The Pulse, #5

Front Cover Students:

n Lauren Bacchiocchi, Nursing

n Emmanuel Gyamera, CSD

n Benie Safari Shyirakera Dushime, PHNW

n Satoshi Yamashita, MLS

n Jacob Perez, RS

Back Cover Faculty:

n Gerson De Leon, RS

n Khonah Weithers, Nursing

n Karen Reiner, MLS

n Jean Cadet, PHNW

n Heather Ferguson, CSD

Cover photos by Dave Sherwin

In the 2022-23 academic year, faculty, staff and students in the College of Health & Human Services (CHHS) worked together tirelessly and with remarkable creativity to achieve the mission of the college, which is to provide excellence in education for healthcare and wellness professions that foster collaboration, research and service, thus promoting the healing ministry of Jesus Christ to restore in humanity the image of God.

With the support of our alumni and community partners, we expanded interdisciplinary education with training to combat human trafficking. We conducted implicit bias training to help faculty, staff and students become aware of their implicit biases and to equip them with the tools to limit the influence of their biases to act objectively. In Spring 2023, we organized a healthcare career fair that brought to campus recruiters from healthcare institutions across the country.

In this magazine, whose theme is “On the Move,” you will see how faculty, staff and students are impacting the lives of people nearby and far away. As world changers in a changing world, we aim at being God’s hands extended in all that we do. Our students learn in the best way possible to seek knowledge, affirm faith and change the world. Our faculty combine rigor and grace; they are grounded in the word of God, and they facilitate the learning of their students with eternity in mind.

Working together, faculty, students and alumni achieved significant results. The following are some of the projects that changed lives in our community and abroad: Trauma-informed education curriculum helped faculty understand how trauma impacts learning and exposed students to a comprehensive approach to trauma care, and an interdisciplinary mission trip to Tanzania reached over 800 people,

providing them with general health assessment and labs, physical therapy, vision care and counseling. We have continued to support the HERBIE Health Clinic in the detection and management of both acute and chronic diseases in Southwest Michigan.

God blessed us beyond measure in the last year. In addition to a variety of projects that made lasting impact on individuals and communities, we developed a new concentration in higher education teaching within our Doctor of Science in Physical Therapy Program. We also established an externally funded SPEAKOUT! Therapy & Research Center that is geared to working with Parkinson Voice Project and the Michigan Parkinson’s community to increase awareness and access to free telehealth services throughout the state of Michigan.

I take this opportunity to congratulate our recent graduates. Upon graduation, they immediately joined the workforce where they were much needed to address the needs of people at local, regional and international levels. Because of their service, this world is a much better place.

At Andrews University, we welcome students from all over the world and we know how to make them feel at home in a Christian environment. Our small classroom size and internationally diverse campus, where health and wellness, research, innovation and entrepreneurship are top priorities, make Andrews University an exceptional place to live and learn.

In this magazine, you will learn about individual academic programs, major accomplishments of our faculty, students and alumni, as well as our plans and goals for the future. We welcome your feedback (survey on back inside cover) and solicit your prayers and support.

Emmanuel Rudatsikira, MD, MPH, DrPH

INTERDISCIPLINARY EDUCATION & SERVICE

“The Son of Man did not come to be served, but to serve, and to give his life as a ransom for many” (Mark 10:45). Jesus has given us this example to follow, an invitation to walk in His footsteps.

Service is at the heart of the College of Health & Human Services (CHHS). Health professions have an almost natural service component inherent in their fields of study. However, our vision is to integrate service more tightly into the fabric of our curriculums. We want to make it clear to students that we should serve, not just as an integral part of our vocations, but rather deliberately and thoughtfully, giving of our time and talents humbly and freely.

Current service projects within CHHS include assisting at the HERBIE Medical Clinic in Niles, Michigan. Both the School of Rehabilitation Sciences and Department of Medical Laboratory Sciences serve there once a month, offering free healthcare to noninsured adults. Furthermore, physical therapy students are involved in Pediatric Sensory Camp and Parkinson’s exercise groups among other things.

Nutrition and fitness majors within the School of Population Health, Nutrition & Wellness volunteer their time at God’s Abundant Pantry, distributing free food to students in need. Additionally, they give presentations at church health events, often providing cooking demonstrations as well.

Davis, PhD, CCC-SLP Associate Dean, College of Health & Human Services; Assistant Professor, School of Communication Sciences & Disorders

Students and faculty from the School of Communication Sciences & Disorders have offered social skills camps during the summer and voice awareness assemblies and workshops to soon-to-be pastors at the seminary and to professors, as both professions rely heavily on their voices. They also offer hearing, language and cognitive screenings at health fairs.

The School of Nursing’s faculty and students have served at the Pathway to Health free clinic in Indianapolis by checking people’s biometrics—things like blood pressure, glucose levels and body mass index (BMI)—as well as serving at Harbor of Hope in Benton Harbor.

Donations to support interdisciplinary clinics, education & research are welcome. http://www.andrews.edu/GO/GIVE/Health

Lifestyle Medicine Clinic & Training Center: https://www.andrews.edu/chhs/lifestyle/ index.html

The Lifestyle Medicine Clinic & Training Center provides evidence-based therapeutic lifestyle interventions to treat, prevent and often reverse chronic conditions by applying the seven pillars of lifestyle medicine: a whole-food plant-predominant eating pattern, physical activity, restorative sleep, stress management, avoidance of risky substances, positive social connections and trust in God. The center offers lifestyle practice training and research projects, which provide internship opportunities for Andrews students. This year, the center piloted a brain health workshop (SMART program) and completed the first cohort of the Full Plate Living weight loss program.

Our partnerships with academic entities outside of CHHS continue to expand as we seek to provide our students with meaningful interdisciplinary trainings and workshops needed for licensure. The expertise of Professor Carol Woolford-Hunt, PhD, a clinical psychologist and chair of the Department of Graduate Psychology & Counseling at Andrews, was sought to offer an implicit bias seminar. For Alumni Weekend 2022, we worked with the Counseling & Testing Center and University Wellness to coordinate the Health & Fitness Expo, which took place in the Andreasen Center for Wellness and included interactive and fun activities on holistic health and wellbeing for the campus and the public.

In collaboration with the School of Distance Education, CHHS has reviewed online course material that allows students to earn certificates and continuing education hours in related healthcare areas. Example areas include EKG technician, medical lab assistant, phlebotomy technician, physical therapy aide and healthcare administrative professional. Continuing education offerings can help improve career advancement and employment opportunities for those with or without college degrees.

Through all of these endeavors, we strive towards “true education” as described by Ellen White:

“Our ideas of education take too narrow and too low a range. There is need of a broader scope, a higher aim. True education means more than the pursual of a certain course of study. It means more than a preparation for the life that now is. It has to do with the whole being, and with the whole period of existence possible to man. It is the harmonious development of the physical, the mental, and the spiritual powers. It prepares the student for the joy of service in this world and for the higher joy of wider service in the world to come” (“Education,” p. 13).

Brynja

Lifestyle Medicine Clinic & Training Center Programs

Full Plate Living at Andrews University: Helping Participants One Plate at a Time

By Alexandra Krager, BS Nutrition Science & Dietetics ’23

MS Student, Class of 2024

Starting in January 2023, students and staff at Andrews University provided the Full Plate Living program to participants within the community to help with weight loss and promote healthier eating habits through the incorporation of fiber into the diet. The Full Plate Living program was adapted from the Ardmore Institute of Health and promotes a plant-based diet with a specific increase in fiber consumption in order to meet weight management goals. Additionally, the adaptation of the program also included modifications to eliminate meat from the diet and incorporate exercise techniques into the program.

This program ran for a total of 16 weeks and consisted of 50-minute sessions addressing a variety of topics including high fiber meal ideas, behavior change techniques, meal makeovers, smart grocery shopping and dining out. During each session, nutrition science students prepared healthy meal options for the participants to sample, which included high-fiber smoothies incorporating phytochemical-rich fruits and vegetables, mason jar salads with homemade avocado dressing, air-popped popcorn with nutritional yeast, overnight chia oats, and easy-to-make kale salad, utilizing recipes generated by the students in the School of Population Health, Nutrition & Wellness.

Another student and I had the opportunity to run this program together. It was great to come up with high-fiber meal options to present to the participants, and I had a lot of fun doing so! It helped me to develop my community nutrition skills by working with a community-based program to promote health

and wellness. As a senior nutrition and dietetics student, this was a great opportunity to demonstrate the knowledge that I have learned during my undergraduate studies before starting my dietetic internship in the fall.

Participants also appreciated the program, with one stating, “Full Plate Living gave me a sense of control over my eating. With all of the fast foods, sugar and food addiction around us, this stood out from all of the fast crash diets. This was a lifestyle change with supportive and engaged peers. It gave me all the tools without making me a calorie-obsessed strict-atarian. It may not fit all, but it helped me fit into a new mindset and old clothes!”

Another participant stated, “The Full Plate is A HEALTHY approach to weight loss that is practical and sustainable.” She also called the program “very educational and practical,” said it gave her a “new relationship with food,” and concluded, “I plan to make this way of eating my new lifestyle.”

New Organization Spotlight: Lifestyle Medicine Interest Group (LMIG)

By Alexandra Krager & By Sherri Isaak, MS ’95, RD, CDCES, BC-ADM, DipACLM Associate Professor, School of Population Health, Nutrition & Wellness

In the fall semester of 2022, Andrews University students engaged in a new organization on campus called the Lifestyle Medicine Interest Group (LMIG), which is operated in collaboration with the American College of Lifestyle Medicine. Through this student-led group, participants were able to dive into the topics surrounding lifestyle medicine and learn more about disease prevention and treatment through lifestyle modification with the assistance of faculty sponsor

Professor Sherri Isaak, MS ’95, RD, CDCES, BC-ADM, DipACLM.

Since its start, in order to engage our local and distance students, this organization has combined in-person and virtual meetings to discuss the topics, as well as bring in different lifestyle medicine professionals to talk about their roles in the healthcare field. The organization also partnered with the Population Health, Nutrition and Fitness Student Association (PNFSA) to conduct some on-campus events throughout the year such as food demonstrations and lunch talks.

Over the first year of the organization, we had the pleasure of having multiple amazing healthcare professionals

Alexandra pictured left, Sherri Isaak, right

Interdisciplinary Education & Service

discuss their areas of practice and the implementation of lifestyle medicine to their craft. The first presenter was John Kelly, MD, MPH, LM Specialist, and he spoke on lifestyle medicine and neuroplasticity. Students were able to learn about how to “rewire” the brain through lifestyle interventions to improve memory and brain function as we age. In January 2023, we had multiple healthcare professionals from various professional backgrounds discuss their occupations during the Lifestyle Medicine Workshop. Students from different healthcare backgrounds were able to hear more about how they can incorporate lifestyle medicine into their practice as a doctor of physical therapy, registered dietitian nutritionist, or medical doctor. The last speaker for the year was Jill Jennings,

ND, RN, and she discussed breast cancer survivorship and lifestyle medicine. Jennings, a naturopathic physician, discussed her cancer journey and her experience transitioning to a whole foods, plant-based diet to help improve her health.

Former LMIG President Shelby Huse, RDN, BS ’22, MS class of 2023, reflected on her year in the club by stating:

“As a student who is interested in lifestyle medicine, I loved the idea of starting an LMIG at Andrews University. By having physicians, physical therapists, dietitians and naturopathic doctors share their experience with lifestyle medicine in their various careers, it has exposed students to pursue careers within lifestyle medicine. As LMIG president, I got to help pave the way for integrating lifestyle medicine at Andrews which has

Health & Fitness Expo

been so rewarding for me! It also helped me gain valuable connections with prominent healthcare practitioners that have led to job and service opportunities.”

The group is looking forward to continuing to bring lifestyle medicine information to Andrews University students, and to bringing new and returning speakers for the upcoming year.

To stay up to date on upcoming events and information, follow the organization at @AU_LMIG on Instagram!

Jill Jennings, ND, RN Food for Life Instructor

https://www.pcrm.org/good-nutrition/plantbased-diets/ffl/instructors/jill-jennings

The School of Communication Sciences & Disorders (SCSD) continues to see God’s blessings. Our students, faculty and staff work together to finish the work and advance God’s plan for each of our lives while focusing on the mission of Andrews University to seek knowledge and affirm faith in order to change the world. The 2022-23 academic year has been filled with growth, milestones and blessings. In August 2022, the school celebrated the graduation of 24 graduate students, and seven undergraduates graduated in May 2023.

Our students were not the only ones who celebrated graduation milestones. Jenica Joseph, PhD ’23, MS-SLP, CCC-SLP, BS ’07, assistant professor of speech-language pathology and Andrews University alum, successfully defended her dissertation as a requirement for the PhD in curriculum and instruction. Her thesis topic was “Evaluation of Communication Sciences and Disorders Graduate Student Attitudes

Related to Trauma-Informed Client Interaction.” With the completion of Joseph’s PhD, the school can now celebrate 80% of its faculty holding an advanced degree. This helps to strengthen our programs and our school.

Research and scholarship work also continues in the school, with students conducting research, submitting posters for presentation, and submitting articles for publication. With faculty support, students have collaboratively presented at the Michigan SpeechLanguage-Hearing Association Annual Conference.

Faculty presented research at the American Speech-Language-Hearing Association, the Michigan Speech-Language-Hearing Association, the Michigan Academy of Science, Arts, and Letters, the Midwest Scholarship of Teaching and Learning Conference, and conferences in Brazil. We have been awarded a $50,000 grant from the Parkinson Voice Project to support clients with Parkinson’s disease by conducting relevant research. Our newly assigned and renovated classroom and Myofunctional Voice Speech and Swallowing Lab (MyoVOSS Lab) will help to support faculty, student and collaborative research opportunities. With Professor Marileda Tomé, PhD, CCC-SLP, assisting in coordinating research, the school expects much growth and development in this area. Collaboration continues to keep us relevantly connected to our community. This was clear and humbling when in May 2023, the school invited all local county speech-language pathologists to join us for dinner to celebrate Better Hearing and Speech Month. Twenty-four local speech-language pathologists turned out and fellowshipped with us and each other. We made plans for future workshops, connected based on strengths and needs, and generally enjoyed some Sam’s chicken and each other. What a blessing.

Finally, the pillar of service. Service is something SCSD faculty, staff and students hold dear. We have consistently spearheaded local service projects. Faculty are now involved at the state level. Associate Professor Tammy Shilling, PhD ’22, CCC-SLP, is the new treasurer, and Associate Professor Heather Ferguson, PhD ’17, CCC-SLP, BS ’92, is the president-elect for the Michigan Speech-Language-Hearing Association. However, a global effort is now in the works. The school plans a 2024 clinical service effort with the Llandilo Schools for Special Needs in Jamaica, West Indes. Four faculty/service coordinators traveled to the schools in June 2023 to begin implementing the program. This clinical service effort will provide speech and language services and hearing screenings for identified students in three school-based sites. School-based speech and language services are not offered in Jamaica as a part of the curriculum. Therefore, many children with diagnoses ranging from autism, multiple disabilities, intellectual disabilities, Down syndrome and others receive no intervention. We hope that this becomes an annual sustainable effort. Our visit was paramount to the success of the program. As such, the school will raise funds for this effort and solicit the support of all who want to see all God’s children have a voice to speak and praise Him. Interested? Follow us on Instagram and Facebook. We mostly solicit your prayers as we begin the new and untried academic year.

Sciences & Disorders

Donations to support the School of Communication Sciences & Disorders are welcome. www.andrews.edu/go/give/ComSciDis

Heather Ferguson, PhD ’17, CCC-SLP, BS ’92 Chair, Associate Professor, School of Communication

Heather Ferguson, Sue Mondak, Tammy Shilling (Left to right) Pre-tour planning trip to Llandilo Schools, Jamaica

Student Missionary Tradition Continues in SCSD

By Heather L. Ferguson, PhD ’17, CCC-SLP, BS ’92

Students in Seventh-day Adventist colleges have an excellent opportunity to serve as student missionaries. As a faculty member and advisor, I have witnessed how serving as a student missionary has transformed lives. I have seen students leave as young, unsure youths and return as confident, resilient, spiritually fixed adults. Many undergraduate students engage in this life-changing experience during their junior year. This way, they have completed enough of their degree to have peace of mind and be mature enough to truly enjoy this spiritually affirming time.

Serving as a student missionary is a long-standing School of Communication Sciences & Disorders (SCSD) tradition. SCSD Assistant Professor Brynja Davis, PhD, CCC-SLP, BS ’97, and Associate Professor Rhonda Tomenko, PhD, CCC-A, BS ’98, BA ’98, served as student missionaries while completing their undergraduate degrees at Andrews. Davis noted that it was “eyeopening experiencing such a different culture. It was humbling to learn about others and serve God in another country.” Tomenko said of her experience, “Being a student missionary was an amazing experience. It drew me closer to God and made me fall in love with the people and culture of Brazil.”

Elianna Fisher

Maia Hamstra

In recent years, several SCSD students have served God as missionaries, including Eliana Fisher, BS-SLP class of 2024/MS-SLP class of 2025, Zoe Caballero, MS-SLP ’22, Melanie Taina, BS-SLP class of 2024/MS-SLP class of 2025, and Maia Hamstra, BS-SLP class of 2024. Senior Maia Hamstra, incoming Andrews University Chapter National Student Speech-Language and Hearing Association president, spent a year teaching fourth grade in Palau. Maia shared the following:

I was consistently blessed with opportunities that challenged me and helped me grow in my personal life. I

American Sign Language Is Back at Andrews University!

By Tammy Shilling, PhD ’21, CCC-SLP Associate Professor, School of Communication Sciences & Disorders

The Andrews University National Student Speech Language and Hearing Association (NSSLHA) chapter helped to meet a need by creating a short American Sign Language (ASL) course in the Fall 2022 semester. There has been a lot of interest in and requests for an ASL course, which has not been offered at Andrews for over a decade. The NSSLHA chapter officers were instrumental in finding someone who could teach it. Starla Roberts, a graduate student in the social work program at Andrews University, has a degree in Deaf studies and taught ASL previously. She was willing to teach a five-session short course on Tuesdays during academic assembly in October and November 2022.

think there is a common misconception that if you serve as a student missionary, you always come away with some major come-to-God moment or story where you saw God work an amazing miracle, but the reality of it is that you often don’t realize how your faith is changed until you look back on it. You learn to see God’s support for you in the little moments, the times you cried, the friends you made, or the small interactions with your students. While I was there, I struggled a lot with feeling underqualified, but one verse really carried me throughout the

year. 1 Corinthians 15:58 talks about how any work done for the Lord is not done in vain. I learned it’s important to remember that you’re not there to have a major impact on the community; you’re just there to support them as best you can, and be a Christlike example, and God will use that. Overall, I loved my time in Palau and the people I met. I wouldn’t change a single thing about the experience, and I miss my students every day.

We have celebrated with many students the joys of student missions—just another way of serving God through selfless giving.

We had a record 70 students attend the first session and had to expand our classroom space. Roberts found it very important to begin this short course by teaching students about the Deaf culture. What an amazing experience for our students to understand both differences and commonalities with another group of people who communicate in a different way. Students learned basic vocabulary, the ASL alphabet with finger spelling, and common greetings, questions and phrases in order to have a simple conversation. The instructions were to use only signs

and no audible voices, so there were many times that a person could walk into the class and find complete silence.

The short course was such a success that Roberts has agreed to teach a fall ASL 1-A course and a spring ASL 1-B course starting in Fall 2023. These courses will be electives for any student on the Andrews University campus. Thank you to our 2022-23 NSSLHA Chapter for bringing American Sign Language back to Andrews University!

“I Can Always Identify the Andrews Students” An Off-site Supervisor’s Perspective

Interview with Melissa J. Phillips, MA, CCC-SLP, Off-site Clinic Supervisor Speech Pathologist, Heritage Southwest Intermediate School District

By Phillip Stone, MS ’18, CCC-SLP Off-Site Clinical Director & Clinical Assistant Professor School of Communication Sciences & Disorders

Supervisors like Melissa J. Phillips, MA, CCC-SLP, oversee graduate speech-language pathology students at their off-site placements. They instruct the students on how to do the job of a speech-language pathologist in order to prepare the student to practice independently upon graduation. Supervisors provide invaluable guidance to the students, and their role gives them a unique perspective on the preparation, skills and mindsets the graduate students bring to their placements.

Why is it that you continue to take students from Andrews University School of Communication Sciences & Disorders (SCSD)?

I have a real heart for supervision because I had a very miserable experience as a student getting my hours. The [supervisor] that I had to work with was very, very difficult to work with, and it was miserable and almost made me leave the field. So, when my director of special ed mentioned the possibility of doing this, I was actually really reluctant and told him that I don’t know that I can do this, because my experience was not good, and he said something very powerful that has been kind of a driving force for me. He said, “Then make it better for somebody else.” So that’s kind of my driving my driving purpose. That’s why I committed to doing the whole supervision thing because I want to make it better for somebody else.

What area and setting of speech-language pathology do you work in?

I work in the Heritage Southwest Intermediate School District, at Brookside Learning Center, and this fall will be my twentysecond year. I serve the most intensive need students, so I work a lot with kids with autism, augmentative and alternative communication, and I work a lot with child language. I also work with kids with moderate cognitive impairments as well, and so I utilize some of those strategies as well in my day-to-day.

You’ve taken many Andrews SCSD students over the years. How do the Andrews students you’ve supervised compare to students from other schools that you’ve supervised?

If I was presented with three students blindly, and you didn’t tell me where they were from, I can always identify the Andrews students, because there’s a sense of confidence and peace about them that I don’t see from other programs. Having been on both sides of the situation, both as an on-site supervisor and now as an

off-site supervisor, I think it’s because of the individualized attention that the Andrews School of Communication Sciences & Disorders is able to give to your students. I think that the faculty mentoring that happens is huge. When Andrews University students arrive at their off-site placement with me, they talk about the professors that they’ve really connected with in the program, and I don’t see that happening with students from other programs. It’s like students know that someone has their back. I find this interesting to see because students from other schools seem to feel very disconnected from their school and cohort once they start their off-site placements, and Andrews University students don’t in my experience. They’re reaching out to their cohort consistently, and they’re talking with each other about what they see, and it fosters a group mentality, and that they belong. They all seem to know that they have many resources to draw on, from faculty, staff and other students.

In terms of professionalism, what has been your experience with Andrews University students?

This is another piece that sets Andrews apart, I think. All the Andrews students that come to me are very, very professional. It’s not just the external piece, as in they wear their clinic coats and they conduct themselves appropriately in front of site staff and clients, but I feel that it’s on a different level than I’ve observed from other colleges in that they are more teachable and more willing to learn, as well as being more willing to engage in collaboration with me. Because the way that I engage students with supervision is that I tell them that they will be a partner with me, because in six months they will be out there, so as a result they need to partner with me, to get you what you need, so that you can be successful. And the Andrews students are excellent at doing this.

