This past Saturday, May 6, 2013, UIndy celebrated its annual Commencement in Nicoson Hall. The chosen speaker for the undergraduate ceremony was PBS broadcaster and author, Tavis Smiley, who offered the graduates an inspiring message to use their educational talents and skills as a way to tackle current issues that the nation is facing. A total of 428 graduate, and 849 undegraduate degrees were awarded.

So what's next for our newly graduated students? Some will venture out into the workplace, while others will start their graduate education. Whichever path they decide to take, we are confident that they will succeed. In a recent survey, 96% of UIndy grads said they felt prepared for their first job out of school, and 89% reported that they were able to find a job or placement into a graduate program within six months of graduating. But don't worry, we're not just making this up. UIndy students don't just learn inside a classroom, many of them gain real-world skills and experience through internships and summer job opportunities. Here are a few examples of what our students have done so far:

Donnie Strack (Class of '02, D.P.T. '05) Has been working as the director of medical services for the NBA's Oklahoma City Thunder since 2008. How did he land his dream job? A strong academic background, and attending school in a city that is big on sports certainly helped, but this UIndy grad would also attribute his success to the numerous opportunities for hands-on training that he received during his undergraduate years in the Athletic Training program. Of course, Donnie had even more opportunities to apply the skills he learned in the classroom as a graduate student at UIndy's Nationally ranked Krannert School of Physical Therapy.

Joey Myles (Class of '09, MBA '10) also took advantage of some great academic programs, internship opportunities, and even got to travel abroad. Now, he works as an auditor for the Department of Defense. Joey studied Accounting during his time at UIndy, and took advantage of the School of Business' Accelerated MBA , which allows students to complete their Bachelor's and Master of Business Administration (MBA) in five years. As part of the preparation students receive in this program, MBA candidates travel to different parts of the world each year to learn how business is done internationally. Joey got the chance to travel to Europe and South America. Like many UIndy students in different academic disciplines, Joey made sure to acquire some internship experience before completing both degrees.

At UIndy, students learn by doing. Many undegraduate and graduate programs encourage and promote local internship opportunities that allow students to put their classroom skills to practice in real-world experiences. The result? many students leave the university having completed at least one internship or work experience before they graduate, a unique characteristic that has proven to be beneficial when seeking that first job after college.

Want to read more about other big opportunities that are out there for a UIndy student? Check out our prospective student magazine, Inside UIndy.

Asking a college graduate how they remember their undergraduate years is like opening up a Pandora's box full of memories. You would be amazed at how many stories they can tell you about, those late night conversations with friends in the dorm, those crazy off campus adventures, or the annual campus traditions that everyone tried to check off their 'college bucket list' before graduating. 

Rarely, will they ever tell you about spending hours locked up in the library before a midterm, pulling an all-nighter to finish writing a big paper, or the most stressful for any student... finals week. No one wants to remember studying for more than one exam because the professors decided to have them on the same day, or feeling completely brain dead after the first test, but forcing yourself to go back to the library and prepare for the next final. 

Univeristy of Indianapolis students are no exception. They will often tell you all about those fond memories of the good times they had in school, but no one likes to talk about, or remember, studying for those exams, or writing that research paper. Thankfully, there are events on campus that not only help students at UIndy get through this stressful week, but will hopefully leave them with slightly more pleasant memories of finals week in college. 

The week before finals, the UIndy Counseling Center sponsors the annual Dog Days event for students. Faculty and staff who own a dog, bring their four-legged friends to campus for students to play with during the lunch hour. Since the university mascot is the greyhound, there is also a Greyhound Rescue group that brings some dogs to the event. In the last three years, Dog Days has also been part of the Counseling Center's Wellness & Relaxation Fair, which includes tables with information about managing stress. During the actual finals week, students always look forward to the annual Midnight Breakfast, where the faculty/staff volunteer to serve them a hot breakfast in the campus dining hall. This year, the students camped outside of the dining hall from as early as 8pm, and were entertained by a live DJ, prize giveaways from the Residence Life staff, and a student-organized flash mob. In the fall semester, students have one additional event to look forward to during the first finals week of the year. Dessert Diversion, which happens on Tuesday of finals week, is an event hosted by the Student Alumni  Association. Students are invited to the Steirwalt Alumni House for desserts from The Cheesecake Factory and the chance to win great prize giveaways. Each student is asked to bring a canned food item, which are then collectively donated to a local food bank of choice.

