If you are a rising senior, you are probably getting ready to fill out those college applications this fall. Choosing the list of schools you will be applying to is hard enough, since there are about 3,978 schools in the U.S.! There are also several factors to consider; a two-year college vs. a four-year college, a public school vs. a private school, whether you want to be as close to home or as far from home as possible.

Then once you are admitted, the really tough decision will come; Where will you choose to spend the next four years of your life?

Although it is nice to talk about this with parents, high school counselors, or with us Admissions Counselors, many students always appreciate learning about the schools they are interested in, directly from current undergrads. That is why you'll be glad to hear that our Summer Representatives will be coming to visit you soon!

The office of Admissions has hired seven amazing students to travel within the areas surrounding their hometowns and bring UIndy to YOU. The Summer Reps are all upperclassmen (two of them just graduated on May 4th, 2013) who not only have more than a year's worth of experience as undergrads under their belts, but are also very involved on campus, and can tell you anything about student life, activities, academics, and what it's like to be a Greyhound.

Maybe you have already done some research about the University of Indianapolis. You have learned that we are a small, private university, in a city that is known for being the amateur sports capital of the world. Or you have heard that many students choose UIndy because of our focus on personal attention and classroom instruction, or the many opportunities for internships through our academic programs and in the city. To get the student perspective, I highly encourage you to talk to one of our summer representatives. They will be meeting with students like you from May 28th through July 26th. If you are a resident of Indiana, you can schedule an in-person meeting with your local Summer Rep. If you are an out-of-state student, you can talk to one by phone or email. Make sure to ask your Rep. about our Gas Mileage Reimbursement if you are interested in  scheduling a campus visit this summer!

To get in contact YOUR Summer Rep., fill out our Contact Form

Remember, although searching for the right college might seem overwhelming, we're here to help you!

Learn more about life as a Greyhound through our mini video series, It's a Hound's Life. Check out the first episode below:

 

Assistant Professor, William Essman, Ph.D. has been teaching in the School of Sciences at the University of Indianapolis since 1999. Dr. Essman earned his Ph.D. in biological psychology from the University of Michigan. He then completed a post-doctoral fellowship in psychopharmacology at the University of Pennsylvania Medical School, Department of Psychiatry. From 1996 to 1998 he joined the clinical psychology respecialization program at the University of Massachusetts specializing in health psychology and behavioral medicine. He completed his internship in behavioral medicine at the University of Mississippi. His clinical and research interests include behavioral medicine and health psychology, psychopharmacology and behavioral pharmacology, and personality and health. Dr. Essman teaches at both the graduate and undergraduate level courses such as: Biological Bases of Behavior, Health Psychology, Advanced Psychopathology and Special Topics classes in Addictions. 

Away from campus Dr. Essman enjoys golf, photography and reading. In addition, he loves gadgets, especially flashlights, clocks, watches and pens.  If you need a unique gadget or tool for a task, I'm sure Dr. Essman probably has it.   

To learn more about Dr. Essman, the other faculty, or the programs offered by the School of Psychological Science, please visit our web pages. 

The University of Indianapolis (UIndy) motto is “Education for Service”, and that philosophy has long been integrated into nursing courses and the mission of the School of Nursing. In many ways, we “talk the talk and walk the walk”, as they say. It is heartwarming to see how this concept is carried out in the School of Nursing and the variety of ways we endeavor to “pay it forward” in both personal and group-driven projects.

For example, for the past nine years the second year associate degree nursing students have had a community service project that makes and donates baby blankets to a variety of organizations. Initially the project started with two students looking to perform a community service project as part of a course requirement. Five blankets were made that year.  The idea was so well received that it has been offered each year as a way to fulfill the community service project and provide fun and fellowship to the students after the demands of a very busy and stress-filled semester. In December 2012, over 40 students and a handful of faculty, with a wide range of skills, participated. One hundred thirteen blankets were made in just four short hours! All of the materials were donated by students and faculty. All totaled, it is estimated that over the course of the last nine years, 628 blankets have been gifted to the Julian Center, Angel Wings, Centering Pregnancy and the St. Elizabeth Coleman Center.