Do you have any favorite moments or stories about supervising for the Andrews University SCSD that you’d like to share?

I have a very recent story from the student I had in the spring of 2023, and as I observed her interactions with some of the students, I realized that she was holding back a little bit. However, there was a kid, and he was difficult to approach and engage in therapy with. Even I had already had trouble working with him, to the point where that day I had to go the kid’s teacher and say, “What do I need to do to work with him?”

Meanwhile, my Andrews University student was present, and when I, as the supervisor and seasoned speechlanguage pathologist, would come up to him, the child would say, “No, no speech! No speech! No speech!” I thought, all right, I’ll back off a bit and try again with a different approach in a little while.

In the meantime, my Andrews University student came right up to him, and she said, “It’s time to do speech! Today, we’re going to talk about Mickey Mouse!” The child quickly sat down, and he started working with her. This was really rewarding for me to see because it was as if all the things I had been teaching her, as well as her own skills and abilities that had been developing, were manifesting in front of me through her actions. At the end of the available time to work with the child, she wrapped up the session and then we had to leave the room because we had to go onto another session

with a different child. Later, a staff member from inside the classroom where we had worked with the child came out of the room, and she told me, “The minute you guys left, he got so upset!” And the staff member also said, “When we went to figure out why, the child kept saying, ‘I love speech! I want speech! I want Miss [Andrews University student].’” It was so awesome to experience and see the child connect with someone, as he hadn’t really connected with me or any of the other staff in the room, but he connected with my Andrews University student immediately.

School of Communication Sciences & Disorders Celebrates World Voice Day

By Tammy Shilling, PhD ’21, CCC-SLP

On Thursday, April 6, 2023, fourteen undergraduate and several graduate students from the School of Communication Sciences & Disorders (SCSD) spent time with faculty and students from the Andrews University Seventh-day Adventist Theological Seminary celebrating World Voice Day. This year SCSD focused on educating future pastors on our campus, as they will use their voices as an integral part of their career.

Research from Martins et al. (2017) found that 78.5% of pastors surveyed regularly cleared their throat in response to the vocal fatigue they were experiencing. Constant throat clearing can damage the vocal folds and cause hoarseness or loss of voice. Another study by Middleton and Hinton (2009) found that most female pastors were unaware of the damage they were causing to their voice as they frequently engaged in

behaviors that cause chronic hoarseness.

The celebration included a “lunch-and-

learn” session. The SCSD faculty provided lunch and the SCSD students provided an educational and interactive session which focused on how our voices work, signs and symptoms of voice disorders, the professionals that provide services, and some simple warm-up exercises and strategies to use when speaking for an extended period of time. Participants were encouraged to stay hydrated and drink at least eight glasses of water each day to keep the vocal tract moist. Participants were also encouraged to use amplification instead of speaking over large crowds and to incorporate short voice rest periods throughout a busy day.

The SCSD students and faculty were grateful for the opportunity to support these future pastors by helping them to care for the valuable ministry tools of their voices.

Emmanuel Gyamera, MS-SLP student, Class of 2023

Parkinson Voice Project Awards Grant to School of Communication Sciences & Disorders

By Heather L. Ferguson, PhD ’17, CCC-SLP, BS ’92 & Jenica Joseph, PhD ’23, MS, CCC-SLP, BS ’07 Assistant Professor, School of Communication Sciences & Disorders

The School of Communication Sciences & Disorders (SCSD) was recently awarded a grant valued at $280,000 from Parkinson Voice Project (PVP) to become one of sixteen SPEAK OUT! Therapy & Research Centers across the United States. We are honored and excited to be able to work together with PVP and our Michigan Parkinson’s community to increase awareness and access to free telehealth services throughout the state. Even more rewarding is that, as a teaching institution, we can equip graduate-level students with these invaluable skills to treat and provide service to Parkinson’s patients. This is also important to our Parkinson’s communities with the upcoming changes to speech-language pathologist telehealth services, which may impact access to therapy for patients in remote areas.

Andrews University Speech-Language and Hearing Clinic has worked alongside PVP for many years. However, since 2020, the clinic has provided free online teletherapy to the Michigan Parkinson’s community through a partnership with the Michigan Parkinson Foundation. “Our partnership with Andrews University for SPEAK OUT! training has been described by some of our clients as life-changing,” says Kristin Rossi, CEO of the Michigan Parkinson Foundation. “During the pandemic, when so many people were isolated and quite literally losing

their voices, the team at Andrews answered our call and worked tirelessly to offer programming virtually and have sustained this pivotal partnership for three years. Congratulations to the whole Andrews team on receiving the very well-deserved grant from the Parkinson Voice Project; we are honored to work with you for the betterment of the Parkinson’s community.”

The grant will enable faculty and graduate students to conduct research and further collaborate with local and statewide Parkinson’s groups and programs. “The Andrews University SCSD faculty are thrilled about receiving this grant. It will allow us to continue to provide state-of-the-art service to our community. The possibilities are endless. Students and potential students are excited about the opportunity to conduct research while providing such an invaluable service,” stated Associate Professor Heather Ferguson, PhD ’17, CCCSLP, BS ’92, chair of the School of Communication Sciences & Disorders and graduate program director. Professor Marileda Tomé, PhD, CCC-SLP, research faculty for the SCSD, stated, “Our clients are so excited to have the opportunity to participate further in research. It [the grant] is inspiring graduate and undergraduate students to participate in research.”

If you would like to learn more about the program, please get in touch with Jenica Joseph, assistant professor and clinical lead for the Andrews University SPEAK OUT! program. Email: parkinsons@andrews.edu Phone: 269-471-3603

New Administrative Staff

By Kimberly Spare Administrative Assistant School of Communication Sciences & Disorders

I was born and raised in Berrien Springs, and I am happily raising three children (ages 4, 13 and 14) with my husband Jason, who is an industrial firefighter at DC Cook Nuclear. When I am not at my desk, I have fun writing kids programming for Vacation Bible School or Sabbath schools, volunteering at local schools, and always singing for Jesus. I have always had a passion for young people, and when I learned of an opportunity to work as an administrative assistant at Andrews in the School of Communication Sciences & Disorders (SCSD), it was an instant YES! The faculty and staff are like family. The clinics run by SCSD bring such joy as everyone works together to help students succeed in their SCSD careers and clients to receive help with their speech and hearing needs. I’m excited for the 2023-24 school year to begin.

By Marileda Tomé, PhD, CCC-SLP Professor, School of Communication Sciences & Disorders

According to the FDA (2022), “Augmented Reality and Virtual Reality (AR/VR) have the potential to transform health care, delivering altogether new types of treatments and diagnostics, and changing how and where care is delivered.” In the speech-language pathology field, this is no different. The literature on special needs, like autism and learning difficulties, considers VR as one of the most potent environments to help in this population’s learning and training process. Some groups have done a great amount of research into the area of learning difficulties (Vera et al., 2012), mentioning how this virtual environment allows interaction with different virtual objects, making it possible to learn more about their correct usage or how to play with

An Experience with Virtual Reality

them, or even helps children with autism to understand basic emotions represented by an avatar.

In our VR therapy sessions, we can set a controlled and structured environment with opportunities for repetition and generalization to the real world. The professional can work with many concepts, adapting the activities to the treatment plan and client needs.

In our department, we tested a VR platform to achieve better treatments and outcomes. As an example, one of the graduate students worked with a client with fluency issues. We know how a person’s feelings can be as much a part of the stuttering disorder as his speech behaviors (Guitar, 2019). One of the treatment goals is to change a client’s negative attitude about himself. With VR, we can customize therapy for this specific client, creating speaking situations where he could practice real-life skills, such as requesting food in a restaurant or asking and answering questions in a classroom. An experiment in real life can challenge the client differently; for example, the clients need to be spontaneous, helping them to build confidence in a controlled, structured and safer environment. For instance, if someone laughs at a speaker or ignores them when they are talking, it can trigger emotions and traumas the speaker had in the past. These situations can be presented in a controlled virtual environment, and

An Experience with VR –A Student’s Perspective

By Savanah Hayes, BS-SLP ’23 MS-SLP Student, Class of 2024

I was able to use virtual reality (VR) this year with an adult fluency client. I was able to find apps that incorporated both their major in college and hobbies in order to create fun and effective sessions. In addition, we used an app called withVR, which allows a client to practice natural conversations in a café or classroom setting. In the café, the client sits at a table with an animated person. The clinician is able to type responses as the animated person. In addition, the clinician is able to change their facial expressions and hand and body movements and add background

noise. This allows the clinician to increase the difficulty and customize the situation to provide the most benefit to the client. The client can then practice having a natural conversation, while incorporating previous techniques learned or trying new ones.

I really enjoyed using VR within my sessions. Each week, I looked forward to creating new scenarios, or finding a new app that I thought the client would love. I was even able to see their confidence grow as we progressed through the sessions. I think VR is an effective tool that can be used with a wide variety of communication disorders, and I am excited to see how it grows and expands to be used with other populations!

the therapist can guide the client while they are dealing with this.

Voice, swallowing, language and speech are some of the functions we can explore in virtual reality rehabilitation therapy, using the VR system to simulate real-life situations to improve different physical functions. VR can help us, as therapists, better understand our client’s feelings regarding their condition. So far, as the supervisor of this pilot case, I can tell how engaged the clients were in therapy when we used this tool in treatment. Since the clients can experience real-life situations, they are much more spontaneous. We still need to find the best way to track these therapeutic results, and by implementing a research method, we can prove this hypothesis.

According to the company CEO of withVR®, a platform we recently tested, “VR makes possible eye and face tracking, heart rate detection, and cognitive load calculations, making it possible to test speaking situations in an interactive virtual lab environment.” The research in this area must increase in the following years, also considering the risks and concerns relating to VR usage. We assume that improving the research in this area can help us to deliver more effective treatment to clients with communication disorders in our clinic at Andrews University.

MEDICAL LABORATORY SCIENCES

I wish I had known about MLS! I recently spoke with a prospective student who stumbled across the medical laboratory science (MLS) degree. This post-bac student had completed a bachelor’s degree in a related science discipline, and when I spoke with her, she told me, “I wish I had known about MLS—this is perfect for me.” I often hear this or similar statements when discussing career options with prospective students. This is not surprising. Medical laboratory science is often referred to as “the hidden profession that saves lives.”

Have you ever wondered who does the laboratory testing for your annual physical exam? Who figures out your cholesterol and glucose levels? Perhaps you need specialized testing for genetic disorders such as sickle cell disease or treatment for an infection that turns out to be caused by an antibiotic-resistant organism such as Methicillin-resistant Staphylococcus aureus (MRSA). The medical laboratory scientist performs diagnostic laboratory testing, from providing your cancer testing results to predicting the correct antibiotic the physician needs to prescribe or typing the correct blood for surgery. Every day, MLS professionals provide data that inform life-and-death decisions. Doctors rely on laboratory test results to make informed patient diagnoses. Patient history, physical signs and symptoms are vital, but most diagnoses need confirmation that only laboratory tests can provide.

Please help us promote professional visibility because there is a great need for MLS professionals. Laboratory technologists were the second most in-demand allied health professionals in 2021. According to the Bureau of Labor Statistics, we need 12,000 new medical laboratory professionals per year to meet growing demand. However, academic programs currently produce just 5,000 graduates per year. The demand for medical laboratory scientists is expected to rise by 19% by 2030 (Ref).

Donations to the support the Department of Medical Laboratory Sciences are welcome. http://www.andrews.edu/GO/GIVE/MLS

References:

“The hidden profession that saves lives,” by Rodney E. Rohde, PhD, appeared in the open-access online Elsevier Connect post, February 11, 2014, updated on April 20, 2020, via https://www.elsevier.com/connect/ the-hidden-profession-that-saves-lives https://finance.yahoo.com/news/united-states-laboratory-market-insights-145800093. html?guccounter=1&guce_referrer=aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&guce_referrer_sig=AQAAACaWoIglrzbrdN7XK36in5bYCeyw5fGDM6fDQxx1yrtdawt2ADT5aFO8uxcUy63jZAGXizLOmFFVT3LSMER-SkBKPLO1dOTfTgwhM0c3SrLnM7bnYQJ-A8XuxHTUxH4LLaNvXgIHneXlMxE-YJeaxnz6vO4UOc2eaHbun7RHaxCJ#:~:text=Laboratory%20 technologists%20were%20the%20second,medical%20 laboratory%20professionals%20in%202022.

ASCLS. A Life Saved https://www.youtube.com/watch?v=T0OZfMzxU-

Today, tell someone about the Medical Laboratory Science Program at Andrews University and be a part of saving a life. The MLS class of 2023 (see class picture) have recently begun joining the workforce and becoming world changers! We wish them well! We wish them recognition for their incredible and sacrificing contributions to patient healthcare.

Karen A. Reiner, PhD, MT(ASCP), MSCLS ’99

Chair, Associate Professor, Department of Medical Laboratory Sciences

MLS Clinical Year Students Attend South Central Association of Clinical Microbiology Conference

By Melissa Poua, MS, MLS (ASCP), BSCLS ’01 Assistant Professor, Department of Medical Laboratory Sciences

The medical laboratory sciences (MLS) clinical year 2023 cohort was invited to the South Central Association for Clinical Microbiology (SCACM) Fall Meeting by honored alum and former professor Melphine Harriott, PhD, D(ABMM), BS ’98. Harriott was coordinating and speaking at the conference and wanted very much to see students from her alma mater in attendance. She graciously extended the invitation and agreed to sponsor each of the 22 clinical year students’ attendance fees and SCACM memberships. The conference was held in Lansing, Michigan on the campus of Lansing Community College on September 15, 2022.

The students were informed of the opportunity and tasked with meeting the bus early, with a goal of leaving the Andrews campus by 6:00 a.m., due to the 8:00 a.m. meeting start time. Each student arrived not only in their professional best, but early, allowing for a smooth trip to Lansing. The conference covered many current topics in clinical microbiology, including new and emerging technology in clinical diagnostics, pathogens of interest such as multidrug resistant bacteria, Candida auris, and C. difficile, and clinical case studies. The presenters were clinical and technical directors from a variety of settings including Beaumont Hospital in Detroit, the Michigan Department of Health and Human Services, and the University of Michigan.

Each student wrote a small write-up for their Clinical Bacteriology course, which allowed insight into their impression of a professional meeting. One theme found in their writing is that the conference reinforced the ideas introduced during class time and showed how they were used in a practical

way. Andrew Kim, SAU guest student, MLS Certificate class of 2023, wrote, “SCACM was a great experience. It was awesome to see how the knowledge that we are gaining in the classroom is actually being applied to practical scenarios by real-life professionals.” Some of the students wrote about topics that “stuck with them.” Cheryl Anne de Guzman, BSMLS class of 2023, noted that that the talk on diagnostic tests for C. difficile especially resonated with her. “I kept thinking about it afterwards. [I wondered,] ‘Why are there limitations like this?’ [and] ‘Why is there not more research going into something so common and life disrupting?’”

In addition to presentations, the students also won some small prizes due to drawings and giveaways from the association and had a catered lunch and opportunity to meet with various vendors who sponsored the conference. Most vendors were from biomedical companies and instrument manufacturers who work in the clinical laboratory. Tina Cvar, BSMLS class of 2023, a clinical year student with some lab experience, noted that the conference was “especially special…because bioMérieux was one of the companies there. I worked for them when I was in San Diego and did verification and validation tests for one of their medical devices…The man at the conference gave me his card when I talked to him about how my data was submitted to the FDA and the EU (for the CE Market), so I guess that means I ‘networked’ for the first time. Thank you for the amazing experience! It was so rewarding!”

The MLS department is grateful for the opportunity for students to interact with current professionals in the clinical laboratory field and for the support of the College of Health & Human Services to pursue excellent opportunities such as the SCACM Fall Meeting.

Medical Laboratory Science Year in Review

By Cristy Creighton-Moss, MBBS, MLS (ASCP)CM, BSMLS ’13 Associate Clinical Professor, Department of Medical Laboratory Sciences

Medical laboratory sciences is an allied health profession that provides laboratory-derived data to aid in health maintenance and in diagnosing and treating disease. Medical laboratory scientists perform biochemical, cytological, immunological, microbiological and other tests, and are responsible for relaying the derived information to the relevant clinicians.

The Department of Medical Laboratory Sciences at Andrews University trains students for careers in the medical laboratory. This year we welcomed 21 budding diagnosticians to the Clinical Year Program, which began in Fall 2022. Our students were home-grown (Andrews freshmen and transfers), postbaccalaureates, and visiting students from Southern Adventist University, Union College and Washington Adventist University. Each bright-eyed senior brought unique experiences, skills and personalities to our class of 2023 family.

September: This year, Assistant Professor Melissa Poua, MT(ASCP), MS, BSCLS ’01, arranged for the seniors to begin the year with attendance at the South Central Association for Clinical Microbiology (SCACM) Fall Meeting in Lansing, Michigan, whose keynote speaker, Melphine Harriott, PhD, D(ABMM), BS ’98, is a cherished alum of our program. Conference attendance is a treat that adds depth to the educational experience by allowing our students to see how the knowledge they acquire is applied in the industry.

March: Throughout the school year, the seniors perform original research, and the didactic portion of our spring semester culminates in a research symposium where they present the projects they’ve worked on. This year’s topics featured studies involving medicinal maggots, fenugreek, various microbes and rescue cats! While this event is one featuring the work of our students, our professors were also featured this year by presenting at the Clinical Laboratory Educators Conference (CLEC) in New Orleans. The conference featured presentations from MLS professionals and educators from across the nation. Associate Professors Melissa Poua and Karen Reiner, PhD, MT(ASCP), MSCLS ’99, presented on the topic, “The Comprehensive Lab Final: A Multidisciplinary Review of Laboratory Skills and Concepts,” and I presented on the topic, “Altogether Now! Early Introduction of Case-based Learning for Success in Clinical Chemistry.” Not long after our return, our students were ready for clinicals and set off for hospitals in Colorado, Florida and Tennessee, among others.

October: Medical laboratorians are united in our love for fellowship, and scientists in training are no exception. Throughout the clinical year, our students enjoy various luncheons, but none of the gatherings compare to our annual international potluck. This year we enjoyed tastes of Hawaii, The Bahamas and Mexico as well as various comfort foods from the homes represented. The fall semester quickly winds down after this event, but we begin the spring with a waffle breakfast featuring custom waffles from Professor Emeritus Richard Show.

April: Lab week is a most exciting time for hospital-based laboratories and university-based teaching programs alike. Laboratorians across the nation celebrate each other and our work with food, games, trivia, 5k run/walks and any other activity we can think of. We celebrated this year’s theme, “Saved by the Lab,” by offering a self-guided walk-through tour of our department with activities and treats at every stop. Visitors began in our student labs downstairs where they were able to taste agar (Jell-O) and decorate cells (cookies with frosting). There were microbes and a blood transfusion arranged for viewing. On the second floor at our main office, Ysabel greeted them with stickers before directing them to our third floor lobby for a taste of “urine” (sparkling apple juice).

relationships with our affiliates.

June – July : While monitoring the progress of our students at their clinical sites during the summer, we also excitedly welcome the incoming seniors. The second and third summer sessions see an influx of our new seniors-tobe as they join us to complete any fundamental classes that they need prior to the start of senior year. This is also our first opportunity to meet our guest students.

August: The passing of summer marks the

official end to the MLS clinical year as we look forward to the certificate ceremony and graduation of our current class.

The MLS year is punctuated with events that excite both students and faculty and allow opportunities for fun and fellowship. It is our aim to not only train our students, but to embrace them as part of our community during the short time we have together on campus. We are honored to be part of their educational and professional journeys and look forward to educating the next generation of laboratorians.

May – June: Our spring semester ends with visits to our students at their clinical sites. Here, we’re able to reconnect with them, address any difficulties, converse with our site coordinators and strengthen

Second Degree Students “On the Move” Towards Their Goals

By Cristy Creighton-Moss, MBBS, MLS (ASCP)CM, BSMLS ’13

The U.S. medical laboratory sciences (MLS) community united this year under the theme “One Lab.” Unanimously, as laboratorians, we aim to improve patient outcomes by providing timely, quality laboratory data to providers for use in patient care. We seek innovative ways to improve productivity, improve working conditions and improve retention within the field. As MLS educators, we find ourselves hard pressed to meet the employee demand needs in our field. “One Lab” unifies pathologists, laboratorians and educators under a common goal, working toward a common purpose.

In the education sector, we are tasked with seeking and training individuals who can join and propel the profession. At Andrews, we also aim to instill values that we hope our students will keep with them always, and to give them a sense of family and belonging. The MLS department at Andrews welcomes students for the Clinical Year Program from varied backgrounds: Andrews students who began as freshmen or transfers, guest students from our sister schools completing their final year, second degree students and post-baccalaureate students. The MLS clinical year begins in the summer semester for those new to Andrews. Returning students join us in the fall semester to complete the cohort. This year, two post-baccalaureates with experience in the laboratory joined our ranks—Valerie Coakley and Tina Cvar. Their perspectives are unique because of their educational and professional experiences, and I was curious as to what they thought about our program. Here’s what they shared:

What was your previous degree and why did you decide to pursue a second degree?

Tina: My first degree was in biochemistry and cell biology from the University of California, San Diego (UCSD). I always knew that I wanted to become a medical laboratory scientist (MLS), even before getting my first degree. So, I worked for a couple years until I had the lab experience and savings that I needed to apply for an MLS program.

Val: My previous degree was a bachelor’s degree in biomedical laboratory diagnostics with a concentration in clinical chemistry at Michigan State University. I originally didn’t have the grades for an MLS program, but I didn’t let that discourage me. I stayed focused, got some work experience and prayed that God would make a way. I wanted a second degree because as I was working in a laboratory, and I realized if I want to further my career or do anything besides animal science, I needed my ASCP certification.

What is your honest opinion about our BSMLS program?

Tina: There were so many programs that I applied to, all over the country, but Andrews was my top choice. Andrews University, unlike other MLS programs, accepts up to 30 students per year. The care and attention that the professors give to the students is beyond my greatest expectations. The professors will be there every step of the way for their students, making sure that everybody in the program is able to get to their clinical rotations and to the board of certification (ASCP).

Val: I absolutely LOVE the Andrews MLS program! It’s intimate and inclusive to everyone there. It also helped that Andrews’ faith matched mine as a Christian. I loved that before every class or exam they prayed over you. That was special because other institutions don’t align with you that way.

The coursework is rigorous. Coming back to school after two years of working

Interview with Valerie Coakley & Tina Cvar, BSMLS Students, Class of 2023

Valerie Coakley

Tina Cvar

I thought I would have struggled, but I excelled. The small class sizes and unique way of learning have helped me to grasp all the concepts and really boost my confidence. I loved the hands-on portion of the classes and the lab time because it prepared me well for clinicals and deepened my understanding. If you pay attention well, nothing in your clinical rotation will look new, but will be a refresher.

