Andrews University is celebrating the 150th anniversary of its founding with the theme “Founded in Faith. Forward in Mission.” In this issue of The Pulse, The College of Health & Human Services carries on that celebratory spirit and theme. We honor milestones for a number of our programs, marking 35, 40, and even 50 years since formations and accreditations. Each school or department’s section includes an article looking back at its “Foundation in Faith,” while updates and stories from faculty, students, and alumni show how we are moving “Forward in Mission.” In reflecting on our history, we clearly see that the hand of God has been active, bringing faithful individuals together to lead, learn, and change the world. Seeing His guidance in the past fills us with gratitude and affirms our confidence that He will continue to lead us onward.
Deby Andvik Associate Editor Emily Woodhull
Designer Diane Myers
FOCUS Fall 2004
(see full article here : andrews.edu/chhs/ files/deans-message-archived-articles_pictures/ health-sciencesbooming-at-au---focus-fall-2004.pdf )
his year, as Andrews University celebrates 150 years since it was chartered as the first institution of higher learning of the Seventh-day Adventist Church, the College of Health & Human Services (CHHS) celebrates important milestones for many of its programs. In this edition of The Pulse, we will look back on the CHHS’s past achievements (watch for historical pictures and clips and links to archived articles throughout this issue) and share how our programs continue to go
Health-related programs thrived at Andrews long before a dedicated school or college was established for them. In a Fall 2004 FOCUS article (see clip to left), five “booming” health science departments were listed, and in 2012, those departments were combined into a new School of Health Professions (SHP). Five years later, SHP transitioned into the College of Health & Human Services, home to the School of Communication Sciences & Disorders, the School of Nursing, the School Rehabilitation Sciences, the School of Population Health, Nutrition & Wellness, and the Department of Medical Laboratory Sciences, which continue to thrive and pursue excellence. As part of this pursuit, we deal with seven agencies that are responsible for the accreditation of our programs: ACEN, ACEND, CAA, CEPH, CAPTE, NAACLS, and ACOTE. This year we celebrate 50 year marks for the three oldest health professions undergraduate programs: the establishment of the speech-language pathology major and the accreditations of both the nutrition & dietetics program and nursing program. At the beginning, speech was taught as a concentration for the teaching program under the Communication Department, and dietetics was part of the home economics program. The next programs added celebrate 40+ years: the first graduate nursing program, MS Nursing Administration, which started in 1981, and physical therapy, which began in 1984 and was accredited in 1988. In 1988-89 several new degrees were offered, which now mark 35 years: Medical Laboratory Sciences accreditation, the first graduate nutrition program, and the first graduate nursing clinical track. Click for FOCUS 9.14.1988 article andrews.edu/chhs/files/deans-message-archived-articles_ pictures/andrews-offers-new-degrees-in-1988-89-med-tech,-nursing,-nutrition--journal-
Since the inception of SHP/CHHS, several new programs were developed, including Master of Public Health, Master of Healthcare Administration, on-campus transitional Doctor of Physical Therapy, MS Speech-Language Pathology (10 years), Doctor of Nursing Practice (DNP), and most recently, Occupational Therapy Doctorate. Programs continue to grow and diversify. For example, DNP has recently added a new concentration in Leadership, MPH has added a new concentration in Health Promotion and Health Education, and the Department of Medical Laboratory Science has added an accelerated MS program, along with online MLT-BSMLS and technologist certificate programs in the areas of microbiology, hematology, and chemistry.
We celebrate our history because of the significant worldwide impact it represents. The faculty, students, and graduates of the CHHS programs have been carrying out the mission of Andrews University for 50 years, acting as world changers in their career paths and their lives in all corners of the globe.
I take this opportunity to congratulate our most recent graduates. Upon graduation, they immediately joined the workforce where their skills enabled them to address the needs of people nearby and far away. Because of their service, this world is a much better place.
At Andrews University we welcome students from all over the world and know how to make them feel at home in a Christian environment. Our small size classes 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. CHHS distinguishes itself by its highly dedicated faculty who combine rigor and grace, are grounded in the word of God, and facilitate students’ learning with eternity in mind.
In this newsletter, 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 solicit your prayers and support.
Emmanuel Rudatsikira, MD, MPH, DrPH
Alumnus of the Year Award – Golden Jubilee
During the commencement ceremony on August 4, 2024, the College of Health & Human Services awarded the Alumnus of the Year Award to Roy K. Anderson in celebration of the 50-year anniversary of the first speech and hearing major and the opening of the on-campus Speech & Hearing Clinic. This award recognizes distinguished alumni who have achieved excellence and brought recognition to their profession.
Roy K. Anderson was recruited to Emmanuel Missionary College by Department of Speech Chair G. Elaine Giddings in 1957 to study education. When Giddings discovered Anderson’s passion to help people who stuttered and stroke patients, she encouraged him to transfer to Western Michigan University to study speech pathology under Charles Von Riper, one the world’s leading experts in the area of stuttering at that time. Anderson graduated from Western Michigan University (WMU) in 1963 with a BS Speech Therapy and a BS Elementary Education. He also earned two master’s degrees from WMU, MA Speech Pathology in 1965, and MA Audiology in 1972.
Upon graduation, Anderson worked in the Sturgis Public Schools in the speech correction program (1963-67) and started a deaf program for the hearing impaired in Constantine, Michigan, in 1965. He worked for the St. Joseph County Intermediate School District (ISD) as coordinator of speech and hearing programs (1967-1971). During that period, he also taught at Glenn Oaks Community College for a year. In 1971, Giddings again recruited Anderson to Andrews, this time to join the faculty as assistant professor and director of the Speech
Anderson was invited to share some of his experiences as a Speech-Language Pathologist, Audiologist, and AU faculty member over 50 years ago with the 2024 MS Speech-Language Pathology graduating class during their white coat ceremony on Friday, August 2, 2024. He brought a printed invitation from 1974 announcing an open house for the Speech & Hearing Clinic at Andrews University and shared many heartfelt stories. He encouraged the students to keep learning and stay dedicated in the profession.
& Hearing Clinic. He developed the BA/BS Speech & Hearing Sciences major which was first offered 1973-1974, and started the on-campus Speech & Hearing Clinic which was certified by 1973-1974.
In 1977, Anderson left Andrews and started a private practice serving three counties. The private practice grew rapidly to over 20 contracts with hospitals, nursing homes, and home health. After 12 years in private practice, Anderson returned to the ISD working as a speech pathologist for students with speech impediments until his retirement at 62 years old. Three years later, the ISD asked Anderson to return, and he worked another 10 years until his final retirement at age 75.
The seeds sowed by Anderson 50 years ago have resulted in the vibrant Andrews University School of Communication Sciences & Disorders that offers both undergraduate and graduate degrees in speech-language pathology and audiology. His impact continues as graduates of these programs now serve the populations to whom he dedicated his career.
Roy
INTERDISCIPLINARY EDUCATION & SERVICE
Andrews University proudly celebrates 150 years of educational excellence, marked by its enduring commitment to faith and mission. Established with a vision to integrate spiritual growth with academic rigor, Andrews has become a beacon of holistic education, particularly within the many healthcare fields. “Forged in Faith and Forward in Mission,” the university has continually evolved, nurturing generations of students to lead and serve with integrity.
As we commemorate this significant milestone, we honor our rich heritage of interdisciplinary education and service, including the tremendous contributions of Professor Emeritus Winston Craig, (PhD, MPH) to the strength of the areas of dietetics
and nutrition at Andrews. Events like his 1988 Nutrition and Fitness Seminar, featured in the May 1988 Student Movement article below,
SM May 18, 1988
exemplified the University’s commitment to serving not only its students, but also the larger community.
Health programs have long been part of Andrews University’s commitment to local outreach and service. A 1973 FOCUS article featured public health education, medical testing, and the Speech & Hearing Clinic as examples of its “Town and Gown” community relationships.
As we remember how we have been led in the past, we renew our dedication to inspiring future healthcare leaders who will carry forward the legacy of Andrews University and the College of Health & Human Services.
FOCUS Dec 1973 entire article: www.andrews.edu/chhs/files/interdisc-ed_service-archived-articles-pictures/community-oriented-facilities-and-programs---focus-1973-dec--copy.pdf
Spirituality in Healthcare: Insights
By Brynja Davis, PhD, CCC-SLP
The College of Health & Human Services deans and chairs presented at the 8th Annual Adventist Bioethics Conference, which took place at the Soin Medical Center, Kettering Health, Ohio, May 6-7, 2024.
The Adventist Bioethics Consortium is an association of hospitals affiliated with the Seventh-day Adventist Church to share knowledge, advance scholarship, and enhance ethical leadership. This year’s conference theme was “Moved by Compassion: Cultivating an Ethical Adventist Identity in Healthcare,” inspired by Mark 14:14: “When Jesus landed and saw a large crowd, he had compassion on them and healed their sick.”
The chairs and deans led out in a breakout session addressing spirituality in healthcare from an academic perspective. Jean Cadet (MD, MPH, MDiv ’19), interim chair of the School of Population Health, Nutrition & Wellness, shared how the Adventist identity strongly emphasizes integrating spirituality into healthcare based on compassion, empathy, and respect for human dignity, recognizing the interconnectedness of physical, mental, and spiritual well-being. He pointed out that Andrews University fosters that emphasis by incorporating those principles into its allied health program curriculums.
Kim Ferreira (PT, PhD, MSPT ’98, BS ’97), chair of the School of Rehabilitation Sciences, talked about how incorporating the study of Jesus’ ministry into the curriculum in our Adventist health professions programs deepens the commitment to whole-person healing. She pointed out that Jesus intentionally touched the untouchable physically and emotionally in His healing ministry. The call to follow Him typically came after those immediate needs were met.
Tammy Shilling (PhD ’23, CCCPSLP, MS, MA), interim chair of the School of Communication Sciences & Disorders, presented the practical treatment being offered in our Speech-Language & Hearing Clinic and how that ties in with our Adventist identity and our health message. Much secular research on self-care, well-being, and resilience confirms God’s health message as the best way toward wholeness.
Karen Reiner (PhD, MT(ASCP), MSCLS ’99), chair of the Department of Medical Laboratory Sciences, spoke similarly about preparing students to change the world by participating in clinical service beyond the classroom and taking the knowledge and skills from the academic setting out to where the need is the greatest, close to home in Niles at the HERBIE Health Clinic and farther afield in the ECAS clinic in El Salvador.
The interim chair of the School of Nursing, Barbara Harrison (MSN, RN, ACNP-BC, BSN ’91), shared that research documents that college-aged students are struggling with resiliency, and yet our programs are preparing them to go into professions that demand resiliency as the students care for clients who have experienced trauma. She spoke about the trauma-informed training and activities that are helping better prepare students for their vocations.
www.adventistbioethics.org
Associate Dean for Research and Creative Scholarship Padma Uppala (PhD, MPH) presented on several programs, including a brain training intervention for at-risk students called Strategic Memory Advanced Reasoning Training (SMART), and she talked about the success of the Full Plate Living weight loss and diabetes reversal program.
Wrapping up the breakout session, Brynja Davis, associate dean for instruction & interdisciplinary education, highlighted some of the interdisciplinary education and service opportunities given to students, including the poverty simulation experience and the Health & Wellness Fair. Students appreciated these offerings, one stating, “I want to make sure that I always listen to my clients. I want to be someone they can trust and feel safe to talk to.”
The conference was a blessing, and our group benefited from attending and presenting to our colleagues in the healthcare arena who will one day employ many of our graduates. One of the presenters summarized well what we are trying to teach and model for our students: “Our role is to stand in the face of massive suffering and not run away.” We can only attempt this with our hands, hearts, and minds firmly in the tender care of our loving God.
Andrews University will host next year’s Adventist Bioethics Conference.
Indoor Triathlon Showcases Fitness and Fun
By Brynja Davis, PhD, CCC-SLP & Daron Raynor, BS Exercise Science ’17 Assistant Manager, Andreasen Center for Wellness
On February 25, the Andreasen Center for Wellness launched its first ever indoor triathlon. The event included a 20-minute bike ride, a 15-minute treadmill run, and a 10-minute swim. Participants from all over the Andrews community and the Michiana area came out with great effort and support for one another. The feedback on the event was tremendous, and participants are already looking forward to the next one.
The College of Health & Human Services was well represented. This friendly competition demonstrated that fitness and wellness can seamlessly integrate into busy academic lives, encouraging others to engage in similar activities. Both spiritual health and physical health are important to our loving God, as He wants us to be whole in all aspects of our lives. “Dear friend, I pray that you may enjoy good health and that all may go well with you, even as your soul is getting along well” 3 John 1:2.