Another example is the project that nursing faculty member, Christie Flint, coordinates with the United Christmas Service. Each year for the past five years approximately 40-50 students, faculty, and staff from the School of Nursing, School of Occupational Therapy, and Krannert School of Physical Therapy help. During this time, we’ve raised over $2,500 in gift cards and money, provided over 800 gifts, donated several boxes of food and household items, and have helped over 75 people have a better Christmas.

On a personal level, two of our faculty members serve as great role models to students and staff. In addition to her full-time job as a nursing professor, Dr. Marjorie Porter serves as the Executive Director for the Good Shepherd Community Clinic located in the First Presbyterian Church in Martinsville, Indiana. The clinic was started in April 2006 by the health ministry at the church. Funded primarily by the Kendrick Foundation and donations from community groups and individuals, Dr. Porter and several others got the clinic up and running. The clinic is open every Saturday morning and serves uninsured Morgan County adults who are below federal poverty guidelines. Approximately 250 adults are seen each year. The clinic requires a staff of three MDs, one Nurse practitioner, one psychiatrist, one diabetes nurse educator, 12 Registered Nurses, four pharmacists, one social worker, and many lay volunteers to support its mission. 

Dr. Linda Rodebaugh finds time in her busy teaching and clinical schedule to serve on the Planning Board for Camp Healing Tree. She also serves as a group facilitator for the Camp that is held each August. Approximately 70 grieving children and teens attend and share their grief in a safe and nurturing environment. Dr. Rodebaugh also serves as a volunteer facilitator for Caterpillar Kids, a six-week support group for children ages 5-12. Caterpillar Kids is a grief and loss support group offered through St. Francis Hospice.

Our University of Indianapolis masters in educational leadership program, iLEAD, is transforming to include increased opportunities for authentic experiences in school reform.  Students in Cohort XIV began their program of study this fall mentored by current school leaders who advise and de-brief with them on a regular basis.  Each semester, the students complete shadowing experiences and reflective interviews with their mentors.  Field experiences for the principal leadership program are aligned with the coursework.  In EDUC 600, our introductory leadership class, students complete school improvement projects  as well as projects in which they are already involved as teacher leaders in their schools.  EDUC 605 students analyze data to identify learning problems and design research-based interventions.  As the students develop their skills, increasingly their mentors observe them, offering feedback as students lead professional development, work with the school community, and engage in other leadership activities.   During the final two semesters of the program, students serve as interns in their schools and experience the day-to-day responsibilities of building-level leaders.

Our hybrid courses are changing also.  In our professional development class (EDUC 610), students practice leading the professional development process and review case studies in initiating, managing, and sustaining change.  Students create communication and marketing plans for their schools (EDUC 615).  Multiple experiences observing and evaluating teachers are a focus in EDUC 620. 

Simulations, including The Change Game being played by Cohort XI students in the pictures below, provide another source of case study experiences in leading school change.  Additional information about our curriculum is available on the iLEAD website:  http://www.http://education.uindy.edu/ilead/   Our Cohort XV will begin Saturday, May 18th.  Application materials may be accessed online:  http://education.uindy.edu/ilead/Applying_to_iLEAD.php.  Graduate education faculty and our iLEAD administrative assistant are available to talk with you if you call (317) 788-6098.  Learn more about how iLEAD can help you achieve your professional goals in a graduate education program at a university with personal attention, the University of Indianapolis. 

                                                         

Dr. Michael Poulakis received his PsyD from the University of Indianapolis in 2002 and has been teaching at UIndy since 2005. In addition to his heavy teaching load, Dr. Poulakis is the Director of the Office of Hellenic Studies and is the Athens Campus Academic Liaison. Dr. Poulakis teaches at both the graduate and undergraduate level, and the Undergraduate classes he teaches are Introduction to Psychology, Personality Psychology, Abnormal Psychology, Theories and Techniques of Counseling and Multicultural Psychology and Addictions. At the graduate level he teaches many classes both here and in Athens, including Interventions with Family and Couples Systems, Life Span Psychology, Cognitive and Affective Bases of Behavior, Brief Therapy and Crisis Intervention, Doctoral Seminar and Consultation and Education.  

Dr. Poulakis' clinical and research interests include multicultural issues and diversity, addictions and binge drinking, interracial relationships, South Asian psychology, LGBT issues and cyberspace psychology. Born in Greece, Michalis Poulakis is better known as Dr. P to his students. He loves talking about Greece and encourages everyone to visit.   