The program requires you to learn how to delegate your time and push your study habits to the limit. Sometimes you will juggle having three exams in one week and maintaining a personal life outside of school, however that looks to you. I came into the program older than most students with bills and responsibilities. I had to quit my job to come to this program so I could focus and give it my all. It was hard to pause my life and go back to school, but it’s not impossible. If you really want it, you will fight for it every step of the way. Andrews’ program made all of what seemed impossible easy to manage and helped me to find my drive again. For that I am forever grateful for my class and the faculty. My class always saw me as the unofficial TA and the pressure was on! I hope I never disappointed them. I say all this to say this experience is worth the time. The program is worth the sleepless nights because the reward is far greater than the few years it takes you to obtain your degree.

previous institution didn’t take the time to love on you and pay attention to your success. There were just too many people. If you need somewhere that is going to push you and notice you, go to Andrews.

If you had a chance to go back and do it all again, would you still choose MLS at Andrews?

Tina: If I had a chance to go back and do an MLS program again, I would absolutely choose MLS at Andrews. I’ve told everybody I know that choosing Andrews to get my MLS certification is one of the absolute best decisions I’ve made in my life. I had the most amazing and enjoyable experience and learned so much.

Val: Yes, absolutely! I feel that Andrews took a chance on me when so many other programs did not. I was trying to prove that I was more than my transcript or purpose statement, but they couldn’t see that. Andrews showed me how to become a professional medical laboratory scientist with grace and faith. I loved the program (and it showed through all my hard work and good grades).

Now that you’re in clinicals, what are you most looking forward to as a professional MLS?

How does Andrews compare to your

previous institution?

Tina: UCSD is often considered to be one of the best universities in the world, especially for the sciences. However, they had no MLS program and the information I learned there was not useful for my dreams of working in a clinical laboratory. Andrews University is an incredible institution for those individuals who want to put what they learn into practice in a hospital laboratory environment. Everything taught in the Andrews MLS program is practical and essential to help patients in the clinical laboratory. Whereas UCSD is a public university with large lectures of 200+ students, Andrews University is a private Seventh-day Adventist university with small class sizes. As a student at Andrews, I was able to get a close relationship with each of my professors and receive their encouragement and guidance.

Val: Andrews is a smaller institution with a different curriculum structure. I would say I love it at Andrews more. At Andrews, I am not just another number, but the department and school cares about me and wants to see me excel. Whenever I seemed a bit off, the professors would ask me if I was okay because they knew me well enough to know when something was off. Andrews faculty teach in a way that ensures most students understand and have the tools to excel. My

Tina: Now that I’m in clinicals, I feel so at home working in the lab again! As an MLS, I feel comfort knowing that I’m going to have job security. But most of all, I get satisfaction from working hard in the hospital lab knowing how many people I am helping in my community. Working in the hospital lab and helping those in need is my calling, and I’m so grateful to Andrews University for helping me reach my professional goals.

Val: I am looking forward to passing the ASCP board exam and I feel thoroughly prepared for it thanks to the Andrews MLS program. I’m also excited to be employed and independent again. I am thrilled that my dreams are coming true. I was told “no” so many times, and because Andrews said “yes,” I can get the job I knew I could. I am looking forward to making and achieving new goals as well. I am excited to be out in the real world on my own and working the job confidently. I am excited to say I obtained my goal!

I especially want to thank Tina and Valerie for sharing their experiences in this interview. The MLS department is proud to send these world changers out into the medical workforce and we look forward to teaching our next cohort, the class of 2024.

Donations to the School of Nursing Mission Fund are welcome. www.andrews.edu/GO/GIVE/ NursingMission

Gifts towards nursing scholarships. www.andrews.edu/GO/GIVE/ NursingSCHLSHP

Greetings from our School of Nursing! It has been a busy year. There have been so many exciting things that have happened for us and things that are actively in the works since you last read “The Pulse,” and for this, we praise God. At a time where healthcare professionals have had to work under extreme circumstances, we are reminded to “Lift Him up,” for we are called at a time such as this to care for others. I believe you will enjoy reading more about the wonderful things our students and faculty are doing!

In 2017 our Doctor of Nursing Practice Program (DNP) received its initial accreditation. National accreditation is a rigorous process that ensures that nursing programs are strong and that our students are well supported. This past year, this graduate program was evaluated once again by the Accreditation Commission for Education in Nursing (ACEN) as is customary, and I am pleased to report that it was granted a status of continuing accreditation through 2030, the time of the next scheduled visit.

We have added new partnerships with hospitals (Corewell Health, Advent Health) and colleges (Southwest Michigan College, Oakland Community College) that provide associate degree nurses with the opportunity to seek their Bachelor of Science in nursing (BSN) at Andrews.

And, our pre-licensure BSN program has been blessed by having increasing numbers of our local graduates serve as clinical instructors for students through all years of the program. One of the most exciting things is to see our graduates share their expertise with our students in this capacity.

Thank you for your ongoing prayers for and interest in our school, and for funds donated so students can have additional monies to help them bridge the gap and continue their academic journey. We are honored to be part of the solution in advancing the profession of nursing.

Barbara Harrison, MSN, RN, ACNP-BC, BSN ’91 Interim Chair, Associate Professor, School of Nursing

My Winding Road to Nursing

and being accepted into their program, that’s when my life started…or so I thought. Unfortunately, due to unforeseen circumstances that happened in my personal life, I had to withdraw from their program and had no idea what to do next. If it had not been for the encouragement and insight from both of my parents, I would have simply taken a year off to regroup or try to find a job, but instead, I obtained my associate degree in business administration.

bombarded my mind. Initially I kept these thoughts to myself, but I couldn’t get rid of them. At all.

Finally, after confiding in my mom what was going on, she encouraged me to take the next two weeks to pray over this idea and to apply if I felt so strongly about going back to nursing school. Although I was well past the application date, I took a chance, applied and waited to hear back.

By Lauren Bacchiocchi, BSN Student, Class of 2023

My journey to nursing was anything but normal. I did not take the regular three to four years obtaining my degree, graduate and begin my career. Instead, it went something along these lines:

In 2015 I graduated high school and decided to attend Lake Michigan College (LMC) where I took all of my prerequisites for their nursing program. After meeting all of their requirements

While I was getting my associate degree in 2016-17, I was working as a nursing assistant at the hospital in St. Joseph, and I was content with my position, as it was no longer a stepping stone to becoming a nurse. I continued working as a nursing assistant until I transferred from LMC to Andrews University, where I took a few classes in order to fulfill the requirements to get my bachelor’s degree in liberal arts with a science and social science emphasis. At that time, I began to look for jobs that would use my liberal arts degree but was left empty-handed. They were all positions that would keep me at a desk, and that was not meant for me.

The notion of giving nursing another try slowly began to creep into my mind, which also came with all the old feelings of failure. Thoughts of how difficult assignments, exams and clinical would be, and of letting my family down,

New Administrative Staff

By Noelia Agramonte Administrative Assistant, School of Nursing

I joined the School of Nursing in March of this year as an administrative assistant. An Andrews alum, I attained my master’s degree in educational psychology at Andrews (MA ’20), and I am currently pursuing the MSW (Master of Social Work). I am truly grateful to have been blessed by God with this position at Andrews University because of the peaceful and welcoming environment Andrews offers. I enjoy reading the Bible, spending quality time with family and friends, and talking to God.

Despite my late application, I received my acceptance letter in the mail a week later. There were so many mixed emotions running through me when I realized my dream career was right there in front of me. I was excited, scared and terrified of how I’d break the news to my parents who were not only skeptical, but overly protective of my future.

Starting my nursing career in my early twenties was a different experience. I came to realize that I had to let go of a lot of unnecessary fears and expectations and lean into the unknown of nursing school. I heavily relied on my support system, God and my friends for support until the very end. We’re told that we are supposed to graduate in four years from college and then we can start working. However, for many individuals, including myself, that is not the case. I am very glad I decided to take a chance regardless of past experiences because I realized how far God had brought me since 2015.

What was your hardest class?

My Andrews BSN Experience

Q&A with Gabrielle Johnson, BSN ’19

Registered Nurse, Labor and Delivery Unit, Chicago, IL

My hardest class was a tie between Pharmacology with Professor Chi, and Critical Care with Assistant Professor Weithers.

What was your favorite memory?

My favorite memory was our mission trip to Belize—I enjoyed giving back to the community and I felt very fulfilled.

What was the nursing program like prior to the pandemic?

Before the pandemic, the nursing department was very robust and busy. Students were in and out of the department. All classes and skills labs were in person. The nursing club would host vespers or bonfires, which was a way for nursing students from different years of nursing to mingle. I remember spending time studying in the department, whether it be in the computer lab or the student lounge.

Is it possible to have balance in nursing school?

I played on the Andrews women’s basketball team for one year, and I was able to work part time on campus my other years. It was hard, but it’s doable.

Do you feel that the nursing program prepared you effectively?

Yes, I felt ready to take boards when I graduated. There was a point in my senior capstone what I knew I was capable of being a nurse. Since graduating nursing school, being a registered nurse has opened many doors and opportunities that I could have never imagined, but only dreamed of, and I know that I’ve made my family proud. I know I am their wildest dreams.

What advice would you give those currently in nursing school?

My advice to the senior nursing class would be to utilize skills lab to the best of your ability so that when you are in the workplace you will feel confident in your skills.

What specific memory from nursing school stands out to you?

A moment that impacted me in nursing school would be passing the HESI Exam. I felt like a weight was lifted off my shoulders and all my hard work paid off.

Nursing Students Move with God to Serve Teen Parents

Benton Harbor High School in Benton Harbor, Michigan.

By Shawna Trotman McNeily MDiv ’20, MSN, APRN, Clinical Associate Professor, School of Nursing

This spring, senior nursing students were challenged to serve the world next door by providing health education on infant care to parenting and expecting teens at

Benton Harbor, a town not far from Andrews University, consists of a predominantly minority population with more than 40% of residents living in poverty (U.S. Census Bureau, 2021). School leaders identified that high school students who were parenting or expecting seemed to have limited understanding on best care practices for their babies combined with limited financial resources to meet their needs. The leaders expressed a desire for a program to provide infant education for teen parents. A review of the literature revealed that the mortality rates for infants of teenagers remain higher than those of infants of women aged 20 years and older. In addition, mortality rates of infants of nonHispanic black teenagers are significantly greater than those of non-Hispanic white and Hispanic teenagers (Woodall and

Driscoll, 2020). At a rate of 6.5%, Michigan ranks in the top 10 states for infant mortality (NCHS, Infant mortality rates by state, 2020). In Berrien County, a disparity exists in the death rate of infants under one year of age, with a mortality rate for nonHispanic black infants being 2.3 times greater than non-Hispanic white infants (Spectrum Health Lakeland, 2021).

The disparity in infant morbidity and mortality between Black and non-Black people groups needed to be addressed from various angles including education, support of parents, building community resilience, and social cohesion within our local community. We believed it was especially important among more vulnerable populations such as expecting and parenting teenagers in minority populations.

The Andrews University School of Nursing sought to create an intervention aimed at decreasing the incidence of morbidity and mortality in infants of teenage parents by partnering with school leaders to provide education and resources to expecting and parenting teenage students through a Baby Shower Health Expo. Senior nursing students provided interactive instruction on parenting themes. Topics included infant nutrition, sleep, play, hygiene and parenting self-care.

But what is a baby shower without presents? As parents registered, they were given a gift bag, and after attending each interactive station, parents were given a gift related to the station’s topic. For example, board books were given at the station that talked about baby play. Feeding supplies such as baby spoons, silicone bibs and travel snack cups were distributed at the infant nutrition station. The self-care station shared items such as journals, bath bombs and candles, and the safety/shaken baby station gave infant first aid kits.

Teen parents, school leaders and nursing students all offered positive feedback about the experience. Teen parents verbalized sincere appreciation for the education, baby gifts and

encouragement. Parent students identified several new concepts to incorporate into their parenting. School leaders expressed that the program provided much-needed instruction and moral support for a cohort of students whose needs are often overlooked, and they are exploring for the possibility of a follow-up support group to offer the teen parents further opportunities for infant care education as well as a safe space to connect with each other. Nursing students voiced appreciation for the opportunity to apply what they learned in nursing school for community service. They also felt empowered to seek outreach opportunities utilizing their nursing skills in their own communities after graduation. We were grateful that God allowed us to move with Him in serving this group of students. Our goal was to provide something of value in the form of education and gifts to challenged parents. But one of the bigger surprises was the blessing the nursing students received as they realized that they could utilize their skills as nurses not just in the professional realm, but also as a means of ministering to people in the community around them.

Works Cited:

CDC, National Center for Health Statistics. (2023, February 22). Michigan Centers for Disease Control and Prevention. Retrieved April 30, 2023, from https:// www.cdc.gov/nchs/pressroom/states/michigan/mi.htm

Spectrum Health Lakeland. (2021). 2022 - 2024 Community health needs assessment. Spectrum Health Lakeland. Retrieved April 30, 2023, from https://www. spectrumhealthlakeland.org/population-health/get-facts/community-health-needsassessment/2022---2024-chna

United States Census Bureau. (2021). U.S. Census Bureau quickfacts: Benton Harbor City, Michigan. Retrieved April 30, 2023, from https://www.census.gov/ quickfacts/fact/table/bentonharborcitymichigan/PST045221

Woodall, A. M., & Driscoll, A. K. (2020, July 31). ). Racial and ethnic differences in mortality rate of infants born to teen mothers: United States, 2017-2018. Centers for Disease Control and Prevention. Retrieved April 30, 2023, from https://www.cdc. gov/nchs/products/databriefs/db371.htm#print

Building Trauma-Informed Faculty and Nurses

Applicable to all professional fields, the game benefits those with regular, direct contact with children, youth, young adults and community members. The activity presentation, facilitated by Dustin R. Young, DSW, LCSW, MSW, assistant professor of social work and director of higher education initiatives for the International Center for Trauma Education & Care, enabled personal and professional awareness, along with opportunities for faculty members to consider how to use the Brain Architecture game within their courses. If you want to see what the game is like: https://dev.thebrainarchitecturegame. com/.

Education for Faculty

By Khonnah Weithers MSN, RN, FNP-BC, BSN ’11 Assistant Professor, School of Nursing

In the fall of 2022, Andrews University hosted its first Andrews Partnership Grant and Shark Tank Competition. Three teams of faculty and staff entrepreneurs were awarded funds from the Andrews University Academic Partnership Grant. A $50,000 grant was awarded to a project titled “Trauma-Informed Academic Partnership.” This project seeks to integrate trauma education and skills training into the curriculum at Andrews University. The proposal aims to train faculty from various academic disciplines to understand trauma and how it impacts learning and to expose students to a comprehensive approach to trauma care.

The School of Nursing is one of the groups chosen to implement this campus-wide multidisciplinary intervention. We are now well on our way, moving towards being more traumainformed as a team, with the plan of teaching our students skills that will help them sustain themselves and prepare them to engage their professional practice through the lens of being trauma-informed.

As part of this initiative, the faculty at the School of Nursing had the opportunity to participate in a game activity that allowed them to learn how to engage trauma awareness in professional practice and design trauma-informed nursing courses. Gamification is utilized to depict the impact of positive, tolerable and toxic stress on brain development while providing opportunities for learners to make connections to current and future practice. The game’s developers describe the game this way: “The Brain Architecture Game is a tabletop game experience that builds understanding of the powerful role of experiences on early brain development – what promotes it, what derails it, with what consequences for society.”

The School of Nursing faculty found this team learning experience to be a fun-filled and engaging activity. It also allowed for a rich discussion about responsiveness and considerations on its application to the nursing curriculum. One faculty member found it interesting to see how previous life experiences built on each other, how they impacted each other, and how adverse life experiences and toxic stress destabilized the structure of resilience. Another faculty member mentioned that the activity gave her a better perspective on the importance of being empathetic to nursing students who may have been affected by a negative life experience and how to develop their mindfulness of coping in managing life stresses, and also that it encouraged teaching empathy to nursing students. I found the activity informative and insightful in becoming a traumainformed teacher as I teach and prepare future nurses who can make the most significant difference in providing traumainformed care to patients to create a healing environment and improve patient outcomes.

Nursing students have already had the opportunity to take part in the Brain Architecture Game, and insights on the game’s impact on nursing students can be found below.

Education for Nursing Students

By Tonya Fisher, RN, NP-C Assistant Professor, School of Nursing

Trauma-informing education prepares students to approach their patients in a way that fosters safe therapeutic relationships, recognizing that the healthcare environment carries the risk of re-traumatizing or triggering patients and sometimes students The College of Health & Human Services has an initiative to create a trauma-informed healthcare workforce that interacts with people in a way that promotes healing and demonstrates Christ’s love. The Brain Architecture Game is a fun interactive approach that was piloted as part of the clinical training for psychiatric nursing students this spring.

Sophomore nursing students are quite nervous prior to starting clinical practicum on the psychiatric unit. Their

preparation traditionally includes theory, simulation and personal counseling sessions. This spring the Brain Architecture Game was added, facilitated by Assistant Professor Dustin Young, DSW, MSW, Licensed Clinical Social Worker and Director of Higher Education Initiatives in the School of Social Work at Andrews. The game is designed to help students “see” how toxic stress and uncontrollable influences in life can impair an individual’s future and capacity to cope with additional stressors. It helps students approach patients with a mindset of, “What happened to you? What’s strong with you?” rather than, “What’s wrong with you?”, as Megan Gerber, MD, describes trauma-informed care (Gerber, et. Al. 2019).

The objective of the game is for teams to work together, competing to build a brain that is the tallest, most stable and able to withstand stressors the longest. There is a video used along with the facilitator explaining the symbolism and guiding through the stages of life. Life Experience Cards are drawn based on the luck of the dice, which can be positive experiences, such as high-quality education, or negative, such as illness or loss of a parent. Early childhood experiences form the foundation. The positive experience cards earn better building supplies that can withstand the weights that are applied during the later stages of life.

Students commented that the game and communication techniques from Young were extremely helpful in preparing them for their psychiatric clinical. Some of the practical communication habits discussed included asking patients for permission prior to speaking with them, being direct when stating the purpose and planned agenda, as well as sitting at eye level and making eye contact. Unfortunately, these simple behaviors are easily forgotten with the distractions of technology and the task-focused culture of many clinical environments.

The Brain Architecture Game has been added to the clinical training curriculum of the Psychiatric Nursing course at Andrews. When describing the game experience with nursing students, Young said, “This is a great example of collaboration between social work and nursing in the classroom, not just in the hospital or clinic locations.” The interdisciplinary focus to provide trauma-

informed learning opportunities will continue and endeavor to equip future Andrews alumni to provide not only trauma-informed but Christian care.

Story of my Life

Q & A with Joseph Caleb, BSN Student, Class of 2025

POPULATION HEALTH, NUTRITION & WELLNESS

Greetings from the School of Population Health, Nutrition & Wellness (PHNW). COVID-19 has highlighted the need for strong health programs to face current and future health crises in the United States and globally. Population health, according to Kenneth Cohn, MD, “involves the health of the community; it implies wellness promotion as well as the treatment of new and chronic illnesses throughout the care continuum. It also implies improving the health of people previously undermanaged, such as the poor, in terms of conditions such as diabetes, hypertension, and cancer.” This is achieved when various healthcare systems and organizations work together to improve the health outcomes of that community. Andrews University’s School of Population Health, Nutrition & Wellness prepares world-class leaders in various health disciplines to improve the health outcomes in their community and to help individuals to thrive physically, mentally and spiritually. The Lord has blessed us with established programs in public health, nutrition science and dietetics, dietetic internship, fitness and exercise science, and wellness to achieve those goals.

In addition, this fall, we will have our first online Master of Healthcare Administration (MHA) program cohort. The MHA program prepares professionals to become health managers, administrators and leaders in various private and government healthcare settings who are devoted to improving health services delivery in the United States and throughout the world. We also partner with the theological seminary to offer two dual degree programs, the Master of Divinity (MDiv)/ Master of Public Health (MPH) to prepare students for various forms of ministry in which public health skills and theology are needed, and the MDiv/MHA programs to prepare interested students for service in occupations where healthcare administration and the pastoral mission of the church intersect.

Finally, we give praise to God for the successful accreditation renewals for the Master of Public Health and Bachelor of Science in Public Health Programs by the Council on Education for Public Health (CEPH) and for the Didactic Program in Nutrition & Dietetics and the Dietetic Internship by the Accreditation Council for Education in Nutrition and Dietetics (ACEND) last year. We aim to fulfill God’s calling every day as we serve our students and community and as we collaborate with local, regional, national and international organizations and institutions to change the world for better health. Learn more about how the Lord has been leading us through the following pages.

What’s in your water?

Donations to support the School of Population Health, Nutrition & Wellness are welcome. Andrews.edu/go/give/PopHealth

Well Water Quality in Berrien Springs and Benton Harbor

By Jean Cadet, MD, MPH, MDiv ’19

Private wells from groundwater can sometimes be contaminated with harmful bacteria and parasites. They can also be contaminated by chemicals and minerals such as lead, arsenic, nitrates and pesticides, which can have negative health impacts on consumers. For example, ingesting too much arsenic increases risks for diabetes, high blood pressure, heart disease, and lung, bladder and skin cancers. Excessive nitrates can cause infant methemoglobinemia or “blue baby” disease.

About 25% of Michigan residents get their water from private wells, but well water is not routinely tested by the state because it falls under the responsibility of the wells’ owners. Thus, during the 2021-22 school year, the School of Population Health, Nutrition & Wellness conducted a study of well water quality for Berrien Springs and Benton Harbor.

Methods

In this study, they wanted to know 1) if untreated well water in Benton Harbor has more chemical contaminants than well water in Berrien Springs, 2) if contaminants from private well water in Berrien Springs and Benton Harbor are above the official recommended levels, and 3) if well water samples have more contaminants than bottled water sold in those communities. To answer those questions, they sampled 23 wells in Berrien Springs, 7 wells in Benton Harbor and 15 brands of water bottles found in grocery stores in the two cities. They only selected wells that had not been treated within the past year. All samples were tested for coliform bacteria and E. coli, iron, fluoride, hardness, nitrate, nitrite, sulfate, chloride, calcium, magnesium, sodium and arsenic at the Michigan Environment, Great Lakes, and Energy (EGLE) Laboratory.

Jean Cadet, MD, MPH, MDiv ’19 Doctoral Candidate, PhD in Public Health Interim Chair, Associate Professor, School of Population Health, Nutrition & Wellness

Results

The results showed that the level of hardness in well water in Berrien Springs was significantly higher than that of Benton Harbor. Iron and magnesium levels were also higher in Berrien Springs, but not significantly. When compared to official recommended levels, they found that the average iron, hardness, magnesium and sodium were above the Environmental Protection Agency’s recommended recommended levels in both locations. When compared to bottled water, well water in Berrien Springs and Benton Harbor has more sulfate, chloride, calcium, magnesium and sodium. Arsenic was present in five Benton Harbor and five Berrien Springs samples. However, only those from Benton Harbor had levels above the Environmental Protection Agency (EPA) recommended levels. Only two samples returned positive for E. coli bacteria.