You are invited to an evening that could change your life! 

Join us at the University of Indianapolis on Tuesday, April 9th at 5:30 for an Information Program for the Master of Science in Strategic Leadership and Design. This master's degree can be completed in two years by attending class just one night per week. No GRE or GMAT test is required. Courses meet once a week in the evening and are offered in a blended (online and on site) cohort format. 

Why Strategic Leadership & Design?  A graduate degee in this program offers education and development in the areas that will make a difference in today's world: strategies for problem solving, direction in how to conceptualize goals and communicate them effectively. Graduates of the Master of Strategic Leadership and Design program are prepared to lead their organization to greater effectiveness and success.

Job Outlook: Students graduating from this program can work as project managers, directors, strategic planners, business owners, consultants or sustainability professionals (internal and external) within businesses, nonprofit organizations and communiities.

The April 9th Information NIght will begin at 5:30 in Esch Hall Room 103. To reserve a seat,  email sallyr@uindy.edu or call Robbin Sally  at 317-788-2119.  More information, go to http://www.uindy.edu/sal/strategic-leadership

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. 

Dr. Nicole Taylor is an assistant professor in the School of Psychological Sciences at the University of Indianapolis. She received her PhD in Clinical Psychology from the University of Toledo in 1999, and has been at UIndy since 2000. Dr. Taylor's clinical and research interests include topics such as coping with illness, training and supervision issues in graduate clinical psychology, women's issues, psychology and primary care, factors related to medical compliance and non-compliance, behavioral health and prevention, psychoeducational assessment, ADHD assessment, and psychotherapy treatment outcome in psychology training clinics. Dr. Taylor teaches at both the graduate and undergraduate level, and covers such courses as Life Span Psychology, Abnormal Psychology, Tests and Measurements, Theories of Counseling, Foundation Skills of Psychotherapy, Supervision and Management, Ethics, Professional and Legal Issues, and Clinical Assessment. 

In addition to her busy teaching schedule, Dr. Taylor is the Director of the Psychological Services Center (PSC) at UIndy. The PSC offers comprehensive evaluation and therapy services to individuals, families and organizations, both children and adults. Licensed clinical faculty and advanced graduate students working under their supervision provide services.     

Away from campus Dr. Taylor spends time with her partner and their three young children. They take as many family trips as possible and really enjoy their many trips to Disney World.

To learn more about Dr. Taylor and the other faculty at the University of Indianapolis, 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. Tyronn Bell is an Associate Professor at the University of Indianapolis School of Psychological Sciences.  Dr. Bell received his Ph.D. from the University of Illinois in 2003 specializing in counseling psychology.  His research interests include multicultural therapy, ethnic minority mistrust issues, adjustment issues for African American college students attending predominantly white universities, interracial relationships and rehabilitation counseling.  Dr. Bell teaches at the graduate and undergraduate level for the School of Psychological Sciences including classes such as Introduction to Psychology, Abnormal Psychology, Theories and Techniques of Counseling, Social and Cultural Bases of Behavior, Career Development and Case Conceptualization and Treatment Planning.  Dr. Bell has served on the editorial board of the Journal of Multicultural Counseling and Development and is co-chair of the Diversity Affairs Committee for the School of Psychological Sciences. 

Away from campus Dr. Bell enjoys spending time with his family,  His children love to visit campus with him and he can often be seen on campus with one or more of his young children by his side. 

