. She also discusses the following: the impact of the Rajender Consent Decree, relations between the School of Public Health and the School of Nursing; curriculum reform within the School of Nursing; the positioning of nursing programs within the School of Public Health; the favorable economic position of the health sciences in the 1960s and 1970s; and knowledge and skills-based competition among healthcare professionals. The interview then turns toward the following topics: Lee Stauffer as dean of the School of Public Health; transitions in the scope of public health regarding prevention and healthcare delivery; relations among divisions within the School of Public Health; the leadership of Alma Sparrow; her pursuit of a Ph.D. in Healthcare Administration; and her interests in maternal and child health and particularly children with chronic disease.
  • Thumbnail Image
    Item
    Interview with Bashar Bakdash
    (University of Minnesota, 2013-01-31) Klaffke, Lauren E.; Bakdash, Bashar
    Dr. Bashar Bakdash begins his first interview by discussing his dental training and his arrival in the United States. He recalls his time studying at the University of California, Los Angeles, his pursuit of a master’s degree in public health, his move to Indiana to complete his degree in periodontology and his residency training, and his move to the University of Minnesota. In reviewing his time at the University of Minnesota, Bakdash discusses his experiences with Dr. Erwin Schaeffer as dean, his teaching, his work toward gaining citizenship in the United States, Dr. Lars Folke’s leadership in the division of periodontology, and Dr. Carl Bandt’s mentorship. Bakdash also discusses his work in professional organizations, his education and media work, his dual appointment in the Dental School and the School of Public Health, teaching, his work for the Center for Disease Control, the threatened closure of the School of Dentistry, and his committee work. He concludes part one of his interview discussing the balance of teaching, research, and clinical work. In his second interview, Bakdash begins by discussing his international work through the Dental School. He then reflects on the leadership of Drs. Lars Folke and Carl Bandt in the Division of Periodontology, the culture of the Dental School in the 1970s, the leadership of Dr. Erwin Schaeffer as dean and his relationship with the legislature, the relationship between the Dental School and the Medical School, and funding for the Dental School. He then considers the Academic Health Center as an umbrella organization and the relationships among the different schools within the AHC. He then discusses Dr. Richard Oliver’s tenure as dean, retrenchment, efforts to admit more women and minority students in the 1970s and 1980s, the Rajender Consent Decree, Dr. Richard Elzay’s tenure as dean, Dr. Frank Cerra’s role as Vice President of the AHC, Dr. Michael Till’s tenure as dean, his work on the Minnesota and American Dental Associations, his work on the faculty senate. He concludes with final thoughts on changes in dental education and the function of the AHC.
  • Thumbnail Image
    Item
    Interview with Eugenia Taylor
    (University of Minnesota, 2010-05-27) Tobbell, Dominique A.; Taylor, Eugenia
    Eugenia Taylor begins by discussing her background, including growing up in Montana, her education, her early nursing career, and why she became a nurse. She discusses her experiences as a diploma student, as a baccalaureate student at the UMN, getting her MA in education, and as faculty member at the UMN. She talks about the UMN School of Nursing faculty and deans, including Katherine J. Densford, Edna Fritz, and Isabel Harris. She discusses the practical nursing program and its position within the School of Nursing; the rural nursing program; licensed practical nurses (LPNs) versus registered nurses (RNs); nursing education; the Child Bearing-Child Rearing program; Building F; the Shyamala Rajender decree, sex discrimination, and women at the UMN; the Disaster Nursing Program in the 1950s/1960s; the School of Nursing and the reorganization of the health sciences in the late 1960s; the nurse midwifery program; the nursing Ph.D. program; the Area Health Education Commission; and the School of Nursing’s regional work. She describes changes in nursing education curriculum in the 1960s; the creation of a School of Nursing dean and the appointment of Isabel Harris as the School’s first dean; nursing education in the Twin Cities; nursing licensing; nursing aids; physicians assistants; nurse practitioners; relations in the School of Nursing between faculty with Ph.D.s and those without; and nursing research laboratories.
  • Thumbnail Image
    Item
    Interview with Karen Karni
    (University of Minnesota, 2012-09-11) Hagens, Emily; Karni, Karen
    Dr. Karen Karni begins her interview with an overview of her educational history and how she came to be director of the medical technology program at the University of Minnesota. She then, in more detail, discusses the following: her interest in medical technology; her time as an undergraduate student at the University; generalist and specialty work in medical technology; her work in Bar Harbor, Maine and Virginia, Minnesota; and her time at State University of New York at Buffalo. In reviewing her time at the University of Minnesota in the medical technology program, Dr. Karni covers the following topics: working with Verna Rausch; changes in the curriculum; her doctoral research and certification exams for laboratory personnel; the hierarchy within which laboratory personnel work; the culture of the Medical School and the Rajender Consent Decree; Ellis Benson’s tenure as chair of the Department of Laboratory Medicine and Pathology; Dave Brown’s tenure as chair; Leo Furcht as chair; her work with the Minnesota Society for Medical Technology; relationships among the divisions within the Department of Laboratory Medicine and Pathology; her appointment and tenure as director of the medical technology program; her work through Project Hope and the National Accrediting Agency for Clinical Laboratory Sciences; the changing demography of students within the medical technology program; and the tenures of several vice presidents of the Academic Health Center. She goes on to consider changes in medical technology more broadly, evolving requirements for tenure, simulation in medical technology education, and automation in the field. She concludes with thoughts on how the University’s medical technology program fits in the history of laboratory science.