Discussion/Implications

The hardness and high iron levels in the water may damage household water pipes and appliances over time but do not pose a major health risk to consumers, according to the World Health Organization (WHO) and the EPA. However, the presence of higher than the recommended level of arsenic is concerning because of the risks of diabetes, high blood pressure, heart disease, and lung, bladder and skin cancers that are associated with it. Follow-up studies are needed to determine the consistency of the high arsenic levels in the well water in the two cities. In the meantime, the best recommendation from the Centers for Disease Control and Prevention is for well water owners to have their water tested every year for total coliform bacteria, nitrates, total dissolved solids and pH levels. They should seek guidance from their local health department if any contaminants are found. The use of reverse osmosis-type filters may be needed to reduce the contaminant levels in well water.

Nutrition Science—My Pathway to Physician Assistant Grad School

experience as undecided, pre-physician assistant through the Explore Andrews program [a program that supports undecided students in determining a major, among other things]. Since I was considering attending PA school after my undergraduate degree, I wanted to major in something that was either health or science related. With my future in mind, it was important to me to be able to promote health to my future patients. After taking my first biology class my freshman year, I was left wanting to know more about health and how certain habits can have an impact. My second year, I decided to enroll in the General Nutrition course at Andrews. After the first week of that class, I knew nutrition was what I wanted to use as my “stepping stone” to PA school.

Looking through the programs offered at Andrews, I noticed there were two tracks for nutrition: one for those pursuing dietetics and another for those hoping to attend other health professions programs. With my end goal in mind, I found the nutrition science track to be the best fit for me. In my opinion, it offered the perfect balance of health and science that I sought. Selecting the nutrition science emphasis allowed me to gain knowledge in nutrition, biology and chemistry. As I am currently taking a gap year to focus on patient care, I have seen several instances where nutrition and lifestyle play a major role in the level of severity of conditions.

By Lael Agard, BS Nutrition Science ’22 Medical Assistant, AdventHealth outpatient clinic, Chicagoland, IL

Since my high school years, I knew that I wanted to become a physician assistant (PA). However, I was unsure of my path to pursuing the profession. I entered my undergraduate

Over the years, I often heard that there is not a large focus on nutrition in health professions curricula, if present at all. This helped solidify my decision to choose nutrition science as my major, as I believe it has given me important foundational knowledge to promote overall health and wellness. Additionally, the nutrition program at Andrews provided me the opportunity to practice effective communication as a future healthcare provider, think critically and interpret objective data. I believe these are all important skills of a valuable health professional.

Alumni Couple’s Bilingual Private Practice Offers One-Stop Luxury Fitness & Nutrition Experience

Interview with Tayde Cook, RD, CPT, BS ’19, Graduate Certificate in Nutrition & Dietetics ’20 Metamorf Nutrition, LLC, DBA as Harper Cook Nutrition

By Sherri Isaak, MS ’95, RD, CDCES, BC-ADM, DipACLM Associate Professor, School of Population Health, Nutrition & Wellness

I’m excited you have started a medical nutrition therapy private practice since graduating from the Andrews University Dietetic Internship. Please tell us about your nutrition and fitness private practice.

Harper Cook Nutrition is located in Mission, Texas and was started by my husband (Brandon Cook, RD, CPT, BS ’19, GC ’20) and me. We are both registered dietitians (RD) and personal trainers. We are dedicated to providing clients with a one-stop nutrition and fitness experience. Our services include nutrition consulting, meal preparation based on personalized nutrition goals, healthy cooking classes, and personal training in a private studio gymnasium!

What made you decide to start a private practice?

I saw an unmet need in my community, as there are many people in the Rio Grande Valley (close to the border of Mexico) that need nutrition support with their eating. This is primarily because they eat out a lot and do not have time to cook. I wanted to create something that made people happy when they experience nutrition and healthy living. At our facility, we have a gym on one side, nutrition counseling consulting area, and a private kitchen with an RD and chef. We are dedicated to support our community and make a difference.

How did Andrews prepare you for starting a private medical nutrition therapy practice?

It has prepared me a lot! In undergrad, I took business classes like marketing and management, food service, community nutrition and clinical medical nutrition therapy, all of which helped us develop our private practice. The internship was very challenging and rewarding, which helped prepare us for our current private practice experience. I feel prepared and proud of my education, and highly recommend Andrews University to future RDNs.

What do you love about what you are doing?

As an RDN and personal trainer, I love being able to hold our patients’ hands through their healthy lifestyle journey in a safe environment.

I love that I am making a direct impact on my patients’ everyday lives. My patients are continually impressed and surprised I am interested and dedicated to helping them understand the components of their lifestyle. All of this is very rewarding!

What advice do you have for future graduates that want to start a private practice?

Complete research in your geographical area since the needs are

not the same for every location. Originally, I wanted to do online consulting, but found that potential clients in my area wanted face-to-face experiences.

So that means, look at the need in your area and find what you like and try to be the best at it. Also, be patient with it. Successful patients spreading good experiences is the best way to market and advertise, and slowly but will surely you get more clients. Continuing to learn also. I took the ACE weight management specialist program. I’m also getting certificates in behavior modification and Pilates.

Learn more: @harpercooknutrition, https://harpercooknutrition.com/

My Safari

By Benie Safari Shyirakera Dushime, BS Nutrition & Dietetics ’21, Dietetic Internship Student Class of 2023

Sa-fa-ri [suh-fahr-ee ] noun: a journey or expedition. From Swahili: journey, from Arabic: to travel

My name is Benie Safari Shyirakera Dushime, but most people call me Safari since that is easy to pronounce and remember. I am a Rwandan by blood, though I was raised by my parents in West Africa where I spent the vast majority of my life.

My love for food and culinary art inspired me to study food and nutrition at the University of Eastern Africa Baraton to become a chef. Three years into the program, I realized this wasn’t really what I thought—it had less of cooking and more of learning how to help people eat well, food service management, and how nutrition works with different health issues. That was quite a disappointment, but my brother encouraged me saying that this was great as it enables me to have a health approach to a career as a chef.

The Opportunity to Study at Andrews University

During my junior year at Baraton, Andrews University brought a partnership program to Baraton enabling students to transfer to Andrews to complete their program of studies. I informed my dad about it and he took it more seriously than I did. Most African parents I know would want their children to study abroad, especially in America. My dad always desired that for me and my siblings. Before long, we were fully invested in fulfilling all the requirements to make it work. What brought me to Andrews was my father’s desire for high quality education for me.

The Elephant in the Room: Financial Clearance

I enjoyed my college years at Baraton. I was away from home, had great friendships, and played an active role in the music ministry on campus. The cost of studies was affordable, and my parents could still afford to give me pocket money. I was “living the life.”

However, when I applied to transfer to Andrews University, it came with a heavy financial burden. The numbers on the budget sheet stressed me out, but my father saw it as an opportunity and was willing to do whatever it took to make it work. Throughout his life, he never said or believed, “I don’t have money.” Instead, he often said, “Think big; your God is almighty.”

From the beginning, I knew we couldn’t afford it. This led me to pray a simple yet challenging prayer. I said to God, “I will only go to America if You promise to provide everything I need to make it there. I hold You accountable for every expense and need that arises. You are my father, my mother, my family, my everything.” In truth, it sounded more like a threat than a prayer.

My parents worked tirelessly, selling our family properties and borrowing money from trusted friends to help cover the deposit and other expenses. We managed to gather enough money for the first semester, and I started my classes in nutrition and dietetics in Spring 2019. I knew I couldn’t continue with my music minor, which was a painful realization. However, I joined the university choir to console myself. The choir director recognized my potential and wanted to help me uncover it.

Prayer & Provision

To assist my parents in paying for my tuition, I started working at the cafeteria on campus, and I signed up for summer camp work at Camp Wakonda in Wisconsin. It not only helped me raise funds but also provided a scholarship match for my student account. This opportunity led me to work at the World Pathfinder Camporee in Oshkosh. God used that summer to help me raise money for the Fall 2019 semester.

The break between Fall 2019 and Spring 2020 was shorter, limiting my ability to earn as much as during the summer. I was worried. Thankfully, the financial student office helped me secure a General Conference scholarship for pastors’ children, which provided significant assistance. I continued to work hard, now at the Adventist Information Ministry (AIM) call center. Working there showed me that God provides for His people’s needs on a daily basis. I enjoyed praying with people, hearing about answered prayers, and assisting them with donation processes. Some donated amounts far exceeded what I needed for financial clearance, reinforcing my belief that God can, and He will, do it for me. The gold and the money belong to Him.

Throughout each semester, fear for what lay ahead and how to

afford tuition and bills haunted me. The money I earned barely covered health insurance and phone bills. I longed for a less stressful life and resented the routine of working hard, stressing about money, and repeating the cycle. I felt guilty for putting my family through that stress.

Then, to my amazement, the Lord answered my plea. In the spring of 2020, I was awarded a full-tuition Dare to Dream Scholarship from Andrews for the next three semesters, Fall 2020–Fall 2021. My choir director had actively pushed for me to receive this scholarship, which is awarded to undergraduate students with exceptional ability or skills that will significantly impact the Andrews University campus community. This opportunity allowed me not only to continue my nutrition & dietetics degree, but also to work towards a BA in music. It exceeded my expectations. What a mighty God we serve!

It felt as though I was given permission to enjoy my studies. From that point forward, there was a significant shift and exponential growth in my journey.

In addition to making a way for me to complete my degree, God also opened doors for some of my musical dreams to come true. Not only did I live my dream of attending a live orchestra performance—I even had the opportunity to share the stage with the orchestra as a winner of the Young Artist Competition in the spring of 2022, my final semester at Andrews.

That last semester seemed like the icing on the cake for my studies. God helped me reflect on all that had happened and see how far He had brought me. He even facilitated an extension of the Dare to Dream Scholarship for an additional

semester so that I could complete the coursework for both of my degrees. I am so grateful. With God, nothing is impossible.

The Next Steps Post-Graduation

Prior to graduation, God impressed upon my heart that the next wise step was to complete a dietetic internship, which is a requirement to gain real-life experience and become eligible to take the board exam to become a registered dietitian (RD). At this point, I had built trust in God’s ability to provide for whatever He called me to. So, my questioning shifted from “Can I afford it?” to “Is this what God wants me to do?” and “How is He going to do it this time around?” and “Am I hearing Him enough to ensure I obey?” I got accepted into the Andrews University Dietetic Internship Program, scheduled to take place from August 2022 to April 2023.

I knew the internship wouldn't allow time for work on campus or any side hustles. Additionally, I needed a car to make my rotations possible. I explained the situation to God, and He answered by providing me with a great income over the summer break to buy a car. He also provided free housing, food, and miraculously paid all my bills for the entire period of the internship and beyond. He helped me apply for scholarships, and I received the Aspire Business Network scholarship as well as being among the first recipients of the Andrews Graduate Student Association Community Impact Endowed Scholarship.

I learned about the latter scholarship only two days before the deadline, so had limited time to complete the application, which required two references and a video. The Holy Spirit guided me down to the smallest details of what to do, and I had several participants endorse my work at the hospital (video link below). The deliberation process took longer than expected, but in the last week of my internship, I received news that I was selected as a recipient of a $2000 scholarship. To my amazement, this cleared my remaining balance and even left me with a surplus. I am so grateful for all these experiences at Andrews that have helped me understand that the best place to be is in the will of God.

The Journey Continues

Following God’s leading can be scary at times, but I chose to trust Him as my

dietetic internship neared its end and I began seeking a job. I knew He could lead me straight to the right place, and I had to trust the process when I had no answers. And here I am now, after the entire process, moving to a whole new location, trusting that this is God’s will for me at this point in time. I got a job as a dietitian at Adventist Health Mendocino Coast with a start date of July 18, 2023. A new chapter begins, and I know that God is with me and will never leave me. I look forward to passing my board exam this year and bringing hope and healing to the community of Fort Bragg, California.

My Thanks

I would like to take this moment to express my gratitude to the Andrews community as a whole for being there for me. I am thankful to the staff and faculty members of the Administration Building, the Department of Music, and the School of Population Health, Nutrition & Wellness. I also extend my gratitude to Pioneer Memorial Church, MASDAC Church and the Francophone Church for their warm welcome and support. Last but not least, I would like to thank the departments I worked in, including the cafeteria, Adventist Information Ministry, the School of Distance Education, and the Dean’s Office at the College of Health & Human Services. Each of them played a crucial role in my personal and professional development.

Reflection

I believe my ultimate goal is to live in the will of God for my life. This may sound cliché, but the truth is, my journey at Andrews has shown me that He’s got better plans for me than I do and He knows my deepest needs. He who began a good work in me will perfect and complete it until the time of Christ’s return.

The definition of my full name is Benie: blessed, Safari: journey, Shyireakera: live long/ long life, Dushime: let us give thanks. Every day, I give thanks to God, for with Him, life is a blessed journey.

Link to Dietetic Internship Portfolio: https://dushime.wixsite.com/safarisite

Link to Dietetic Internship video Food Service Rotation - African Theme Meal https://drive.google.com/file/d/1Fphq1tbZg1HB1Xr7QmO7elGDbqIrTviQ/view?usp=drive_ link

On the Move with God through Exercise Science

Andreasen Center for Wellness Offers New Internship Opportunities

By Gretchen Krivak, MS ’10, RD, CGFI, EIM-1 Assistant Professor, School of Population Health, Nutrition & Wellness

The Exercise Science Program has always required students to complete a 2-credit internship course as part of the program requirements. Students on the pre-physical therapy track representing the 3 + 3 Doctor of Physical Therapy Program are also required to complete an internship where they can gain some hands-on experience working with clients. In the past, students looked for internship opportunities in the local area or in their hometowns.

This past school year, however, we were excited to announce that the Andreasen Center for Wellness (ACW) began accepting Andrews University exercise science interns. Headed by Daron Raynor, BS ’17, Assistant Manager of the ACW, the interns were able to gain a variety of experiences through their internship. (Read more about Raynor in his story below.) Some of the activities students participated in this school year included

creating swim workouts for the swim team, VO2 max testing, resting metabolic rate analysis, body fat analysis, observation of group fitness instructors and observation of athletic training at Andrews Cardinal athletic events. In the future, the plan is to help more interns gain experience through the ACW so that they can be future employees, growing the range of services the Wellness Club can provide to members.

Alum’s Professional Path Leads Back to Andrews

By Daron Raynor, BS Exercise Science ’17 Assistant Manager, Andreasen Center for Wellness, Andrews University

My name is Daron Raynor and I am an alum of Andrews University, class of 2017.

Sports, exercise, gym class and recess were all my favorite ways to have fun as a child growing up. So naturally, I pursued a BS in exercise science at Andrews. The program truly helped shape me into the professional that I am today. The smaller class sizes particularly helped with my personal growth and deep comprehension of the various subjects because the professors were highly involved and invested in my progress. In addition to completing the necessary objectives, the faculty amplified and challenged us to seek knowledge, affirm our faith and change the world. Carrying out our school motto would be exemplified in the work I would soon do after college.

After I graduated from Andrews, I worked a few jobs as I prepared to take my American Council on Exercise Personal Trainer Certification Exam to become a personal trainer. Upon obtaining my certification, I went to work for the Coffman YMCA in Springboro, Ohio. I dedicated three incredible years working with various populations from people with disabilities, to athletes, to seniors. This is where I had exponential professional growth in my expertise and confidence in exercise science. Applying my academic knowledge along with having the mentorship from my director was exceptional. While working at

the YMCA, I also obtained my strength and conditioning certification. With my new proficiency in this area, I became a coach at a sports performance facility called Global Athletic Centers where I was blessed to work with athletes of all ages and levels. In that space, God prompted me to bring something meaningfully different to what is generally a pretty hardcore field. Athletes and trainers became interested in what I believed in as well as some of the vital health principals that I had learned both at Andrews as well as growing up in an Adventist home. It was a tremendous blessing to have been a part of that group, and I still keep in touch with a few of the trainers today.

Once the COVID-19 crisis hit in 2020, my work transitioned to online and virtual personal training. During that time, I had the privilege of utilizing my social media platform to gain clientele as well as provide educational exercise material to the social medial fitness world. Eventually, as in-person work became more available, I went on to become a fitness specialist and Certified Health Coach for Kettering Health, an Adventist health network. Here, I educated the corporation and community on health and fitness, conducted biometric screenings, and even started a health and wellness podcast called “Know Better. Be Better.” I thoroughly enjoyed expanding my scope of knowledge and work in this field of exercise. Understanding how to reach and

engage with the community prepared me for my next opportunity.

As of June of 2022, I have returned to Andrews University to hold the position of assistant manager of the Andreasen Center for Wellness. Before I graduated in 2017, I had a feeling that I would someday return to Andrews in some way. Here, I have been able to use all of my prior knowledge and diverse experiences and apply it to this specific role. Along with managing at the Andreasen, I have had the opportunity to

be an instructor of the Issues in Exercise Studies course that I had once taken as an undergraduate. From managing students, to supervising personal trainers and interns, to teaching, I have been tremendously blessed by God in all areas of my life. While I am managing here at the wellness center, I am also currently obtaining my Master of Divinity and plan to use my knowledge of exercise as a means to spread the gospel message. I have been blessed this far, and I look forward to what God has in store next!

New Administrative Staff

Michelle Knudson

Administrative Assistant, School of Population Health, Nutrition & Wellness

I have many passions in life, with my family being my first. I took some time from the workforce outside of my home to be with and raise my four girls (ages 6, 9, 11 and 19). I spend a lot of my time volunteering and serving in their schools, our churches and my community. I have a HUGE love for the arts and animals of all kinds! I take any chance I can get to be active and outside in nature. And you will likely see me with my camera in hand, ready to capture those memories! After a lot of family discussion, patience and prayer, my husband Dana and I decided it was time for me to pursue something for myself now that my youngest is in school full-time. With health, nutrition and wellness being a big part of my life, I was very excited when I heard of the opportunity to work in the School of Population Health, Nutrition & Wellness at Andrews University. Having attended Andrews, and having prior experience in administration, this seemed like a great fit for me with perfect timing, too! I can proudly say I am now the new administrative assistant to the chair of the School of Population Health, Nutrition & Wellness. I look forward to this new chapter in my life and can’t wait to see how God can use me here and beyond!

How a Mission Trip to Malawi Inspired a Career in Public Health

By D’Shauna Edwards, BS ’19 MPH Student, Class of 2023

In the summer of 2018, I had a life-changing opportunity to travel to Malamulu, Malawi, to assist with medical clinics. Little did I know that God would use this experience to ignite a burning passion for public health.

Interprofessional Collaboration and Communication

Our Malawi mission team had 14 Ohioans from different backgrounds, each with unique skills and expertise. Among us were nurses, pastors, a hospital chaplain, a physical therapist, teachers and students. We conducted a Vacation Bible School (VBS), visited local churches and ran clinics. Together, we formed a close-knit group excited to tackle the challenges ahead. Our first challenge was selecting effective communication strategies since Malawi is a multilingual country; people speak English, Chechewa and several other dialects.

To effectively communicate with locals, our point of contact in Malawi organized a group of Malawians to join our team. Their nurses and practitioners led the medical missions and assigned roles to each team member. They interpreted results from medical screenings, explained medication information, and answered clinic visitors’ questions in Chichewa and other

local dialects. The practitioners who conducted the medical screenings communicated the type of medication and dosage the patients needed. My job was to prepare the orders and deliver them. Our efficiency and effectiveness on an interprofessional team allowed us to service over 1,000 Malawians.

Access to Healthcare in Rural Malawi

The communities our contact chose for clinics were deep in the heart of rural Malawi. These remote villages were far from the nearest hospital; a return trip from a village to the nearest hospital would take a day or two. Socioeconomic constraints further exacerbated the issue. We learned that a day’s wages only covered a day’s worth of food, leaving little room for healthcare expenses. This fueled our determination to meet some of their basic medical needs, even if the solution was only short-term.

A Call to Action

My journey to Malawi left an indelible mark on my heart. Upon my return to the United States, I felt called to advocate for equitable healthcare for the most vulnerable populations. My transformative experienced shaped my perspective and fueled my passion for public health. Predictably, the next step was to enroll in the Andrews University Master of Public Health Program.

Linkage to Public Health Competencies

I had multiple opportunities to fulfill numerous competencies in Malawi before admittance into the Andrews University Master of Public Health Program. Once I was admitted to the program, I had the opportunity to pursue coursework that would propel me to meet my future career goal of providing equitable healthcare to the most vulnerable populations.

In Program Planning and Evaluation, I learned values concepts from Associate Professor Dixon Anjejo, DrPH, MS, BS ’91, and Adjunct Instructor Krystal Eskildsen, MPH ’19, CHES, about planning, implementing and evaluating a public health program. This course was one of the most meaningful because my team and I fulfilled the following nine competencies: discussed how social inequities undermine health and create challenges to achieving health equity at community levels; assessed population needs; applied awareness of cultural values and practices to the design of a public health program; designed a population-based intervention program; utilized basic principles and tools of resource and budget management; applied principles of leadership–creating a vision, fostering collaboration and guiding decision-making; selected communications strategies for different audiences and sectors; described the importance of cultural competency in disseminating public health information; and performed effectively on interprofessional teams.

I am overwhelmingly grateful for the life-altering experience that set me on the path to public health. Isaiah 1:17 implores us to learn to do right, seek justice and defend the oppressed. I desire to advocate for equitable healthcare for the most vulnerable communities.

“Everyone Eats”: The Draw of a Career in Nutrition

Interview with Brenda Chaij, BS Nutrition Science & Dietetics ’20, Graduate Certificate in Nutrition & Dietetics Student, Class of 2023

By Sherri Isaak, MS ’95, RD, CDCES, BC-ADM, DipACLM

Why did you choose Nutrition Science

Pre-med as your degree of choice?

I first considered and pursued a potential career in medicine to work in the field of prevention. But the field of nutrition— something I have been fascinated with from a young age—continually tugged at my heart and piqued my interest. I desired to push other details aside and devote my life to acquiring a deep and influential understanding of nutrition. The field of nutrition and dietetics is powerful! Everyone eats, and everyone has room to improve the healthfulness of their food choices and their personal relationship to food to prevent disease and decrease morbidity. I am honored to be a registered dietitian and journey with others towards greater health and quality of life.

After graduating and going to medical school for one year, what made you decide being an RDN was your real passion?

There were two main reasons that led me to the RDN route. First, I found that I was not as interested in the information taught in medical school as I had been expecting (with the exception of lectures in lifestyle medicine and a couple of other topics). I realized my true passion was nutrition and wanted to be intentional about pursuing that directly. Also, I found that I would be more satisfied with the increased work-life balance often enjoyed by RDNs compared with that of physicians.