Away from campus Dr. P enjoys spending time with his wife and twin sons. To learn more about Dr. Poulakis, other School of Psychological Sciences faculty or the program offered, please visit our web pages. 

The deadlines to apply to the University of Indianapolis School of Psychological Sciences graduate programs are quickly approaching.  

Fall 2013 PsyD program deadline to apply is January 10, 2013

Fall 2013 Masters program deadline to apply is February 25, 2013

The requirements for applying for both the psychology masters degree and the doctoral degree in clinical psychology are the same. Complete the application online at http://psych.uindy.edu/index.php including your resume and personal statement with the application form. Submit three letters of recommendation, official copies of all post-secondary transcripts and an official copy of your GRE General Test score report by the deadline for your application to be considered.  International applicants must supply an evaluation of their transcript if their degree was obtained at a school outside the United States and will be required to submit TOEFL scores if English is not their native language.

If you are interested in applying for the 2013-2014 academic year there is still time. Please visit our web pages for complete details.    

           Dr. Erin Fekete joined the faculty of the School of Psychological Sciences at the University of Indianapolis in the fall of 2011 after graduating with a PhD from Kent State University. Her specialization was in social and health psychology. Following graduation Dr. Fekete received a National Institute of Mental Health postodoctoral fellowship at the University of Miami.

         Since beginning at the University of Indianapolis last year, Dr. Erin Fekete has been hard at work. In addition to teaching and serving as one of the faculty advisors for Psi Chi, Dr. Fekete has been working on two different research projects. The first project is a web-based study that “looks at how stigmatizing or discriminatory experiences regarding a person’s HIV is associated with their self-reported psychological and physical health.”  Dr. Fekete’s second area of research examines “the various types of social interactions that emerging adults experience regarding their health behaviors and how these social interactions are associated with behavior change and psychosocial well-being.” 

            Dr. Fekete has also enjoyed her time, stating: "One of my favorite things about the University is the great group of people I work with.”  She has also enjoyed the smaller campus atmosphere and smaller class sizes at UIndy, as it has allowed her to get to know students on a more personal level. In the future, Dr. Fekete plans to continue her research on how interpersonal relationships influence individuals with chronic illnesses such as HIV, and would also like to conduct research with men and women who are coping with Type 2 Diabetes. 

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 Attending the 2012 AOTA conference was absolutely a great experience. Having the event in Indianapolis was perfect. Being fairly new to this city, I do have to admit that this city does a fantastic job of hosting events. Having the opportunity to meet various occupational therapy students and practicing clinicians from across the country was remarkable. Everyone I came across and spoke to was so encouraging and positive; and trust me I am not easy to impress. It was comforting to see the sheer excitement and candid expressions from everyone involved in this coming together of the minds.

 It all began with the opening ceremony, having a huge hall filled with staff, students and clinicians was awesome. Before the ceremony we got to meet Mayor Ballard, who was kind enough to come by and chat with us for a few moments. There was a dueling piano act that opened up and played everything from Elvis to Lady Gaga; that really got everyone up and moving. After the opening ceremony I had a chance to check out the expo hall and let me say….WOW, there was so much to take part in and see. I stopped by a bunch of booths that were advertising cutting edge pediatric tools and others which were advertising new assistive technology. I also collected my fair share of freebies. I also had a chance to attend a session on the Occupational Therapy Centennial Vision. I learned a great deal from hearing New York’s Senator Kennedy (who is also an occupational therapist) speak about doing more to advocate for our profession.  There were several other speakers that discussed adaptive and assistive technology, which I found to be really interesting.

The highlight for me personally was having the chance to be a part of the alumni reception. Since many UIndy alumni came back, it seemed like a family reunion. The banquet hall has filled with people laughing and remembering the fun times they had at the University of Indianapolis. Reflection is important in the world of occupational therapy, so as I look back on the 2012 AOTA conference it is an experience I definitely needed at that time in the semester and an experience I will never forget. Hopefully next year I can attend the 2013 AOTA conference in San Diego.
-Michael K. Agyemang, ATC, OTS (First-year MOT student)
University of Indianapolis, School of Occupational Therapy

The "flipped classroom" model shifts the current classroom paradigm so that lectures can be seen at home while homework activities are done in class. This is to allow more time for applying the knowledge and receiving more personal help from the instructor. Modern technology has sparked this new trend in education in which the flipped model transforms classrooms into laboratories or studios where class time is used for answering student questions/helping with homework plus other activities which help students apply what they’ve learned.

