On Saturday, May 4, 2013, the University of Indianapolis School for Adult Learning graduated 77 students. Each of these students began their college career wondering how this accelerated program would work for them. On graduation day, you could see the sense of accomplishment in their eyes. THEY DID IT! Their hard work and dedication paid off. 

Do you have a goal of earning a college degree? The School for Adult Learning at the University of Indianapolis can help you reach that goal. You need either a high school diploma or GED to begin. You will meet with our Admission Coordinator to learn about the program and be admitted to the University. Then, you will register for classes. A Financial Aid Representative is in the SAL office and ready to help you complete the financial aid paperwork. 

Your first class will be Return to Learning which will help you get started. As you move into the curriculum of your major, you will have help every step along the way. Before you know it, you will be graduating from college. Then, meet with our Career Advisor Robbin Sally to find the job you want.

Contact Chelsea Ward, Admission Coordinator, at wardcb@uindy.edu or 317-781-5762. Read more about our 2013 graduation at http://www.salstudent.uindy.edu/

College is a great time to explore new interests and try different things. What better way to do this, then to take a Spring Term course! Known as a Jan-Term or Flex-Term at other universities, UIndy's Spring Term follows a similar concept: For a short term (usually three weeks), students can take a course that is usually not offered during the rest of the academic year and receive credit for it. UIndy's three-week session typically occurs just as the school year draws to a close, with classes ending in the first week of May, and the Spring Term happening in the remaining three weeks of that month.

Aside from the fact that all UIndy students are expected to take at least one Spring Term course before graduating, here are 5 other reasons to consider this great opportunity:

1. It's tuition free

Worried that spring term will mean paying additional costs for tuition and housing? Don't sweat it! If you were enrolled full-time during both semesters of the academic year, do not have an unpaid balance with the University, and have never enrolled in spring term before, you will not be expected to pay tuition. Travel courses do not charge tuition. Students are only expected to pay the fee that is listed in the course description, which would mostly cover the cost of your flight.

2. Take a fun class not offered during the school year

The Spring Term courses change every year, depending on what the faculty feel like teaching, and of course, student interest. During the traditional academic year, you would not be able to take a class where you can earn academic credit for, eating lunch and watching foreign films, exploring Indianapolis, learning about the Beat Generation, or doing volunteer work in the city.  

3. It's Required

I always tend to tell my admitted students that with Spring Term, you are able to kill two birds with one stone: You get to take a fun class that would otherwise not be available during another part of the year, and you are fulfilling a graduation requirement!

4. Travel Abroad

Our previous blog posts have emphasized that at UIndy, students do their learning inside and outside the classroom. Yet we can't stress this enough, and it is no coincedence that the most popular feature of Spring Term classes is that some of them involve overseas travel or some other out-of-classroom experience. Of course, we would never require students to go abroad if they don't want to, which is why the course list for spring term usually has on-campus courses to take as well. For those who feel adventurous and want to travel abroad during spring term though, this year's more popular travel courses and destinations included: Hiroshima Peace Study (Hiroshima and Nagasaki, Japan), Castles, Cathedrals, and Coasts (England and Whales), and Comparative Exploration of the Caribbean (Cuba).  

5. Learn something new

So maybe you don't want to travel abroad, or sit in a classroom watching movies all day, but maybe you still want to learn something fun, or want to get in shape. If that's the case, you will be glad to know that there is something for all kinds of interests, such as basic instruction in cycling, learning to paint outdoors, or the art of English Handbell ringing.

 To find more about Spring Term and other courses visit the Office of the Registrar, 2012-2013 Spring Term General Information & Course Descriptions. 

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.

Have you thought about completing a college degree, but don't know where or how to begin? The School for Adult Learning (SAL)  at the University of Indianapolis can help. SAL has created a one-stop-shop for adult learners.  Follow these helpful steps and you will have a college degree which will lead to opportunities:

Step 1:  Contact Chelsea Ward, Admissions and Academic Advisor,  at wardcb@uindy.edu or 317-781-5762  to schedule an individual advising session. Chelsea will explain the accelerated degree program for students 24 years of age or older. And, she will go over the Admissions Application with you. Students must have a high school transcript or GED to be admitted.

Step 2:  Complete the Admission Application and provide official transcripts from your high school (GED if applicable), and any colleges you have attended. There is a $20 application fee.

Step 3:  Schedule an appointment to register for classes.

Going back to school is as easy as 1, 2, 3! The SAL advisors are available day or evening hours to assist you. Once you are registered for classes, the SAL Financial Aid Representative will meet with you as you apply for financial aid. Financial aid is available and can cover the cost of tuition and books.