  • Thumbnail Image
    Item
    Interview with Ralph DeLong
    (University of Minnesota, 2013-06-10) Klaffke, Lauren E.; DeLong, Ralph
    Ralph DeLong begins his interview by describing his choices regarding his education and early career. He discusses his time in the University of Minnesota’s Dental School, his decisions regarding dental research and practice; his master’s research; the building of the artificial mouth; the development of AnSur software; and the creation of the virtual dental patient; and the development of ART 5. The interview then turns toward teaching and administration within the school, particularly touching on the teaching of evidence-based dentistry; student-friendly teaching; retrenchment within the Dental School and the University more broadly; and lobbying the Legislature. He then describes the following: relations among departments within the Dental School; relations among different schools and colleges within the AHC; the tenures of Richard Oliver and Richard Elzay as deans; the threatened closure of the Dental School; his time on the Institutional Effectiveness Committee; efforts within the School to admit more minority students; the impact of the Rajender Consent Decree; Michael Till’s tenure as dean; and his time with professional organizations. He concludes his interview with his thoughts on the future of dentistry and leadership in the AHC.
  • Thumbnail Image
    Item
    Interview with Robert L. Kane
    (University of Minnesota, 2013-12-11) Klaffke, Lauren E.; Kane, Robert L.
    Dr. Robert Kane begins his interview with a description of his early life and education. He reflects on his medical training, his time with the Indian Health Service, and his efforts to establish a Department of Family and Community Medicine at the University of Utah. Dr. Kane then discusses his move to RAND in Santa Monica, CA, his work on what would become Value-Based Purchasing, his work on the needs for geriatric manpower, his work establishing the Division of Geriatrics at UCLA, and various lines of research that connected to his work at RAND and UCLA. The conversation turns toward Dr. Kane’s time at the University of Minnesota. He describes the following topics: his goals in becoming dean of the School of Public Health; his reorganization of the School, including moving and eliminating departments and divisions; funding for the School; his work with the Legislature; shifts in public health research; methods of evaluation he tried to establish in the School; division loyalty within the School; and his reasons for stepping down as dean. Reflecting on the larger contexts of the AHC and the University, Dr. Kane discusses all of the following: financial problems in the AHC; the sale of University Hospital to Fairview; Neal Vanselow and Cherie Perlmutter’s leadership in the AHC; and problems with collaboration in the AHC. He describes efforts to admit minority students; the regional importance of the School; deans of the School after he stepped down; Ken Keller’s Commitment to Focus plan; William Brody and Frank Cerra’s tenures as vice president of the AHC; and the joining of the positions of medical school dean and vice president for the AHC. He concludes with the need for more healthcare delivery research at the University and John Finnegan’s tenure as dean of the School.
  • Thumbnail Image
    Item
    Interview with Russell V. Luepker
    (University of Minnesota, 2013-09-11) Klaffke, Lauren E.; Luepker, Russell V.
    Dr. Russell Luepker begins his interview by reflecting on his early life and education. He then describes his medical education and the travel and training programs in which he participated at the University of Rochester, specifically his time in Nigeria and Sweden. He also discusses his time in the U.S. Public Health Service in Baltimore, MD, his internship in San Diego, CA, and his recruitment to the University of Minnesota. Dr. Luepker reviews his experience applying for and executing the Minnesota Heart Health Program grant; the culture at the University in comparison to other institutions where he’d studied and worked; and Ancel Keys work in the Laboratory of Physiological Hygiene and the merging of the Laboratory with the Division of Epidemiology. He then gives his perspective on retrenchments as a result of his time as chairman of the University Senate Finance and Planning Committee and the impact of the Rajender Consent Decree. Dr. Luepker also describes the following: his research programs; interventional and observational epidemiology in the School; public health as an activist profession; collaborations with the Medical School; the influence of the Academic Health Center on collaboration; his views on leadership in the AHC; the tenures of the deans of the School of Public Health; and his work with the regents. He concludes his interview by discussing the combining of the roles of Medical School dean and vice president of the AHC and collaboration within the AHC.