Faculty Participation
By Brynja Davis, PhD, CCC-SLP
Three faculty members from the School of Communication Sciences & Disorders (CSD) took on an exciting challenge at the first-ever Andreasen Indoor Triathlon. Most participants registered to compete as individuals; however, some signed up to compete in teams, which is what CSD faculty Heather Ferguson (PhD ’17, CCCSLP, BS ’92), Merileda Tomé (PhD, CCCSLP), and Brynja Davis (L-R) did. Davis completed the swimming leg, Ferguson
rode the bike, and Tomé finished the event by running on the treadmill.
Though our team did not make the podium, we can be proud that we set an excellent example of having fun while participating in and promoting healthy activities. Also, we swam, rode, and ran faster than most of our peers and even some of our students!
The triathlon not only highlighted the dedication of the faculty members to living healthfully and to physical fitness, but it also fostered a sense of camaraderie within our community and among our students. “Watching everyone work together to complete the event was amazing!” said Tomé. “Participating as part of the department team was so much fun.”
Ferguson added, “I loved teaming up with my colleagues and going up against our students. Even though we were not the top winners, and our students beat us (not by much), we accomplished a task. I think it was a great opportunity to support a community wellness effort. It was structured in such a way that all fitness levels could participate and feel a sense of accomplishment.”
Student Participation
By Barbara Kiers, DPT Student, Class of 2025
Completing a triathlon is both a daunting and exciting task that few people are
able to accomplish within their lifetime. Swimming, biking, and running are all done in succession, providing a difficult challenge. As a second-year physical therapy student, I wanted to participate in a triathlon to gain experience and feel the camaraderie that training together brings. This spring semester of 2024, four second-year physical therapy students were given the opportunity to participate in two races. The first race was the indoor triathlon at the Andreason Center for Wellness. This race was a fantastic opportunity for many first-time triathlon participants. Three second-year physical therapy students placed at the top of the individual participants, with Anna Lonto (DPT class of 2025) placing first for
The three of us, along with Nathan Templeman (DPT class of 2025), went on to participate in an Olympic distance outdoor triathlon called the Grand Rapids Triathlon. The School of Rehabilitation Sciences sponsored our racing jerseys, and we went down to race together. When putting together the logistics of the race, my vision was to give each of us the ability to grow in our physical abilities and get closer to each other as friends. I think that while in school, it is crucial to work hard at our studies and take the time to have community, friendship, and exercise outside of the educational environment.
Overall, it was a fantastic experience to be a part of. There is something special about working towards your personal goals with others striving to do their best. The experience is not just on the race day but in the months leading up to it when we are all training together, which makes the triathlon community come to life. Anna Lonto said, “Triathlons provide me with a big goal to work towards as well as a sense of accomplishment once I cross the finish line, knowing that all my hard work has paid off.” The Andrews University School of Rehabilitation Sciences has a fantastic family atmosphere, making our student experience at Andrews unique and rewarding. Experiences like these triathlons have made my time at Andrews a positive and memorable experience.
Student Volunteers
Among the feedback received on the first indoor triathlon was appreciation of our supporting triathlon volunteers. Many participants highlighted how helpful, swift, informative, and motivational our volunteers were, which allowed them to focus on their event that they were participating in. Our exercise science, prePT, nutrition and dietetics, and wellness students comprised a large portion of our volunteer base, and we are extremely proud of the support that they provided for this event to be such a success.
By Sophia Martinez, BHS Wellness Student, Class of 2025
After hearing the Andreasen Center for Wellness was hosting its first ever triathlon, I knew I wanted to be a part of it in some way. I thought the idea was really interesting and exciting; therefore, I decided to volunteer and help in whatever way I could for this event to be a success that would continue in the following years. The volunteers received a mock trial of what the triathlon would look like and how it would function smoothly.
Each volunteer was given a station to be in charge of recording and organizing. I was in charge of the swimming portion, along with a few other volunteers, and to my surprise, the rotation of the groups went by very quickly and smoothly. I believe all the staff thought through and practiced the running of the triathlon because there was very little confusion and chaos seen. The staff was prepared to deal with any situation that could have escalated. For example, when one of the participants had an upset stomach experience, the staff had set up trash bags and sanitary objects nearby for these common incidents.
Despite this incident, my perceived experience was that every participant enjoyed the event and supported the work that was done to make it possible. Overall, I was very surprised to see the amount of volunteers and participants that I did, and I believe from this experience that the event can grow and improve in many ways. With doing so, I believe more people in the collegiate community and the Berrien Springs community will be drawn to the annual event.
women, Eric Wilkens (DPT class of 2025) placing second for men, and Barbara Kiers placing third for women.
COMMUNICATION SCIENCES & DISORDERS
Marking Milestones and Moving Forward
This year, the School of Communication Sciences & Disorders celebrates 50 years of the first bachelor’s degree in speech and hearing, 50+ years since the opening of our Speech & Hearing Clinic, and 10 years of accreditation of the MS Speech-Language Pathology. The path leading to our success has been a long and winding one, and we continue to . This fall we will welcome over 100 students with 14 full time/
Prior to 1973, speech courses were offered under the Department of Communication in the College of Arts and Sciences for students in the master’s in teaching program as a concentration to prepare them for teaching speech. The department name changed to Speech, and was then renamed Speech-Communication under G. Elaine Giddings, chair. Giddings invited Roy Anderson (CCC-SLP, MA) to join the Department of Communication in 1971 to develop the speech major. The first major in speech, BA/BS Speech and Hearing Sciences, debuted in the 1973-1974 academic year. This program, which has since evolved into the current BS Speech-Language Pathology & Audiology,
In addition to implementing a proper curriculum to start the major, Anderson was also tasked with opening an on-campus Speech & Hearing Clinic. At that time, Bell Hall was still housing classrooms for Andrews Academy, but the Speech & Hearing Clinic was able to secure two Bell Hall rooms to use for testing and therapy, which were outfitted with one-way glass windows so that professors and students could observe from one side while clinician and patient proceeded undistracted on the other.
(see full article here: andrews.edu/chhs/files/csd-archived-articles_pictures/ impedence-audiomety-testing-among-new-ser vices-atau-article-w-photo--focus1974-aug-sept.jpg)
By
Donations to support the School of Communication Sciences & Disorders are welcome www.andrews.edu/go/give/ComSciDis.
clinic as being “open to all area residents with any type of speech or hearing problem” and notes, “Because of partial funding from the university, clinic fees are low enough to make help available to
FOCUS Aug-Sept 1974
Tammy Shilling, PhD ’21,
Lake Union Herald July 1974
FOCUS Winter 1989-90
Electromyography (sEMG), a biofeedback tool, 2) Omniflow, a breathing therapy biofeedback system, 3) Ultrasonography, to record and analyze speech production data, 4) Neuromuscular
Focus Summer 2014
Working With Bilingual Clients
By Marileda Tomé, PhD, CCC-SLP, MS Professor, School of Communication Sciences & Disorders
According to the National Center for Educational Statistics (2021), around 55.4 million individuals, or 20% of the overall U.S. population, reported speaking a language other than English at home. As the bilingual school-age population grows, so does the number of bilingual students with language disorders on speech language pathologists’ caseloads. In our department, we frequently receive these populations, and it’s not uncommon that some of them show up with language differences that are not considered a disorder. This is the reason why identifying developmental language disorder (DLD) is challenging for clinicians who treat bilingual children. Ideally, students should have experience with this population at some point in their academic life to be prepared for the job market.
Speech language pathologists will usually encounter clients who are English language learners (ELLs), among other language differences, like English as a secondary dialect (SED), or African American English dialect (AAED). In the case of ELLs, our role is to demystify a lot of common misunderstandings associated with learning a second language. Families usually think using their native languages will prevent their kids from mastering English or cause confusion when they use more than one language at home, which is not true. (Marian et al., 2009) The reason why we need to stimulate families to keep speaking their native language with their child even if there’s a developmental language disorder is that there is evidence that second language acquisition has a positive cognitive function impact.
From a technical perspective, another common problem when working with ELL clients is that some assessment techniques frequently place bilingual children at a disadvantage. Bilingual kids are often assessed in only one language, providing an inaccurate assessment of the child’s actual level of linguistic and cognitive development. This is the reason why we can have clients who will be labeled as impaired when they aren’t, but just need more time to learn the language, and also clients who are not identified as having a disorder since they are assessed
only in English and their difficulties can be attributed to the fact that they are learning a new language. (Marian et al, 2009)
A document published by the American Speech-Language-Hearing Association in 2017 highlights that “… the professional must recognize that differences do not imply deficiencies or disorders. Culture and language may influence the behaviors of individuals who are seeking health, habilitative, or rehabilitative care and their attitudes toward speech, language, and hearing services and providers. Similarly, the delivery of services is impacted by the values and experiences of the provider. Providing competent care is providing service that is respectful of, and responsive to, an individual’s values, preferences, and language.”
As an SLP and non-native English speaker, I supervise Portuguese and Spanish clients in the School of Communication Sciences & Disorders. I understand the importance of considering the impact of cultural and linguistic differences when planning the assessment and treatment of our clients. When treating bilingual clients, students learn that these populations and their families have particular values that are an important part of the rehabilitation process. Seeing the students trying their best to communicate with the clients is rewarding. They search for their client’s language and culture and adapt the assessment and treatment plan to meet their needs.
While using an interpreter is crucial, when necessary, students learn that they can still support their clients in various ways, even if they don’t speak or understand the client’s home language. Collaborating with the client and their family to make intervention decisions is essential. This approach ensures that the client’s and family’s values are incorporated into the treatment plan, enhancing its effects.
The student clinicians who serve bilingual clients also learn that regardless of their culture, they must provide culturally and linguistically appropriate care, impacting all aspects of their practice. As pointed out in a recent article, cultural considerations are related to gender interactions, greetings, diet, aspects of holidays and fasting, or even religious and spiritual aspects. (Roepke &
Alvi, 2024)
The experience of supervising student clinicians who see culturally and linguistically diverse (CLD) clients presented an opportunity to help my students learn and apply non-biased practices in a collaborative relationship with their clients. Watching my students grow up as professionals by being flexible when they serve clients who speak a language different from theirs has been a blessing. This experience is in accordance with our mission of “Cultivating competent professionals in a Christ-centered learning environment who will positively impact and engage the global community.”
Student Perspectives
By Vernisha Hodge, BS-SLP ’23 MS-SLP Student, Class of 2025
Every year, I am embraced with many experiences. This year, I have had the experience of working with individuals with different backgrounds and cultures from mine. In August 2024, I started my first year in MS Speech Language Pathology (MS-SLP) program. Was I terrified? Yes, but I was also excited about expanding my knowledge and being open to learning new information about my future career. For my first semester, I was given my first client for my onsite clinical practicum. I had an adult fluency client who was working on explicitly building up confidence when talking to others. Being this was my first client, I didn’t
want to mess up, but I also knew I had some challenges, such as never taking a counseling course before and never doing one-on-one therapy by myself. To make it even more challenging, my client was from the Philippines.
When working with a client who is not from the same culture as you, the number one fact that I learned is that doing research is essential. While researching fluency techniques and ways to build confidence was helpful, researching information about the Philippines helped me create therapy activities and gave me more insight into the client’s origin story and the reason why he started to stutter. Researching how Filipinos view someone with disabilities helped me to understand the client more, and it also was an excellent gateway to the client becoming more open and vulnerable with me.
For my second semester, I received another bilingual client; this time, my client spoke English and Portuguese. This client was an intriguing case for my supervisor and myself because, at the time, we couldn’t figure out if the client had verbal apraxia, a phonological disorder, or a language difference. In a case like this one, it was recommended that various therapy activities focused on apraxia and phonology be provided, but still looking for signs of a language difference. Before starting therapy, I evaluated the client on several vowel and consonant sounds to see which ones he has mastered for his age. After scoring the assessment, I had to be sure to research not only the sounds that the client should already have because of his age, but also investigate sounds that are usually used by a Portuguese speaker of his age. My supervisor didn’t make me do this, but I did it anyway because I knew that English wasn’t his first or only language. At home, his parents generally talk to the client in Portuguese, and the client speaks English at daycare. I remember learning in my undergraduate courses about the importance of cultural competence and of remembering, researching, and embracing the client’s culture, including their languages. Besides researching, I also made sure to talk to others in my department who speak Portuguese and get more insight into the language. Having these conversations and doing the research made me more confident in the therapy room and taught me much about going the extra mile for your clients.
This summer, during my last onsite
clinical practicum semester, I had the opportunity to go on a clinical service trip to Negril, Jamaica. I knew before heading over there that Jamaicans spoke both English and Patios, but I had never heard someone speak Jamaican Patios before the trip. Working with the children at the Llandilo School of Special Education made me realize another aspect of working with bilingual clients, which is letting the clients teach you about their language. This is not only a fantastic way to learn the language, but can also improve social communication and build relationships.
In my first year of the MS-SLP graduate program, I have learned so much from my clients—lessons that I will carry with me throughout my career. Working with bilingual clients has helped me realize the importance of research, receiving help from others, and being open to learning.