The University of Indianapolis is taking one of its most popular nursing degree programs online, making it accessible to working nurses throughout the state who want to advance their careers.

UIndy’s School of Nursing first launched its RN-to-BSN program in the early 1990s to help registered nurses – licensed after two to three years of education – to complete their bachelor’s degrees, the level of preparation that is becoming the healthcare industry standard. The program is currently offered in an accelerated hybrid format of weekly class meetings and online content that can be completed in 12 months, and also in on-site formats designed for employees of the IU Health, Hendricks Regional and Franciscan St. Francis health systems.

Beginning this fall, the same UIndy curriculum will be available in an online format that also can be completed in 12 months. Now accepting applications, the online program is open to licensed nurses currently working in Indiana. Financial aid is available, and students will have the flexibility to move from the hybrid to online format, or vice versa, as their circumstances change.

“It opens the door for people who don’t have access to our campus or our partner locations,” said Professor Connie Wilson, director of UIndy’s RN-to-BSN program.

Evolving standards among healthcare providers and nursing professional associations are making the Bachelor of Science in Nursing degree more important than ever, Wilson said.

The industry is bracing for a wave of nursing retirements. Enrollment in two-year associate’s degree programs is increasing, but those nurses typically will be expected to complete their bachelor’s degrees within five years of entering the field. And major hospital systems are now adopting the nursing associations’ recommendation that 80 percent of their nursing workforce should hold bachelor’s or advanced degrees by 2020.

“The thrust is coming now from the employers too,” Wilson said, noting that nurses who delay obtaining higher degrees may find their career options limited.

More information about the UIndy School of Nursing’s online RN-to-BSN program is available at nursing.uindy.edu or by emailing nursing.rnbsn@uindy.edu or calling (800) 232-8634.

Dr. Joe Hansel, Associate Professor, has been teaching at the University of Indianapolis since 2006. Dr. Hansel received his Ph.D. from the University of Kentucky specializing in counseling psychology. His research interests include clinical supervision and training, quantitative research methodology, cognitive behavioral treatment of trauma, positive psychology and learning. Dr. Hansel teaches many graduate level classes such as Statistics and Research Methods and Fundamentals of Interviewing and Assessment.   Away from campus Dr. Hansel enjoys golf and football and spending time with his wife and young son.

Beginning in 2011, Dr. Hansel and fellow faculty member, Dr. Jacqueline Remondet Wall spent some time working as external evaluators with the Allen County Community Corrections office. Allen County Community Corrections requested an evaluation of their services. For each of their seven supervision components, Dr. Wall and Dr. Hansel completed several evaluations. First, descriptive analyses provided a characterization of the offenders entering into supervision.  Next, offender outcomes such as supervision completion and recidivism rates over three years were examined in relation to each of these variables separately. Finally, offender characteristics, types of crimes committed and supervision completion status were included in multivariate models to predict which offenders were most likely to re-offend within three years of supervision completion.  In addition to the publication of evaluation reports available on the Allen County Community Corrections webpages, these efforts have also generated national conference presentations with students from the University of Indianapolis doctoral program. 

To learn more about Dr. Hansel, other faculty and the School of Psychological Sciences, please visit our web pages.

The master's program in clinical psychology at the University of Indianapolis is designed to provide training for individuals who wish to obtain graduate education but do not desire a doctorate or who are not able to pursue a doctorate currently, but may do so later. The MA is intended to stand on its own as a separate degree program. 

The master's degree in the clinical psychology program is designed to produce competent professionals who are able to think critically about issues, are wise consumers of research, and are able to apply their skills in a variety of settings. Currently there are two tracks offered in the master's program: the clinical psychology (CP) track and the mental health counseling (MHC) track.  

The clinical psychology track is based on resolutions and guidelines from the Council of Applied Master's Programs in Psychology (CAMPP) and the Master's in Psychology Accreditation Council (MPAC) and is intended for those students who do not plan to engage in independent practice or those students who plan to attend a doctoral program after completion of the master's degree. 