In EDUC 597 - Flippling the Classroom at the University of Indianapolis, teachers will develop the skills to flip their own classrooms while experiencing the flipped classroom model themselves. Focus areas will include a conceptual framework for the flipped classroom and strategies for ensuring that students engage in active learning within this model of teaching.Time will be blocked out for teachers to find content from a wide variety of sources across the disciplines, as well as teachers creating their own content.The flipped classroom isn’t just about bringing new technologies into classrooms; it’s about using that technology to transform the way students learn.

EDUC 597 is available for 3 credits, beginning Tuesday evening May 6, 2012  The course will continue on Tuesday and Thursdays, 5:00-8:00 PM, until May 26, 2012. Registration information is available here:  http://education.uindy.edu/ci/

 

 

When I was researching MBA programs I really did not consider the University of Indianapolis Executive MBA Program that meets on Saturdays because, well, it was on Saturdays! I could not imagine giving up every Saturday for over two and a half years. I was a mother of a 2 year old and thought I would be missing out on too much. I elected to do an off campus cohort program and never looked back, until I visited the Saturday program a few weeks ago.

Wow. Those people looked well rested on a Saturday morning compared to my evening classmates. I guess that is a benefit in not having to attend class after work two nights a week. I don’t ever remember feeling that refreshed in an MBA class after working all day. The other benefit is that the quality of instruction is not diminished, the Saturday program enjoys the same instructors and instruction time as the other UIndy MBA Programs.

In talking with a few of the Saturday MBA students I was surprised to find out that many of them had young children at home. I had a complete shift in my thinking as I listened to one Dad tell me that he loved being home for his children's bed time every night. He told me that knowing he would be gone on the weekends, extended family and friends picked up in his absence with activities and help around the house. He said that the evenings around his house are hectic for two parents and his wife appreciated not having to do two of those alone every week. He agreed that the MBA program was a big time commitment, but having the Saturday option made it less stressful for him as a husband and father.

Another benefit is the group work coordination. The Saturday cohort has lunch together, which provides an excellent opportunity to work on group projects or have a study session. For our evening program most of us were too tired after class to even entertain the idea of getting together after class so we would have to get together on a non-class night or a weekend morning. But, at 3:30pm on a Saturday, you can easily work together for a while and be home by dinner without having to sacrifice any more time to group meetings.

One student shared with me that on Monday and Tuesdays he focuses on any practice problems, homework or reading for his morning class. Wednesdays and Thursdays he works on the afternoon class and he takes Fridays and Sundays off in terms of his MBA studies unless there is a test or project that needs his attention.

In hearing these stories and looking at the Saturday program through the eyes of those who have made the commitment, I see why it’s a huge benefit for many people.

Congratulations to our Novice Speech Team for claiming first place in its division at the recent Novice National Individual Events Tournament!

The tournament, designed for first-year speech competitors, attracted more than 150 students from 25 colleges and universities. UIndy's three-person squad was comprised of Cameron Sabotin, Olivia Bohnhoff and Ashley Stanford.

Visit UIndy News to learn more about the Speech Team's successful season.

Pre-CSM Pediatrics Section Essay Contest - Winning Essay
I originally became interested in pediatrics for a variety of reasons. Personally going through physical therapy to re-learn how to walk at age 5 (due to severe chicken pox infection and leg surgery) was just the beginning. Throughout my extensive work and volunteer opportunities with kids, I have found that pediatrics is just simply what I love more than anything. I thoroughly enjoy working with kids as it requires energy, creativity, passion, and the ability to think on your feet.  All of these are strengths of mine, but more importantly, are aspects I would be blessed to be able to utilize within my everyday physical therapy practice, and with such a special population. Kids have an imagination and spark for life that I admire. I want to be reminded on a daily basis of how beautiful life is and to not take anything for granted. Despite adverse conditions in life that we are all faced with at one time or another, to be able to help not only children, but also their families facing challenges would be such a gift and blessing.