By Elianna Fisher MS-SLP Student, Class of 2025
In the spring semester, I had the opportunity to create and implement therapy activities with a three-year-old girl who primarily speaks Portuguese. My assistant and I were immediately faced with the realization that the textbook does not provide a step-by-step guide on how to navigate the language barrier! With a lot of faith and many treasure hunts through the toy closet, we organized activities that gradually encouraged the client to come out of her shell and use her knowledge of English to communicate with us.
My advice for any student clinician encountering language barriers with young clients is to remember that enthusiasm is a crucial tool! Even though my client didn’t understand all
of my playful comments, and I didn’t understand all of hers, we still managed to connect and share excitement over her interests and attempts to use language.
By Arianna Brieva BS Speech-Language Pathology & Audiology / BA Spanish Student, Class of 2027
We live life to feel like we completed our mission in this world; we feel lost if there is no sense of purpose in our lives. As a kid, I always felt like my purpose was to become a surgeon. I knew I wanted to go into medicine, so in all my years of elementary and secondary education, that was my main focus. Everyone knew that’s what I wanted to be. I tried my hardest in every subject, I was always joining all different types of extracurricular activities, and I even made sure to always help in my church. However, my senior year came with sudden doubts on the career choice I’d made at a young age. I didn’t know if that was where I wanted to dedicate my years to, and suddenly I felt like it wasn’t my calling. For the first time in my life I felt like I had no purpose and that I was lost. Everything started feeling too real, and I was so worried that I wasn’t going to be happy in the future. I started praying, begging God to help me choose my life’s work out of the millions of options there are.
One day, I was tutoring a friend in Spanish and I was showing them the difference in where certain vowel sounds are placed and how it differed from English vowel sounds. Afterwards, I realized that I really enjoyed doing that, and so I started researching different jobs that had to do with teaching language. All of a sudden, I remembered about speech therapy, leading me to research about speech pathologists and all that they work with. It was an answer to my prayers. As I told my mom about this career change, I felt a peace and certainty that I’d never felt when my sights were set on becoming a surgeon. Presently, after completing my first year in the speech pathology program at Andrews, I can confidently say that I grow more in love with this career and all that I’m learning. I am at peace with my future, which is something invaluable. God helped me realize that not everyone has to be surgeons, or doctors, or lawyers. There are 8 billion people in the world, and God has a calling for each and every one of us. All we have to do is listen, and He will do the rest.
New Audiology Services Offered
By Rhonda M. Tomenko, PhD, CCC-A, BS ’98, BA ’98 Assistant Professor, School of Communication Sciences & Disorders
The Andrews University Speech-Language & Hearing Clinic is now offering central auditory processing evaluations. Auditory processing is simply defined as “what the brain does with what the ears hear” (https://jackkatzphd.com).
An auditory processing disorder (APD) often presents with normal hearing sensitivity, meaning an individual’s hearing thresholds are usually normal, but someone experiencing APD doesn’t manage what they hear very well. For example, a person can have difficulty understanding what people are saying, learning to read, and expressing themselves clearly because subtle differences in sounds are not detected. Among other symptoms, people with APD can have difficulty understanding speech in noisy environments as well as remembering what they hear.
Our clinic uses the Buffalo Model diagnostic procedure as well as Acoustic Pioneer’s Feather Squadron Testing. The good news is that therapies exist to treat specific diagnosed auditory processing disorders. Currently, we refer our clients to professionals in Michigan and Indiana (teletherapy is an option); however, we plan to provide these therapies in our clinic in the future.
First Andrews University SPEAK OUT!® Therapy Program Grand Rounds
By Camberley Berkel, MS-SLP Student, Class of 2025 & Jenica Joseph, PhD ’23, CCC-SLP, MS-SLP, BS ’07 Assistant Professor, School of Communication Sciences & Disorders
The Andrews University School of Communication Sciences & Disorders hosted its first Grand Rounds during Fall 2023 semester, highlighting patients with Parkinson’s disease. While “grand rounds” once referred to a learning approach where medical professionals and students presented and discussed a specific case, often in front of the patient, it now usually refers to a more formal educational presentation of case studies, research, and ideas in a medical community. The event featured both graduate and undergraduate students who participated in the SPEAK OUT!® Therapy Program. Students presented a variety
of patient case studies from both individual and group SPEAK OUT!® therapies which included student perceptions on the learning experience and innovative strategies to contribute to the field of speech-language pathology.
Several important clinical implications were presented by students. For example, a Parkinson’s patient was presented who, at the initial evaluation, was diagnosed with significantly reduced breath support. The graduate student who treated this patient shared clinical insights and research related to strengthening respiratory function for speech. She suggested that for some patients, incorporation of breathing exercises into therapy may be necessary to support speech. Exercises in the SPEAK OUT!® Therapy Program may also support speech breathing in patients with Parkinson’s disease.
Another case highlighted multicultural considerations and provided the example of a patient who was unable to attend every treatment session due to their religious practice. Strategies were provided to accommodate and incorporate a patient’s religion and spiritual practice into therapeutic scheduling and activities, illustrating the importance of being aware of the client’s religious beliefs. The student suggested incorporation of religious beliefs as a part of the new patient intake forms. She stated that by doing so, clinicians can plan sessions with mindfulness towards religiously sensitive periods, potentially impacting the patient’s attendance and success in therapy. Other themes highlighted during Grand Rounds included the importance of patientcentered therapy, multidisciplinary teamwork, technology integration, and patient education and support.
The inaugural SPEAK OUT!® Therapy Program Grand Rounds was a success, paving the way for better outcomes, and in turn, improved quality of life for our Parkinson’s patients.
From First MS-SLP Cohort to Thriving Private Practice
Interview with Cynthia Knighton, MS-SLP ’16, CCC-CLP Founder and Speech-Language Pathologist, Speech For Success, Everett, WA
By Tammy Shilling, PhD ’21, CCC-CLP, MS, MA
The School of Communication Sciences & Disorders celebrates 10 years since the MS Speech-Language Pathology program began in the fall of 2014. Cynthia Knighton, who was a student in the first cohort, shares her journey in creating Speech for Success, a private practice in the Pacific Northwest region. We are proud of her achievements and commitment to serving her community.
What have you been doing in the profession since you graduated from Andrews University with your MS in Speech-Language Pathology in 2016?
I started my clinical fellowship year working in the Flint Public School system. I then moved to Puerto Rico with my husband, Patrick, where he completed his optometry degree. During this time I worked remotely for four different schools in remote areas of Washington State, Michigan, and Georgia. From there, we moved to Washington state where I briefly explored many other areas of speech pathology and worked in a private practice setting, skilled nursing facilities, and a high school setting.
What made you want to start your own
private practice?
I was struggling to find my passion in the field. I fell in love with all different ages, as well as different therapy practices, but I never felt satisfied in my jobs, with the incredibly high caseloads or productivity demands. I would leave my jobs feeling like I was trying to survive and never feeling I was making a difference. My husband was my biggest motivator to take the leap into starting my own practice. In 2020, I was working as an essential worker in the skilled nursing facility setting and providing support for COVID patients. This job allowed me the time to leave work earlier in the day, which allotted the remaining time left in the day to jump into starting my own clinic. It was an extremely hard journey from day one and I was filled with so much fear and doubt, but I had a lot of support from my husband and I had the drive to really figure out if we could make it happen. We would set goals and try to reach them one at a time.
How did your educational experience at Andrews prepare you to have your own private practice?
My education journey from Andrews started in my undergraduate career. I can’t express enough how thankful I am for Professor Darah Regal’s (AuD, CCC-A)
passion for audiology and how much she prepared me for clients with hearing loss and auditory processing disorders.
Professor Brynja Davis (PhD, CCC-SLP, MS-SLP, BS ’97), ignited a passion for the brain, while also being the most kind and gentle mentor. Professor Sue Mondak (MA, BS ’86), was my first introduction to early intervention, and I continue to reflect back on the personal videos and examples she shared when I approach our little ones for therapy.
I was in the first cohort of the graduate program. I saw the way Professors Heather Ferguson (PhD, CCC-SLP, MSSLP, BS ’92), Tammy Shilling (PhD ’21, CCC-CLP, MS, MA), and many others fought to build that master’s program and create it to be the success it is today! Their drive inspired me and I believe was a big part of my drive to help our therapy clinics grow.
Tell us a little bit about your practice and how it has grown over the past several years.
It started with one client coming to my house. I was so fortunate this family believed in my vision and let me treat their daughter before we really established Speech For Success. We made the leap after about three months of making the decision to open the practice, and rented out a tiny 200 square foot room.
Within six months of getting a space and two employees later, we had to expand into a 1700 square foot space with six therapy rooms. Within only another six months, we knew it was time to open a second location to reach other locations in Washington State. I could not believe how high the need was for parents seeking outside therapy services, and in no time we were given the opportunity
to purchase an established practice in our home city of Everett, Washington. From 2020-2023, we managed to open three clinics and service a large part of Western Washington. Our office is now multidisciplinary with speech therapy, occupational therapy, and now we recently combined my husband’s optometry office, Knightvision Northwest. Our office has the great opportunity to service pediatrics and adults. We specialize in AAC device support, orofacial myofunctional therapy,
and feeding therapy, with additional programs for social skills groups and co-treating between speech therapy and occupational therapy for sensory needs and emotional regulation. Speech For Success will continue to grow in hope of adding additional support for the adults in our community and support for teens transitioning out of school and into the community.
Outside of our desire to provide the best care we can for our clients, my biggest
Apahsia Hunter Video Game
By Joshua Loctar, MS-SLP Student, Class of 2026
Neurology is a particularly rigorous class that challenges students to apply the concepts of chemistry and biology in order to understand the complex processes of the human brain and how it functions. For a speech-language pathologist, which is the educational path I am pursuing at Andrews University, the subject is critical for understanding the modalities involved in the language and communication process. Initially, I was expecting the class to be a relatively straightforward course involving a lot of reading, studying, and applying what I learned. However, Professor Brynja Davis (PhD, CCC-SLP, MS, BS ’97), decided that the typical assignments usually given in a course were not enough and challenged us to go further.
A semester long art project focused on the human brain is certainly not what I had envisioned when first enrolling in that class, and I was thrilled to have the opportunity be able to craft something out of the ordinary. However, I had no clue what I was going to make! Professor Davis invited me into her office and showed me all of the beautiful artwork that was given to her by previous students. There were so many brilliant pieces, and seeing them inspired me to come up with a piece that no one had ever presented to her before. Then, randomly while I was studying in the department with one of my classmates, the idea popped right into my head. What if I make a video game?
While I indulge in video games in my spare time, this was the first time I had ever seriously considered creating one. I spoke to my brother, who is a software engineer, just to see if it was something that would be feasible for me to do. He encouraged me to go for it, and I went from there. The program that I used to create my game is called Construct. Construct allows its users to design and program games. I spent several days learning how the system worked, and when I felt comfortable enough, I began building the game that I later dubbed Aphasia Hunter.
In the game, you start as a medication called TPA (tissue plasminogen activator, which dissolves blood clots), and your role is to save someone that is having a stroke. A stroke occurs when the blood supply to the brain is compromised, either by a ruptured blood vessel or a blood clot. This is significant because if areas of the brain are deprived of oxygen for too long, it can cause damage and lead to aphasia, which is the loss of the capacity to decipher and express speech (hence the name Aphasia Hunter). In the game scenario, the patient has a clot in
goal was to create a job opportunity for other therapists where we can focus on our clients without experiencing quick burnout. This is a well-known problem in the healthcare industry and it is something I strive to create at Speech For Success. I can’t express how special Andrews is to me. Beyond my education, I have taken the tools of kindness, quality care, and passion from my teachers and apply it to my employees and my clients as much as possible.
the brain that needs to be addressed as fast as possible, so the player, acting as TPA, is injected into the blood stream. Once in the blood stream, the player navigates to different parts of the brain. In each area, a narrator explains to the player the significance of the area and what damage to that area of the brain can potentially lead to in a patient. There are points to collect and tricky terrain that the player must go through in order to pass each level. At last, the player makes it to the final level where they face off against the blood clot and save the patient’s life. The real goal of the game is to educate the player about the brain while also understanding the significance of a stroke. Whether you are patient that is at risk for a stroke and need to be better informed about the condition, or a student that wants to learn more about the aphasia and the brain, Aphasia Hunter is a beneficial tool that can be used to accomplish those objectives. When the day came to present this project, I was happy to see that it was received well. I fulfilled Professor Davis’s desire to inspire creativity in her students, and I thank her along with all the professors that are a part of the School Communication Sciences & Disorders at Andrews University for cultivating an environment where students are inspired to think outside the box. I’d also like to thank my family and friends for the encouragement they have shown in pursuing my education. Saving the best for last, I would like to thank God for his guidance in my life. Eight months before I took my first official class at Andrews, I was very unsure of what I was going to do with my future. God stepped in and led me to Andrews University and its community. Any success I have gained from what I have created or pursued is solely because of God, and for that I give Him thanks and praise. It has truly been a blessing to be at Andrews, and I look forward to spending more time here as I seek knowledge, affirm my faith, and change my part of the world.