The mental health track curriculum is designed to meet the requirements for graduate study specified in Indiana state laws regarding licensing of Mental Health Counselors. 

The School of Psychological Sciences will be adding two new, exciting tracks to it's master's curriculum. Planned for the fall of 2013 are tracks in Research and Addictions Counseling. Be sure to watch the School of Psychological Sciences website for details as plans progress for these offerings. 

One of the "perks" for our psychology masters students and our psychology doctoral students is the opportunity to spend some time in Greece and receive course credit at the same time. In August 2013 the School of Psychological Sciences at the University of Indianapolis will offer our Indianapolis-based graduate psychology students a summer course in Athens, Greece. The course is PSY 580 Introduction to CISM (Critical Intervention Stress Management) Group Intervention Process taught by Dr. Anastasia Rush, Chair of the Social and Psychological Sciences Department at the UIndy campus in Athens. CISM is a multi-component crisis intervention system that has become the standard of care for crisis intervention in business, industry and government worldwide.

The Athens Campus of the University of Indianapolis (the only accredited American University in Greece fully owned and controlled by its U.S. parent), located at the foot of the Acropolis, was chartered in 1989, with the purpose of offering a quality American education in Greece. Since its inception, the University has grown to become one of the leaders in higher education in Greece. Its programs are, and will continue to be, designed to offer tomorrow’s leaders effective solutions in a professional environment. The University of Indianapolis Athens offers 29 undergraduate programs and 10 graduate programs in Athens.

In addition to the time spent in the classroom, the cost of the trip to Greece will include several excursions and some free time to explore some of the wonderful people, places and things that are Greece. The planned excursions will take the students on a two-day land excursion to Delphi, Olympia to explore this famous archeological site and a one-day three island cruise to Hydra, Poros and Aegina. 

Current UIndy psychology graduate students may contact Dr. Michael Poulakis for more information. Future students will be able to participate in this program once they have been admitted. For information about the graduate psychology programs please visit our web pages. 

This year, I had the unique opportunity to attend the American Occupational Therapy Association (AOTA) National Student Conclave held in Columbus, Ohio. It was fabulous! I made the road trip with two other first year students from UIndy. We had a blast – everything from the road trip, to the expo event with networking opportunities, and even with our Ohio State MOT student hosts. Because we are first years, we haven’t been exposed to all of the many topics discussed at the Conclave, but each of us was thankful for the opportunity to simply be a part of the environment. It was inspiring to hear all the guest lectures by world-renowned occupational therapists, professors in our field, and even clients who have been impacted by occupational therapy.

My favorite part about the Conclave was the expo. It was a neat opportunity to network with various companies from across the country to hear about their missions, their expectations of new employees, as well as the many types of occupational therapy offered. I was extremely interested in travel therapy opportunities, pet therapy, information on the national board exams (NBCOT), and postprofessional programs. All of my interests were met in one place! As new OT students, we received practice on how to interact with business professionals and great tips on how to prepare us for our future.

Having the ability to interact with OT students from across the country was definitely an eye-opener. It was interesting to hear how UIndy’s MOT curriculum differs from other schools. For example, UIndy incorporates the importance of evidence-based practice with research opportunities, whereas some schools do not implement any sort of research component into their education at all. Being in such a high energy environment with OT students focused on becoming the best leaders and occupational therapists that they can become was a great feeling. I’ll definitely be marking it off my bucket list, but I won’t be surprised if I keep attending these Conclaves for the next couple of years!

-Elise Leung, 1st year MOT student, University of Indianapolis

There is no dispute about how important an educated workforce is. An educated workforce makes a company more competitive. Many states are finding, after the latest recession, that workforce development is the single most important economic development issue. But what is the impact of education on your employability?

