Graduate faculty in Health Informatics, Northwestern University School of Professional Studies - Northwestern School of Professional Studies

ILLINOIS INSTITUTE OF TECHNOLOGY – CHICAGO | KENT COLLEGE OF LAW
JD
Specialty Certification, Program in Energy & Environmental Law
Class Award, International Criminal Law
NORTHEASTERN ILLINOIS UNIVERSITY – CHICAGO, ILLINOIS, USA
BA, summa cum laude
LICENSES & DESIGNATIONS
Fellow, U.S. Department of Health & Human Services
Licensed to practice law in Illinois
Certified Compliance & Ethics Professional, Society of Corporate Compliance & Ethics

PUBLIC HEALTH IMPACTS OF CLIMATE CHANGE | Hahn Reizner’s commitment to addressing existential environmental threats reaches back decades. Current exploration of HIT-driven strategies was informed by her role in developing a law school seminar course on international environmental law and two environmental law community handbooks explaining public health effects and citizens’ rights.
HEALTH EQUITY & SOCIAL DETERMINANTS OF HEALTH | Years of work on Medicare, Medicaid, and other safety net programs as a government attorney and consultant deepened Hahn Reizner’s commitment to leverage HIT and data to address community-based impacts on quality of life, wellness, and health outcomes for diverse, under-represented, and vulnerable populations.
LEGAL-MEDICAL PARTNERSHIPS FOR BETTER HEALTH | Continuing interest in multi-disciplinary collaborations is rooted in Hahn Reizner’s service as a staff attorney in a public interest law program, where she gained experience in, and appreciation for, the strength of partnerships to integrate clients’ legal services with vital social and health services.

DEVELOPED & CURRENTLY TEACHING
MHI 407 Legal, Ethical & Social Issues in Health Informatics

PREVIOUSLY DEVELOPED & TAUGHT
MHI 404 Health Care Organization Operations
MHI 414 Emerging Federal Regulation & Policy
MHI 498 Capstone

Hahn Reizner embraces Northwestern University’s commitment to a diverse, inclusive learning environment that supports the personal and intellectual growth of each student. The MHI 407 course explores difficult ethical dilemmas that challenge us to consider and balance equally valid but competing interests and ethical principles. Resolving these dilemmas requires a culture of mutual respect and an open exchange of the unique ideas and perspectives that arise from each of our individual stories. Hahn Reizner’s story has colored her approach to removing barriers and creating spaces for her students to engage fully and thrive.

ADVOCACY FOR DIVERSE POPULATIONS | Years of work on Medicare and Medicaid as a government attorney and consultant have afforded Hahn Reizner rich opportunities to contribute to solving challenges with substantial impacts on diverse, vulnerable, and often under-represented people. Getting to innovative solutions has meant working with an incredibly diverse range of stakeholders throughout Federal and State governments, in the private sector, and in community-based health and human services. These experiences carry through to a virtual classroom environment that values and encourages diverse needs, experiences, and perspectives as key to meaningful, innovative problem-solving with health informatics. The result is a learning environment that is welcoming, inclusive, and fosters a sense of community and belonging.

COLLABORATIONS VS. SILOES | The experience of expanding a federal regulation on data sharing was foundational to states’ efforts to develop integrated eligibility and enrollment systems that would be more consumer-friendly and address a wide array of social determinants of health. This experience, and many others on multi-disciplinary taskforces, workgroups, and other collaborations, sharpened Hahn Reizner’s approach of actively collaborating to identify common themes, share best practices and lessons learned, and streamline processes. A common feature of collaborations is a shift away from siloed information technology systems to improve efficiency and economies of scale. The demonstrated results of collaboration resonate in MHI 407, as we explore solutions in robust class discussions and solution-based research assignments.

DEMYSTIFYING THE LEGAL SYSTEM | Whether providing understandable, accessible support to individuals representing themselves in the court system, guidance on legal and regulatory compliance, or analyses of environmental impacts and citizens’ rights, Hahn Reizner champions the use of plain language in legal and academic communications. As a lead media and outreach contact in both the public and private sectors, Hahn Reizner’s deep interest in demystifying legal rights and obligations to empower the people they impact is a cornerstone of her classrooms.