Being a member of the APTA Pediatrics section is an invaluable membership, which is why I joined after only my first year of PT school. An obvious, but very important benefit is receiving emails/updates on pediatric specific topics. Through the section, networking and communication with other practicing pediatric therapists are available. Access to the section online store, promotion of professional discussions, and notifications of continuing education, certifications, residencies/fellowships, and special interest groups are some of the other very valuable benefits. Being a section member provides a means to stay involved, updated, and evidence-based.  I consider it an essential to being the best pediatric therapist I can be, and I sure don’t want to settle as being an average PT!

Post-CSM Conference Attendance
Although this was my third time attending CSM, I experienced the meeting in a new way this year.  As a nearly new professional, the networking and collaborative efforts of all APTA leaders and role models have made such a profound impact on me. I have always known that I will become involved within my professional association as it is just a part of what I believe in.  However, this year’s CSM experience has made me so proud to be supported and encouraged by and able to contribute to such an exemplary organization. 

One of the things I learned this year at CSM that stood out the most was that the actual title of the Pediatric Journal of Physical Therapy is not owned by the APTA, but rather by the publishing company. I was impressed by the explanation and concern for member education regarding this topic and all the on-goings within the section. My most memorable experience at CSM this year was the tribute to a very influential member to the profession of physical therapy, Stephen Haley, who passed away this past year. It was truly touching to hear about the impact he had personally on many colleagues and friends, but also to hear about him as a husband and father in a tribute from his daughter. It really confirms the quality and true colors of the leaders of our professional organization. 

In addition to attending exceptional educational sessions, I also attended the pediatrics section breakfast and business meeting, build your career reception, global health reception, and student meet & greet, spent much time in the exhibit hall, and met with potential future employers.  The most influential of the educational sessions I attended was “Building Foundations for the Future: Engaging Students and New Professionals in Active APTA Membership and Leadership.” It allowed me to make many contacts and learn about different opportunities to get involved as well as how to go about it. Since networking with many professionals and leaders at this session and throughout the conference, I have had many opportunities arise to become further involved with the APTA. Possible opportunities include involvement on the local/state level as well as supporting a new resolution to create a New Professionals Liaison on the Board of Directors of each section and state chapter. I am very optimistic and enthusiastic about where my professional involvement and leadership heads as I soon begin my career as a new professional.

Janet Kukulski, DPT Student
Krannert School of Physical Therapy, University of Indianapolis

The University of Indianapolis'  Institute for Leadership and Professional Development (ILPD) presents Supervisory Institute(SI) March 19-20, 2012, in the Trustees’ Dining Room in the UIndy Schwitzer Student Center from 8:00 am - 5:00 pm.  For just $395, this two-day program includes networking, workbook, certificate of completion and four modules of instruction.   Registration closes Wednesday, March 7, 2012.    Space is limited:  Register today.

To Register:  Email maym@uindy.edu, call 791-5716, or go to our website, http://sal.uindy.edu

The topics covered in this two-day seminar are:

 “Engaging your Workforce to Maximize Results”        Practitioner/Facilitator Sam Thompson Summary:  According to the Gallup Management Journal’s survey on employee engagement, 27% of US workers are engaged, 59% are not engaged and 14% are actively disengaged.  Gallup estimates the US economy loses up to $350 billion per year in productivity as a result of disengaged employees missing work or undermining improvements and results.   In this workshop, participants will explore the role leaders play in employee engagement, review important ideas and techniques to inspire and engage employees, and Identify key actions to implement with employees to get results.

“Strategic Planning: Envisioning & Planning the future” Practitioner/Facilitator Jack McGriffin Summary:  Organizations which have aligned purpose with activity are not only prepared for the future, but will define it.  Changing political, social, economic and environmental forces must be identified and tracked so change is not feared as a threat, but embraced as an opportunity. This workshop is designed to put participants in the position of identifying current driving factors, envision how they may change and influence their organization and respond accordingly.  In a time of stress, economic downturn and uncertainty, this class will use a variety of strategic planning tools and concepts for purposeful, progressive and productive growth.

 “Emotional Intelligence”                                                      Practitioner/Facilitator Stacy Alldredge  Summary:  In this workshop participants learn what Emotional Intelligence (EI) is and why, when practiced consciously, it can improve relationships and personal success.  The session will introduce the four domains of EI and the behaviors associated with each domain. Through an assessment completed before the workshop participants will identify strengths and opportunities to grow in the 18 key behaviors of EI.