Brenda, congrats on a recent job offer to be a clinical dietitian at Miami Valley Hospital. I know you’ll be an excellent registered dietitian nutritionist. I can’t wait to see where God leads your career in the future.

Dietetic Interns Leave Lasting Impressions on Preceptors

By Hayley Mellish, BS Nutrition & Dietetics Student, Class of 2024 & Sherri Isaak, MS ’95, RD, CDCES, BC-ADM, DipACLM

Andrews University provides internship opportunities to 15-20 dietetic interns nationwide each year, aiming to prepare them for the path to become a registered dietitian nutritionists (RDN).

All of our dietetic interns are trained in the areas of clinical, community and food service with an emphasis in plant-based nutrition. Interns can also request to train in areas of special interest to them, such as eating disorders, pediatrics, oncology and more. We take immense pride in the dedication and diligence exhibited by our interns as they strive to expand their knowledge and create positive impacts in the lives of individuals. Here are a few wonderful testimonies from some of our preceptors:

“Sydney has been great to work with. She is excelling in everything we are asking her to. During her staff relief I felt 100% comfortable with her taking my patients knowing she would do a great job. She will be an incredible RD when her time comes!”

—Corewell Health Grand Rapids

“Ally has excellent clinical skills. She has gained confidence and is independently functioning as the Pediatric Intensive Care Unit dietitian.”

Dayton Children’s Hospital

“Hailey is one of the strongest interns I have had in my 4.5 years of experience. She will succeed in all that she does.”

—Memorial Hospital South Bend

“I had RDs and staff at other locations call me to tell me what a joy it was to have Brenda in clinic.”

—Butler County WIC

“Hanna is an excellent intern and we enjoyed having her. She was very kind, professional and knowledgeable about nutrition.”

—WIC Casselberry

“Kendall was a pleasure to host as an RDN student intern. Kendall was professional, ontime, prepared excellent handouts as requested, and demonstrated effective skills as a future RDN. Kendall will be a wonderful RDN.”

—AdventHealth Tampa Diabetes Education Center

“Alexandra is a quick learner, with great confidence and more than ready to jump in and meet with patients and families.”

—Dayton Children’s Hospital

“Sydney is punctual, always has a positive attitude, and is extremely knowledgeable about community programs.”

—Mary Free Bed YMCA

“Safari was amazing; you could see the growth as the internship rotation went on.”

—Corewell Health Medical Center

“Aldo was focused, exceptionally smart, hardworking, and had a calculated approach.”

—Advent Health Daytona Beach

Please follow Andrews University Dietetic Internship on Instagram: @ auplantbasedieteticinternship

Matee Nowicki

Syndney Mushing, Corynn Rottman, Matee Nowicki

WIC Sarah Younker RDN, MBA '18, Hailey Merietta, Safari Dushime, Andrew Hodges

This year’s theme “On the Move” suits us well because “the grass does not grow under our feet” in the School of Rehabilitation Sciences. From December 2022 to August 2023, we have sent 36 Doctor of Physical Therapy (DPT), 6 transitional Doctor of Physical Therapy (tDPT) and 7 Doctor of Science in physical therapy (DScPT) graduates on the move to change the world for the better!

In our section, you will see evidence of how we are on the move to fulfill our mission and vision. You will find stories that showcase God’s blessings, like the Hunts’ story, “Who brings this woman and this man?” which is a tribute to all the couples that have met at Andrews and married. If you are one of those couples (there is typically at least one in each cohort), I hope this article touches your heart, brings fond memories and stokes the fire in your relationship. Another one of those couples also shares their incredible story of paying off their $177,629.26 student loan debt in less than four years while still honoring God’s commands. May you be inspired to remain faithful to God and allow Him to bless you exceedingly abundantly more than you can ask or imagine!

The DScPT program is offering a new concentration, higher education teaching, to prepare future faculty and advance the skills of PTs who may have already started as a faculty member in a DPT program. The Doctor of Science in Occupational Therapy (DScOT) program, with a similar focus, struggles to gain momentum, but we haven’t given up. There is an incredible need for this specific training in our professions, we are thrilled to help fill that need within the context of Christian education. We express our gratitude for your contributions to our backyard renovation and all the years of service Associate Professor and Neurology Coordinator Lee Olson, DC, MSPT ’01, gave us before his recent retirement.

We rejoice in our trials because it gives us an opportunity to deepen our trust in God. We are still seeking to fill Olson’s neurology faculty position, and there has been a downward trend in DPT student applications, at all levels, nationally. For the first time in many years, we will have a smaller than normal DPT cohort in the fall. We seek God’s wisdom as we continue in challenging times in higher education. With His guidance, we are making positive changes that will help enrollment in the future. We appreciate alumni who continue to share their passion for the profession with young individuals who are interested.

I hope that you are blessed and inspired by the activities and accomplishments we share with you for God’s honor and glory. We love to hear updates from you and are always looking for alumni willing to share their story in “The Pulse,” so please contact me if you are interested in sharing!

Backyard Project Update

By Kim Ferreira, PT, PhD, MSPT ’98

Phase one of the backyard has been completed, and we thank our generous donors who got us off to a good start. We are still in need of funds to complete the final phase of the project—we appreciate any size gift.

Our students have thoroughly enjoyed the space, even before phase one was completed. I look forward to phase two being done so they can spend more time outside together on their breaks.

By Kim Ferreira, PT, PhD, MSPT ’98 Chair, Associate Professor, School of Rehabilitation Sciences

Donations to support the Backyard Project are welcome. (notation: “Backyard Project”) andrews.edu/go/give/backyard

Made to Move, LLC: Providing Exceptional Pediatric Physical Therapy in Hilo, Hawaii

Nicole Weston, DPT ’07 Founder, Physical Therapist, Made to Move, LLC, Hilo, HI

By Sarrah Dela Torre, Marketing Assistant Made to Move, LLC

Nicole Weston, PT, DPT ’07, the dedicated owner and director of Made to Move, LLC, has a remarkable background that shaped her passion for people, mission and service. Born and raised in Jamaica, Weston’s love for helping others was nurtured by her parents’ influence, support, sacrifices and living examples. They instilled in her the values of faith in God, compassion and the importance of making a positive impact on the lives of others.

Her journey to becoming a Doctor of Physical Therapy (DPT) began with her parents’ prayers and their unwavering belief in her potential. After completing high school at the age of 16 and two years of advanced-level courses in Jamaica, she embarked on a new chapter in her life by moving to Michigan to pursue her DPT through an accelerated six-year program at Andrews University. After spending the summer shadowing physical therapists in Jamaica, she was deeply impressed by their level of care, extensive knowledge and remarkable professionalism. This experience played a crucial role in solidifying her decision to pursue a career in physical therapy.

The Andrews University DPT program, even back then, had a well-deserved reputation for excellence. Weston’s educational experience at Andrews University played a pivotal role in shaping her clinical skills, knowledge base and commitment to providing top-notch care to her patients. The program provided a solid foundation for her career in physical therapy.

Since 2013, Weston has been dedicated to pediatric physical therapy, particularly early intervention. Throughout her journey, she has always felt a deep calling to serve underserved communities, embodying the spirit of being the hands and feet of Jesus. She recognized the unique challenges families faced in Hawaii, where children (or “keiki,” as they are also known in Hawaii) often had to travel to other islands to receive specialized services, including pediatric physical therapy. Driven by her compassionate heart and the desire to make a difference in the lives of kids and their families, Weston took the initiative to relocate to Hilo, Hawaii in 2020 and establish and launch Made to Move pediatric PT services on the Big Island of Hawaii in 2021. Made to Move, LLC (MTM) is a growing pediatric physical therapy practice whose mission is to address the pediatric PT requirements of Keiki on the Big Island and other islands in Hawaii, with a focus on rural healthcare accessibility, and recognizing that children are less likely to travel to different islands for PT services. Their dedication to providing comprehensive support and care to children with gross motor developmental needs, sports injuries and sports optimization has positively impacted the lives of 98 kids since they began working with children in 2022. Currently, they have 40 children on their caseload.

MTM is actively working on expanding the clinic space to meet the needs of Keiki on Big Island, and as MTM is self-funded,

it needs the additional support of the community and those interested in serving and supporting children with special needs. Weston recognizes this is a faith walk with God and is grateful for His help and miracles along each step of this journey.

MTM’s approach is centered around providing high-quality, evidence-based physical therapy services in the natural environment of the child, be it their home, daycare or playground. This in-home and in-clinic approach ensures a familiar and comfortable setting for the child, accelerating their progress while alleviating parents’ concerns about commuting or arranging childcare. MTM’s commitment to enhancing the reach of its services is exemplified by its active pursuit of grants and funding, as they continue to give back to the community and serve children.

To further enhance accessibility, MTM began offering clinicbased services in June 2022 at their Hilo location. This expansion allows them to better cater to parents’ needs and offer a wider range of services. MTM also goes beyond traditional physical therapy services and offers teletherapy treatment options, ensuring that children can receive therapy remotely when necessary. This flexibility allows them to provide continued care even when an in-person visit may not be possible.

MTM believes that musculoskeletal injury recovery and developmental needs affecting mobility are valuable learning opportunities for both parents and children. Therefore, their team is committed to educating caregivers throughout the treatment process, empowering them to be active participants in their child’s rehabilitation and mobility achievement. By providing personalized care, preventive plans and caregiver education, MTM enables Keiki to overcome genetic, developmental or injury setbacks and live abundantly.

The services offered by MTM encompass a broad spectrum of pediatric physical therapy needs. They specialize in addressing various musculoskeletal injuries and functional mobility needs, including pediatric sports injuries like ankle sprains, rotator cuff injuries and back pain, as well as post-surgical rehabilitation. The practice also serves children with a wide range of diagnoses such as autism, cerebral palsy, torticollis, Down syndrome, Huntington’s disease, fragile X and other genetic disorders. Additionally, they provide support for global delays that may not have a specific medical diagnosis.

Weston’s specialization lies in the assessment and treatment of various neurological diagnoses and ages birth to three years. She focuses on trunk-core assessments and stabilization, total

motion release, dynamic gait training, orthotic management and interventions, as well as sports optimization and injury prevention.

Weston is known for her warm and friendly personality. She is deeply committed to providing exceptional care and prioritizes family education, a team approach and a strong patient service orientation. When not practicing physical therapy, she enjoys taking care of projects at home, reading, singing and being involved in community outreach in Hilo. She is passionate about serving the community and looks forward to assisting families with their pediatric physical therapy needs.

By bringing high-quality, evidence-based pediatric physical therapy directly to the children of Hilo and surrounding areas, MTM has made a significant impact on the lives of Keiki and their families. Their dedication to serving the community, particularly those who previously faced barriers to accessing specialized care, exemplifies their commitment to holistic healing and empowering children to reach their full potential.

As an Andrews University PT alum, she continues to carry the torch of excellence and compassion in her practice. She draws upon her experiences, education and unwavering faith to provide personalized care and support to each child she serves. Weston’s mission is deeply rooted in her belief that every child is “Made to Move” and can overcome genetic, developmental or injury setbacks with the right guidance, preventive plans, early intervention and caregiver education.

In addition to her professional accomplishments, Weston’s upbringing and personal values shine through in her interactions with her patients, their families and the wider community. Her warmth, friendliness and genuine care for others make her a trusted and respected figure in the lives of those she serves. She is deeply involved in her church and contributes to its activities, fostering a sense of community and spiritual growth. Weston also dedicates her time and talents to the community

gospel choir, using her musical abilities to uplift others through song. Her active engagement in these endeavors reflects her commitment to making a positive impact both within and beyond the realm of pediatric physical therapy.

MTM has been actively engaged in networking and collaborating with various entities to enhance their services and expand their reach such as the CFS (Child and Family Services) Strong Families Home Visiting program focused on support of biological and foster parents. This demonstrates their recognition as experts in the field and their willingness to share their knowledge and expertise with others. Through these networking opportunities, MTM has been able to establish valuable connections and partnerships to further support their mission of providing comprehensive care to children with gross motor developmental needs, sports injuries and sports optimization.

If you’re interested in learning more about MTM or their services, you may contact them by phone at (808) 731-9827 or send an email to info@mtmkidstherapy.com. Their office is conveniently located at P.O. Box 491, Hilo, HI 96721.

At MTM, their mission is to provide outstanding care to children in Hilo, and they are actively looking to expand their team. If you have a passion for helping children as a physical therapist (PT) or a physical therapist assistant, they have current openings available. Join their mission-driven practice by sending your resume and cover letter to info@mtmkidstherapy.com.

MTM believes that every child has the potential to achieve greatness and be motivated to succeed. They understand that children are inherently designed to move, and they strive to support and enhance their gross motor development. As they say in their marketing, “Our Keiki are literally made to move by our creator, God.” So, if you’re looking to support MTM, or for a dedicated team that will empower your child’s physical abilities, MTM is here to serve.

Who Brings This Woman and This Man. . .?

By Nathan and Kandice Hunt, DPT Students, Class of 2023

Coming to Andrews University for not only a license in physical therapy (PT), but also a marriage license, was not in our plans, yet here we are writing about our PT experience, highlighting a relationship that can only be described in terms of endless study dates, bonding over the stress of exams, adding a wedding in the midst of it all, yet getting to celebrate a huge accomplishment and starting out our careers having our best friend by our side.  Kandice: Neither of us would say that we chose Andrews University with the goal of meeting our future spouse. I was not planning to get my DPT until I was close to graduating from Walla Walla University with my degree in engineering. Through a series of events, it became very evident that God was leading me to pursue a career in PT. At Walla Walla, I had learned to appreciate the value of being part of a Christian community. In addition to desiring that community, I will admit that, even though my goal in going to Andrews was not to find a husband, I liked the possibility that I might meet potential suitors. (Interestingly enough, I had already started seeing someone not long before embarking on the PT school journey.) While I looked

into other PT programs, the one at Andrews worked out, and I was thankful for the PT staff who welcomed me into Andrews’ program.

Nathan: I also chose Andrews with the idea of being in a community where I would have the opportunity to meet that someone special. Unlike Kandice, I had plans to enter the PT profession when I started undergraduate studies at Burman University. Still, it was very much a blessing to be able to start at Andrews in the fall of 2020, and evidently God’s perfect plan, because I didn’t get accepted until the summer just before PT school started. Like Kandice, I was also seeing someone when I started PT school, so finding a girlfriend was “on the back burner” at that point.

Kandice and Nathan: For both of us, as it is with many, the first semester of PT school hit hard and was a giant adjustment including many hours spent in the anatomy lab dissecting cadavers. The two of us ended up working at lab tables adjacent to each other and spent a decent amount of time working together, trying to figure out what we were looking at: the start of our friendship. By the second semester, both of us were single, although we had both found a community of Christian friends

which we very much enjoyed.

Nathan: I was open to meeting people, and it was at a Super Bowl party that Kandice also attended when she caught my attention as potentially more than a friend. I decided I would be interested in pursuing a relationship with her, so, for the next few months, I found excuses to spend time with her.

Kandice: I was aware of Nathan’s interest and enjoyed his company but was not ready for a relationship, as those first few months had given me much to deal with in my personal life, and I certainly did not feel I had the time or mental energy to start a relationship.

Nathan: Although she knew I liked her, she decided to ignore me by reading books during class breaks when I tried to talk to her and taking hours, or days, to respond to texts. So, I decided the next step was just to let it go.

Kandice: I did not realize that Nathan had given up. (Looking back now, I feel kind of bad, but it all worked out!) Anyhow, I thought nothing about it until May 12, 2021, a day on which we had a break from school, and I had more free time—for a short while—on a day that also happened to be Nathan’s birthday. To this day, I still don’t know why, but something prompted me to send him a happy birthday text and he responded…

That’s where the conversation started, and, as the saying goes, “The rest is history.” We got engaged the following spring. Nathan planned a beautiful proposal at Grand Mere State Park. I was very surprised, as Nathan had recruited fellow classmates (there’s that community I so much enjoy) to help and used our upcoming Objective Structured Clinical Examinations (OSCEs) as a convenient distraction, so I had no idea the proposal was coming. During our first two clinicals, we managed to plan a wedding, and the last part of our honeymoon week was spent driving back to Andrews for the final semester of PT school.

Kandice and Nathan: Who brought this woman and this man to the Andrews PT program? Looking back, it is so incredibly

evident that everything from starting our PT applications to ending up at Andrews the same year and being next to each other in anatomy lab, eventually becoming friends and then life partners, was not a coincidence, but guided by God. It is gratifying to think that in spite of the hectic pace of PT school, God coordinated an awesome partnership. We have learned that life is more than just school and work. Finding time to seek and recognize God’s leading makes each chapter both full and satisfying!

Physical Therapy Beyond the Borders Tanzania Mission Trip 2022

By Letrisha Stallard, PT, DPT, MSPT ’98 Assistant Professor, School of Rehabilitation Sciences

& Sozina Katuli, DrPH, MPH Associate Professor, School of Rehabilitation Sciences

&

Nigell

Essix and

Matthew Masangcay, DPT Students, Class of 2023

The Andrews University physical therapy team visited Tanzania in August 2022. This team included two faculty, Associate Professor Sozina Katuli, DrPH, MPH, and Assistant Professor Letrisha Stallard, PT, DPT, MSPT ’98; two physical therapy students from the class of 2024, Matthew Masangcay and Nigell Essix; and a guest, Dwight Stallard. Sixteen healthcare workers joined the Andrews group, including physicians, a pharmacist, a lab technician and an optician, all from the Ministry of Health

and local medical centers in Tanzania. The mission trip was a success. The team served for seven days and assisted over 857 people, providing them with medical services, including vision care, counseling, physical therapy, medications and general health assessments with labs. The team also conducted research on hypertension for adults and nutrition for children.

During the research, knee and back pain and hypertension were identified as the major problems in this village. This community spends many hours of farming labor throughout the year. The area receives bimodal rainfall which enables the community to farm all year round with corn, beans and rice. The rice growing season is the most labor-intensive one, as it involves paddling the soil and transplanting rice manually. This activity is very laborious. Besides the poor posture, repetitive movement during transplanting poses a challenge to the people’s health which worsens over time. It is not a surprise that knee and back pain are the top health challenges in this community. The physical therapy team provided an individualized home exercise program for flexibility and strengthening exercise along with postural education. They also advocate for mechanically driven transplanters to help reduce the labor burden which impacts the people’s health.

In the evenings, a local pastor presented sermons. God’s presence was felt during this trip, and four people were baptized. A special baptism was done at night in the river and became the climax of this trip.

Student participant Matthew Masangcay says, “It brings great joy to my heart helping others who have a lack of access to health care, and if I were ever given the opportunity to do it again, I would definitely do it.”

“It was such a blessing to serve alongside my colleague, professors and compassionate team of young healthcare professionals,” says Nigell Essix, another student participant. “The hospitality and kindness from the people of the Kihurio village were unlike anything I’ve ever experienced and truly made me feel at home. We were able to provide movement screenings, essential health care services, and collect data regarding lifestyle factors related to hypertension. The results of this study will hopefully be the foundation for further research on risk factors of hypertension.”

Those receiving the health care services were grateful to receive care. One villager testified, “We really appreciated the services given and count ourselves very lucky to get that opportunity…So many places they could have gone, but they came to this small village.”

The team looks forward to continuing their work in Tanzania.

Pictured above: (Left to right) Nigell Essix, Matthew Masangcay, Mabhena Kajiru, Letrisha Stallard

Pictured below (right): Sozina Katuli

Moving with Parkinson’s

By Kaela McFadden, DPT Student, Class of 2025

Weekly in a St. Joseph senior center, Andrews University Doctor of Physical Therapy (DPT) students assist in an exercise program designed to provide group exercise therapeutic interventions, community and support for the local population of seniors with Parkinson’s disease. Led by Rocco Pavese, physical therapist assistant for Corewell Health, the Parkinson’s exercise group welcomes several DPT students. Both parties have the opportunity to learn from each other.

Parkinson’s disease is a neurological condition that affects a person’s movement in a variety of ways. Brandon VanOphem, DPT class of 2025, a first year student, says this opportunity has given him more exposure to people with Parkinson’s and the range of different manifestations. The various symptoms experienced by those with Parkinson’s depend on several factors including the disease’s progression and medication. Another student, Leah Gilbert, DPT class of 2025, notes that she appreciates being able to see real-life examples of conditions she has learned about in her classes, specifically neurology.

Patients may also have other conditions such as hip or knee replacements, cardiovascular conditions and previous shoulder surgeries. All of these combine to create a valuable environment for the

Bring in the Yada

By Bill Scott, PT, MSPT ’96 Director of Clinical Education, Assistant Professor, School of Rehabilitation Sciences

In his book “Chop Wood Carry Water,” Joshua Medcalf (2015) contrasts two words that pertain to knowledge. The Greek word ginosko, which means to have knowledge of something or to know, and the Hebrew word yada, which refers to knowledge that is gained through experiences. Medcalf highlights the fact that we may have academic knowledge of a subject, but we may not be able to truly understand how to put it into practice. The idea of ginosko compels

students to apply what they are learning. It is one of the first opportunities where they can test their interpersonal skills and build rapport with patients as they give instructions in therapeutic exercises. Pavese says he hopes to facilitate an opportunity for students to get hands-on experience with patients.

However, the students are not the only ones benefiting from participating in the class. Pavese says, “The Parkinson’s class members love to interact with younger people, especially those interested in helping them. I see the class have more smiles and energy when the students are helping. The two-way interaction also helps the students learn with real patients—talking, instructing, guarding and listening.”

With varying numbers of participants with Parkinson’s showing up for the class, Pavese says having the students around allows the class to participate in more exercises involving balance and interventions needing one-onone assistance. People diagnosed with Parkinson’s are often seniors and at risk for falls, so safe environments are especially important for practicing, and balance training can help prevent accidents at home. In the class, this means balancing on foam blocks, walking in tandem, pretending to step over logs and training to reach high and low surfaces while the students ensure the participants’ safety.

Students get to apply their learning while seniors get to connect with them. Leah says she enjoys getting to talk to the group members and hearing about their personal lives. Some of the seniors tell stories about their lives. Others share more details about their condition or ask about the students themselves. Forming interpersonal connections is always important. The students learn to manage communicating while also juggling monitoring the treatment while the seniors receive attention to their stories as well as their condition.

Physical therapy as a whole is built upon the relationship between the clinicians and their clients. The connection between the students and exercise group seniors allows for a mutually beneficial relationship. Students get to learn practical skills while the seniors are able to exercise safely. Both the seniors and the students also create personal connections and enjoy the satisfaction of helping each other.

us to ask the question, Who would we rather go into battle with? Someone who has studied and read about war for 25 years, or someone who has trained and experienced the front lines of battle?

The divide between knowing and doing can be a stark contrast. Knowing about how to do something and having practical experience doing it, are two radically different things. In the Doctor of Physical Therapy Program, our mission is “To empower students who dream of becoming excellent physical therapists.”

Part of becoming an excellent healthcare professional is becoming clinically competent. Students in the Doctor of Physical Therapy Program spend two years drinking from a fire hose of ginosko. In their third year, students must take the

leap from academic knowledge to the art of practical experience. In other words, “Bring in the yada.”