  • Thumbnail Image
    Item
    Interview with Ruth Stryker-Gordon
    (University of Minnesota, 2010-12-03) Tobbell, Dominique A.; Stryker-Gordon, Ruth
    Ruth Stryker-Gordon begins by discussing her background and why she went into nursing. She describes her experiences as a nursing student at the UMN, as a tuberculosis field nurse with the Minnesota State Health Department and doing TB screening in rural Minnesota. She also discusses her experiences as a school nurse, as a pediatric nurse, as assistant director of nursing at St. Barnabas and introducing ward clerks; working at the Sister Kenny Institute; getting her MA in education; and serving on the Board of Licensure for Nursing Home Administrators. She discusses Katherine Densford; Sister Elizabeth Kenny; her husband, Kenneth Gordon; Lee Stauffer; Edith Leyasmeyer; Robert Kane; Owen Wangensteen; Richard Varco; nurses that worked on Indian Reservations (Bureau of Indian Affairs nurses); male nurses; women of color nurses; women faculty in the School of Public Health; recruiting minority students; and faculty of color. She describes iron lungs; living in Powell Hall as a nursing student; the introduction of penicillin; relations between nurses and physicians; interactions between the Sister Kenny Institute and the UMN Medical School; the Shyamala Rajender Decree and pay discrepancies between male and female faculty; and relations between divisions of the School of Public Health. She discusses changes in nursing in the 1960s; faculty in the School of Public Health at the UMN; developing curriculum in nursing home administration; the Kellogg Centers for long-term care administrative education; the School of Public Health division of Hospital and Health Care Administration, its Independent Study Program, and its Masters in Hospital Administration program; the Public Health Nursing program; nursing homes; and funding and space issues in the School of Public Health.
  • Thumbnail Image
    Item
    Interview with Sally Howard
    (University of Minnesota, 2013-10-21) Klaffke, Lauren E.; Howard, Sarah "Sally"
    Sally Howard begins her interview with an overview of her early life and career. She then provides greater detail about her time at the YWCA and her work at Abbott Hospital as well as some of the larger trends in hospitals and medicine during her time there. Ms. Howard describes how she became part of the city council and the accomplishments of the council during her terms of service. Turning to her time at the University, she discusses the following topics: applying to the public relations position in the AHC; the development of a public relations program specifically for the AHC; the creation of a health talk show; Dr. John Najarian’s transplant work; the threatened closure of the Dental School and College of Veterinary Medicine; publicity for the University Hospital renovations; and the legal issues surrounding antilymphocyte globulin (ALG). She concludes by describing the tenures of Neal Vanselow, Cherie Perlmutter, Robert Anderson, and William Brody as vice presidents of the AHC.
  • Thumbnail Image
    Item
    Interview with Sandra Edwardson
    (University of Minnesota, 2012-05-30) Tobbell, Dominique A.; Edwardson, Sandra
    Sandra Edwardson begins by describing her upbringing and education in Minnesota, followed by her pursuit of a graduate degree in nursing, and her reasons for entering the nursing field, particularly maternal and child nursing. She then discusses nursing shortages, working as a nurse for the Indian Health Service in Mississippi during the Civil Rights era, and contrasts the treatment of Native Americans in Mississippi and Minnesota. Edwardson goes on to describe moving back to Minnesota where she taught at Saint Olaf College for a number of years and then decided to pursue her Ph.D. at the University of Minnesota in Hospital and Healthcare Administration. As part of her recollections surrounding her experience as a Ph.D. student, she describes the environment for women, her work with Dr. Vernon Weckworth as her advisor, and her dissertation research on Homecare for the Dying Child. She then covers the following topics: becoming an instructor in the Independent Study Program, becoming an assistant professor in the School of Nursing, the creation of a doctoral program in nursing at the University and doctoral education in nursing at large, teaching in the Nursing Administration program, working with the Institutional Review Board, and obtaining both research and building funding. She discusses the deanships of Inez Hinzvark and Ellen Fahy, her experience as assistant dean under Fahy, conflicting attitudes regarding nursing philosophies within the School of Nursing, regional planning for nursing, retrenchment and planning strategies at the University, the creation of the Master of Nursing degree at the University of Minnesota, the creation of the National Institute for Nursing Research, the transfer of the public health nursing program from the School of Public Health to the School of Nursing, her transition to interim dean and later to dean, the Rajender Consent Decree, and then her move from associate to full professor. She goes on to describe the tenures of some of the vice presidents of the Academic Health Center and particularly Frank Cerra’s creation of the Dean’s Council, collaboration within the health sciences, community research projects, the recruitment of minority students, the creation of a nurse practitioner program in the School of Nursing, the relationship between the School of Nursing and the University hospitals, the development of the Doctor of Nursing Practice degree, and her relationship with the Regents, the University president, and the State Legislature.