Master of Science in Medical Informatics, Northwestern University
Master of Science in Electrical Engineering, University of Illinois at Urbana-Champaign
Master of Business Administration, Lake Forest Graduate School of Management
Bachelor of Applied Science, University of Toronto

Consumer Digital Health
Artificial Intelligence
Machine Learning
Quantum Networking
Internet of Things

Chief Product Officer - AI healthcare startup
Systems Director - Large IDN healthcare organization
Director of Product Management - Infrastructure as a Service
Business Development - Wireless Infrastructure Volunteer Board Member

Two patents (USPTO)
Numerous publications

MHI 401-DL : American Health Care System

MHI 413-DL : Consumer Digital Health

Lead, challenge, and inspire students to achieve their best while fostering a classroom environment that encourages innovation, inventiveness, taking risk, and promoting diverse points of view and expression

M.S. Medical Informatics - Northwestern University
B.S. Biomedical Engineering - Northwestern University

Phasedown of Hydrofluorocarbons
Global Warming & Climate Change
Environmental Justice

Environmental Protection Specialist (February 2020 to present): Social Determinants of Health; Quasi-economic and Non-economic Barriers to Healthcare
Interdisciplinary Environmental Engineer (February 2009 - April 2016): Social Determinants of Health; Quasi-economic and Non-economic Barriers to Healthcare
Research Technician (February 2005 - February 2009): Social Determinants of Health
Run Coach and Program Coordinator (February 2016 - February 2020): Social Determinants of Health and Behavioral Change

MHI 401-DL : American Health Care System

Our teaching philosophy (Eric Abbott and I co-teach this course) generally comprises the following:
1. Allow each student to highlight their strengths and mentally whiteboard how to improve in areas where they feel less confident. Students have various learning styles, and they also have various ways in which they express final deliverables. For example, some students may struggle to speak in public, but excel in graphical or data analysis. Others may be able to express their thoughts on paper wonderfully, but feel almost mentally stagnant under timed conditions. Eric and I try to curate learning materials and deliverables that level the playing field for all students.
2. By instructing to the best of our abilities in a way that shows humility and grounding, facilitating discussions and peer interactions, and providing timely and meaningful feedback not only on what a student might have missed, but also how they might improve in a similar future situation, Eric and I aim to provide the contours for students to showcase their learning in a way that would be most analogous to making pizzas. We provide the ingredients and the guiderails, and at the end of the quarter, students show us their own in “recipe” for what they’ve learned and how they’ve applied those learning objectives. We don’t want students to equate memorization and regurgitation with intelligence or application.

MS in Medical Informatics, Northwestern University
MBA, University of Illinois
BS in Computer Engineering, University of Illinois
Project Management Professional (PMP)
Agile Certified Practitioner (ACP)
Certified Professional in Healthcare Information and Management Systems (CPHIMS)
Fellow of Healthcare Information and Management Systems Society (FHIMSS)
Information Systems Project Management Graduate Certificate, Northwestern University

Using Digital Health & Informatics for developing transformational medicines to make a remarkable impact on patients' lives
Improving experiences for our key stakeholders and customers in healthcare and life sciences through strategic capabilities
Building and leading organizations that adopt a data-driven culture for improving business and health outcomes

Digital Health and Informatics
Strategic Management
Change Management
Portfolio / Program / Project Management

President's Award for Drug Launch - Multiple Sclerosis Chief Financial Officer Award for Patient Services Program
President's Award for elevating the performance of Integrated Brand Teams
Unsung Hero Award for Drug Launch - Hepatitis C Chief Information Officer award for Market Access Budget Impact Models
Part of AbbVie's Accelerated Leadership Development Program

MSHA 403-DL : Introduction to American Healthcare, Digital Health and Analyics

MSHA 498-DL : Capstone

My goal is to create a strong culture and learning environment where students can thrive and bring their full selves to the classroom, assignments, and discussion boards. There is a lot of rich learning for everyone (including myself) from the online discussion boards and case study based assignments. I like to develop the course content that is both academic and real-world based to maximize the student learning and application of these skills and experiences gained in the graduate program. As an alumni of the Medical Informatics program myself, I like to bring a holistic approach to teaching by continually incorporating student perspectives, using best course instruction practices, and developing cutting edge course content that is relevant to current times and the future.