Clinical experiences are the key piece to successfully transitioning students from the world of academia to real yada In the clinical setting, students begin to implement their knowledge by focusing on the development of the patient center care approach. The patient center care approach allows the students to address the humanistic side of practice. Students begin the opportunity to address patient comfort, patient education and involving the patient and family in their medical care. Another area of growth in clinical education is that students begin to perfect the art of reflection. Through reflections students develop the ability to identify

their strengths and weaknesses, which in turn guides them in their ongoing learning. Finally, clinical education allows students to develop their ethical approach to practice. The development of virtue is an important part of professional development helping the learner internalize and establish moral reasoning as a future clinician. The growth each student experiences in the clinic has one common driving force: a mentor.

Contrary to Darwin’s theory of evolution, development of yada does not evolve by itself. It takes mentorship and modeling to make this happen. Cruess et al. (2008) found three characteristics of good role models: clinical competence, teaching skills and personal qualities such a patience, empathy and compassion.

Mentors or clinical instructors (CI’s) that model these qualities in their practice are the backbone of our clinical education experiences. When we find instructors that model the trifecta of these characteristics, it turns into something special. Even better, when we are fortunate to have our alumni fulfill that role, we find that the clinical experience can be even more rich. We would love to highlight some of those alumni that have bridged the gap between academia and clinical skills in a phenomenal way.

Sinthia Bonilla, DPT class of 2023, says her acute care experience was a highlight for her. She had the opportunity to be mentored by Natalie Borgess, a dynamic personality who knows how to navigate the intricacies of a clinical experience and ensure an exceptional learning experience. Sinthia reflected on her time with Natalie.

“I enjoyed having Natalie as my CI during my acute clinical rotation. The fact that we both attended the Andrews University Physical Therapy Program made it easy to connect, share stories and build a relationship with her.”  Having a similar academic background, Natalie had a good understanding of what content had been taught in our program and could shape the experiences for Sinthia’s success. “Natalie Gorgeous Borges, as she calls herself, :) was so fun to have as a CI. She made it fun, interactive, but also challenged me to build a strong character to overcome the challenges that can be encountered in the acute setting. I am grateful to have met and been instructed by Natalie.” Having the skill to meet a student where they are and patiently guide them through to success is something special, and we are thankful for these qualities in Natalie.

to express my deep appreciation and gratitude to Donna for all she has done for me.” Donna’s dedication and passion for teaching led to tremendous growth for Joyce in her clinical journey.

Joyce Yu, DPT class of 2023, found herself under the supervision of an incredible teacher and mentor, Donna LaVenture. Joyce reflected on her experience in the outpatient setting. “I feel incredibly fortunate to have had the opportunity to learn from such an outstanding mentor like Donna. Donna’s guidance, expertise and unwavering support have been invaluable throughout my training. She has always been available to answer my questions, provide feedback on my performance and offer constructive criticism that has helped me grow and improve as a student physical therapist. I am grateful for her dedication to teaching and her commitment to helping me become the best version of myself. Without Donna’s guidance and support, my journey as a student physical therapist would not have been as fulfilling as it is now. I want to take this opportunity

Samuel “Sammy” Duany, DPT class of 2023, had a tremendous opportunity to be mentored by David Garcia at the AdventHealth Training Center that has a partnership with the Orlando Magic. David Garcia is currently the rehab manager and loves to share his knowledge with others. Looking back on his experience, Sammy conveyed his feelings. “My overall experience with David was a journey of nonstop learning combined with many memorable moments. David is a fantastic PT/CI. His ability to pay attention to details through educating patients, students and even fellow co-workers to have a rationale backed by evidence-based practice for every treatment ensures the best outcomes for his patients. David is constantly pushing me to become a skilled clinician in the field and always has nothing but the best intentions for me and those passionate in this field.”

The phrase “Discimus ut serviamus,” which translates to, “we learn so that we may serve,” is a powerful summary of what it means to be a mentor of others. Modeling and sharing knowledge allows those who mentor to leave a legacy of future clinicians. That legacy will make an impact on the physical therapy profession today and far into the future.

Cruess, S. R., Cruess, R. L., & Steinert, Y. (2008). Role modelling—making the most of a powerful teaching strategy. BMJ, 336(7646), 718-721. https://doi.org/10.1136/ bmj.39503.757847.BE

Medcalf, J. (2015). Chop Wood Carry Water. Lulu Publishing Services.

(pictured right) Natalie “Gorgeous” Borges, DPT ’17, AdventHealth Orlando

(pictured right) Donna LaVenture, DPT ’16, Corewell Health, Niles YMCA

(pictured left) David Garcia, DPT ’13, AdventHealth Training Center

Faculty on the Move A Welcome and a Farewell

By Kim Ferreira, PT, PhD, MSPT ‘98

Assistant Professor Nathan Hess, PT, DPT, MSPT ’99, joined the School of Rehabilitation Sciences faculty in August of 2022. Hess graduated with a Bachelor of Science degree in 1998 and a Master of Physical Therapy in 1999 from Andrews University. He completed a Doctor of Physical Therapy from the University of Montana in 2022. Hess is currently pursuing his PhD in health and human performance from Concordia University Chicago with an emphasis on leadership, diversity and rehabilitation. His physical therapy experience was in orthopedics, sports medicine and acute care. He has taught at the high school level since 2006 and the college level since 2017. He is a member of the American Physical Therapy Association (APTA) in the Orthopedics and Education sections and a member of NSTA (National Science Teacher Association).

Hess has been a great addition to our faculty. He brings a wealth of experience as a teacher, he does not shy away from challenges, and most importantly, he integrates the love of God into his work and practice. I asked him to reflect on his experience here at Andrews thus far and share that reflection with us.

“My experience so far at Andrews has been exceptional. I am surrounded by colleagues who are content experts and who care about their students both academically and personally. I have the opportunity to learn with students who are passionate about helping people and learning about the profession of physical therapy. And I get to teach and research in areas that I enjoy.

“What I most enjoy about being here at Andrews is the family spirit of the faculty and students. Since we spend nearly all day every day together, such close quarters could lead to annoyance and conflict. Instead, we use that familiarity to learn about each other as people and professionals, helping each other grow and be the person God calls us to be.

“One of the things I appreciate most about my colleagues is how much they care about the students. They are willing to do everything in their power to help them succeed. Whether that means extra tutoring or explaining something in a different way for the fifth time, they want the students to fully understand the material and apply it to the PT world. And they are also invested in their lives outside of the classroom, caring about them as people, not just students.”

Associate Professor Lee Olson, DC, MPT ’01, has served, with integrity and passion as a faculty member and the neurology coordinator for the physical therapy program for 21 years. Olson’s teaching abilities are consistently rated second to none by both students and peers alike. Students comment

that his illustrations keep his students both interested and challenged. His courses are organized and prepared well in advance, and he is both knowledgeable and caring—a great teacher. And then there are his stories—you remember them, right? He was intentional about those stories, which may have seemed like a tangent at the time, making connections to the material, and a story helped many remember concepts that otherwise would have been lost.

In service, Olson served on countless committees in the school and at the college and University level. To name a few, he served as vice chair and subsequently chair of Faculty Senate for four years, and on the President’s Cabinet for three years. One of the greatest accomplishments of his service for the University is in the area of academic integrity. He was the chair of the Committee to Implement Andrews University Academic Integrity Policy, and the chair of the Faculty Academic Integrity Council and Academic Operations Council since 2013.

In our school, the area of most significant service was in the creation and implementation of the Objective Structured Clinical Examination (OSCE) as our comprehensive practical examination. When Olson took over the role of practical comprehensive coordinator, he picked up this challenge and, over the course of one year, put together a working team that completely overhauled this exam into an OSCE which is a common practical exam format utilized in many medical programs. This involved many training sessions for both the faculty and simulated patients alike which took several months. Coordinating the 32-38 students to go through this process without having the ability to talk with each other during the exam was a coordination feat which he also successfully accomplished. Both faculty and students were highly impressed with the results which have now been permanently implemented into the curriculum.

Even after his official retirement on June 30, 2023, he helped us out by continuing to teach the Neurology I lecture remotely from Italy, as we have not filled the neurology faculty position. He made a profound impact on many of us, which was very evident when I requested alumni to submit retirement tribute videos. We had over 150 people participate in the video tributes. Our school faculty have recommended him for Professor Emeritus rank. This means he gets to keep his Andrews email address, so if you missed the chance to send him well wishes you can do so at lolson@andrews.edu

Preparation to Teach

By Kim Ferreira, PT, PhD, MSPT ’98

Our Doctor of Science in Physical Therapy Program (DScPT) now has a new concentration available: higher education teaching. We have seen the need for more thorough preparation for the students who desire to teach in DPT and postprofessional programs, thus we partnered with the College of Education and International Partnerships (CEIP) here at Andrews to develop a concentration for the DScPT program. CEIP offers a certificate in college and university teaching already, and before the higher education teaching concentration was available, we customized eager DScPT students’ academic plan to include that certificate. Two of our recent graduates who earned that certificate with their DScPT shared with me why they chose the Andrews DScPT program and how the courses in teaching have helped prepare them for their current faculty positions.

schedule. The accelerated track provided for PTs with a Fellow in the American Academy of Orthopedic Manual Physical Therapists (FAAOMPT) credential also appealed to me. The overall design of the program and the ability to choose a specific track that best aligned with my future goals in academia also made the DScPT at Andrews my top choice. Faithbased education, which I have not had the privilege of being a part of, was the aspect that ultimately put this university and program over the top for me.

The opportunity to enroll in and complete the certificate in college and university teaching provided me with a lot of assurance and preparation for a full-time faculty role in an entry-level physical therapy program. Transitioning from a full-time clinician to an academician can be confusing, but Course Design and Teaching in Higher Education were two courses that introduced me to a lot of aspects of an academic position including scholarship and service. I was able to gain an understanding of the foundation of developing and creating lessons, units, goals and effective assessments. I was also able to learn effective instructional styles to reach the adult learner. The courses also helped me format my resume and cover letter properly and develop a teaching philosophy, and the knowledge that I gained from them was very useful during the interview process. Overall, the higher education teaching courses helped provide me with the tools and knowledge to comfortably transition into the faculty role. It was a very fulfilling and rewarding experience to be able to be a student in the DScPT degree program at Andrews University.

Michelle Allyn, PT, DScPT ’20, MSPT ’94, BS ’93, CMPT, COMT Assistant Professor, School of Rehabilitation Sciences, Andrews University

Alex Bonhomme, PT, DPT, DScPT ’22, OCS, FAAOMPT Assistant Professor, PT Programs, University of St. Augustine for Health Sciences, Dallas, TX

I did quite a bit of research into terminal degree programs over the course of a year, and Andrews University’s DScPT degree program was consistently at the top of my list for several reasons. Blended learning with distance education designed for working professionals was ideal for my

I am a graduate of Andrews University with a BS in anatomy and physiology and a Master of Science in physical therapy and felt my previous education at Andrews was of very high quality. In addition, I completed all the coursework and obtained manual therapy certifications as a Certified Manual Physical Therapist (CMPT) and a Certified Orthopedic Manipulative Therapist (COMT) at Andrews in partnership with the North American Institute of Orthopedic Manual Therapy (NAIOMT). It made logical

sense to complete the rest of the DScPT requirements at Andrews. As a physical therapist clinician for over 20 years, I did not have specific teaching training when I started teaching in the DPT program at Andrews in May 2018. I initially began teaching the way I was taught, which was primarily “traditional” lecturing. As I completed courses specific to teaching in higher education, I found my teaching style improving. I began incorporating more active learning in my teaching with a focus on engaging students in the learning process rather than simply “covering” the material. I learned how to design courses with the end results in mind which helped me to focus on the most important content that the students needed to have a deep understanding of for each course I taught. I became adept at guiding students more effectively in learning by scaffolding instructions and adding the details as they learned which prevented student cognitive overload. The knowledge, skills and practical education I received in the teaching courses at Andrews are priceless. This has had a life-long positive impact on the teacher I am today, as well as the teacher I continue to aspire to be.

If you are considering a future in teaching in DPT or postprofessional PT programs, I encourage you to contact me today to learn more about this new concentration. It is a privilege to teach the next generation of physical therapists and there is a great need for PT faculty!

kimferreira@andrews.edu

We’re Debt Free!!!

By Ben and Kimberlyn Ashton, PT, DPT '19

Clinical Director, Carolina Physical Therapy & Lead Physical Therapist, Pediatric Therapy Associates, Lexington, SC

After graduation from the Andrews Doctor of Physical Therapy (DPT) Program in 2019, Ben and I were set on paying off our student loans as quickly as possible. We met at Andrews, fell in love, and married in November 2020. We both grew up as “Dave Ramsey babies,” meaning each of our parents both lived his principles and instilled his financial advice in us.

On March 11, 2023, we paid off our student loans IN FULL—a grand total of $177,629.26 in 43 months.

We truly began our “debt free” journey as soon as we walked across the stage with our DPT degrees. Quickly after graduation, Ben began looking for jobs in South Carolina while I started studying for the National Physical Therapy Examination (NPTE). We both landed great jobs right out of school in the settings we wanted. We have both moved up in our careers with Ben serving as clinical director of his clinic while I am the lead PT in mine.

Although we have both been highly motivated to get out of debt quickly, I would say Ben has been the most dedicated throughout the process. I knew the goal in my head, but in my heart, I also wanted to live by the “treat myself” mentality, so I had to jump on board fully to really begin to see the numbers start to drop, and once they did it was game on! Ben and I became addicted to the game of paying off our loans. We would give ourselves monthly challenges to keep ourselves motivated to keep pushing.

Looking back, we found 5 key points for getting out of debt. The first is “mindset.” Focus on setting a goal and getting on the same page with your spouse. It is so easy to get out of school and begin to think that you “deserve” things (a new car, a new house, new clothes, etc.). But you must sit down and set your goals and hold each other accountable to not lose track of your goals. We had to remind ourselves that this budget is not a restriction, but it is just a spending plan; we were telling our money where it was going. We also kept our goals in the forefront of our minds by making a visual to track the goals and progress.

The second key is to have a budget—making a written budget and sticking to it. The best way to improve your budget is to boost your income. We worked seven different side hustles during our debt-free journey to help pay off our loans faster!

Third, and maybe the most important, is tithing. Truly, if you are not giving back to God on this journey, your journey is going to take so much longer. We have been able to see God’s abundant blessings all along the way.

Fourth, is to allow yourselves to have “fun money.” This was our “no questions asked money,” and we gave ourselves a set amount that could be used for whatever we wanted that month to help avoid the “treat yourself” mentality. We also found it so much more satisfying to save up our fun money for a bigger item we wanted rather than just purchasing things on a whim right away. Lastly, find your support system. It is such a benefit to have people in your corner who can celebrate the little victories with you all along the way. When other people know what your goals are they can be a huge support system for you and help keep you on track.

Spreading the Word

Occupational Therapy Options at Andrews

By Dovison Kereri, OTR, PhD Clinical Associate Professor, School of Rehabilitation Sciences

“I didn’t know Andrews University has an occupational therapy program.” This is a common response I always get when I share with people that Andrews University now offers a Doctor of Science in Occupational Therapy (DScOT), an advanced post professional degree. I was very excited to join the Andrews family as the program director of the DScOT program in Fall 2021, and it has been an exciting journey so far. I am equally excited that we are moving forward with starting an entry-level Occupational Therapy Doctorate (OTD) degree program in Fall 2025. I have been traveling to various conferences and institutions to market our

Andrews DScOT program.

During my travels to these various conferences and institutions, I have met many people who have expressed their joy to see Andrews start an occupational therapy program. Many alumni have expressed enthusiasm about the School of Rehabilitation Sciences’ expansion by starting an occupational therapy program. Many of these former Andrews students and faculty have always wondered why Andrews had never thought of starting an occupational therapy program while the physical therapy program has been thriving. It is also important to note that our DScOT program is one of the two DSc programs in the USA, and the only one that admits civilians, as the other DSc program is military one.

The DScOT program is uniquely designed to admit occupational therapists with bachelor’s, master’s or doctoral degrees. Its purpose is to prepare occupational therapy clinicians to become advanced clinicians, scholars, leaders and researchers. The DScOT program is longdistance, interactive, delivered virtually, and designed for working professionals, and it also offers a dissertation, which prepares graduates for academia and research. The program can be completed while working full-time without relocation.

Like any other new program, the DScOT program faces many challenges, the greatest one being enrollment. Many people do not yet know of the existence of the program, so please share this information and help jumpstart this exciting program. There is a significant shortage of occupational therapy faculty nationwide, and our program can prepare clinicians to alleviate these shortages.

The School of Rehabilitation Sciences has been marketing this program through paid advertising, mailings and conference booths. I have been traveling to many conferences, endeavoring to put our name out there. Over the last two years, I have travelled to Michigan Occupational Therapy Association conferences and American Occupational Therapy Association conferences. I have also traveled to Kenya twice. Last year in November, I traveled and attended the Kenya Occupational Therapy Association Conference as keynote speaker where I met more than 150 occupational therapists, a number of whom expressed a desire to obtain an advanced degree in occupational therapy through Andrews University (DScOT). As in many countries in the developing world, some of those potential students’ enrollment in the program is hampered by strength of the dollar over their local currency. This currency exchange rate to a dollar makes the program expensive for them to afford without any financial support.

During that visit to Kenya, I had an opportunity to visit two institutions as a guest speaker. I addressed occupational therapy students and faculty at Presbyterian University of Eastern Africa on May 18, 2022. The talk was entitled “Global perspective on occupational therapy: Importance of occupational therapy in promoting health and wellness.” The audience (students and faculty) expressed the desire to enroll in our DScOT program.

The second talk was at Kenyatta National and Teaching Hospital, the largest teaching and referral hospital in East and Central Africa. I had an opportunity to address about 60 occupational therapists and students on “The global issues and trends in the occupational practices and the need for further education so as to keep up with the rest of the world.”

I also had the opportunity to attend Kenya Scholars and Studies Association Conference in the fall of 2022, where I presented a paper “Impact of COVID-19 on Kenyan Occupational Therapy professionals” and networked as well as spread the word on our existing occupational therapy program. During this conference, I met with several distinguished scholars who are Adventists who expressed excitement to see that

Andrews now is expanding its horizon by moving into the establishment of an occupational therapy program.

On May 22, 2023, I also traveled, together with many Andrews faculty, and presented a paper at the Adventist HumanSubject Researchers Association (AHSRA) 2023 Conference at Adventist University of Africa, Nairobi, Kenya. In the conference where many world Adventist institutions were represented, many attendees, a large number of them Andrews alumni, did not know Andrews had an occupational therapy program. It was a great opportunity to network and market our Andrews occupational therapy program.

To continue to grow our occupational therapy programs, we are in the process of preparing to admit our inaugural Doctor of Occupational Therapy (OTD) students in Fall 2025. I would like to thank Andrews School of Psychology Chair Harvey Burnett, PhD ’01, MDiv ’94, together with his faculty and staff for supporting our endeavors in establishing a pre-occupational therapy program. The pre-approval process is now going on to establish a Bachelor of Science in psychology, pre-occupational therapy program, which will act as a feeder to our entry-level OTD program. At this time, Associate Professor Kim Ferreira, PT, PhD, MSPT ’98, and I are working together with our CHHS Dean Emmanuel Rudatsikira, MD, DrPH, MPH, in setting up the entrylevel OTD program.

To successfully launch this program, we need prayers and support to market this new program. The need for occupational therapists is projected to grow by 14% between 2021 and 2031 (Bureau of Labor Statistics), much faster than the average of all occupations. Please keep this program in your prayers, and any other support will be appreciated.

Kenyatta National and Teaching Hospital (Nairobi, Kenya)

Kenya OT Conference (Migori, Kenya)

Excelling Together

Interview with Tereza Cincala, PT, DPT ’21, COMT Physical Therapist, Apex Physical Therapy & Wellness, St. Joseph, MI (pictured right)

& Lauren Johnston, PT, DPT ’21, COMT Physical Therapist, Thrive Physical Therapy, Mobley, MO (pictured left)

By Kim Ferreira, PT, PhD, MSPT ’98

For more than 25 years, Erland Pettman, PT, DSc honoris causa, MCSP, FCAMPT, has been an adjunct professor for our postprofessional programs. Maybe you have had the privilege to learn from him yourself; if so, you know he is a master teacher, and more importantly, a compassionate man. He strives to provide excellent learning experiences that empower the learner to think deeper, challenge their skills, and to grow and improve their whole-person patient care. Pettman is the founder of ASPIRE Orthopedic Manual Therapy Institute and teaches ASPIRE courses at Andrews University along with Valerie Coolman, PT, DScPT ’06, FAAOMPT. ASPIRE offers two levels of courses and certifications: Certified Orthopedic Manual Therapist and Spinal Manipulative Therapist (SMT).

Collaborative learning is one of the keys to success in the ASPIRE system. Two of our recent Doctor of Physical Therapy (DPT) graduates, Tereza Cincala, ’21, and Lauren Johnston, ’21, just completed their COMT coursework and passed the certification examination, which is no small task. I asked them to share their story about this journey they have taken together.

What inspired you to pursue the ASPIRE COMT certification at Andrews University?

We were influenced by our mentors, Lauren’s father, Tom Johnston, PT, MSPT, and Tereza’s mentor, Assistant Professor Michelle Allyn, PT, DScPT ’20, MSPT ’94, BS ’93, who were trained in The North American Institute of Orthopedic Manual Therapy, Inc. (NAIOMT). (Pettman was the founder of NAIOMT, and most recently, ASPIRE). Also, several of our professors at Andrews were trained by ASPIRE and spoke highly of how it impacted their practice. We decided to pursue the ASPIRE COMT certification to expand our knowledge and deepen our understanding to better treat our patients. We realized that DPT school provided us with the basic knowledge of patient care, but we wanted to build on that foundation. We resonated with the holistic approach of ASPIRE where you learn to treat the root cause of patients’ symptoms and care for them as a whole person. We chose Andrews University because it was convenient, we were familiar with the campus as DPT graduates, and it offered classes that were not held on Sabbath. Andrews University also gives discounts for new graduates, which was greatly appreciated. We have been “study buddies” since before DPT school, in physics class and then throughout the PT program. It was very natural to do ASPIRE together as we work well together and study similarly. We found it very important to have support when going through the ASPIRE program, as the information can sometimes be challenging to grasp, and it requires a time commitment. Even though we live in different states, we were

able to video chat and study together online which was very beneficial in preparing for the COMT certification exam. It was also helpful to practice the hands-on techniques together to give each other feedback during the classes and in-person meetings when possible. It was a team effort, and we knew we could count on each other when preparing for the exam. Even following the certification exam, we have found it helpful to bounce ideas off each other and support one another when applying in practice what we learned.

How have the skills you have gained and the certification benefited you and your patients?