 “Building Trust”                                                                      Practitioner/Facilitator Jack Klemeyer Summary:  According to Stephen R. Covey, “trust is the highest form of human motivation” and is “closely related to different levels of communication” within organizations.    As a supervisor or manager building that trust is critical to the overall effectiveness of the organization as well as the development of interpersonal relationships in the work environment.  Adapted from the book Speed of Trust, Stephen M. R. Covey, this block of instruction will look at the “13 Ingredients of Trust.” 

 

Join us on March19-20th for this informative seminar.

 

University of Indianapolis iLEAD (educational leadership) faculty are continuing to develop modules to enhance our students’ collaboration with school leaders to keep our curriculum current and relevant for our students as we prepare them to lead 21^st century schools. These units and other course updates are an ongoing project supported by our graduate faculty, several adjunct faculty, a superintendent and principal-in-residence, the Friends of iLEAD cadre, and our students’ mentors.  Our principal preparation program is growing and changing.

During Semester I – 2011, EDUC 605 (The Role of Data and Collaborative Inquiry in School Improvement) students in Cohort XI spent an entire Saturday class at Indianapolis Public Schools’ Harshman Middle School, meeting with the principal, Robert Guffin, faculty, and other stakeholders. In preparation for the activities, they read George Theoharis’ Disrupting Injustice: Principals Narrate the Strategies They Use to Improve Their Schools and Advance Social Justice, reviewed Harshman MS data on the Indiana Department of Education (IDOE) Compass website, the Indiana Growth Model, Harshman’s School Quality Review Report and Spring 2011 ISTEP+ scores. Students prepared questions to ask teachers, parents, students, and stakeholders about the school improvement process.   They conducted interviews and participated in a discussion seminar led by the principal. Goals of this activity included:

•          To understand a social justice theory of leadership
•          To realize the pragmatics and challenges of a change process
•          To become familiar with the IDOE Quality Review Audit and process
•          To apply the HPHP Readiness Model
•          To reflect on the moral obligations of leadership

The students in EDUC 605 were amazed at the work that Harshman faculty are doing for their students and community. Many of the students felt “re-energized” as a result of hearing Harshman teachers and leaders describe their mission of going above and beyond expectations.

 
The University of Indianapolis, or UIndy, is a comprehensive, independent, student-friendly institution located just minutes from a thriving city center.  Our faculty and staff are committed to helping you become more effective in your daily work with students, to maximize your potential, and to prepare you for leadership.  UIndy is distinguished by highly respected undergraduate programs in teacher education, communications, and the health sciences, nationally ranked graduate programs, and Centers of Excellence focusing on aging studies and education reform.  Personal attention, small, interactive classes, and flexible programming are the rule rather than the exception. 

Did you know that by filing your 2011 federal tax returns (student and parent) early you will save time when completing the 2012-13 Free Application for Federal Student Aid (FAFSA)? IRS Data Retrieval allows you to transfer your tax return information to the FAFSA making it unlikely that your application will be selected for verification. IRS Data Retrieval should be available beginning February 1, 2012.

 

IRS estimates that tax return data will be available for transfer to the FAFSA within 2 weeks of filing electronically or 6 to 8 weeks for families filing a paper return. It’s easy to make the transfer. You will be prompted to retrieve the tax information during the application process.

 

If filing your tax returns early isn’t an option, you can still estimate the income numbers, but you will be asked to obtain a tax transcript from the IRS to verify the data. The Department of Education no longer allows the university to collect a photocopy of your personal tax returns to verify your application. Whatever you decide to do, remember that the FAFSA filing deadline is March 10, 2012! 

10.  Faculty who are committed to providing excellent teaching, research and service.
9.    Students who excel academically and professionally.
8.    Graduates who have gone on to lead and develop clinical organizations, supervise trainees and gain employment in all types of clinical settings.
7.    Concentrations offered in the areas of child and adolescent, behavioral medicine/health psychology or adult psychopathology and psychotherapy.
6.    A diverse curricula taught by experts in the modalities of cognitive-behavioral, psychodynamic or humanistic.
5.    Attention to developing strong biopsychosocial conceptualization and clinical skills in our graduate students.
4.    A well-planned curriculum that is continually being improved with new elective offerings.
3.    Master's and doctoral practicum sites that provide remarkable training opportunities.
2.    The conceptual tools and competencies relevant to the realities of practicing clinicians today.
1.    Master's or doctoral training that will result in a solid professional identity, access to a network of skilled professionals and an outstanding repertoire of knowledge and skills.