Health information exchange
Data analytics/science
Population health
Patient engagement
Health informatics workforce development

Meyer, M. (2020, September). How online patient engagement practices can enhance patient experience. Journal of Patient Experience. https://doi.org/10.1177/2374373520959486
Meyer, M. (2019, May). Healthcare data scientist qualifications, skills, and job focus: A content analysis of job postings. Journal of the American Medical Informatics Association, 26(5), 383–391. Meyer, M., Doyle, C., Fabian, D., Slivochka, S. & Stearns, M. (2018, Nov-Dec). HIM’s central role in health information exchange using C-CDA. Journal of AHIMA, 89(10), p. 24-27.
Meyer, M. (2018, June). Mapping the patient journey across the continuum: Lessons learned from one patient’s experience. Journal of Patient Experience. https://doi.org/10.1177/2374373518783763

MHI 403-DL : Fundamentals of Health Informatics

MHI 405-DL : HIT Standards and Interoperability

I’ve been teaching in the MHI program since 2015 and have taught online since 2012.
My approach to teaching focuses on active engagement with students in the online classroom through interactive discussions and live sync sessions. I incorporate the latest examples of informatics practice through current work examples and sharing the latest research. Class assignments and activities are designed to provide students with practical experience and application to their current or future work.
One of the things I enjoy most about teaching is guiding students on the next steps in their careers. I often have served as a reference as students graduate and seek a new position or further education.

Ph.D., Educational Psychology, University of Wisconsin, Madison, WI (1995)

M.S., Statistics and Operations Research, Michigan State University, East Lansing, MI (1985)

B.A., Mathematics, Saint Olaf College, Northfield, MN (1983)

Research interests include: the robustness of commonly used statistical tests and predictive models, the use of automated variable selection procedures in regression, modern re-sampling and non-parametric statistical methods, the teaching and learning of statistics, and the construction of knowledge through modeling quantitative data.

Assistant Professor of Instruction (faculty), School of Professional Studies, Northwestern University, Evanston, IL (2011–present).   

Associate Professor of Statistics, Department of Mathematics University of Wisconsin-Whitewater, Whitewater (2007- 2019). 

Senior Statistician and Senior Consultant, Chamberlain Research Consultants, Madison, Wisconsin (2003–2007).

Director, Nebraska Evaluation and Research Center, University of Nebraska-Lincoln (2002–2003).

Assistant Professor of Research Methods, Department of Educational Psychology

University of Nebraska, Lincoln (1998–2003)

Assistant Professor of Statistics, Department of Mathematics/Division of Statistics

University of Idaho, Moscow (1995–1998).

Mickelson, W.T. (2013).  A Monte Carlo Simulation of the Robust Rank Order-Test Under Various Population Symmetry Conditions.  Journal of Modern Applied Statistical Methods, 12(1), 1-13. 

Welch, S.A., & Mickelson, W.T. (2013).  A Listening Competence Comparison of Working Professionals.  International Journal of Listening, 27(1), 85-99. 

Mickelson, W.T., & Welch, S.A. (2012).  Factor Analytic Validation of the Ford, Wolvin and Chung Listening Competence Scale.  International Journal of Listening, 26(1), 29-39. 

Hankes, J., Skoning, S., Mason, L., Fast, G., Beam, J., Mickelson, W., and Merrill, C. (2011).   Closing the mathematics achievement gap of Native American students identified as learning disabled, Voices of Native American Indian Educators:  Integrating History, Culture and Language to Improve Learning Outcomes for Native American Indian Students. Editor Sheila T. Gregory. University Press of America, Lanham, MD. 

Mickelson, W., & Heaton, R. (2004).  Primary teachers’ statistical reasoning about

data.  In, Ben-Zvi, D., & Garfield, J. (Eds.), The Challenge of Developing Statistical Literacy, Reasoning and Thinking.  Kluwer Academic Publishers, Netherlands.                           

Heaton, R., & Mickelson,W.T. (2002).   The Learning and Teaching of Statistical Investigation in Teaching and Teacher Education.   Journal of Mathematics Teacher Education, 5, 35-59. 

Heaton, R. & Mickelson,W.T., (2002).  Reasoning about data and distribution through the statistical investigations of a third grade classroom.  Statistics Education Research Journal, 1(1), 31-33.

 Swearer, S., Song, S., Cary, P., Eagle, J., & Mickelson, W.  (2001). Psychosocial correlates in

bullying and victimization:  The relationship between depression, anxiety, and bully/victim status.  In, Geffner, Loring & Young (Eds.), Bulling Behavior:  Current Issues, Research, and Interventions.  Binghamton, NY, Hayworth Maltreatment and Trauma Press.