Speech-Language Pathology Students Gain Gait Belt Training from Physical Therapy Peers
By Camberley Berkel, MS-SLP Student, Class of 2025 & Jenica Joseph, PhD ’23, CCC-CLP, MS-SLP, BS ’07
First-year graduate speech-language pathology (SLP) students participated in gait belt training given by their counterparts in physical therapy (PT). A gait belt, which is an assistive device placed around a patient’s waist, allows a care provider to help and support the patient as they walk, sit, stand, or move. This training, vital for SLP students, equips them with essential skills to assist patients with mobility issues, particularly those affected by neurological conditions impacting speech and swallowing. Recognizing this necessity, PT students generously collaborated, sharing their expertise and creating a unique learning opportunity for both groups. This collaborative effort not only fostered mutual learning, but also highlights the importance of teamwork in healthcare education.
Throughout the training sessions, PT students guided SLP students through proper gait belt usage techniques, emphasizing safety, communication, and patient comfort. Through hands-on demonstrations and simulated scenarios, SLP students gained experience in assisting individuals with various levels of mobility, improving their ability to provide effective support while preserving client independence. PT Adjunct Faculty Adrienne Greene (DPT ’12) stated that “Quality healthcare includes a holistic and multi-disciplinary approach. The gait belt training that the physical therapy students provided to the speech-language students
was one step in preparing both cohorts to work together as a team. Each of us has a unique set of skills that we offer to our patients. It is great to be able to recognize that and learn from each other.”
The collaboration between SLP and PT students serves as a great example of interdisciplinary education, where different healthcare areas come together to enhance understanding and expertise in patient care. Reflecting on the training, students shared a deeper appreciation for teamwork in healthcare and the positive impact of collaborative efforts towards shared goals. Kristin Burgess (MS-SLP class of 2025) expressed newfound confidence in assisting patients with mobility issues, crediting the thorough training provided by PT students. She stated, “When we did gait belt training, this was the first time I had learned anything about moving or stabilizing a patient. The PT students and their professor were thorough in their explanations and were great at demonstrating and teaching us how to use the gait belt. I think this type of training is beneficial to SLPs and myself because I now feel more confident about helping a patient walk if I was ever put into a position where I needed to provide that support.”
Professor Tammy Shilling (PhD ’21, CCC-SLP, MS, MA) provided further insight into the significance of this collaboration, stating, “For the first time, our MS Speech-Language Pathology (MS-SLP) students and our Doctor of Physical Therapy (DPT) students paired up for interprofessional training. During our Neurocognitive and Communication Disorders class, the DPT students came over and trained our MS-SLP students on how to use a gait belt with clients who may have difficulty with balance or walking independently. Our MS-SLP students really enjoyed the experience and had many positive comments. They suggested that we have more of these types of interprofessional events. This type of training fit well into this course as we discuss traumatic brain injury and dementia.”
In conclusion, the collaboration in gait belt training highlights the significance of interdisciplinary education, nurturing not just skill improvement, but also collaborative, holistic care within healthcare. We eagerly anticipate further opportunities like this in the future.
By Tammy Shilling, PhD ’21, CCC-CLP, MS, MA
On May 30, 2024, 20 graduate students and 12 faculty and volunteers from the School of Communication Sciences & Disorders (SCSD) traveled from Andrews University to Negril, Jamaica. This unprecedented group is the first to serve over 200 students at the three Llandilo Schools of Special Education on the west end of Jamaica. Our group divided and spent eight days at each of the schools providing language, speech, oral motor, swallowing, fluency, voice, and social communication screenings, inclass language and literacy interventions, interventions with communication boards, parent and teacher training with specific students, interactions through music and play, and many other activities throughout the school day. On the ninth day, the SCSD faculty provided a six-hour workshop to more than 100 teachers, parents, and other interested individuals. The content provided more information on early development milestones, communication disorders, emotional and sensory regulation, intervention strategies and resources for communication and language, and augmentative and alternative communication systems for non-speaking or minimally speaking individuals.
Our group worked very hard during our 16-day trip and encountered many blessings amongst the barriers. Pastor
Clinical Service Trip to Jamaica Summer 2024
Delgardo Black was our bus driver, and I’m not sure I have ever met such a kind, compassionate, and dedicated servant of God. We endured some transportation challenges with a flat tire, bus overheating, taxi strikes, and heavy rains and flooding. God answered our prayers and we continued to serve at each of the schools as we faced the challenges. Pastor Black was instrumental in making sure we safely arrived each day to our destinations. He was a guardian angel that God knew we would need during this trip. Jamaica is extremely hot in June, and the schools do not have air conditioning. We were blessed to stay at the Riu Negril where every afternoon the refreshing pools and Caribbean Ocean provided a retreat for our group. Many of our group got sick over the two weeks. Luckily, it did not hit all of us at the same time, so we kept up our work and provided medication and food to those who were too ill to leave their rooms at various times throughout the trip. And by God’s grace, we all made it back safely on June 15, 2024. We enjoyed worshiping with two different congregations while we were there. The Negril SDA Church welcomed us on our first Sabbath, and Andrews University was well represented as Pastor Mario Ferguson shared a wonderful message titled “Embrace the Storm.” Our second Sabbath was spent at the Sheffield SDA Church. Two of our graduate students, Melanie Taina and Brianna Back (both MS-SLP class of 2025) provided a special music “The Goodness of God,” and Assistant Professor Jenica Joseph (PhD ’23, CCC-SLP, MS-SLP, BS ’07) shared a message for their women’s ministry day focused on “Communication with God.”
We met some amazing young people in
Jamaica, and our graduate students and faculty witnessed many transformational stories, answers to prayers, and heartwrenching situations. I met Orlando, a 16-year-old, who was nonspeaking. One morning, we were outside, and he was very engaged with my Apple smartwatch. He was scrolling through all of the icons and kept coming back to the “record” icon. He would push “record” and hold the watch to my mouth. I would say something and then he would play it back. We did this several times and then he started searching again on my watch for another icon. I got my phone out and opened the “notes” app and asked Orlando to tell me something about himself. I had no idea if he could communicate through typing, but I wanted to see what may happen. He started typing. I was amazed when he handed the phone back to me:
“My name is Orlando. These are my friends, Jevoy, Deandre, Noah, Shamoy, Zondre. I live in Jamaica. Miss Brown is my teacher.”
I was so excited that I had to share this with his teachers. They were surprised and said that he had a tablet at school but he only played games on it. We talked with the teachers about downloading text to speech and an app called Weave Chat AAC. This will provide several options for
Communication Sciences & Disorders (CSD)
Orlando to use a device to communicate with his friends, teacher, and family.
Jenica Joseph shared that the graduate students enthusiastically recounted their experiences during their time with children, highlighting their enjoyment in building relationships, teaching augmentative alternative communication systems, and offering support to overwhelmed teachers. They noted the children’s eagerness to communicate and their role in providing hope and comfort to educators under stress. Reflecting on their impact, one student emphasized, “I don’t have to know everything to make a difference,” while another affirmed, “I don’t need fancy supplies to be a good clinician.” Additionally, students engaged in parent training, reassuring parents about their children’s potential; one student shared a poignant moment when a parent expressed gratitude for being only the second person to acknowledge her child’s intelligence. Working across diverse age groups and encountering various communication impairments, they led lessons, activities like crafts and sports, and individual therapy sessions. A student expressed how these experiences will inspire them throughout their final semesters of graduate school.
Assistant Professor Rhonda Tomenko (PhD, CCC-A, BS ’98, BA ’98) shared that one of her most memorable moments in Jamaica was seeing God’s care for the success of our mission in even the smallest things. She was setting up the audiology equipment one morning after arriving early at the school in Lucea. She was turning on her battery-operated hand-
held tympanometer (a crucial piece of equipment that measures middleear functions like the mobility of the eardrum) and noticed that the screen said, “Pump error.” She had never seen this error message before, and in these cases, one typically sends the equipment out for repair, but this piece was no longer serviced. She and her student began searching the online manual but found no information regarding this error message. She tried restarting the machine but always saw the same error message when the screen turned back on. She removed the batteries and replaced them with new ones. However, nothing worked. Then she thought to herself, “Why didn’t I pray about this right away?” and sent up a quick prayer that God would let the tympanometer work again. As soon as she opened her eyes, the screen on the tympanometer was on the correct testing screen and the error message was gone! What a wonderful God we serve who shows His care for us as we do His work!
Assistant Professor Brynja Davis (PhD, CCC-SLP, MS, BS ’97) shared that it was heartwarming to see the dedication of our graduate students as they enriched the lives of the children through their training, tutoring, and teaching, as well as the silly games and music they spontaneously engaged in. One of the little children we met, an eight-year-old girl named Serena, was found to have an unrepaired bilateral cleft palate. This left her without the ability to communicate effectively, and she had difficulty eating and drinking efficiently. The family does not have the means to have Serena’s cleft repaired. Our group would like to find a way to help this family out. Additionally, several other children were found to be of relatively average intelligence, and all that was missing was communication and speech; the disbelief and sadness of our graduate clinicians were hard to witness. However, our graduate students were so good at problem-solving, asking questions, and finding practical solutions, if temporary,
for the children that they then tried out in the classrooms. This experience left an indelible mark and a renewed commitment to global compassion and service in our group.
Our visit was well received by the students, teachers, and parents this year. Everyone asked when we were coming back. The School of Communication Sciences & Disorders has committed to return to Jamaica every year as God allows. As we plan for our return trip next year, we will begin by praying for God to pave the way and help us to establish goals, prioritize needs, and continue fundraising for the many needs that we saw this year.
The Andrews University School of Communication Sciences and Disorders is raising funds for our second clinical service trip to Jamaica to serve the students at the Llandilo Special Needs schools in May 2025. We are raising money to bring tablets with apps that help students communicate their wants and needs. There is also a need for sensory integration equipment for the many neurodiverse students who present with autism spectrum disorder. Please use the link below to securely donate funds to support this 2025 clinical service trip.
https://www.andrews.edu/go/give/ scsd-mission
MEDICAL LABORATORY SCIENCES
Medical Laboratory Science: Celebrating 35 Years of Excellence
This year marks the 35th anniversary of our distinguished medical laboratory science (MLS) program. Since its inception, our program has been dedicated to fostering excellence in medical laboratory science education, professional development, and Christian service to the world. Over the past three and a half decades, hundreds of students have graduated from the MLS program at Andrews University and have gone on to make significant contributions to the clinical laboratory and other areas of healthcare.
In addition to the Bachelor of Science in Medical Laboratory Science and Certificate in Medical Laboratory Science, the department offers a Master of Science in Medical Laboratory Science (in-person and online options) and new online technologist certificates in chemistry, hematology and microbiology for working professionals.
Our program’s success is rooted in a rich history of innovative teaching, strategic partnerships with sister institutions, and clinical affiliations throughout the United States. From impactful community partnerships to our collaborations with clinical and educational institutions, we have continually strived to make a positive difference. Our graduates have excelled in their careers and improved healthcare in their communities, from urban hospitals to rural clinics, both locally and overseas.
I want to take this opportunity to recognize the unwavering dedication and hard work of the faculty and staff over these 35 years. They have been the cornerstone of our program’s enduring legacy. I also extend our heartfelt gratitude to each and every one of you who has been a part of our journey over the past 35 years. Your support and dedication, whether as a student, faculty member, or alum, make our program truly special.
As we look to the future, we continue to move Forward in Mission, upholding the highest standards of academic excellence and fostering an environment of inclusivity and growth.
Congratulations to the 35 th medical laboratory science graduating class, MLS class of 2024!
Karen A. Reiner, PhD, MT(ASCP), MSCLS ’99
Chair, Associate Professor, MLS Program Director, Department of Medical Laboratory Sciences
Donations to the support the Department of Medical Laboratory Sciences are welcome. http://www.andrews.edu/GO/GIVE/MLS
Medical Laboratory Sciences (MLS)
A Problem, the Solution, and a Celebration of 35 Years
By Marcia A. Kilsby, PhD ’05, MLS(ASCP)cmSBB, CLS(NCA), MS ’87 Professor of Medical Laboratory Sciences, Emerita
Andrews University has offered a Bachelor of Science in Medical Technology degree for over 70 years. Originally students would begin their education at the University studying basic sciences and general education. The senior year was off-campus at an accredited hospital based program, typically the Hinsdale Hospital School of Medical Technology, Hinsdale, Illinois, or the Florida Hospital School of Medical Technology, Orlando, Florida.
Albert (Al) McMullen, director of the Hinsdale Program, and Dr. Erlo Roth, chief pathologist at Hinsdale Hospital, were concerned that students didn’t have anyone at Andrews during those first three years to mentor them, help them determine if medical technology was the career for them, or teach courses that would help prepare the students for the rigors of the 12-month senior/clinical year. With that in mind, McMullen and Roth traveled to Berrien Springs to meet with Andrews University administrators. From that discussion and a generous donation from Hinsdale Hospital, the Allied Health Department was started in 1978 with William (Bill) Bradford as chair.