The skills we have gained from the courses have helped us be more thorough with our evaluations. Our assessments are more organized and focused on the safety of our patients. ASPIRE has given us tools to better determine the root cause of symptoms leading to a more specific treatment. We also further developed our manual skills, which are still a work in progress for us as young therapists. Pursuing the certification pushed us to study the information in greater depth and better integrate it into our practice.

What is next for the two of you?

We plan to begin the ASPIRE SMT courses in the fall, which are the more advanced courses. Once completed, we will take the SMT certification exam. We know this will take time due to more advanced hands-on techniques that we need to learn and practice. We will study together after each course and synthesize our notes to make the preparation for the SMT exam smoother. We are excited to build on our knowledge from the COMT courses. We acknowledge that we have more to learn and more experience to gain, which takes time and effort; we are committed to lifelong learning.

We encourage other new DPT graduates to start the ASPIRE program early on. These courses help with the development of good habits and prevent you from having to unlearn your old ways of treating patients. It will take your practice a step further and help you treat your patients with excellence as it has done for us. And of course, we recommend a “study buddy” if possible!

You can learn more about the ASPIRE and all our continuing education courses at https://www.andrews.edu/pt/ We offer discounts to all PT alumni.

tDPT Updates

By Elizabeth Oakley, PT, DHSc, MSPT ’88 Associate Professor, School of Rehabilitation Sciences

Our transitional Doctor of Physical Therapy (tDPT) program continues to serve our international community. Once the students arrive on campus, they quickly connect with current students and local international community who support and encourage them while they are here. In addition, they get to know our DPT students through integrated courses. The planned activities of the student-led international clubs that represent their countries give them further opportunity to connect with other students on campus.

In May, five of our students completed their DPT degree: Hind Alamri, Alafeyah Lokhandwala, Mansi Mohite, Surbhi Pimpalapure and Miqdad Tambawala. We celebrated their transition from student to professional through a White Coat Ceremony with their friends and family, culminating the weekend with Commencement. They are now a part of our growing alumni community.

We are thankful for our alumni who continue to actively support our program through recruiting, welcoming, encouraging and teaching our students. Kalpana Wasnik, DPT ’20, Anne Samson, DScPT ’21, and Rahul Shah, DPT ’21, share their clinical

expertise as clinical instructors for our students. In addition, they continue to remain active in our professional body through leadership and research. Anne Samson is now an American Physical Therapy Association (APTA) Board-Certified Geriatric Certified Specialist and Rahul Shah, an APTA Board-Certified Orthopedic Specialist. He continues to serve as the vice-chair of the APTA Indiana Chapter Central District.

Two research studies that involved several of our students and faculty were presented at the Michigan Academy of Science, Arts & Letters Annual Conference held at Andrews University on March 17, 2023. The names of the studies, along with the faculty and students involved, are as follows:

Henrietta Dsouza (DPT ’22), Tanaya Mehta (DPT ’21), Ogenna Umeh (DPT ’21), and Elizabeth Oakley. “Impact of premenstrual syndrome on the quality of life among university students in the Michigan area.”

Kimberly Coleman-Ferreira, Elizabeth Oakley, Pooja Anavekar (DPT ’21), Chinmayee Bedekar (DPT ’21), and Amruta Lachake (DPT ’21). “Doctor of Physical Therapy educational outcomes: Does entry with a bachelor’s degree matter?”

For this coming year, we have provisionally accepted 10 international students, and by God’s grace, they will all be able to get the required documentation to arrive on campus this August! We solicit your prayers and support for the continued growth of our program and for the students God will be bringing to us.

National Physical Therapy Honor Society Inductees

By Kim Ferreira, PT, PhD, MSPT ’98

We are pleased to recognize our class of 2023 graduates who were inducted into the Physical Therapy Honor Society during the White Coat Ceremony graduation weekend. All seven of these graduates excelled in academics and service, and we highlight their service in this article.

Noah Bishop, PT, DPT class of 2023, cares deeply about others’ learning, and it showed in his service as a graduate assistant for the foundational sciences courses for two years. His faculty

supervisor says, “He was dependable and demonstrated excellent leadership skills, including restructuring lab activities to make a more cohesive and organized approach to learning resulting in improved learning.” Noah also served in pro bono medical clinics providing physical therapy and at an area Parkinson’s exercise group.

Amy Estes, PT, DPT class of 2023, excels in the organization and execution of events; the 5k charity race is a prime example of her service. She and her team envisioned a fundraiser for charity and turned it into a successful event for two consecutive years. The school plans to make this an annual event, and Amy got us off to a great start including leaving us

Pictured from left to right: Miqdad Tambawala, Alafeyah Lokhandwala, Mansi Mohite

Pictured Mansi Mohite, Alafeyah Lokhandwala & Miqdad Tambawala

Rehabilitation Sciences (RS)

with detailed instructions and timelines for future races. Amy has also been very intentional about mentoring her DPT mentee who says, “She has always had such a positive and bright energy about her! She’s extremely organized, driven and inspiring to first-years like me because she truly does it all and always has a positive presence around her! She goes above and beyond with things, like the 5k she organized! I am extremely thankful that she has been my mentor.”

Makenna Hartline, PT, DPT class of 2023, demonstrates a heart of service in her many volunteer activities. She held a class officer position each year of the program, had extensive involvement in the 5k race planning, volunteered at pro bono medical clinics providing physical therapy and at an area Parkinson’s exercise group, and interned with Special Olympics. One of her clinical instructors stated, “Makenna demonstrated leadership by leading and participating in Grand Rounds presentations with fellow students. She volunteered to participate in a continuing education course and always sought out up-to-date research to improve her clinical skills. Makenna maintained professionalism throughout her clinical rotation and was loved by every person she provided care to.”

Chase Helgren, PT, DPT class of 2023, is a gifted teacher, and he used God’s gift to bless many students in our program. He spent countless hours tutoring students, even while on clinicals himself. He worked as a graduate assistant for three different professors, assisted in developing an anatomy lab manual, and created the ABCs of PT on social media platforms. Chase says, “I am placed in a unique position to promote the field of physical

therapy with my YouTube and Instagram channel and by utilizing my communication skills to teach physical therapy concepts in some capacity. I plan to continue making more content through ABCs of PT aimed at both PT students and lay people.”

Ryan

Kamieneski, PT, DPT class of 2023, has a passion for wellness and health education and compassion for others. He served as the Lifestyle Medicine Interest Group treasurer while at Andrews and was instrumental in starting up the interest group on our campus. One of his clinical instructors said, “The attribute that impressed me most about Ryan during our time together was his kindness. He treated every patient with respect and empathy towards their situation. He fostered a safe space for patients and families to be open about their struggles and celebrated their successes alongside them. His communication and caring attitude are things that cannot be taught, and I believe the field of medicine would benefit from more professionals with these attributes that Ryan has.” Another significant accomplishment is his research, which went beyond the program requirements. In collaboration with Assistant Professor Michelle Allyn, PT, DScPT ’20, MSPT ’94, BS ’93, he presented a study at the American Physical Therapy Association Combined Section Meeting (APTA CSM) in San Diego in 2023.

Yehjee Lee, PT, DPT class of 2023, had a unique experience when she took a gap year during PT school to serve as a professor’s assistant at Sahmyook University in Seoul, South Korea (you can read more about her experience in “The Pulse” 2021-2022).

She spent many hours translating PT coursework between English and Korean, tutored undergraduate PT students, mentored undergraduate students, shared about her experience as a DPT student in the United States, and explored the differences between practice as a PT in the United States and South Korea. In the clinic, Yehjee seeks to be positive, eager and constantly growing. Her clinical instructor said, “Yehjee showed strong integrity to provide the best patient care with her empathy, patience and willingness to learn.”

Brianna Seawood, PT, DPT class of 2023, is dedicated to patientcentered compassionate care for all and advocates for equal access to such care. Her volunteer work in pro bono clinics, as an elementary school tutor in an impoverished area, and as a missionary in Tanzania are beautiful examples of her dedication to those less fortunate. She values the principles of health and wellness and promotes them to her patients in a practical way. Her clinical instructor said, “Through her warm and humble nature, Brianna easily gains the trust of patients and builds great rapport.” She also served her class for three years providing academic support and guidance as the class academic coordinator. Her classmates regularly expressed gratitude for her study guides, practice quizzes and assignment trackers. It was important to her that everyone had the tools they needed to succeed.

Reflections on the Andrews DScPT Program

Mette Coleman, DScPT '21, OCS, FAAOMPT Faculty Lecturer, Faculty of Medicine and Health Sciences, McGill University, Montréal, Canada

Why did you choose the Doctor of Science in physical therapy (DScPT) degree program?

After practicing as a physical therapist for two decades, I decided to pursue the Doctor of Science program at Andrews University as I was longing to pursue a career in academia. Throughout my career, I have gained broad experience in various clinical settings, from acute care inpatient facilities to owning and operating a private practice focusing on orthopedic manual therapy. Additionally, I worked with professional performing artists and individuals of all ages suffering from chronic pain. Manual therapy has always been a central aspect of my practice, and I wanted to consolidate my knowledge and expertise in this field while improving my “research literacy.” I am a clinician at heart, not a researcher. Pursuing an advanced clinical doctorate rather than a PhD seemed fitting with a background in anatomy and over two decades of clinical practice: the program enabled me to combine my passions.

And why Andrews University?

Andrews University immediately caught my attention due to its diverse student population. Being an immigrant myself, I felt a strong sense of belonging whenever I visited the campus and interacted with students from all over the world. Spirituality has been a pillar in my life for many years. I am a longtime student of mindfulness meditation and Buddhism and have spent time in Bhutan, experiencing the integration of spirituality and medicine. Also, the highly trained and dedicated faculty specializing in the safe application of manual therapy at Andrews University appealed to me. I had previously completed four years of manual osteopathic studies in Toronto and earned a certification in Fascial Manipulation™ in Italy. I was fortunate to attend the First Fascial Research Congress at Harvard University in 2007, which drove me to continue my educational journey in manual therapy and clinical research. Andrews University provided the perfect opportunity for me to do so.

Please share some of the highlights from your DScPT journey. One of the highlights was the opportunity to merge my research interest in anatomy with hands-on manual therapy skills. Anatomy is the foundation for safe, efficient and successful differential physical therapy diagnosis and treatment. At Andrews University, the faculty gave me the autonomy and support to pursue my interest in clinical anatomy and manual therapy.

I had the privilege to collaborate with Julie Day, an accomplished author, educator and clinician based in Padua,

Italy, a former mentor, and Professor Elizabeth Oakley, PT, DHSc, MSPt ’88, the post-professional research coordinator from Andrews University, while preparing my dissertation. Additionally, courses such as Integration of Spirituality in Health Care and Principles of Contemporary Leadership have proved invaluable in my clinical and academic pursuits. I use what I learned in those courses daily in my work as a faculty lecturer of anatomy at a large research university. While there were undoubtedly challenges throughout the program, such as the rigorous academic workload and balancing full-time clinical responsibilities during the pandemic, the support from faculty and fellow students helped me gracefully take on these obstacles. The program pushed me to expand my knowledge and skills in statistics, research methodology and manual therapy while fostering personal and professional growth. Ultimately, the journey was rewarding. I emerged with a sense of accomplishment, armed with a comprehensive understanding of the history of orthopedic manual therapy, and the coursework undoubtedly honed my ability to accurately interpret and apply the research I had struggled to digest as a clinician.

How has the DScPT benefited you in your career?

The DScPT degree has greatly benefited my career, allowing me to integrate my various professional interests and experiences. While my dissertation was focused on clinical anatomy, I concurrently pursued a fellowship in orthopedic manual therapy while teaching anatomy in a Doctor of Physical Therapy program. This multidimensional approach, supported by the knowledge and skills gained from the DScPT program, has opened doors for me in anatomy education.

Today, as a faculty member at McGill University in the Division of Anatomical Sciences of the Department of Anatomy and Cell Biology, I currently teach anatomy to a diverse student population, including physical and occupational therapy, nursing, and faculty of science (pre-clinical) students, along with first and second year medical and dentistry students and fourth-year medical students pursuing surgical residency. My time teaching is primarily divided between teaching in the anatomy lab and giving anatomy lectures. The DScPT degree from Andrews University has provided me with a solid foundation and expertise with respect to clinical reasoning, although I exclusively teach anatomy. I have found my background in clinical reasoning an asset when educating and mentoring future clinicians. Teaching has become a way to give back to various health science professions that have given me much while continually fueling my professional growth.

Alumni Scholarship Helps DPT Students Become World Changers

By Bill Scott, PT, MSPT ’96

Each year the Doctor of Physical Therapy Program awards scholarships to Doctor of Physical Therapy students with funds that have been provided by alumni like you. Students take the time to apply for the scholarship and share with an essay why they chose physical therapy as a career and why they chose Andrews University for their physical therapy training. This year we were able to award six $900.00 scholarships to our class of 2024 members. The recipients of the scholarships this year are Seth Coleman, Nigell Essix, Karen Garcia, Jerimiah Irby, Alyssia King and Jordan Maxey.

When asked why they chose Andrews University, many students said they chose our program because it is familiar. Jerimiah Irby stated, “My choice to attend Andrews University was influenced by it being my alma mater, its unwavering commitment to academic excellence and spiritual growth. The University’s strong reputation for its PT program, coupled with its emphasis on integrating Christian principles into professional practice, resonated deeply with my personal values.” The environment at Andrews University nurtures the development of well-rounded individuals who aspire to make a difference in the world through their chosen professions; hence the

“World Changers” motto.

Alyssia King reflected on her lifelong experience with Andrews University. “I chose Andrews University because my mother and father attended this school when I was age three until age five. My older sister also attended Andrews. I have many fond memories living on this campus. I remember staying in the university apartments and going to the

is the reason why I do what I am doing. Jesus leads with a servant heart, and I want to lead this way in my life too.”

seminary building as my father attended classes. I also remember dropping my sister off to school for her first year, then making frequent trips back and forth to see her. These road trips were and still are some of my happiest memories at Andrews. Lastly, I also came to Andrews with my high school basketball team and attended Cardinal Classics on campus.”

Students like Jordan Maxey were drawn to Andrews University because of the spiritual tone that she felt when she visited our program. Jordan recounted that during her interview, “Faculty spoke so passionately about physical therapy and about religion. I wanted these two components to go hand in hand when deciding on a school because of how large my faith is to me. That is why I chose this University; it is undeniable how big faith is within this community. I want to incorporate my faith into my profession as a physical therapist one day because being a Christian has changed my life and

Whatever the reason, our students are here to learn about the physical therapy profession and make a difference in the lives of others. Seth Colman stated that he “wanted to make an impact on people and make a difference in the world.” By attending Andrews University’s Doctor of Physical Therapy Program, Seth mused that he was able to change his personal declaration to a public proclamation that was committed to change the world.

Jerimiah Irby

Alyssia King

Jordan Maxey

Seth Colman

Karen Garcia has chosen physical therapy because she has “an unwavering passion for advocacy, a deep longing for the opportunity to appreciate diverse cultures, and a genuine love for people.” She explained, “I understood then that learning from others required working with them in close proximity and collaboration, and a passing interaction was not enough to know someone. I choose to become a physical therapist because witnessing patients take charge of their health and their bodies

Karen Garcia

brings me joy. I choose physical therapy because through this work I have the privilege of learning from my patients on a personal level and create connections that would not be possible in other professions.” It is the skill of seeing the mental, physical and spiritual side of their patients that help set Andrews University Doctor of Physical Therapy apart.

Nigell Essix summarized what we wish to instill in our students when they leave Andrews. He stated, “I am confident that I will have an impact on the profession as a clinician and Christian by bringing a holistic approach to care, no matter what

Motion is Medicine

By Amy Estes, PT, DPT class of 2023

Andrews University School of Rehabilitation Sciences hosted the second annual Motion is Medicine 5K Charity Fun Run and Walk on Sunday, April 2, 2023 on the Andrews University campus. The contribution of time and effort provided by the doctoral students in the physical therapy department made the race another successful event. We had 130 registered participants this year with some traveling from as far at Lansing, Michigan to support the cause.

The funds raised during this event provided the class of 2023 DPT cohort, class of 2024 DPT cohort, and the ALS of Michigan organization with much needed financial support. The ALS of Michigan organization is a voluntary non-profit organization dedicated to the fight against ALS

and centered around helping those with ALS, their families and their caregivers to provide the best quality of life possible through equipment loans, home visits, peer counseling, workshops, seminars and much more.

We are proud of the efforts made by our Andrews family and want to thank our donors for their financial contribution to our charity event. Donors for this year’s event include Andreasen Center for Wellness, University Wellness, Apple Valley Natural Foods, Harding’s Berrien Springs, Baguette de France, Revive Coffee, Honor Credit Union, Andrews University Catering, Michiana Home Care, Ameriprise Financial, So Doodle De, and Richard L. Beckermeyer D.D.S., PC. We look forward to hosting the third annual race and hope to see you there!

setting that I am in. Physical therapists treat people, not just their ailments. And I believe that I will bring an interpersonal approach to my treatment that puts the values and overall mental well-being of my patients not as something outside of my scope of practice, but rather a crucial element that is essential to giving the best care and achieving patient outcomes.”

Studying in a physical therapy program is intense academically. Along with the stress of studies comes a financial burden, too. Scholarships like the Alumni Scholarship help assist our students by easing some of the financial burden through generous donations from alumni like you. It is because of our alumni that we can train our students to change the world for the better. We are excited to reward these students for all their hard work and dedication to becoming the physical therapists of the future. This group of six individuals, in an outstanding way, gives us assurance that the profession is in great hands.

If you would like to donate to the alumni scholarship fund, please visit:

www.andrews.edu/GO/GIVE/PTesf.

Nigell Essix

Jon-Ross Ennest, DPT class of 2023, and family enjoyed the race together

Reflections on Scholarship, Research and Career Advancement among Healthcare Professionals

By Padma Tadi Uppala, PhD, MPH Associate Dean of Research & Creative Scholarship Professor, School of Population Health, Nutrition & Wellness

A culture of scholarship and research among healthcare professionals is fundamental for evidence-based healthcare practice. Participation in faculty scholarship and research is increasingly emphasized in health sciences. The American Association of Colleges of Nursing (AACN) defines scholarship as “the generation, synthesis, translation, application, and dissemination of knowledge that aims to improve health and transform healthcare.” Scholarship activities provide opportunities for interdisciplinary collaboration, expand knowledge, solve scientific and clinical practice challenges, and contribute to healthcare transformation (Bradford, 2023). In the healthcare field in academia, scholarship is expected regardless of terminal degree, tenure or research, education, or clinical practice pathway. Although expectations of productivity vary in each track or pathway, the only opportunity at most academic institutions for increased compensation is through promotion and rank, which requires scholarly productivity in addition to other rigorous criteria.

Successful promotion of faculty yields several benefits, including career advancement, recognition for productivity and contributions to the organization, and compensation to the faculty. However, healthcare professionals face several challenges and barriers to engaging in scholarly activities and research. Literature review of surveys from clinical track faculty (CTF) has identified workload as one of the top five barriers to faculty scholarship productivity (Bradford 2023). If barriers to faculty scholarship exist, identification of those barriers is important when implementing practices that support faculty productivity.

It is also important to recognize the diverse scholarship activities that CTF faculty are engaged in that meet the same rigor as the traditional rank and promotion criteria. The healthcare field has clinical experiences for faculty in addition to the traditional classroom teaching setting. A few examples are provided below for CTF in the areas of teaching, scholarship, practice and service to justify this claim. Bosold and Darnell (2012) argue that faculty practice is consistent with Boyer’s scholarship of application.

Evidence of meeting teaching criteria can be met from student course evaluations. However, for CTF this could be different, as many courses and internships are team-taught. Clinical evaluations focus on experience at clinical sites. Evidence of scholarship can be demonstrated by CTF via peer-reviewed

databases, clinical articles, new treatments and devices, clinical simulation learning experiences, or articles on leadership. CTF are highly engaged in their practice directly and indirectly in providing patient care. In some institutions, language is added to recognize faculty practice to maintain state or national certifications and licensures.

Clinical track faculty preparing for promotion should start a successful strategy for promotion as soon as they are hired by following the guidelines provided in the faculty handbook. Archiving evidence of teaching, scholarship, practice and service will reduce the stress of organizing one’s dossier’s materials when it is time for promotion.

Scholarship and research activities in the College of Health & Human Services (CHHS) at Andrews University are impressive as reflected in the Faculty Activity Report (FAR) at the end of this section. In spite of the active engagement of the 50 faculty from CHHS, very few have attained the rank of full professorship. The vision of CHHS is to mentor the faculty and support them to move forward with advancement, rank and tenure. CTF that are successful in achieving promotion also advance the reputation of the University by being productive and having opportunities to assume greater leadership roles in academia.

CHHS faculty and students presented 14 abstracts on health topics at the symposium.

Keynote speaker David DeRose, MD, MPH, MAPMin, gave four presentations on the Beatitudes and healing. He is a physician with specialties in both internal and preventive medicine with three decades of experience with lifestyle medicine and natural therapies, serves as pastor of the Fort Wayne First Seventh-day Adventist Church in Indiana, and hosts a weekly syndicated radio broadcast.

Presentations: https://www.youtube.com/playlist?list=PLOXOW-v5sfq1vjpk6dfUVZzvPuz1_iNdd

According to Theological Seminary Dean Jiří Moskala, PhD, the symposium “strives to foster a culture of excellence in scholarly activities and to advance the quest for truth.”

College of Health & Human Services Research

Lifestyle Medicine Interventions at the Andrews University Lifestyle Medicine Clinic & Training Center

By Padma Tadi Uppala, PhD, MPH &

By Sherri Isaak, MS ’95, RD, CDCES, BC-ADM, DipACLM

Clinical Associate Professor, School of Population Health, Nutrition & Wellness

Research projects are well underway at the new Andrews University Lifestyle Medicine Clinic & Training Center, located in the Andreasen Center for Wellness, under the leadership of Professor Padma Uppala, PhD, MPH, and Associate Professor Sherri Isaak, MS ’95, RD, CDCES, BC-ADM, DipACLM.

The first cohort of the Full Plate Living (FPL) intervention, developed by Ardmore Institute of Health and certified by the American College of Lifestyle Medicine, has completed the 16-week weight loss program. Two dietetic interns and three undergraduate nutrition and dietetic students received training to provide nutrition counseling and prepare healthy recipes, and two public health students were also trained.

Fifteen participants were recruited into the FPL weight loss program that was recently funded by the Ardmore Institute of Health and Andrews University Faculty Research Grant. The intervention is entitled “Full plate living intervention for weight loss and reversing diabetes.” Currently, we are analyzing the data and have success stories to share after the completion of the analysis. We will begin the second cohort for weight loss intervention in Fall 2023.

