GCU Logo Mobile
GCU LoginRequest Info
Lessina Cline
Adjunct Faculty
College of Nursing and Health Care Professions
Biography
 Spring-into-Summer-Conference participation, 2022 Reaching and Teaching Today's Students Through the Implementation of Best Practices." Dr. Cline presentation at the Spring-into-Summer-Conference. Conference-Attendance-June-2025 Beyond Algorithms: Meta-Analysis of 12 Recent Studies on the Pedagogical Impact of AI Personalization Systems in U.S. Universities. Dr. Cline, 2025 Interactive Learning Project: Learning as an art and critical thinking (philosophical reasoning and deduction) - innovative leadership program for 21st Century healthcare industry, University of Phoenix, Arizona  Senior Acquisition Specialist and Research Scientist – Center for Disease Prevention and Control – Special HIV/AIDS Meta-analysis Project – Rockville, MD  Published and attendee at field conferences – APHA Annual Meeting and Exposition – American Public Health Association, Washington DC  Team Task Force Member - Ministry of Health and Social Welfare, Mental Health Professionals, WHO Country Office (WCO) and advocacy groups – public sensitization programs and Five-Year Developmental Plan of Action, The Gambia  Team Task Force Member - Ministry of Health and Social Welfare, Mental Health Professionals – Mental Aid Five-Year Plan of Action (Psychological First Aid), Banjul, The Gambia  Commemoration of World Mental Health Day with a series of complementary activities - the National Mental Health Team exposition on “Campana” Psychiatric Hospital, Banjul, The Gambia
Education
  • Doctor of Health Administration
Programs Taught
  • Bachelor of Science in Counseling with an Emphasis in Addiction, Chemical Dependency, and Substance Abuse
  • Bachelor of Science in Health Care Administration
  • Bachelor of Science in Public Health
  • Graduate Certificate in Public Health
  • Master of Public Health
Classes
  • HCA-255: Health Care Policy and Economic Analysis
  • HLT-205: Health Care Systems and Transcultural Health Care
  • PUB-200: Health Promotion and Disease Prevention
  • PUB-360: Community Assessment and Planning
  • PUB-410: Implementation and Evaluation of Public Health Interventions
Research Interests
  • Why are Men the New College Minority? “Jessica Smith raised an arm and pointed across the lobby of the university student center like an ornithologist who had just spied a rare breed in the underbrush. “There’s one,” she said. It was, in fact, an unusual bird that Smith had spotted, especially on this campus: masculum collegium discipulus. A male college student. That’s an extreme example of a surprising shift besetting all of higher education. Where men once went to college in proportions far higher than women—58 percent to 42 percent as recently as the 1970s—the ratio has now almost exactly reversed. This fall, women will comprise more than 56 percent of students on campuses nationwide, according to the U.S. Department of Education. Some 2.2 million fewer men than women will be enrolled in college this year. And the trend shows no sign of abating. By 2026, the department estimates, 57 percent of college students will be women. The new minority on campus? Men.
  • The Day My Life Changed - A dream, I did not want to dream! I woke up to the sound of my 10-year boy's gentle voice – "mom, I am scared." With sleepy eyes barely able to focus, I gently asked, "of what, sweetie?" The simple answer was, “I thought a man was standing in the doorway of my room, I am scared, mom – please help me," he continued. As I struggled to become awake, I managed to sit upright and finally focused on my petrified sweet boy. Sweetie, that cannot be real – dad traveled a week ago. He is not due back for another week. As I stood up, I could now entirely focus on him and what I saw shook the core of my being. I was frozen in place as he ran into my embrace – "mom hold me," he says… "sounds in my head." What sounds? I insisted, not knowing what to say. My little sweet, quiet boy covered his ears with both hands as he shook and shivered while continuing to beg me to help him. At this point, I was alarmed as I sat back on the couch where I had fallen asleep earlier. I carried him – a big boy of 5.6 feet tall. Deciding not to race to the Emergency until I checked in with his pediatrician, I decided to pray, and pray I did as I pleaded with God for help. I felt an urging in my spirit for me to turn on the TV as I searched for any comforting word of God. Kim Clement was on and receiving and giving back to the audience his vision. Clement had a large audience early that morning, and there was a tranquil song in the background as he urged his audience to pray. I resorted to praying softly and purposefully, no longer screaming, and begging God for help with my son. His body loosened, and his grip lessened. I gently prayed and sang for what could have been for several hours. As the spiritual songs infiltrated the house, his breathing became softer and quieter.
  • Are the classrooms inclusive for children, adolescents, and teenagers with autism in Elementary, Junior High, and High School? Defining disability comes with a plethora of context; however, from a social perspective, it is the intersection of social, cultural, historical, environmental, and intra-individual abilities, and more equitable forms of education emerge for all students (Kozleski, 2021). Treating people with respect is essential, and inclusion in our public arena, the education institution, the health care institution, the workplace, and any other social gathering is a must. Children and students belong in schools that provide inclusive classrooms with others. The benefits of inclusive classrooms are overwhelming, and much research has indicated that they reduce stigma surrounding autism and create respectful relationships between all students within the school, including teaching all students how to act positively with others and increase knowledge of autism (Beghin, 2021). An inclusive classroom is not a new idea. Inclusive education initially appeared in the research literature in the late 1980s. It has now gained traction and is currently an international concept. Many developed and developing countries worldwide are implementing various types of inclusive classrooms. The historical and cultural rejection of people with disabilities is all but a thing of the past in the global north. The current constructions of disabilities guide context-specific implementation and policy formation of inclusive education in different countries (Kozleski, 2021). The author also indicated that disabilities as an intra-individual trait result in lowered expectations and constrain children and people's learning opportunities (Kozleski). The world of disability includes c
Publications
  • Lessina Cline, MPH, DHA. (2013). "African Refugee Single Mothers' Resettlement Experiences and Effects on Hypertension Management in United States"..
Licenses / Certificates
  • Unofficial Transcript - Unofficial Transcript
AI master’s student working on a computer at a desk

Direct Access for GCU Students

If you currently have an active GCU login, you can access faculty contact information via the Student Access portal. 

We're here to help.