The department flourished with approximately 100 students as declared majors. Then the PROBLEM: the United States government changed its reimbursement policies that had previously underwritten hospital-based healthcare professional programs such as nursing, radiologic technology, medical technology, and other areas. Hospital administrators were deciding to close long-standing programs. Bill Bradford received word the summer of 1987 that Hinsdale too was considering closing their program. With 16 seniors scheduled to start in September, what would happen the following year? Bradford and Marcia Kilsby, pre-clinical courses teacher, knew they had to do something. The SOLUTION: start a fully accredited program on-campus.
During that year work began on getting University administration and board approval before the long involved process of getting the program accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS). Students who study in non-accredited programs are not allowed to take national certification examinations. Without professional certification, many states will not allow individuals to report patient test results or work in clinical laboratories.
Richard (Dick) Show, Hinsdale Hospital laboratory manager and clinical chemistry expert, and Carol D. Mullins (deceased), Hinsdale Hospital microbiology department supervisor, so believed in an accredited program at Andrews that they left their positions to help teach and create an excellent program.
School year 1988-1989 started with 12 students who trusted the faculty to create course and laboratory materials from scratch, set up a 24-week hands-on clinical practica for each of them, and get the program accredited. During that critical year, Bill Bradford retired from the University and Marcia Kilsby became department chair, program director, clinical coordinator, and immnohematology teacher. A few months later, Al McMullen joined the faculty, teaching hematology and hemostasis. Each content area now had a content specialist to provide the best instruction possible.
The four-person faculty designed a clinical/senior year
program in two parts. The first half of the four-quarter program was on campus with classroom instruction and lots of student laboratory experience. In the second half, the students would participate in a 24-week clinical experience working side-by-side with practicing professionals performing clinical diagnostic testing under the watchful eyes of their clinical instructors. Because there is no large hospital adjacent to Andrews, we reached out to the large Adventist hospitals east of the Rockies asking them to partner with us in the education of our students.
The accreditation document, all 642 pages, was submitted, so NAACLS scheduled an on-site visit. The team arrived and the team captain stated that the program should not have students in clinical practica at a distance from the program AND should not be accepting international students because there was a national shortage of laboratory professionals, so educational programs should be restricted for United States residents
Marcia Kilsby
Aubrey Porter, class of 1989
only. We were shocked! Two important foundational goals of the program were to 1) provide well-educated Seventh-day Adventist young people to staff Adventist hospital laboratories, and 2) provide education for students coming from developing countries, where laboratory diagnostics were not well-advanced. The students would get high-level advanced learning so they could return to their home countries where they could help improve the quality of healthcare services.
The faculty were concerned. A bad report from the team captain could mean loss of accreditation. With prayer, we decided to present our unique program and its wonderful students as best we could. One objection from the team captain was that there was no way we could appropriately monitor the students and their clinical experiences if the hospitals where the students received their clinical practica were not in close proximity to the University. We asked that the site-visit members call each of the students and the clinical instructors at the various affiliate facilities. One laboratory manager at a hospital hundreds of miles from the University told the team that our program did a better job monitoring our students than the two-year associate degree program that was a few miles from his hospital.
At the end of the visit, the team was well pleased with the program courses, laboratory materials, and our student monitoring. They stated that our students told them they were happy and cared for by the faculty, and felt they were getting a great education. With no concerns expressed from the on-site visit team, we were subsequently notified by NAACLS that the program had been awarded full accreditation.
(Link to FOCUS 1990 winter: andrews.edu/chhs/files/mls-archived-articles_ pictures/med-tech-program-awarded-accreditation--sm-4.20.1988.jpg
(Link to Student Movement accreditation article 4.20.1988: http://andrews. edu/chhs/files/mls-archived-articles_pictures/mls---med-tech-prog-getsaccreditation--fm-winter-1990_91-.pdf )
We later learned that the Andrews program was the first and ground-breaking program for placing students in distant affiliated clinicals. The program also continues to have the distinction as the most, or one of the most, international and diverse student enrollments of the accredited programs in North America with graduating students from 80 different birth countries and territories.
The faculty determined to model and incorporate into the program a culture of unselfish service for others with a vision to mission outreach. Although most medical laboratory scientists often do not have direct contact with patients, the vital work they do is essential for the diagnosis and assessment of health
and wellness. Research indicates that the majority of medical decisions are based on laboratory testing results. Carefully designed classroom and laboratory activities, seminars, senior research projects, and mission outreach experiences were used to instill in the students that their work was integral to providing help, hope, and healing to others, as each sample they tested represented a person needing their knowledge and expertise.
One memorable example of this mission mindset was the department’s Lab-In-A-Suitcase® collaboration with International Aid. As the Winter 2009 FOCUS reported, faculty and students collaborated to improve International Aid’s portable lab units, bringing higher quality lab testing to places without lab facilities.
(Link to article: andrews.edu/chhs/files/mls-archived-articles_pictures/ mls---service-in-a-suitcase---focus-winter-2009.pdf)
To provide clinical year experience for our sister Adventist universities and colleges, we designed a unique affiliate arrangement wherein students could complete the first three years of their baccalaureate program at the school of their choice then apply to the Andrews University clinical/senior year program. After acceptance and completion of the clinical program, the students could receive their degrees from their home school or Andrews University. Andrews University’s clinical program provides this degree completion opportunity for five sister institutions.
Many changes have occurred over the past 35 years. The founding faculty members have retired. The American Society for Clinical Pathology, the credentialing agency, changed the name of the profession from medical technology to medical laboratory science, so the department had to change its name to Department of Medical Laboratory Sciences, the name it now bears. One thing has not changed: under the strong leadership of Karen Reiner (PhD, MT(ASCP), MSCSL ’99), the current department chair, and the dedicated faculty, the program’s legacy of unswerving commitment to its students to mentor them and provide an excellent educational experience praised by graduates and their employers continues.
Graduates have proven to be valuable assets to hospitals and clinical facilities across the country and in many areas of the world as laboratory managers, supervisors, consultants, clinical researchers, university faculty, physicians, dentists, physician assistants, and many other areas of service.
Summer 2024 marked the 35th anniversary of the first graduation.
FOCUS Winter 2009
“Operation Outbreak!” Simulated Infection Provides Real Learning
By Melissa Poua, MS, MT(ASCP), BSCLS ’01 Assistant Professor, Department of Medical Laboratory Sciences
In January 2024, the medical laboratory sciences (MLS) students had an opportunity to run through a simulated outbreak as part of their Specialized Clinical Microbiology class (for clinical year students) and their Fundamentals of Clinical Microbiology class (for the underclassmen). A modified lesson plan was used to engage the second and fourth year MLS students, allowing them to synthesize and apply key concepts of virology and epidemiology.
This simulation used a Bluetooth-based app called “Operation Outbreak!” designed by Todd Brown (EdD), a middle school civics educator and winner of the US Congressional Teacher of the Year, Dr. Pardis Sabeti, a Harvard University professor, and Andres Colubri (PhD), who was serving as a postdoctoral fellow in the Sabeti Lab. The app models an outbreak in real time, allowing the students to explore interventions and mitigation strategies. This free adaptive simulation and other resources have not only been employed in both high school and college courses, but have also made a significant impact globally, increasing understanding of the science and social impacts of pathogens in a realistic but safe way. The app has been included in lessons in economics, civics, government, and healthcare governance classes in several schools including Harvard University and Brigham Young University. This was its first use at Andrews University and first time to be incorporated in a medical laboratory science curriculum.
Brown programmed a unique simulation experience for the MLS students based on the size of the classroom, the pathogen of interest, and the number of mitigations available. The app employed a simulated pathogen coded to behave and “spread” like a real-life contagion. Each user carried a smartphone with the app running,
and Bluetooth technology tracked their location and proximity to other participants. If infected, the app took the user through various symptoms and stages of infection. Mitigations and preventions such as masks, vaccines, and diagnostic testing were available to participants by scanning QR codes. A lab area and assigned nursing station were delegated to aid in the distribution of these resources. The students were required to complete fact sheets relevant to their pathogen, a measles-like virus, based on information posted on walls, desks, and doors in the simulation area, and in this way, had a chance to come in contact with one another. Second year students had fact sheets which required them to ask the fourth year students for help with some questions, increasing the need for close interaction. Some of the students were asked to serve as scientific communicators and to thoughtfully prepare a 70-word tweet that could be released to the public. The simulation lasted 90 minutes and students were able to conduct data review via a post-simulation outbreak reviewer tool.
The students reflected on the activity and expressed appreciation especially for the mobility and interactivity of the lesson as well as the chance to interact with students from different stages of the MLS program. The students who participated in this simulation were students who remember well what it is like to be in an outbreak in reality, having all gone through the SARS-CoV-2 pandemic, but were able for the first time to be directly involved in the roles scientists play during such an event including vaccine prioritization, communication with the public, and statistical analysis of disease. In this way, the experience proved not only educational but empowering as well.
Introducing Our New Master’s Program Track: 5-Year BSMLS & MSMLS (Accelerated Program)
By Cristy Moss, MBBS, MLS(ASCP)CM, BSMLS ’13 Associate Clinical Professor, Department of Medical Laboratory Sciences
The Department of Medical Laboratory Sciences is pleased to announce the launch of our newest program: the Master of Science in Medical Laboratory Sciences (MSMLS) accelerated track. In a world increasingly shaped by the perpetual and immediate need for more, we are excited to present students with an opportunity to complete both a Bachelor of Science in Medical Laboratory Sciences (BSMLS) and MSMLS in five years combined, offering incredible value for their time and money. This program is crafted to equip laboratory professionals with the skills and knowledge needed to excel in the modern medical laboratory as bench technologists, supervisors, and managers in their respective areas.
Just Add God
By Katherine Nico, MLS (ASCP), BSMLS ’13
Ministry can come in many forms, and sometimes it is not a clear vision but something you grow into. In my past 11 years as a medical laboratory scientist, I have learned that we as ambassadors of Christ do not only minister to our patients, but also to our co-workers. My journey started in 2013, when I had just graduated from the MLS program at Andrews, and my only hope was to get a job. However, little did I know, this profession was going to take me on a journey.
I was thrown into a lead tech position early in my career, and even though the title sounded nice, it came with many challenges. I have always had the spirit to serve others, but in my mind, the word “others” encompassed only patients, or people in financial need. However, God showed me there is more to serving. As my career progressed, I kept being exposed to these difficult situations where I had to come through for my co-workers, make hard decisions, and manage the staff. Yet, one thing I always incorporated into my approach as a leader
Program Highlights
1. Comprehensive Curriculum: Our curriculum boasts a business core providing foundational knowledge in managing organizational finances and personnel, with a laboratory focus to maintain relevance to the field.
2. Focus Areas: Students can tailor their education to focus on Education and Training or Global Development.
3. Capstone Project: Students are guided through the development and execution of a research project relevant to their professional interests.
4. Practical Experience: Since this program combines our NACCLS-accredited BSMLS with MSMLS courses, students spend time at various hospitals gaining experience in blood banking, clinical chemistry, microbiology and immunology, hematology, molecular diagnostics, and laboratory management through clinical rotations. They are then eligible to sit the Board of Registry Certification Exam.
5. Career Development: Students benefit from personalized advising, including an introduction to networking events allowing them to connect with industry leaders at regional and national conferences.
Join Us in Shaping the Future
We invite you to join us on this exciting journey to continue providing our current and prospective students with the highest quality education in a new value-added package.
Learn More
For more information about this and our other programs, please visit www.andrews.edu/chhs/mls
was kindness. I would always listen and minister to their needs both on the job and outside of the job. I would listen to their concerns and complaints and give advice to those willing to listen. I did not understand how important that was until God called me away to start working in central Indiana. As I was leaving, one co-worker approached me and said, “You are never going to understand the influence you made in my life.” At first that took me aback, because in my mind I had done nothing incredible, but like her, others came and expressed how my kindness had made them pivot towards God.
As my career continued in MLS, God has given me the opportunity to minister to others not in a conventional manner, but through example. I have encountered co-workers that are struggling with loneliness, depression, difficulty with their children, financial despair, death, and sorrow. I have also encountered those who are atheist, Buddhist, agnostic, and many more, who have challenged my Christianity in different ways. However, this has taught me to be like Jesus. Jesus went to their gatherings, listened to their problems, ministered to their needs, and then He introduced God’s love. This journey has showed me that introducing
God’s love does not always look like a home-cooked meal, a financial gift, or a day of service. God’s love can be showed through giving a hug, creating a positive work environment, caring, and giving a word of encouragement when people need it most. This job has taught me that ministry starts with those around you. Currently, God is calling me into a new chapter in nutrition and medicine. Yet, as God challenges me in this new direction, I can’t wait to see what He is going to teach me next! Nonetheless, if you have one takeaway, let it be this: minister to those around you. Sometimes, the biggest impact you can make is one person away.