A new study from Georgetown University's Center on Education and the Workforce finds that a college degree is the best defense against unemployment. A U.S. Census study shows that someone with a college degree may earn $1 million more in a lifetime than someone with only a high school degree. What does that mean for you? How can you earn a college degree?

The good news is that the University of Indianapolis School for Adult Learning (SAL) is has the programs in place to help educate the workforce:

• Accelerated Bachelor Degree Program:  Classes meet one night per week for five weeks, and you can earn a degree in less time than you might think. To apply for admission, students must be 24 years or older and have a high school degree or GED. There are no SAT, ACT or essays needed to apply. Transfer credits are evaluated. 
• Graduate Degree:  SAL offers a Strategic Leadership and Design Masters program. Earn your masters in 2 years by attending class just one night per week.
• Leadership Training programs:  SAL offers Supervisory Institute, The Coaching Clinic, and the Leadership Development Series on campus, and we will design and present training at your company.

Find out how UIndy's programs can help you have better paydays. Call 317-788-3442, email sal@uindy.edu, or, get more information on the SAL website, www.sal.uindy.edu.

When new recruits start their training at the Indiana Law Enforcement Academy in Plainfield, Indiana, the trainees may have some University of Indianapolis School of Psychological Sciences doctoral students to thank for part of their curriculum. Students in Professor David Wantz’s Psychological Consultation and Education class spent a semester reviewing training material at the Academy and making suggestions for improvement.

The graduate psychology students from the School of Psychological Sciences discovered that the Academy curriculum that was being employed to understand human behavior was out of date. As part of a class assignment, the doctoral students reviewed the content being taught and realized that their knowledge of human behavior and reaction could be helpful. The UIndy doctoral psychology students developed new behavioral objectives designed to keep officers calm, safe, and alert while on duty. Students came up with a simple model that can be applied to all the skills the Academy trainees are learning about having situational awareness, maintaining a duty to self, and maintaining a duty to others. Situational awareness is about understanding how to lower anxiety in any situation and  how to predict whether anxiety is escalating.

The psychology students want the police recruits to become aware of how others may react to their behaviors and how an officer’s action can affect a situation. Methods such as lowering one’s voice, repeating a command, or simply slowing down can help to lower anxiety in a situation. To help the trainees quickly identify risk factors in a situation, the graduate psychology students developed a protocol called VEST, which refers to the potential for Violence, Emotional state, Situation, and Type of call. The officers can use a simple red/yellow/green evaluation process to determine the level of action needed.

“We want to find ways to help the officers understand the relationship between performance and anxiety,” explains Dr. Wantz. “Our students were using their clinical skills to inform their consultation, training, and teaching in a real-world setting.”

In May, psychology students began working with the Academy to help provide an evaluation of its recruits’ reading comprehension. The UIndy team will make recommendations about possible changes to the exam. Dr. Wantz would like students to understand that as psychologists, they may be asked to consult, evaluate, and use their skills beyond a private practice.

(Reprinted from the 2012 issue of 1400, a publication of the University of Indianapolis)

Jacqueline Remondet Wall, Ph.D., HSPP, CRC,  was inaugurated as president of Division 18, Psychologists in Public Service, of the American Psychological Association at the APA convention in August, 2012. She will serve in the role of president of the division through August 2013, when she will assume the role of past president. Division 18 of the American Psychological Association was established in 1946 as one of the founding divisions within the broader organization. Many of the members of Division 18 work in publicly funded settings or have academic and educational interests in these areas of service, including the Veteran's Administration, Federal and State Departments of Corrections, Police and Public Safety Departments, State and Community Hospitals, or American Indian reservations. More information on the division is available at http://apadivision18.org/

Dr. Wall is Associate Professor and the Director of Undergraduate Programs for the School of Psychological Sciences at the University of Indianapolis. Also serving as research coordinator for the School of Psychological Sciences and faculty chair for the University's quality improvement committees, her professional/research interests include assessment, selection, training and evaluation. Dr. Wall received her Ph.D. from the University of Tulsa with a specialization in industrial/organizational psychology, and post-doctoral respecialization in clinical/rehabilitation/neuropsychology at the Illinois Institute of Technology, the Medical School of the University of Mississippi and the Rehabilitation Institute of Michigan. 