The first week of graduate school was a lot to take in.  We got a list of all of our assignments in the first two days, and then dove right into learning.  There is an extensive amount of information we are going to learn, and multiple assignments we will have to complete.  I was a little overwhelmed the first few days, but by the end of the week, I started to see how the classes are relevant to becoming a physical therapist.  All of the long hours of studying ahead seem like they will be worth it.

The atmosphere at the University of Indianapolis is great as well as the interactions between professors and students.  Throughout orientation and this first week of school, our professors’ senses of humor started to come out, and it is fun to see.  We get to see them on a more personal level, and they want to get to know us as individuals.  The University of Indianapolis was definitely the correct choice of physical therapy schools for me. 
-Lindsay, SPT

Ah, the lazy days of summer are finally upon us. Swimming pools are in full use, picnic baskets are overflowing, and everyone is enjoying this beautiful time of year. Everyone has a list a mile long of gardening or household projects that they want to complete before the colder weather is upon us. Make sure to include financial aid and financing your college education on that list.

Summer is always a busy time for financial aid offices across the country as we work with students to complete loan applications and finalize financial aid awards. Bills for fall semester will be posted in mid-July with a payment deadline in early August. Now is the time to make final arrangements for paying the balance due either through a payment plan or through a parent loan or student alternative loan.

The financial aid office is located in Esch hall room 141, and is open Monday-Friday from 8:00 a.m. to 4:30 p.m. Please stop by or call us at 317-788-3217 and we will give you personal attention to help you make your final payment plans for fall semester today.

The Institute for Leadership and Professional Development at the University of Indianapolis invites you to the first presentation of our 2011 Leadership Development Series.  Tommy B. Richardson, a professional coach, certified mental performance consultant and coach, longtime high school football coach, and Indiana's first "Mind of a Champion Master Coach", presents this timely seminar, Performance Intelligence: Power of the Mind.  Learn how to use your mind to achieve positive results.  Tommy will give you the tools you need to achieve your goals.  Learn how to perform your best when it matters by applying sports psychology to business.  Richardson uses the five principles of Performance Intelligence to give you the competitive edge.

This seminar will be held on UIndy's conveniently located campus Thursday, January 13, 2011, from 8:30 a.m.- 12:30 p.m. The cost is just $59 per person and includes networking, 3.5 hours of instruction, workbook, and certificate of completion. Ask about our 10% discount.  This half-day seminar will propel you to success. You will leave the session ready to meet the challenges of the new year. 

Registration is limited to the first 30.  To register contact maym@uindy.edu or call 317-788-3442.  This is the program you need to make 2011 a great year.


 

Follow this link to the University of Indianapolis educational leadership (iLEAD) program newsletter:  http://education.uindy.edu/ilead/newsletters/2011/Fall2011.pdf

Additional newsletters for our principal leadership program will be published four times in the coming year.  We'll include news/updates about our masters degree in education, our graduates, and our students.  Our iLEAD graduate education program is a 5-semester hybrid curriculum preparing principals and instructional leaders.  iLEAD classes meet on select Saturdays in an executive style format for 18 months.  We welcomed our 12th cohort this fall and will be accepting applications for our May cohort, our 13th, beginning in January 2012.

Our website includes information for prospective students and can be accessed here:
http://education.uindy.edu/ilead/index.php.  More information will be posted soon pertaining to graduate degree scholarships.

The University of Indianapolis, or UIndy, is a comprehensive, independent, student-friendly institution located just minutes from a thriving city center.  Our faculty and staff are committed to helping you become more effective in your daily work with students, to maximize your potential, and to prepare you for leadership.  UIndy is distinguished by highly respected undergraduate programs in teacher education, communications, and the health sciences, nationally ranked graduate programs, and Centers of Excellence focusing on aging studies and education reform.  Personal attention, small, interactive classes, and flexible programming are the rule rather than the exception.  In December, we'll highlight our iLEAD students' presentations of their fall semester signature projects to external reviewers from Indiana schools.