My Journey to the Doctorate of Clinical Laboratory Science Program
By Josephine Ola, MPH, MLS(ASCP), BSCLS ’07
Accepted into the DCLS program at University of Texas Medical Branch
After graduating from the clinical laboratory science (CLS) program at Andrews University in 2007, I embarked on a path that I never could have predicted. I began my career as a generalist CLS at South Bend Medical Foundation, where I worked for nearly six years. Those early days were filled with excitement and the joy of applying what I had learned. But as time went on, I realized that if I didn’t continue to challenge myself, I could easily become complacent. I was inspired by Professor Marcia Kilsby (PhD ’05, MT(ASCP)SBB, CLS(NCA), MS ’87) during my training at Andrews—her mission-driven spirit, especially through the “lab in a suitcase” project, left a lasting impression on me (see pg 21).
Looking back, I truly believe that God led me to pursue my Master of Public Health (MPH). This decision opened many doors in my career. I found myself in leadership roles, entrusted with more responsibilities, and I experienced firsthand the vast possibilities within the field of laboratory science. I worked in four different states across the U.S., and no matter where I went, I was given opportunities to lead.
One of the most impactful experiences was my time as a manager at a biotechnology company. I interacted with a diverse group of health
professionals and research scientists. These interactions, combined with my deepening relationship with God, placed a burden on my heart: I wanted to give back to the next generation of clinical laboratory scientists. I wanted to show them the endless possibilities within this field.
This calling led me to apply for the Doctorate of Clinical Laboratory Science (DCLS) program at the University of Texas Medical Branch. As I reflect on my journey, I marvel at how far I’ve come since those days sitting in Professor Karen Reiner’s (PhD, MT(ASCP), MSCLS ’99) immunology and microbiology classes. The path has been filled with challenges, opportunities, hardships, and victories. One of the most memorable moments was getting hired for a job in San Diego, California, by a former classmate from Andrews. Through it all, God has been my guide.
Today, as I prepare for the next chapter in the DCLS program, I am filled with excitement and anticipation. Alongside my love for science, I enjoy hiking and traveling the world. These experiences have broadened my horizons and enriched my understanding of life and my profession.
My journey is a testament to the fact that it is possible to have a lasting, impactful, and meaningful career in clinical laboratory science. The possibilities are endless. My prayer for you all is that you trust God and the plans He has for you. May you find your own unique path and make a difference in the world, just as I strive to do every day.
NURSING
In a world where it is often said that we are to look out for our own best interests, even at the expense of others, we find that this is in direct conflict with the words of the Apostle Paul. Romans 14: 7, 8 states, “For not one of us lives for himself, and not one dies for himself; for if we live, we live for the Lord, or if we die, we die for the Lord; therefore whether we live or die, we are the Lord’s.” (KJV)
As nursing educators, we have all worked collaboratively, and we have seen firsthand that highly functioning, trustworthy multidisciplinary teams with shared goals enjoy the best outcomes, (such as the faculty award-winning research featured on p. 59). It is because of rich collaborations with healthcare organizations such as Corewell Health, Kettering Health, and AdventHealth that our students have had opportunities to grow their skills and confidence by working as nurse techs during their program and with summer externships, which all, in turn, result in highly skilled graduates.
Furthermore, the School of Nursing (SON) has been able to expand and enhance the skills/simulation spaces through partnerships with Kettering Health and AdventHealth. Our students learn about collaboration throughout the program through opportunities to work together and by being mentored or being a mentor. They learn in the classroom, through mission opportunities, and in the clinical space. They learn through their relationships with professors and by being given the opportunity to share their thoughts and suggest ways to improve the experience of current and future nursing students. In addition to the above, our graduate students develop creative and collaborative projects that give back to others in clinical spaces.
As you read this year’s articles, you too will see that the SON believes in and has been blessed through the power of collaboration as we continue to move Forward in Mission. Indeed, we are not an island.
Michigan Nursing Facilities Awarded $2 Million Partnership Grant
By Andrew Francis University Communication Student Writer
As the nation’s population ages and chronic health conditions rise, the United States’ healthcare system struggles to provide adequate access to care, particularly as we face critical nursing shortages across the country. Having a more educated nursing workforce will allow nurses to take a more active role in leadership, education, and advanced practice, all of which require more nurses to have a BSN.
In fall of 2023, Andrews University and Southwestern Michigan College (SMC) were awarded a $2 million partnership grant by the state of Michigan to support collaboration between the two schools’ nursing programs over the next five years. The grant will bolster the associate degree program at Southwestern and provide resources for nurses who wish to complete a Bachelor of Science in Nursing (BSN) at Andrews. This overall initiative builds on the recommendations from the Institute of Medicine that 80% of
registered nurses were to have their BSN by 2020.
According to Barbara Harrison (MSN, RN, ACNP-BC, BSN ’91), the interim chair and director of the undergraduate nursing program at Andrews, most of the funds are currently being utilized at SMC because the primary goal of the grant is to support colleges and provide resources that will ensure smooth transitions and create awareness around this partnership. Andrews University primarily benefits from the grant by receiving funding for adjunct professors and gaining additional SMC nursing students who transfer to Andrews to finish their undergraduate degrees and pursue higher education.
While the grant was being finalized in state legislature, Harrison had already been speaking with the dean at SMC about collaborative opportunities, as they were already part of a joint team of nursing experts at the college level in the Western Michigan area.
Although there is no current indication of a potential grant renewal, the School of
Interim Chair, Associate Professor, School of Nursing
Donations to the School of Nursing Mission Fund are welcome. www.andrews.edu/GO/GIVE/NursingMission
Gifts to the School of Nursing are welcome. www.andrews.edu/GO/GIVE/ NursingSCHLSHP
Nursing plans to continue collaborating with SMC and other area schools. Harrison states, “Both myself and the SMC dean are committed to making a smooth pathway for the nurses to get a baccalaureate degree…It’s a very warm relationship.”
In addition to this bond between nursing schools, Harrison shared that her department has been building bridges through memorandums of understanding with domestic and international colleges, and with various hospital systems. In fall of 2025, students from schools like Northern Caribbean University in Jamaica, West Indies, can begin their degree process with their respective schools for their first two years and then transfer their credits to Andrews and only take two more years of classes to receive a complete undergraduate degree. Programs like this help to strengthen an already growing School of Nursing at Andrews.
Barbara Harrison, MSN, RN, ACNP-BC, BSN ’91
Celebrating 50 Years of Excellence: Andrews University School of Nursing
By Khonnah Weithers, MSN, RN, FNP-BC, BSN ’11 Assistant Professor, School of Nursing
As Andrews University celebrates the 50th anniversary of its School of Nursing’s National League of Nursing (NLN) accreditation, we reflect on a journey of excellence, growth, and unwavering commitment to quality nursing education. This commitment has not only prepared our students to meet the healthcare industry’s challenges, but has also significantly impacted patient care, advanced medical research, and influenced healthcare policies, making us all proud and inspired by our collective achievements.
Founding and Early Years
The roots of the Department of Nursing at Andrews University can be traced back to the 1948-1949 academic year. Initially, nursing education was a part of the Department of Biology, with a dual purpose: preparing students for entry into sanitarium and hospital training schools for nurses and preparing graduate nurses from schools of nursing approved by the American Medical Association (AMA) for supervisory and teaching positions. During this foundational period, they emphasized integrating biological sciences with nursing education, ensuring robust academic preparation for future nurses.
Formation of the Department of Nursing
The 1953-1954 academic year marked a pivotal moment, with the nursing program becoming its own Department of Nursing, led by the dedicated efforts of Winifred M. Edwards and Maude Fahrbach. Their leadership and the collective efforts of the faculty and staff were instrumental in shaping the School of Nursing’s early years. During this period, Andrews University, then Emmanuel Missionary College, established a significant partnership with the Hinsdale Sanitarium and Hospital. This collaboration resulted in creating a unique joint diploma program in nursing. This innovative program allowed students to graduate with a Bachelor of Science in Nursing (BSN) within four calendar years, including nine months of pre-clinical collegiate education before hospital training experience. The fourth year was dedicated to completing an additional 34 hours of college credits, including courses in social science, education, and professional subjects such as Ward Management, Public Health Nursing, and Family Health Services, to receive a BSN or a BS Nursing Education. This program, a result of the institution’s commitment to collaboration and innovation in nursing education, reflected the evolving needs of healthcare.
Expansion and Leadership in the 1960s
By 1965, Andrews University incorporated the Department of Nursing into the College of Arts and Sciences. Under Evelyn McClure’s and others’ leadership, the department continued its partnership with Hinsdale, meeting the needs of beginning nursing students and registered nurses. Students completed their first-year nursing requirements on the university campus before transferring to the Hinsdale Sanitarium and Hospital
School of Nursing to finish the clinical part of their education. Students could sit for licensure in the State Board Examinations after completing clinical education at Hinsdale. A baccalaureate curriculum for the registered nurse was not mandatory, reflecting the educational standards and flexibility of the period.
The Department of Nursing continued the traditional capping of sophomore students for a decade after its initial accreditation, reflected in the image below from the Student Movement dated November 4, 1975. As the caption says, the ceremony emphasized the future nurses’ “need to serve both Christ and man” in their training and profession. The Student Movement article reported on that year’s capping ceremony, sharing its significance to participants. One said it made her feel that she “had actually become a nurse” while another said it “re-vitalized and reinvigorated” her to keep up with the challenging program.
The ceremony was replaced by the nursing dedication when nursing became more professionalized, and nurses’ caps disappeared in the late 1980s. Although the event has changed (see the front cover for picture of a recent dedication), the focus on healing service remains. This dedication takes place just before students begin their first clinical assignment and incorporates the sentiments of Psalm 90:17 as the nursing faculty and faith leaders pray for God’s favor on the students and blessing on their hands as they begin their work of healing ministry. Students appreciate this formal request of inviting God into their journey as they seek to answer His calling to nursing.
NLN Evolution to ACEN
In 1996, the NLN Board of Governors established the NLNAC to oversee accreditation processes. In 2001, it became a subsidiary of NLN. In 2013, it was renamed the Accreditation Commission for Education in Nursing (ACEN), which still accredits the
Focus Fall 1988
providers, schools, and community organizations. These partnerships are crucial in comprehensively addressing community health needs, providing clinical placement opportunities for students, and enabling the school to impact local health and well-being significantly.
The School of Nursing has also provided opportunities for learning and service further from home. International trips to
locations including Africa, and Southeast Asia and work at a Montana Indian reservation in the U.S. have been integral to our global outreach. The focus on building sustainable healthcare capacities in communities remains a top priority, and the school continues its unwavering commitment to these goals. The School has creatively sought ways to engage in local projects that offer valuable experiences in delivering culturally sensitive care and adapting to diverse healthcare environments. The spirit of adaptability, empathy, and global citizenship is fostered through these experiences, ensuring students remain prepared to meet the varied needs of a global population.
Technological Advancements and Innovation
The school has incorporated technology into nursing education through electronic health record (EHR) systems, virtual simulations, and online learning platforms. As part of our continued commitment to excellence in nursing education, the skills and simulation labs have recently been renovated and are now in use as students begin the fall semester. These improvements underscore our dedication to maintaining and elevating our educational standards. Thanks to the generosity of a donor, we could upgrade our labs and integrate cutting-edge technology and equipment, enhancing our students’ learning experience and better equipping them for the demands of
Reflecting on Our Journey & Supporting the
We are deeply grateful for our alumni’s and supporters’ tremendous impact on our institution and the global healthcare industry. We have consistently demonstrated our dedication to preparing the next generation of healthcare leaders. We understand that our achievements have been made possible by the generous support of our community. We extend an invitation
Finally, we would like to express our gratitude for your ongoing support and belief in our mission. Thank you for considering helping us further our goal and for being an essential part of our journey toward innovation and excellence in nursing Forward in Mission
Legacy Nightingale Award Presented to Nancy Carter
By Barbara Harrison, MSN, RN, ACNP-BC, BSN ’91
On Friday, May 3, during the annual senior pinning celebration, the Andrews University School of Nursing presented Nancy Carter, assistant professor emeritus, with the inaugural Legacy Nightingale Award.
The award honors an Andrews faculty member or graduate whose service and dedication left a lasting impact on the School of Nursing and the nursing profession.
Carter graduated from Andrews University with a bachelor’s
degree in nursing in 1974 and later completed her master’s degree at the University of Michigan in 1982. She has worked in several acute care settings, including med/surg, obstetrics, the newborn nursery, and the neonatal intensive care unit, and has also worked in community health settings. She taught Community Health Nursing in the Andrews nursing program from 1983–1991 and 1993–2014, and she returned in 2019 to assist in the Skills Lab.