Sudilovsky, A., Cutler, N.R., Sramek, J.J., Wardle, T., Veroff, A.E., Mickelson, W.T., Markowitz, J., & Repetti, S. (1993).  A pilot clinical trial of the angiotensin-converting enzyme inhibitor ceranapril in Alzheimer disease.  Alzheimer Disease and Assorted Disorders, 7(2), 105-111.

Veroff, A.E., Cutler, N.R., Sramek, J.J., Prior, P.L., Mickelson, W.T., & Hartman, J.K., (1991).  A new assessment tool for neuropsychopharmacologic research:  The computerized neuropsychological test battery.  Journal of Geriatric Psychiatry and Neurology, 4(4), 211-217.

Teaching Scholars Fellow                              University of Wisconsin – Whitewater, 2010

Distinguished Teaching Award                    Teachers College, University of Nebraska-Lincoln, 2

MSDS 401    Applied Statistics with R

MSDS 410    Supervised Learning Methods

MSDS 411    Unsupervised Learning Methods

MSDS 460    Decision Analytics

MSHA 409   Statistical Analysis with R

MSHA 410   Regression and Multivariate Analysis

MSHA 411   Advanced Data Modeling for Health Analytics

Washington University, St Louis, MO - MHA
University of Illinois, Champaign-Urbana, IL - B.S/B.A

Improving Health Outcomes
Health Equity

MHSA 480 - Health Analytics Leadership

I’ve been teaching in the MSHA program since 2017. I developed the Health Analytics Leadership course because I believe that we have an opportunity in health care to improve how we use data and analytics to improve health outcomes and reduce costs. This course's primary objective is to help students understand the gap between creating analytics and using insights from analytics to drive change.

Most of my experience has come from the different roles I have had in my career - hospitals, health systems, consulting clients and IBM Watson Health. I think the best way to share experiences is through discussion and case studies. We use two Harvard Business Review case studies in this course.

I have really enjoyed teaching in the MSHA program. The best part for me is learning from my students through discussion boards and assignments. Students feel that they can connect their daily experiences to what we discussing and learning about in class.

MD - Johns Hopkins School of Medicine
EdD - Johns Hopkins School of Education
MPH - Johns Hopkins Bloomberg School of Public Health
MBA - Johns Hopkins Carey School of Business

Data-driven Decision Making in Education
Spaced Retrieval Practice
Student-Centered Teaching

Associate Professor of Clinical Medicine - American University of Antigua

MHI 402-DL : Introduction to Clinical Thinking

My philosophy of teaching is that students learn best in authentic “situated” learning environment and when given the opportunity to construct their own knowledge through meaningful activities and discourse. It is the instructor’s practice of designing focused, relevant, and measurable learning outcomes and assessments, and the use of scaffolding assignments, inquiry questioning, and collaborative activities that support students’ conceptual understanding and provide them with critical tools for deep meaningful learning and problem solving. Effective medical educators critically and systematically measure and reflect on their teaching practices and alter those practices to best support students’ knowledge, application, and practice. In addition, a medical educator needs to understand appropriate learning theory and pedagogical practices while practicing and supporting reflection to develop relationships with his or her students to improve student learning outcomes, overall curriculum quality, and deliver high-quality memorable learning experiences for a diverse student body. Pedagogical practices should be carefully considered and tailored to not only the learning content, but the learning objectives, and assessment strategies that drive and authenticate knowledge transfer. This is why I find using scenarios and practices that are as authentic as possible so helpful in teaching students. I find that students are absolutely engaged and motived when learning activities feel meaningful to their real-life practice.

Doctorate of Healthcare Administration, Central Michigan University
Masters in Business Administration, University of Illinois at Chicago
Bachelor of Arts (Political Science), University of Arizona

Public Health
Information Management
Organizational Behavior Leadership
Strategic Planning

CEO, May-Present, Grossmont Healthcare District
Regional VP HIT Support Services (IL), Jan-May 2021
Vice President of Operations, Advocate Condell Medical Center, Feb 2018-Dec 2020
Director of Physician Practices (Pediatrics), July 2014-Jan 2018
United States Navy, May 1993-June 2014

Fellow, American College of Healthcare Executives
Malcolm Baldrige Examiner, 2012

MHI 404-DL : Health Care Organization Operations

MHI 405-DL : HIT Standards and Interoperability