Full Plate Living is a high-fiber eating pattern that focuses on filling at least 75% of the plate at every meal with whole, unprocessed fiber foods that include fruits, vegetables, beans and cooked whole grains. The purpose of this pilot study is to assess the efficacy of the Full Plate Living intervention for weight loss and reduce the risk for diabetes. Uppala, Isaak, and Associate Professor Dixon Anjejo, DrPH, MPH, MS, BS ’91, are the co-investigators for the research study. Other faculty who assisted with laboratory assessments were Assistant Professor Melinda Nwanganga, DNP, BSN ’03, and Associate Professor Tim Newkirk, MSMLS ’14, MLS(ASCP), BSMLS ’92, BS ’90. Loida Medina, MD, is our consulting physician. The support staff is Lifestyle Medicine Coach

Michael Uppala, BSPH ’21.

A plant-predominant fiber-rich diet was delivered to the participants, who also received eight weekly face-to-face class sessions, 50-minute video lessons, FPL materials and additional online resources. A retrospective analysis of repeated measures was conducted. Biometrics, lipid profiles, nutrition assessments and physical activity assessments were taken at baseline and at the end of 16 weeks. Body mass index, bioelectrical impedance analysis (BIA), and waist circumference were done at baseline, 8 weeks and 16 weeks. Dietetic internship students prepared high-fiber foods under the supervision of their mentor, Isaak. We have one case study to report for diabetes reversal. (Learn more about the Full Plate Living intervention, including participant responses, in the Interdisciplinary Education & Service section.)

The Lifestyle Medicine Clinic has also completed piloting a brain health workshop. The program is designed by cognitive neuroscientists and is known as the Strategic Memory Advanced Reasoning Training (SMART) program. SMART was shown to improve core cognitive areas and strengthen the brain’s frontal networks—these are regions that help with planning, reasoning, decision-making, judgment and emotional management. SMART was developed at the Center for BrainHealth, University of Texas at Dallas. Andrews University has a contract with the University of Texas at Dallas for using the SMART program by trained and certified personnel, which includes Uppala and Andrews MDiv student Yasmina Herinirina.

The SMART program provides strategies and insights that help an individual improve focus, boost mental energy, filter productivitydepleting distractions, tackle high-priority tasks efficiently, unlock fresh ideas and perspectives, and accomplish what is most important each day. The training was pilot tested on a small group of Andrews faculty members. This program will be faith-based and streamlined to help at-risk students succeed in their academic journey.

The brain health program upholds the mission of Andrews University: “When the mind of man is brought into communion with the mind of God, the finite with the infinite, the effect on body and mind and soul is beyond estimate. In such communion is found the highest education. It is God’s own method of development. ‘Acquaint now thyself with Him’ (Job 22:21) is His message to mankind” (Ellen White, “Acts of the Apostles,” p. 126.1).

Undergraduate students are italicized, graduate students are bold/italicized, and faculty are bolded within their department. Entries are duplicated in each faculty co-author’s department.

Peer Reviewed Publications

School of Communication Sciences & Disorders

Tammy R. Shilling, Jerome Thayer, Anneris Coria-Navia, and Heather L. Ferguson. Student Preferences for Active Learning and their Beliefs, Experiences, and Knowledge. Teaching and Learning in Communication Sciences and Disorders 7(2), article 10.

Marileda C. Tome, Tammy R. Shilling, and Brynja K. Davis Disturbios Motores da Fala. Pp. 135-151, in A. L. F. Feitosa,

G. T. Depoli, and H. G. Silva (eds.), Mapas Conceituais em Fonoaudiologia: Motricidade Orofacial. Book Toy: Ribeirao Preto, SP, Brazil, 2022.

School of Nursing

Aboseby F. Obikunle and Bosede Ade-Oshifogun. Perspectives of African American women about barriers to breast cancer prevention and screening practices: A qualitative study. African Journal of Reproductive Health 26(7), 22-28, 2022.

School of Rehabilitation Sciences

James O. Kereri, Grace M. Kennedy, and Dovison Kereri

2022–2023 College of Health & Human Services Research

COVID-19 and transition to distance learning: Perspectives of postsecondary teachers in Kenya. International Journal of Education Technology and Science 2(2), 119-137, 2022.

Jeff Haberfield, Geoff M. Schneider, Kathryn J. Schneider, Sozina D. Katuli and Lee Olson. A clinical test to assess isometric cervical strength in chronic whiplash associated disorder (WAD): a reliability study. BMC Musculoskeletal Disorders 23, 736, 2022.

General Publications

School of Nursing

Jerry L. Chi and Grace Chi. Rich toward God: Macroeconomics, politics, and investment environments. Signs of the Times (Chinese), October 2022, 6-13.

Jerry L. Chi and Grace Chi. Rich toward God: Financial investment techniques. Signs of the Times (Chinese), November 2022, 6-11.

Grace Chi and Jerry L. Chi. Discover and develop talents through Christian education. Signs of the Times (Chinese), January 2023, 12-17.

Grace Chi and Jerry L. Chi. Cultural conflicts and positioning in cultural diversity. Signs of the Times (Chinese), February 2023, 6-11.

School of Rehabilitation Sciences

Sozina D. Katuli and Letrisha Stallard. Tanzania Research: Mission Trip 2022. Andrews University Focus, Winter 2023, 23, 2023.

Conference Presentations

Department of Medical Laboratory Sciences

Cristy Creighton-Moss. “Altogether Now! Early Introduction of Case-Based Learning for Success in Clinical Chemistry.” Clinical Laboratory Educators Conference. New Orleans, LA. March 2-4, 2023.

Melissa Poua and Karen A. Reiner. “The Comprehensive Lab Final: A Multidisciplinary Review of Laboratory Skills and Concepts.” Clinical Laboratory Educators Conference. New Orleans, LA. March 2-4, 2023.

School of Communication Sciences & Disorders

Jochebed Bea Ade-Oshifogun, Michelle D. Allyn, Anneris Coria-Navia, Jenica D. Joseph, Kimberly Pichot, Tammy R. Shilling, and Letrisha Stallard. “Perceived faculty barriers to the use of active learning methods for planning, delivery, and assessment of learning.” Michigan Academy of Science, Arts & Letters Annual Conference. Andrews University, Berrien Springs, MI. March 17, 2023.

Brynja K. Davis and Margaret L. Greenwald. “Verbal Labeling of Emotional Pictures in Healthy Volunteers: Considerations for Brain Injury.” American Speech-Language Hearing Association Convention. New Orleans, LA. November 17-19, 2022.

Isabelle Dias, Bernadette Flores, Ellie Butikofer, and Tammy R. Shilling. “The effects of COVID-19 on cognitive-communication among college-age students.” Michigan Speech Language Hearing Association Conference. Kalamazoo, MI.

March 23-25, 2023.

Heather L. Ferguson, Tammy R. Shilling, and Jenica D. Joseph “Promoting engagement though student centered interactive learning opportunities.” XXIX International Conference on Learning. University of Valencia, Valencia, Spain. July 13-15, 2022.

Sloane Jensen (with Tammy R. Shilling). “Quantitative study on social communication scores of young adults with level 1 autism spectrum disorders.” Michigan Speech Language Hearing Association Conference. Kalamazoo, MI. March 23-25, 2023.

Tammy R. Shilling, Anneris Coria-Navia, and Heather L. Ferguson. “How Faculty and Student Preferences for Active and Traditional Instruction Relate to Their Beliefs, Quantity, and Quality of Experiences, Knowledge of the Benefits, and Professional Training.” XXIX International Conference on Learning. University of Valencia, Valencia, Spain. July 13-15, 2022.

Letrisha Stallard, Tammy R. Shilling, Kim Pichot, Michelle D. Allyn, Jenica D. Joseph, Anneris Coria-Navia, and Jochebed Bea Ade-Oshifogun. “Perceived faculty barriers to the use of active learning methods.” Midwest Conference on the Scholarship of Teaching and Learning. South Bend, IN. March 31, 2023.

School of Nursing

Sophia Abraham and Grace Chi. “Effects of hope intervention on hope and quality of life in senior people who live alone.” Seminary Scholarship Symposium: Faith and Healing. Andrews University, Berrien Springs, MI. February 9-11, 2023.

Sophia Abraham and Grace Chi. “Effects of hope intervention on hope and quality of life in senior people who live alone.” Michigan Academy of Science, Arts & Letters Annual Conference. Andrews University, Berrien Springs, MI. March 17, 2023.

Jochebed Bea Ade-Oshifogun, Jimmy Kijai, Jean Cadet, Zora Williams, and Amarpreet Sudhakar. “Students’ perception of the impact of Covid-19 pandemic on their educational environment at Andrews University.” Virtual Exhibition. General Conference Session, St. Louis, MO. June 6-11, 2022.

Jochebed Bea Ade-Oshifogun. “Students’ perception of the educational environment during COVID-19 pandemic: Which way forward for nursing education?” Nurse Faculty Conference, Kettering Health, Dayton, OH. July 7-10, 2022.

Jochebed Bea Ade-Oshifogun. “Research Study: Impact of Covid-19 on the Future of Nursing Education and Practice.” International Nursing Conference, Dar Al Shifa Hospital, Kuwait City, Kuwait. September 7, 2022.

Jochebed Bea Ade-Oshifogun, Michelle D. Allyn, Anneris Coria-Navia, Jenica D. Joseph, Kimberly Pichot, Tammy R. Shilling, and Letrisha Stallard. “Perceived faculty barriers to the use of active learning methods for planning, delivery, and assessment of learning.” Michigan Academy of Science, Arts & Letters Annual Conference. Andrews University, Berrien Springs, MI. March 17, 2023.

Sabina J. Bett and Jochebed Bea Ade-Oshifogun. “Effectiveness of educational intervention on diabetic knowledge & HbA1c on Kenyan adults with TZDM.” Virtual Exhibition. General Conference Session, St. Louis, MO. June 6-11, 2022.

Kaitlyn Chung and Carol Rossman. “Implementation of an E-Learning Module to increase RNs knowledge and skills of

emergency preparedness.” Seminary Scholarship Symposium: Faith and Healing. Andrews University, Berrien Springs, MI. February 9-11. 2023.

Sara Kim and Jochebed Bea Ade-Oshifogun. “Policy analysis of the Illinois Nurse Practice Act (APRN Title Section 225 ILCS 65/65-50): Using a patient survey of DNP role confusion.” Virtual Exhibition. General Conference Session, St. Louis, MO, June 6-11. 2022.

Jacqueline Lowe and Carol Rossman. “Occupational Stress in Psychiatric Nurses and the Impact of Self-care Activities.” Seminary Scholarship Symposium: Faith and Healing. Andrews University, Berrien Springs, MI. February 9-11, 2023.

Melinda Nwanganga, Janae Mitchell, Jimmy Kijai, Mordekai Ongo, and Shawna Henry McNeily. “Vaccine hesitancy at Andrews University.” Adventist Human-Subject Researchers Association Annual Conference. Advent Health University, Orlando, FL, May 18-21. 2022.

Liliane Nyamuziga and Jochebed Bea Ade-Oshifogun. “Nurse burnout in a community hospital.” Virtual Exhibition. General Conference Session, St. Louis, MO. June 6-11, 2022.

Letrisha Stallard, Tammy R. Shilling, Kim Pichot, Michelle D. Allyn, Jenica D. Joseph, Anneris Coria-Navia, and Jochebed Bea Ade-Oshifogun. “Perceived faculty barriers to the use of active learning methods.” Midwest Conference on the Scholarship of Teaching and Learning. South Bend, IN. March 31, 2023.

School of Population Health, Nutrition & Wellness

Jochebed Bea Ade-Oshifogun, Jimmy Kijai, Jean Cadet, Zora Williams, and Amarpreet Sudhakar. “Students’ perception of the impact of Covid-19 pandemic on their educational environment at Andrews University.” Virtual Exhibition. General Conference Session, St. Louis, MO. June 6-11, 2022.

Jean Cadet, Jochebed Bea Ade-Oshifogun, and Amarpreet Sudhaker. “Students’ Perception of What Worked for Their Learning During the COVID-19 Pandemic Transition to Remote Education at Andrews University.” Seminary Scholarship Symposium: Faith and Healing. Andrews University, Berrien Springs, MI. February 9-11, 2023.

Yasmina Herinirina and Padma P. Tadi Uppala “Bridging religious and cultural gaps in public health through successful educational partnerships with the Pokagon Band Native Americans.” Seminary Scholarship Symposium: Faith and Healing. Andrews University, Berrien Springs, MI. February 9-11, 2023.

Yasmina Herinirina, Padma P. Tadi Uppala, Joseph Avance, Guru Uppala, Joydel Trail, Laura Carroll, Sally P. Norton, Emmanuel Rudatsikira, and Christon Arthur. “Andrews University and Pokagon Band of the Potawatomi Nation partner to implement successful education strategies for Native American students to improve graduation rates.” Michigan Academy of Science, Arts & Letters Annual Conference. Andrews University, Berrien Springs, MI. March 17, 2023.

Min Seo Kang, Allana Benjamin, Christine Choi, Rekha Isaac, Sarah Wolf, Jasmine Cha, Elim Choi, Jessica Yi, Padma P. Tadi Uppala, Ryan Hayes, and Brian Y. Y. Wong. “Induction and Modulation of Apoptosis in Pancreatic Ductal Carcinoma

PANC-1 Cells by Chinese Medicinal Herbs Scutellaria barbata and Oldenlandia diffusa.” American Association for Cancer Research Annual Meeting, April 14-19, 2023.

Becki Louden and Jean Cadet. “Nutrition visual tube models

for healthy choices in adolescence.” Seminary Scholarship

Symposium: Faith and Healing. Andrews University, Berrien Springs, MI. February 9-11, 2023.

Chan Kin Long, Wong Wai Ho, Matias Soto and Padma P. Tadi Uppala. “A novel approach to weight loss using natural compounds by Browning of adipose tissue via the AMPK Pathway.” Michigan Academy of Science, Arts & Letters Annual Conference. Andrews University, Berrien Springs, MI. March 17, 2023.

Ricardo D. Moss and Jean Cadet. “The effect of sleep deprivation on academic performance among graduate students.” Seminary Scholarship Symposium: Faith and Healing. Andrews University, Berrien Springs, MI. February 9-11, 2023.

Padma P. Tadi Uppala and Brian Y. Y. Wong. “COVID-19 Common Ground for the Vaccinated and the Unvaccinated: Scientific and Biblical Perspectives.” Seminary Scholarship Symposium: Faith and Healing. Andrews University, Berrien Springs, MI. February 9-11, 2023.

Padma P. Tadi Uppala and Brian Y. Y. Wong. “Evidence-based natural therapies and immune-enhancing strategies used by Adventist pioneers to prevent and treat flu virus works today for COVID-19, its variants.” Seminary Scholarship Symposium: Faith and Healing. Andrews University, Berrien Springs, MI. February 9-11, 2023.

Padma P. Tadi Uppala, Nicole Boddeti, Guru Uppala, Sharon Lum, and Brian Y. Y. Wong. “Metabolic syndrome and dietary assessments among African American women.” Michigan Academy of Science, Arts & Letters Annual Conference. Andrews University, Berrien Springs, MI. March 17, 2023.

Padma P. Tadi Uppala. “Lifestyle factors focused on potential antiviral and immune-enhancing herbs and spices used globally to treat COVID-19.” Adventist Human-Subject Researchers Association Annual Conference. Advent Health University, Orlando, FL. May 18-21, 2022.

Shantel Wahl and Jean Cadet. “Parental Barriers and Challenges of Raising Plant-Based Children in North America.” Seminary Scholarship Symposium: Faith and Healing. Andrews University, Berrien Springs, MI. February 9-11, 2023.

Sarah Wolf, Christine Choi, Elim Choi, Jasmine Cha, Min Seo Kang, Jessica Yi, Allana Benjamin, Rekha Isaac, Ryan Hayes, Padma P. Tadi Uppala, and Brian Y. Y. Wong. “Induction and modulation of apoptosis in pancreatic adenocarcinoma BxPC-3 cells by Chinese medicinal herb Scutellaria barbata and Oldenlandia diffusa.” Michigan Academy of Science, Arts & Letters Annual Conference. Andrews University, Berrien Springs, MI. March 17, 2023.

School of Rehabilitation Sciences

Jochebed Bea Ade-Oshifogun, Michelle D. Allyn, Anneris Coria-Navia, Jenica D. Joseph, Kimberly Pichot, Tammy Shilling, and Letrisha Stallard. “Perceived faculty barriers to the use of active learning methods for planning, delivery, and assessment of learning.” Michigan Academy of Science, Arts & Letters Annual Conference. Andrews University, Berrien Springs, MI. March 17, 2023.

Michelle D. Allyn and Ryan Kamieneski. “Low-Rate TENS as an Effective Treatment for Pelvic Pain - A Retrospective Case Study.” American Physical Therapy Association Combined Sections Meeting. San Diego, CA. February 23-25, 2023.

Mette Coleman, Julie Ann Day, and Elizabeth Oakley “The clinical anatomy of the deep and visceral fascia of the neck and

2022–2023 College of Health & Human Services Research

the implications for manual therapy: A narrative review.” 6th International Fascia Research Congress. Montreal, Quebec, Canada. September 10-14, 2022.

Kimberly W. Coleman-Ferreira, Elizabeth Oakley, Pooja Anavekar, Chinmayee Bedekar, and Amruta Lachake. “Doctor of Physical Therapy educational outcomes: Does entry with a bachelor’s degree matter?” Michigan Academy of Science, Arts & Letters Annual Conference. Andrews University, Berrien Springs, MI. March 17, 2023.

Henrietta O. Dsouza, Tanaya T. Mehta, Ogenna A. Umeh, and Elizabeth Oakley. “Impact of premenstrual syndrome on the quality of life among university students in the Michigan area.” Michigan Academy of Science, Arts & Letters Annual Conference. Andrews University, Berrien Springs, MI. March 17, 2023.

Kalaisenthil Kalaimani, Valerie Coolman, Elizabeth Oakley, Deepak Sebastian, and Scott Getsoian. “Manubrial test: Objective evidence using musculoskeletal ultrasound.” Michigan Academy of Science, Arts & Letters Annual Conference. Andrews University, Berrien Springs, MI. March 17, 2023.

Sozina Katuli, Alison Walean, Ope Adesina, and Yehjee Lee. “The effect of using exercise apps on achieving one’s weight goals.” Seminary Scholarship Symposium: Faith and Healing. Andrews University, Berrien Springs, MI. February 9-11, 2023.

Sozina Katuli, Isaac Nicolao, and Roy Mendizabal. “Developing an operation model for mission trips on health and evangelism in developing countries -The Tanzania Salama Health project.” Seminary Scholarship Symposium: Faith and Healing. Andrews University, Berrien Springs, MI. February 9-11, 2023.

Dovison Kereri. “Impact of COVID-19 on occupational therapy professionals.” Kenya Scholars and Studies Association Annual Conference. Westlake, TX. September 9-10, 2022.

Dovison Kereri. Keynote speaker. “The Re evolution of Occupational Therapy in Kenya-talking to each other. Practice, Education and Research.” 2022 Kenyan Occupational Therapists Association Scientific Conference. Migori County, Kenya. November 23-25, 2022.

Letrisha Stallard, Tammy R. Shilling, Kim Pichot, Michelle D. Allyn, Jenica D. Joseph, Anneris Coria-Navia, and Jochebed Bea Ade-Oshifogun. “Perceived faculty barriers to the use of active learning methods.” Midwest Conference on the Scholarship of Teaching and Learning. South Bend, IN. March 31, 2023.

External Grant or Research Fellowship

School of Communication Sciences & Disorders

Jenica D. Joseph, Marileda C. Tomé, Heather L. Ferguson, Tammy R. Shilling, Brynja K. Davis, Phillip Stone, and Suzanne M. Mondak Therapy and Research Center Grant. Parkinson Voice Project. 2023-2027.

Internal Faculty Research Grants

School of Communication Sciences & Disorders

Anneris Coria-Navia, Jochabed Ade-Oshifogun, Michelle Al-

lyn, Jenica Joseph, Kimerly Pichot, Tammy Shilling, and Letrisha Stallard. Perceived Faculty Barriers for the use of Active Learning Methods for Planning, Delivery, and Assessment of Learning.

Marileda Tome and Heather Ferguson. Lingual Frenulum characteristics in School-Aged Children with Speech Sound Disorder.

School of Nursing

Anneris Coria-Navia, Jochabed Ade-Oshifogun, Michelle Allyn, Jenica Joseph, Kimerly Pichot, Tammy Shilling, and Letrisha Stallard. Perceived Faculty Barriers for the use of Active Learning Methods for Planning, Delivery, and Assessment of Learning.

Melinda Nwanganga, Shawna McNeily, Mordekai Ongo, and Jimmy Kijai. COVID-19 Vaccine Hesitancy Among Students and Employees in Midwestern Universities

School of Population Health, Nutrition & Wellness

Dixon Anjejo, Padma Tadi Uppala, and Jean Cadet Determination of Factors Associated with High Rates of Divorce Among sub-Sahara African Immigrants in the United States. Jean Cadet, Padma Tadi Uppala, and Dixon Anjejo The efficiency of filtration and water softener systems used to treat water from private well, in Berrien County, MI.

Padma Tadi Uppala, Sherri Isaak, Gretchen Krivak, Dixon Anjejo, Jean Cadet, Guru Uppala, and Loida Medina. Full plate living intervention for weight loss and reversing diabetes.

School of Rehabilitation Sciences

Anneris Coria-Navia, Jochabed Ade-Oshifogun, Michelle Allyn, Jenica Joseph, Kimerly Pichot, Tammy Shilling, and Letrisha Stallard  Perceived Faculty Barriers for the Use Active Learning Methods for Planning, Delivery, and Assessment of Learning.

Sozina Katuli The Prevalence of Lifestyle Diseases among Adult Males and Females in Kihurio Village, Tanzania: A Community Health Assessment.

Sozina Katuli and Letrisha Stallard. Assessment of nutritional status of children under five years old in Kihurio Village, Tanzania.

We welcome your feedback and updates!

Feedback

Please share your feedback on “The Pulse” magazine via this short survey. The survey also includes an opportunity for alumni to provide updates or let us know how you’d like to connect with the CHHS.

https://www.andrews.edu/classclimate/online.php?p= PULSEAugust2022

Updates

Share your photo(s)/short video updates! Upload to the department folder that your degree is from. Name the document in the following format: Last, First name; degree, graduation year (ie: Smith, Jane BSN 1995; Jones, Sue MS Nutrition 2000).

https://drive.google.com/drive/folders/1Wkin_-ULVYeJW50VD_gJi3aFjmpItlv?usp=sharing

Financial Giving

Links to support various CHHS projects, schools and departments can be found under the dean’s message on pg. 3 and the chairs’ messages at the beginning of each section. Donations to the College of Health & Human Services are welcome at:

Dean’s Emergency Scholarship Fund

http://www.andrews.edu/GO/GIVE/COLLHealthESF

CHRIST

SEEKING A HEALING MINISTRY IN

Through Healthcare and Wellness