Over the years, the School of Nursing has been blessed with God-fearing, highly skilled, and compassionate professors who have dedicated themselves to growing the next generation of nurses. With 2024 being the 150th anniversary of Andrews University, we reflected on God’s leading and the many professionals who have given so much to our students. Carter’s 50-year career exemplified one of service—and she gave almost 30 of those years to teaching in the classroom, mentoring and believing in her students.
Carter says, “I truly believe community health nursing is where the Lord wanted me to be…I was surprised that people who finished working for Andrews so many years ago could get such an award. That was very humbling—I truly appreciated that. It was dear to my heart.”
If there is an Andrews nurse that you would like to nominate for this biennial award, please send the name and bio to nursing@andrews.edu. We would love to honor them!
Love Your Locks: Equipping Nurses with Diverse Hair Care Knowledge
By Sharlene Lansiquot, DNP ’24, MSN, BSN, RN
As a pediatric nurse, I’m constantly looking for better ways to serve diverse patient populations. That’s why I was so inspired by a hair hygiene policy created by the Children’s Hospital of Philadelphia for Black, Indigenous, and People of Color (BIPOC) patients. It resonated with my own values, and when I learned many nurses weren’t familiar with it, I knew I had to act.
Driven by my faith and Andrews University’s commitment to embracing all backgrounds, I decided to make this the focus of my Doctor of Nursing Practice (DNP) project. I named it “Love Your Locks” because it reflects the importance of respecting and understanding the unique hair care needs of BIPOC patients.
With the support of my amazing colleagues and my Andrews supervisor, Professor Melinda Nwanganga (DNP, FNP-C, BSN ’03), I conducted a survey to assess awareness and created educational materials—a video and posters—outlining best practices for BIPOC hair care. The positive feedback has been overwhelming!
“Love Your Locks” isn’t just about hair care; it’s about compassion and accountability. It aligns perfectly with the Andrews University mission of serving others. At our hospitals, we see a beautiful tapestry of cultures, and we want every patient to feel valued and understood. This project allows us to demonstrate that commitment in a tangible way.
My story is just one example of how Andrews University students and alumni are making a difference in the lives of others.
It’s a testament to the power of combining our clinical expertise with the values of service and inclusion that Andrews University instills in us.
School of Nursing “Love Your Heart” Fair
Shawna McNeily, MDiv ’20, MSN, RN, NNP-BC, CPNP-PC Clinical Associate Professor of Nursing School of Nursing
Engaging in the community with an emphasis on health is essential to the mission and vision of the School of Nursing. One of the methods in which the school intentionally prepares students for service utilizing healthcare skills is through a course called Intercultural Mission Service in Nursing. This course meets two main goals: facilitate a School of Nursing healthcarerelated service activity and assist students in the development of a health-related service project that they could initiate in their local settings after graduation. This year, the School of Nursing hosted a hypertension awareness fair in conjunction with the New Heights Christian Community Development Association (CCDA) for residents in Benton Harbor and Benton Heights, neighboring communities to the University.
Cardiovascular disease is a national health crisis, and hypertension is key contributor to the development of heart disease (Spruil et al, 2023). In the United States almost 120 million adults have hypertension. Of those persons, only one in four have their high blood pressure under control (CDC Division of Heart Disease and Stroke Prevention, 2024). While this problem impacts all sectors of people groups in the United States, persons of color are impacted at a much higher incidence (CDC Heart Disease
Facts, 2024). Locally, heart disease falls among the top three causes of death in Berrien County, with the highest death rates in non-Hispanic blacks. Interestingly, this gap in the mortality rate between persons of color and other ethnicities is larger in Berrien County compared to the rest of the state of Michigan and the United States (Spectrum Health Lakeland, 2021).
A recent call to action from the White House and U.S. Department of Health and Human Services encourages an all-hands-on-deck approach to help strengthen communities to target unmet health needs, including addressing hypertension and cardiovascular disease (USDHHS, 2023). This push for action to improve health equity and target hypertension is also in line with state and local health initiatives (MIDHHS, 2024 & Spectrum Health Lakeland, 2021). Andrews University School of Nursing responded to these challenges by seeking to partner with New Heights CCDA to promote awareness and education of high blood pressure as well as provide blood pressure measurements to residents of Benton Harbor/Benton Heights.
New Heights CCDA hosts monthly community dinners for the community of Benton Heights during which the CCDA highlights resources. In March of 2024, the School of Nursing offered “Love Your Heart,” a hypertension awareness fair. During this fair, participants had the opportunity to receive a blood pressure reading. In addition, there were several interactive stations promoting steps for reducing the risk of developing high blood pressure as well as lifestyle modifications to implement in conjunction with medical therapy prescribed by an individual’s primary care team. Topics included rest, stress management, smoking cessation, healthy diet, and physical activity. The School of Nursing distributed prizes such as home blood pressure monitors, pedometers, and healthy snacks.
The impact was multidimensional. More than sixty members of the community were in attendance. Community members expressed appreciation for the education and screening. Participants also indicated the importance of incorporating lifestyle changes to augment medical management. Nursing students appreciated the opportunity to provide meaningful health education while engaging with our community.
We thank God for the opportunity not only to promote health to our neighbors, but to collaborate with other caring agencies
in our community. We hope to continue to collaborate with the New Heights CCDA to continue promoting hypertension awareness and management in the Benton Harbor community.
References:
Spruill, T.M., Muntner, P., Popp, C. J., et al. (2023). AddREssing Social Determinants TO pRevent hypErtension (The RESTORE Network): Overview of the Health Equity Research Network to Prevent Hypertension. American Journal of Hypertension, 36 (5), 232–239. https://doi.org/10.1093/ajh/hpad010
Centers for Disease Control and Prevention, Division of Heart Disease and Stroke Prevention (2024, February 2). Million Hearts 2027 Priorities. https://millionhearts. hhs.gov/
Centers for Disease Control and Prevention (2024, February 2). Heart Disease Facts. https://www.cdc.gov/heartdisease/facts.htm
Spectrum Health Lakeland (2021). 2022-2024 Community health needs assessment (https://www.spectrumhealthlakeland.org/population-health/get-facts/communityhealth-needs-assessment/2022---2024-chna)
U. S. Department of Health and Human Services (2023, November 16). The BidenHarris Administration takes action to improve health and wellbeing by addressing social determinants of health (Press Release). U.S. Department of Health and Human Services. https://www.hhs.gov/about/news/2023/11/16/biden-harrisadministration-takes-action-improve-health-and-wellbeing-addressing-socialdeterminants-health.html
U.S. Department of Health and Human Services (2020). The Surgeon General’s call to action to control hypertension. Office of the Surgeon General. www. surgeongeneral.gov.
Michigan Department of Health & Human Services (2024, February 2). Michigan’s roadmap to healthy communities phase III: The innovation phase. MIDHHS Social Determinants of Health. https://www.michigan.gov/mdhhs/-/media/Project/ Websites/mdhhs/Inside-MDHHS/Policy-and-Planning/Social-Determinants-ofHealth-Strategy/SDOH-Strategy-Phase-III-FINAL-011724
New DNP Concentration: Leadership in Advanced Nursing Practice
By Melinda Nwanganga, DNP, FNP-BC, BSN ’03 Clinical Associate Professor/DNP Program Director, School of Nursing
The nursing profession is characterized by its continuous adaptation and growth to meet individual patient needs, societal demands, and medical advancements, making it an indispensable component of the global healthcare system. Andrews University’s School of Nursing (SON) has mirrored this evolution. In 2016, the SON launched an online Doctor of Nursing Practice (DNP) program, which currently has 25 students enrolled in the Family Nurse Practitioner (FNP) concentration.
Recognizing the continuous complex challenges of modern healthcare, the SON is proud to introduce a new concentration: Leadership in Advanced Nursing Practice, commencing in the Fall 2024 semester. This forward-thinking program is designed to prepare DNP students for influential leadership roles, including executive nurse leaders, healthcare administrators, and nursing educators, empowering them to drive innovation and address the pressing challenges within the healthcare system.
The DNP Leadership concentration involves the collaboration of several schools across campus, including the School of Leadership, the School of Business Administration, the School of Population Health, Nutrition & Wellness,
and the School of Education. Students following this leadership concentration in their academic journey will be prepared to:
• Develop long-term strategies to improve healthcare delivery and organizational performance.
• Provide expert advice to healthcare organizations on improving patient care, compliance, and operational processes.
• Create and advocate for policies that promote public health and safety while addressing community health needs and disparities.
• Design and update nursing education programs to ensure they meet current healthcare standards.
• Conduct research to advance the field of nursing in clinical, business, and educational settings.
Additionally, this concentration emphasizes the importance of incorporating a holistic approach into leadership practices. By leading by example, future nurse leaders will demonstrate how to address the physical, emotional, and spiritual dimensions of health, fostering more comprehensive and compassionate patient care.
The introduction of the Leadership in Advanced Nursing Practice concentration marks a significant milestone for Andrews University’s School of Nursing. By
equipping DNP students with the skills and knowledge needed for leadership roles, this program not only enhances the professional development of nurses, but also strengthens the overall healthcare system. As nurse leaders emerge from this program, they will be well-prepared to navigate the complexities of modern healthcare, advocate for meaningful changes, and provide holistic care that meets the diverse needs of patients and communities. This forward-thinking approach ensures that nurse leaders are not only responsive to current healthcare challenges, but are also proactive in shaping a healthier future for all.
Donations to support the School of Population Health, Nutrition & Wellness are welcome. Andrews.edu/go/give/PopHealth
The History of the School of Population Health, Nutrition & Wellness
Population Health, Nutrition & Wellness (PHNW)
students recognized for community service 15 Andrews students receive Michigan Campus Compact awards
Fifteen Andrews University students received awards on April 13 from Michigan Campus Compact (MCC), at ceremonies held at the Kellogg Hotel and Conference Center on the campus of Michigan State University in East Lansing, Mich.
Under the leadership of Winston J. Craig (PhD, MPH) as chair, program director of DPD, and graduate program director, the department’s name changed to the Department of Nutrition in 1994. Craig served as chair for 20 years from 1994 to 2014. During his tenure, the following programs were added: MS Human Nutrition in 1988 (which marked 35 years in 2023), the Bachelor of Nutrition Science in 1996, and the Master of Public Health in 2013. After merging Physical Education with Nutrition in 2004, the Department became the Department of Nutrition and Wellness, and the MS Human Nutrition program became the MS Nutrition & Wellness. New initiatives in fitness education and health were implemented as featured in the Spring 2010 issue of FOCUS.
Each year, MiCC awards students from member colleges and universities across the state for their outstanding commitment to service-learning and civic engagement. Three types of awards are given: the Outstanding Community Impact Award, the Commitment to Service Award and the Heart and Soul Award. This year, more than 450 students from 33 member campuses received awards.
Thirteen Andrews students received the “Heart and Soul” award. Katelyn Ruiz and Charles Carlos Trimble received the Commitment to Service Award. This award recognizes up to two students per member campus for either their breadth or depth of community involvement or service experiences. Only 33 students statewide will receive this award. Ruiz is an active graduate student who initiated a Writer’s Circle and English-as-aSecond-Language reading program, both for children at the Berrien Springs Community
Library. She also volunteers at a community church coordinating their food basket program and activities for children.
Trimble has volunteered for nearly four years with at-risk children in Benton Harbor, Mich., serving as a mentor and teacher. He also developed a studio activity for the purpose of discovering music and creative talent at Harbor for Hope, among other functions.
Award recipients were nominated by Andrews faculty and staff. The University’s participation in the event was coordinated by Larry Ulery, assistant professor of community service programming and director of service learning.
Front row, left to right: Two Andrews students received special recognition with the “Commitment to Service” award. They were Katelyn Ruiz (front row, center) and Charles (Carlos) Trimble (not pictured). Larry Ulery, director of service learning, is seated front row, right
These offerings included a minor in health (2008), minor in Fitness Education (2009), BS in Health & Fitness, and a Bachelor of Health Science (BHS) in Wellness (2010).
MCC represents a consortium of 40 Michigan public and private colleges and universities that encourages students to
First degree in documentary Film Earned by Pieter Damsteegt
FOCUS June-July 1974
In 2012, the department joined the new School of Health Professions, and in 2013, became the Department of Public Health & Wellness when the public health program was added. The online Master of Public Health (MPH) with a nutrition concentration as announced in FOCUS magazine Spring 2013.
engage in focused service activities on campus and particularly in local communities.
Online MPh offered fall 2013
New program offered at a 50% tuition discount
This guidance was valued by institutions seeking to incorporate vegetarian offerings, as reported in the March 6, 1976 Student Movement: “With vegetarianism gaining acceptance, there is growing interest in vegetarian food systems. Many colleges are requesting information on vegetarian menu plans. A number of restaurants have requested similar assistance. Our long-time Adventist background in vegetarianism has led to the emergence of FSC as a significant source of information for vegetarian food systems.” In addition, the FSC would provide opportunities for the Andrews University CUP students to gain practical experience working in the hospital setting. (Full March 6, 1976 Student Movement article: andrews.edu/chhs/files/phnw-archived-articles_ pictures/food-systems-consultants-and-berrien-general-form-union-sm-3.9.1976-.tif )
A year later, the department’s name was changed again to become the Department of Public Health, Nutrition & Wellness, and the Graduate Certificate in Nutrition & Dietetics was added. Five years later, in 2017, the undergraduate public health program started.