So, don't delay. Classes begin May 6th, June 17th, or August 26th. More information available at http://www.uindy.edu/school-for-adult-learning/sal-apd

Gone are the days when the only college majors with 'practical' and 'marketable' skills were those that lead to pre-professional programs. One thing UIndy Admissions Counselors always emphasize to prospective students is that they should select a major that caters to their interests. Students, keep in mind that virtually any major has practical and vital skills that can be marketable to any employer. In fact, here is one to consider.

The Experience Design (XD) major at the University of Indianapolis is an interdisciplinary program that fuses skills and concepts from different academic fields of study like art, theatre, communications, and business. XD majors research and create fun and interactive experiences for diverse audiences to enjoy. Whether these are virtual or real, themed programs or presentations, they are designed to entertain and engage participants in a way that will also draw meaning from the experience.

Similar to other majors offered at UIndy, students in this program really get the chance to 'learn by doing.' Many XD classes are project-based, allowing students to gain hands-on experience by implementing the concepts and techniques they have learned in the classroom, to real-world programs and events created by them. A Special Topics class, with a different theme every semester, provides a specific focus that guides students during the creative process to determine the type of program  and style of event that is most suitable. Among some of the themed programs created by XD students are those inspired by Heroes & Villains, the 1920's, and Futuristic Worlds. Something new this year, the undergraduate program has recently launched a student-run agency called the Imagination Emporium, that will serve community clients by creating custom programs for them.  

With a degree in Experience Design, students can use their acquired event planning, research, design, and other problem-solving skills to work in a variety of professional settings like museums, or hospitality fields at tourist destinations and resorts.  

If you're interested in learning more about the XD major at UIndy, check out the department wesite:

http://cas-orig.uindy.edu/experience-design/ 

University of Indianapolis second year occupational therapy students Michael Agyemang, Christine Denman, Tyra Schantz, and Kayla Welsh had the rewarding opportunity to work with the staff and residents of the Abbie Hunt Bryce Home during their community fieldwork experience. The Abbie Hunt Bryce Home is a home that offers a warm and comforting environment for individuals who are experiencing homelessness in addition to carrying a diagnosis, which warrants hospice services. This collection of motivated students took on the task of addressing and tackling occupational deprivation in the residents of the home. The students felt the residents at the home needed an avenue to express themselves in a way that allowed for reflection on the joys of their lives. Alongside Abbie Hunt Bryce Home administrator, Renita Johnson, the students created an activity called “Stories in the Sand.” This activity allowed the residents to develop a representation of themselves in the form of various colored sand, rocks, shells and stones; created through the use of their hands. The completed Stories in the Sand artifact was not meant to be a representation for others to see after they had passed, but a presentation of what they wanted to portray to the world while they lived.

Check out the video the MOT students created to share their experience.

Michael Agyemang- “Working with the residents at the Abbie Hunt Bryce Home was a great and rewarding experience, they all had such great stories to tell and very interesting lives. It really makes you think about life in a new light.”

Christine Denman- “Working with Abbie Hunt Bryce Home was a wonderful experience. I did not even know that places like that existed so it was very rewarding to get the opportunity to work with the individuals that were living there. These people all have stories to tell and it was great to allow those who participated to share their stories with us. It was very gratifying and hopefully students will continue to have placements there.”

Tyra Schantz- “The Stories in the Sand project was very rewarding and I thoroughly enjoyed my time with the residents at the Abbie Hunt Bryce Home. It was such a blessing to play a small role in helping the residents reflect back on their life story and create their individualized Stories in the Sand.”

Kayla Welsh- "The Abbie Hunt Bryce Home was very welcoming and receptive. Having the opportunity to hear resident's individual and unique life stories was very enlightening an experience I will never forget."

Well, my first year of OT school is almost complete. I am in the final stretch of projects, presentations and competencies. Next, I get to look forward to all of the lovely finals and lab practicals. I will have to admit that this semester has been quite the balancing act. However, I have been reassured by multiple second years in the program that if I make it past this semester, I will make it through the rest of the program. This semester has taught me the importance of not procrastinating and that time management is essential for graduate school.

Second semester has been full of clinical applications and the building of a foundation for the real world. We have been able to gain a greater understanding of various theories and models that have provided a basis for the field of occupational therapy to understand the client-centered, holistic approach. Looking back a year ago, I can honestly say that my mentality towards graduate education and occupational therapy has changed – but definitely for the better. We have been introduced to interventions, evidenced-based practice techniques, and skills to complete measures of range of motion and manual muscle testing.  

My favorite thing about this semester has been our biomechanics course and the mastering of competency skills. It’s a very hands-on class that allows us to practice measuring range of motion and manual muscles tests on our peers. We are gaining valuable skills that we will use on a regular basis within our profession. It has been thrilling to consider all of the knowledge that we have soaked up within a year. I know that mentally, my brain cannot possibly wait for the summer, but it’s crazy to think about how much we really have learned in a year at UIndy. I can’t wait for what is to come. Soon enough, we get to have Lottery Day, which is when we pick our two 12-week clinical fieldwork rotation sites that begin next summer. We will be occupational therapists before we know it. Time flies when you’re having fun.