Have you ever had one of those “dream trips” that combined a bit of work with experiencing the tastes, sights, and sounds of an international setting?  In my work as a faculty member in the College of Health Sciences at the University of Indianapolis, I have had multiple opportunities to travel to the beautiful, exotic Caribbean country of Belize, Central America, and to take both entry-level and postprofessional occupational and physical therapy students and faculty along for service-learning, level I clinical supervision, and research experiences. Last July, I taught the OTPP 620 Seminar in International Practice course, which was combined with the PT 658 PDE International (professional development experience requirement) for DPT students. During our 2-week stay, we (Krannert School of Physical Therapy faculty member Dr. Bill Staples, 5 UIndy postprofessional OT and PT students, 5 UIndy DPT students, a PT clinician, an entry-level OT student from another institution, and I) worked in teams to provide professional services to clients and staff in 8 community-based agencies in a variety of locations from inland Belize to the coast. Our partners included a karate club, adult day and retirement centers, a school, and agencies serving children with mulitple disabilites. Our services ranged from evaluation and direct intervention to lectures and presentations, in-service training, and opportunities for application of information. Because resources were scarce, team members made Ankle-Foot Orthotics (AFOs) with splint scraps and pans of hot water, molded palm protection splints around  bottles, and bent spoons over open flames. During the evenings and weekends, we enjoyed lectures by local experts on Belizean culture, history, social issues, and health care, explored Mayan ruins did some cave climbing and tubing, snorkeled around the 2nd largest barrier reef, and relaxed on the beach.

In October, Dr. Julie Gahimer, KSPT faculty member, and I will return to Belize to meet with the partners with whom we worked this summer to gather research data on their perceptions of our service-provision, and recommendations for improvement of the process. These entries from student journals suggest that the experience was truly beneficial for them:

“This trip has renewed my spirit and reminded me why I became an OT in the first place…there is so much I can do to make a positive impact on the world I live in both here in the US and around the world. I feel like this trip will be the spring board that launches me into the next phase of my career and life. I am still not sure exactly where I am headed, but I now have the courage to take that leap and find a way to use my skills as an OT to help those in need here and around the world in new and creative ways. I felt the experience only benefited my development…the trip strengthened my skills in creativity and greater confidence in my skills to provide intervention without many resources at my fingertips…I used my problem solving techniques during all interactions while using my knowledge of the body systems and OT to provide education and training to all involved.” 

“This experience will significantly benefit my professional development as I pursue becoming a physical therapist…This trip was great for exposing me to the rehabilitation scene in a developing country. It was almost non-existent in Belize, so I learned I may be one of the only therapists who ever work with these patients. This showed me how important therapy can be, especially to people who have no access to it. There are so many ways this trip helped me develop, and I know I will be a much better professional because of this. On this trip to Belize, I learned a lot about who I am.“

“I learned the importance of collaboration between physical and occupational therapists; we have a lot to offer one another! It was helpful and truly enjoyable to work with physical therapy students and discuss our reasoning and approach for each client and work together to achieve a similar goal! But most importantly, I learned more about myself; this opportunity sparked a passion for international services that I hope to continue in the future. I learned to be appreciative of the small things, thankful for the healthcare services that are provided, and the opportunity to…practice occupational therapy! I am so truly thankful for this experience and the wonderful people I met along the way, it was unforgettable!“

I am planning to teach the interdisciplinary postprofessional course in international practice in Belize in the summer of 2013 or 2014,  which could include postprofessional OT and PT students and  DPT students.  OTs and PTs who are not current students but interested in joining us on this trip, may apply as a non-degree postprofessional student, or apply to the OT or PT postprofessional  program.