Elise Leung, 1^st Year MOT Student

University of Indianapolis

Coming back to classes for a full semester after being on a clinical for 8 weeks was rough, but as I sit in class, I realize how much I still need to learn. In all of our classes we are going in more depth about different diagnoses that we will see in the clinic. 
 

Currently, the musculoskeletal course is focusing on the upper extremity. We have covered the main parts of a physical therapy examination, diagnosis and treatment. The unique part of this class is the outside speakers, therapists and healthcare professionals, who guest lecture and discuss their areas of expertise with us. Our most recent guest was a local surgeon who shared with us his perspective on the management of a recently discussed diagnoses. It was interesting to hear his perspective of a therapist’s role and to hear about the relationship he has with the therapists he trusts.
 

Our neuro class is also covering the main diagnoses we are likely to see in the clinic and a variety of ideas for interventions, remembering each treatment session we create will be patient-specific. This semester, we have a class called Administrative Roles, which sometimes overlaps with our Lifespan class. These classes have taught us about Medicare, Medicaid and the IDEA laws for children. As therapists, we need to understand how these work. I may have some underlying knowledge now of how they work, but mostly, I learned how hard they are to understand.
 

After spending time in the clinic, I feel that I have a better understanding of what I don’t know, and I am able to appreciate the information presented to me in class so that I do know. The more I learn while I’m in class this semester, the more excited I am to begin my second clinical in June and to be able to put the knowledge I have gained so far into practice.
 

Lindsay Houvener, 2nd Year DPT Student

University of Indianapolis

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. 

Being a pre-nursing student is harder than I originally thought it would be. When you are visiting colleges, the representatives from the nursing departments all tell you about how challenging and competitive the program is. They aren’t kidding. I was told by current nursing seniors that I would have to be willing to give up Friday nights to study once I got into the program, but I have already had to do this.

The courses that the University of Indianapolis (UIndy) School of Nursing requires their pre-nursing students to take are difficult. When I first came to college, I thought “general ED courses, how hard can it be?” It can be hard. I took anatomy & physiology as a high school science in my senior year. College anatomy is all memorization, so I didn’t find it that hard. Physiology, on the other hand, is the hardest course I have taken so far. You can’t just memorize your way through. In physiology, you really have to understand the process. I think I would be completely overwhelmed if I hadn’t taken physiology in high school.

One of the things I am looking forward to most about getting into clinicals (fingers crossed!), is the camaraderie. Even now, I share classes with the same people, which makes it easier to get to know each other. I can only imagine the bonds formed during clinicals, when you only have 64 class mates. I have always felt welcomed by the UIndy nursing school staff, and I truly hope I get to work closely with them in the near future.

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.

Emily Johnson is a fourth year doctoral student in the PsyD program at the University of Indianapolis. Emily has been to Africa, India, and Nicaragua working for organizations like Global Autism Project and SkillCorps.  Emily will receive her PsyD in August of 2014. This is her reflection from her most recent trip to Nicaragua: 

I am writing from a veranda on the second story of a school in the suburbs just south of Managua, Nicaragua. The school, Tesoros De Dios, is a school for children with disabilities, and I am here with a medical team. I’ve now worked in four different countries with children with disabilities, including the United States.

I am staring out at the mountains from here—volcanos, actually—and thinking about how lucky I am. After seeing half a dozen or so kids this week with terminal, degenerative conditions, I’m thinking about how we could all die any day, and how if I died today, I would be happy with how I spent my last week on earth. I’m thinking about being in India with SkillCorps and how my now-dear-friend Tina told me, “Don’t let anyone stop you from following your dreams. It’s the only thing in life worth doing, and anyone who loves you will see that and support you.” She probably doesn’t know this, but I think about that conversation a lot.

I travel to a lot of places, but my dream, corny as it sounds, isn’t just to experience these places, but it is to make a true difference. A lot of people have wanted this, but few have truly succeeded. Sometimes, as Americans or as helping professionals, we misunderstand what we can truly offer. After I came home from DRC in 2011 with Friendly Planet Missiology, I was confused and amazed by how many people had come before me to try and “help” but failed to do so. They brought a lot of “stuff”, including wells, medical supplies, and Americanized systems of care. They came in thinking they had the right answers and the right materials, and when they left, their supports were never (or rarely) used again. This happens a lot in the disability community, too. We want to help so much that we often bring a large quantity of stuff compared to the best quality of intervention. We open many subpar schools or programs (instead of one great school/program), so we can serve the greatest number of kids, because it is so hard to imagine not helping all of them. I think what happens is that we truly feel helpless and overwhelmed by the need, and we want to see that we’ve done something. We want to stand back and look at the well that we’ve built, or the wheelchair that we’ve brought, and say, I did this. But who maintains that well or that wheelchair after we leave?

The difference, to me, between quality and quantity in the disability world and the NGO world is sustainability and community/family engagement, which actually go hand in hand. I want to know that what I did for the community was something they asked for, they engaged in, and to which they are committed. I also want to know that it has a fair chance of existing after I leave. So even though I often have the urge to do it, I rarely bring supplies or technology on my trips. Often, it is really needed. Often, it could benefit the community. But if they did not ask me for it, if they don’t have interest or ability to maintain it, it’s just another band-aid on an already gaping wound. We all mean well when we do these things. And we all make mistakes. It’s not wrong to want to help in this way. Anyone who has learned to provide quality services in other countries once started out bringing quantity instead. But, if we want to really make a difference, we are called to be better than this. We need to learn from our mistakes and learn what is the difference between quality and quantity, when it comes to serving people in a culturally sensitive manner.

In SkillCorps I learned that these are not easy problems. These are complex problems.  If they were easy to solve, someone would have already solved them and they wouldn’t exist. If you go away after 2 weeks thinking that you’ve solved the problem, and that you truly had no frustrating or disappointing moments, you’ve probably missed the mark. That’s why SkillCorps only works with long-term partners who drive their own services. We work through the disappointment and frustration with our partners, and we let them tell us how we can best serve them, not the other way around. We rarely bring “stuff”. Instead, we bring ourselves. It is hard for me to accept that I am my own greatest asset. I still feel the need to bring a lot of stuff, if only to make myself feel like I am doing something. But I’ve learned to resist—the greatest difference between quality and quantity in this world is what mother Teresa said—“We cannot do great things on this Earth. We can only do small things with great love.” So if you sign up for SkillCorps or support the Global Autism Project—and I hope you do—be prepared to do small things with great love. Be prepared to bring yourself and use yourself fully as your greatest asset. Be prepared to be frustrated or disappointed on some days, but be prepared to make a difference.

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. 

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.

Meet Debbie Warman, Ph.D, HSPP, ABPP from the School of Psychological Sciences at the University of Indianapolis. Dr. Warman earned her Ph.D. from the University of Memphis and completed a postdoctoral fellowship focusing on cognitive-behavioral therapy at the University of Pennsylvania under the guidance of Dr. Aaron Beck. Dr. Warman is board certified in cognitive and behavioral psychotherapy and a Diplomate and Fellow: Certified Cognitive Therapist, Academy of Cognitive Therapy. Dr. Warman's research focuses on schizophrenia, specifically reasoning biases for individuals with delusions or delusion-like thinking. Dr. Warman has been teaching at the University of Indianapolis since 2003 in graduate level classes such as Cognitive and Cognitive Behavioral Approaches to Treatment, Cognitive Behavioral Therapy for Obsessive Compulsive Disorder and Cognitive Behavioral Therapy for Schizophrenia. Outside of her research and teaching Dr. Warman enjoys spending time with her family, especially sons Nate and Ethan.  

Learn more about Dr. Warman, other faculty members and the School of Psychological Sciences by visiting our web pages. 

The University of Indianapolis Master of Science in Sport Management program is currently accepting applications for its August 2013 cohort.

This program is designed to prepare students for employment within an intercollegiate athletics department, conference office or national governing agency. We prepare students to succeed by offering a rigorous curriculum and experiential learning opportunities. Students complete 36 credit hours of study, which can be completed in 21 months (2 academic years and 1 summer). While classes generally meet on weeknight evenings, several courses are conducted in a hybrid format consisting of face-to-face and distance learning sessions.

Learn more abou this program, admisison requirements and how to apply by visiting our website.

The new year brings a new opportunity to complete your education. The School for Adult Learning at the University of Indianapolis will have an Information Night on Monday, January 7, 2013, from 5:30-7:00 p.m. in our office Esch Hall Room 103. If you have thought about going to school, this is the program for you. The classes are designed for students 24 years of age or older. The classes meet just one night per week for five weeks. In a typical fifteen week semester, students attend class just one night per week, complete three five-week classes, and earn nine credit hours! This program allows working adults to earn a degree and keep their job.

The School for Adult Learning will help you every step along the way. Join us on Monday, January 7th and take the first step toward a better life. Academic Advisors and a Financial Aid Representative will be there to answer your questions.

To reserve a seat call 317-788-3442 or email ldaeger@uindy,edu. You can find additional information on our website, www.sal.uindy.edu. The University of Indianapolis is conveniently located at 1400 E. Hanna Ave., Indianapolis, IN 46227.