-Candace Beitman, EdD, OTR

Associate Professor, University of Indianapolis

The University of Indianapolis Center for Aging & Community is pleased to announce the addition of new faculty member, Damian C. Stanziano, PhD, MPH, CPH.

Dr. Stanziano comes to UIndy from Miami Shores, Florida where he recently completed a post-doctoral fellowship with the University of Miami and served as a Research Health Science Specialist with the Veterans Administration Medical Center.

Originally from Ohio, Dr. Stanziano has a master's degree in exercise physiology from the University of Akron, a master's degree in public health practice from the University of South Florida, and a Ph.D. in educational research/exercise physiology from the University of Miami.

He will be teaching GERO 505/305 Physical Dimensions of Aging courses in the Aging Studies program this fall. These courses, as all GERO courses, are offered in a completely online format.

Well, my first week of being an Occupational Therapy student at the University of Indianapolis has already come and gone! I can’t believe how fast it went. I can honestly say that it wasn’t nearly as bad as I was expecting. The faculty, staff, and “elder” students have welcomed all of us with welcoming arms. I appreciate all the advice, wise words, and encouragement already. I think the biggest adjustment that I have had to make is going from such a big university (Purdue University) to a much smaller one. It’s been interesting comparing the opportunities available at both campuses. Honestly, I think one of my favorite things so far is the availability of parking. For those of you who come from a big campus, the walking is NOTHING! For one, parking is free. Two, everything is so close. I also have loved the time and availability to meet with professors before, during, and after class because the student to faculty ratio is so great. I have loved my experience thus far and can’t wait for what is to come.

I’d say one of the most fascinating things so far about being in the MOT program has been Gross Anatomy. The cadaver lab was something I was really nervous for since all of the students and faculty have put such an emphasis on the material and how it is a sort of basis of our foundation in what all we will be learning. I love how the course is specific to occupational therapy students instead of mixing the course with other graduate students. We’ve already named our cadaver and in just the first week, we have dissected most of the muscles in the thoracic cavity. Awesome and stressful.
 

I’ll be honest, my brain is already fried. Something that has been a bitter reality is the amount of studying and long days of classes we will have as students. It is fantastic that we don’t have Friday classes this semester. It was great not having to schedule my own classes since we are placed when and where we already need to be. Time management skills are going to be refined yet again. I am still trying to figure out my balance of work and play time, but I’m sure I’ll figure it out soon enough. I can’t let myself forget that I need to have “me time” to keep myself sane. The studying is going to drive me crazy, but I’m excited to see where this journey leads me. Let the next two and a half years of stress, tears, smiles, pulling of hair, endless studying, and surgery of cadavers begin!
 

-Elise Leung, 1st year MOT student

University of Indianapolis

Graduate Information Night

Monday, July 23, 2012

University of Indianapolis

1400 E. Hanna Ave.

Esch Hall Room 103

5:30 − 7:00 p.m.

Why a Graduate Degree in Strategic Leadership and Design?

A graduate degree in Strategic Leadership and Design offers education and development in the areas that will make a difference in today's world: strategies for problem solving, direction in how to conceptualize goals and communicate them effectively, and character qualities like integrity.

Unlike an MBA, which focuses on technical knowledge of current business practices and theory, a Strategic Leadership and Design degree exposes you to principles helpful in any career field.       

Graduates of the Master of Science in Strategic Leadership and  Design program are prepared to lead their organization to greater effectiveness and success by being able to develop strategy, think like a senior manager, lead high-performing teams, and make a  positive difference in the lives of others.

 Program Design:

• The program can be completed in six semesters/two years
• Courses are taught in intensive seven 1/2 week sessions
• Instruction is offered one night a week from 6:00 p.m. to 9:45 p.m.  in a blended (online and on site) cohort format

For more information call 317-788-2119 or email sallyr@uindy.edu

*Please share with those interested in continuing their education.