Pieter Damsteegt received his degree at the 2 p.m. Commencement ceremony on Sunday, May 5. Damsteegt graduated summa cum laude with a Bachelor of Fine Arts in Photography and Documentary Film. His senior thesis project, a documentary film entitled “Back of My Life,” chronicles his life as a college student while growing handicapped from degenerative rheumatism. To learn more about his film, visit http://vimeo.com/user2692714.
Since its inception, the nutrition program has evolved. In 1990, due to the changing needs of the students, a major change to the program occurred. The coordinated program was split and became the Didactic Program in Dietetics (DPD) and Dietetic Internship (DI) programs led by Bethany C. Jackson, who was the chair and program director at that time. The two programs were separately accredited, which must be completed for a student to become a Registered Dietitian Nutritionist (RDN). Thirty-four years later, these two programs still exist and provide valuable education and experience to many students. In 1991, we became our own department, The Department of Nutrition & Family Studies.
The Department of Public Health & Wellness, formerly known as the Department of Nutrition & Wellness, has received approval from the Board of Trustees to offer a Master of Public Health in Nutrition and Wellness. This new program is the first and only online MPH program in Nutrition and Wellness offered in the country. Offered at a 50% tuition discount, this new program will prepare health professionals for service in the church and community by building knowledge and skills necessary to enhance the health of human populations and promote a healthy lifestyle through personal and community efforts.
Emmanuel Rudatsikira, dean of the School of Health Professions, says employment opportunities are expected to grow by 37% from 2010 to 2020, faster than the average for all occupations (14%), according to the U.S. Bureau of Labor Statistics.
In 2019, the department became the School of Population Health, Nutrition & Wellness under the leadership of Sherine Brown-Fraser (PhD, RD, CPT) in the College of Health & Human Services.
“This prediction translates into about 23,200 new jobs for public health professionals over the next 10 years,” says Rudatsikira. “According to the Council on Education for Public Health (CEPH), there are 62 accredited online public health programs in the United States. However, there are only two Master of Public Health programs in nutrition. Our program, with emphasis on vegetarian lifestyle and wellness, is unique and presently the only one of its kind.”
For more information visit www.andrews.edu/publichealth.
In 2021, a MS Nutrition & Wellness degree was reestablished to get ahead of the 2024 master’s requirements, which would require all students studying to become an RDN to complete a graduate degree. Thanks to the many years of leadership of now Professor Emeritus Winston Craig, the long-term chair and program director of these programs, they are still in existence today.
SPRING 2013 11
The recent additions to the school include a Master of Healthcare Administration (MHA) Program, a Culinary Medicine Certificate program in 2022, and a new MPH concentration this fall, in Health Promotion and Health Education. Beginning also this fall, the MPH is further expanding by offering an in-person delivery option for its two concentrations.
We are blessed to have educated so many students throughout the years. These individuals have been world changers and continue to promote our health message throughout the world. Our graduates and our School continue to move Forward in Mission.
Thirteen students received the “Heart and Soul” Award—Back row, left to right: Kimberly Clark, Janna DeWind, Katelyn Nieman, Stephanie Oliver, Olivia Knott and Front row, left: Atniel Quetz. not pictured: Rodney Allen, Kathlyn Bearce, Tacyana Behrmann, Brittany Felder, Laury Fouche, Daniel Morea and Amy Moreno
Dietetic Intern Tina Speros’ Opportunity at The Plantrician Project and Advice for Future Interns
By Hayley Mellish, BS Nutrition and Dietetics ’24, MS Nutrition and Wellness Student, Class of 2025
Andrews dietetic intern Tina Speros (DI ’24) recently completed a rotation at The Plantrician Project, which seeks to educate healthcare practitioners and health influencers with knowledge about the benefits of whole food, plant-based nutrition (plantricianproject.org). Her preceptors were so pleased with Speros that they conducted an interview with her for their website, in which she had to say:
“My advice for any plant-based student in the healthcare industry is to not lose touch with your passion. It can be discouraging to be in environments that do not share your beliefs and follow evidence-based research. Therefore, you must take it upon yourself to actively seek involvement in plant-based projects. Share your expertise with others even when it feels uncomfortable...you do not know the extent of the impact it may have on that person.”
Being a part of The Plantrician Project profoundly impacted Speros, and she still stays in touch with her preceptor, Jill Edwards, Director of Education at The Pantrician Project. “I can’t thank Professor Isaak enough for connecting me with The Plantrician Project,” she says. “I love this organization so much, and Jill has become a close friend and mentor.”
(Read full Plantrician interview: https://plantrician.org/library/ articles/seeds-of-change-a-dietetics-students-pursuit-of-a-plantpowered-profession/)
Population Health, Nutrition & Wellness Represent Plant-Based Nutrition at Michiana VegFest 2024
By Hayley Mellish, BS Nutrition and Dietetics ’24, MS Nutrition and Wellness Student, Class of 2025
Every year, Michiana VegFest brings together dozens of vendors, culinary professionals, and educators with one goal in mind: to promote a plant-based diet and lifestyle. Dietetic Internship Director Professor Sherri Isaak (MS ’95, RD, CDES, BC-ADM, DipACLM), dietetic intern Wesley Chan (DI ’24), and future dietetic intern, Hayley Mellish represented Andrews University and the Andrews Lifestyle Medicine Interest Group at Michiana VegFest 2024. Their mission was to promote the School of Population Health programs and provide information on what a plant-based diet might look like. They engaged many attendees and even ran into a few Andrews alumni!
MS Nutrition and Wellness student Hayley Mellish spoke about her experience with Professor Isaak, remarking, “It rewarding to engage with the Michiana (Michigan/Indiana) community and connect with others who share similar plantbased goals. There was actually a lot of interest in our programs because of the unique plant-based emphasis in our curricula. We spoke with dietitians, students, and others who are looking to improve their health as well as beginner vegans and vegetarians. There were even some people staying at the hotel next door who dropped in to sample the vegan cuisine being served. It is clear to me that people are becoming more curious and open-minded about plant-based diets and starting to embrace nutrition as a significant component in current and future health outcomes.”
Andrews Dietetic Intern Showcases Leadership and Culinary Mastery in Annual Theme Meal Event
By Sherri Isaak, MS ’95, RD, CDE, BC-ADM, DipACLM Associate Clinical Professor, School of Population Health, Nutrition & Wellness
Every year, the Andrews interns organize and execute a themed meal as part of their food service rotation during their dietetic internship. The interns are responsible for creating a marketing plan, developing a menu, conducting nutrition analysis, completing a purchase order and budget report, creating a production schedule, preparing a measurable tool to evaluate customer satisfaction (including recommendations based on evaluation results), and writing thank-you notes to recognize the skills of each team member.
Wesley Chan (DI ’24) recently created an amazing Asian themed meal for the employees and visitors at Corewell Health Lakeland in St Joseph, Michigan. Dietetic Internship Director and Associate Professor Sherri Isaak and Dietetic Program Director and Assistant Professor Gretchen Krivak (MS ’10, RD, CGFI, EIM-1) surprised Chan by attending the meal to show support for all of his hard work for this event. He impressed guests with his delicious Asian-themed meal, receiving rave reviews from his preceptors and customers!
Exercise Science Internship
By Gretchen Krivak, MS ’10, RD, CGFI, EIM-1
Assistant Professor, School of Population Health, Nutrition & Wellness
The School of Population Health, Nutrition & Wellness has grown extensively in our exercise science program thanks to a merger with the pre-physical therapy (PT) program. When creating the curriculum for the new degree, it was important to the PT program that students would gain experience working with people, utilizing their knowledge, and demonstrating their skills prior to their application to the Doctor of Physical Therapy (DPT) program. To ensure all students would have this opportunity, a required two-credit internship was included in the curriculum for all students in the exercise science program.
The 2023-2024 school year included the largest number of interns the exercise science program has experienced, and we knew that finding locations for the students to gain this important practice might be challenging. However, it was exciting to see the many opportunities in which the students were able to gain hours of valuable experience in the local Berrien County community this year. A few of these locations included the Andrews University Andreasen Center for Wellness, the Benton Harbor Renaissance Athletic Club (RAC), and Life Rx (in Berrien Springs). Students observed personal trainers, group fitness instructors, and fitness managers along with helping them in the creation of workouts and programs for clients. Some students also had the opportunity to conduct fitness testing protocols, create workouts for Cardinal Athletic teams, provide athletic training assistance, oversee team workouts, and observe athletic trainers, physical therapists, and physical therapy assistants.
To wrap up the end of the spring semester, all students completing their hours were required to present to the entire internship class on their internship experience. This provided the opportunity for the students to see what their classmates did at their internship sites. In addition, underclassman in the program were invited to attend so that they could learn more about the internship, including what sites are available, what activities they can do at those sites, and what the internship entails. Exercise science professors along with the faculty and staff from the physical therapy program also attended. This was an exciting way to wrap up the internship experience and progress in a forward direction for the program overall. Next year there is hope that more underclassmen will attend the presentation and that the internship opportunities in the local area, but also throughout the country, will continue to expand.
Exercise Science interns with Professor Gretchen Krivak (L)
Nourishing Families Through Culinary Medicine
By Hayley Mellish, BS Nutrition and Dietetics ’24, MS Nutrition and Wellness Student, Class of 2025
In February 2024, Dr. Anne Dudley, a certified Lifestyle Medicine Physician and pediatrician, and Alaina Elder-Correa (RD), chef instructor and organizer at Corewell Health Lakeland, visited Andrews University Population Health Nutrition & Wellness Assembly to introduce the exciting new Lifestyle Medicine Family Kitchen program. This initiative, sponsored by Corewell and hosted at Lake Michigan College’s teaching kitchen, offers free cooking classes and nutrition education for families with children aged 7-17. Andrews students were invited to get involved as volunteers, and many students were keen to sign up!
Each Family Kitchen gathering begins with a nutrition lesson from Dudley and Elder-Correa, while volunteers prep each family’s station in the kitchen with the ingredients they’ll need to make their assigned recipe. Parents and their children work together to prepare the recipe, and volunteers facilitate the process by answering questions and cleaning up. After cooking, everyone enjoys the meal together buffet-style, sharing their cooking experiences and satisfaction with the results.
Andrews University MS Nutrition and Wellness student and future dietetic intern Crystal Smeal (MS and DI class of 2025) noted that each family had their own dynamic when it came to working together: “Some families were calm and focused, whereas other families were a bit stressed because they don’t cook very often. It was interesting to see how each family communicated or didn’t communicate. It’s not just cooking skills that we are building here; it’s interpersonal communication skills. We know that families who prepare and eat meals together tend to be healthier and have a better relationship with food, so the whole family’s participation is crucial. After volunteering, I can really see myself doing something like this as a future dietitian.”
Another MS Nutrition and Wellness student, volunteer, and future intern Yocelyn Beber (MS and DI class of 2025) recounted how satisfying it was to hear children and adults change their attitude towards vegetables, saying, “I have a young child and I
know how hard it can be to get kids to try new foods, especially vegetables. So when we were eating together at the end and I would hear a kid say that they liked a new food, that was such a win. When the parents make comments like, ‘we are definitely going to be making this again at home,’ I just want to jump up and down, because that is exactly the progress we want to see!”
The culinary medicine program at Corewell Health Lakeland also hosts cooking classes and lectures for Corewell interns and residents with special focus on how food can be used to address various health ailments, such as chronic disease, inflammatory diseases, mental health, and other topics. These classes serve to educate clinical professionals on how they can better communicate nutrition information to their patients in order to help them achieve their health goals.
(Learn more about Family Kitchen classes here: https://www. spectrumhealth.org/services/lifestyle-medicine/programs-andclasses/free-group-programs)
Delivering Nutrition Education to Hispanic Communities in the Andrews University Dietetic Internship
By Sherri Isaak, MS ’95, RD, CDCES, BC-ADM, DipALCM
Dietetic Internship Director & Hayley Mellish, BS Nutrition and Dietetics ’24
MS Nutrition and Wellness Student, Class of 2025
The field of dietetics is growing in numbers and reach but has much to do in diversifying the profession. Dietitians are predominantly Caucasian, with less than 13 percent being Hispanic. The Andrews University dietetic internship program provides cultural experiences throughout the internship rotations to increase cultural awareness. We sat down with one of our 2024 interns, Nayle Aranda (MS and DI ’24), to discuss her experience with the Hispanic community during her community
nutrition rotation with Sylvia Klinger, DBA, MS, RDN, LDN, CPT, president of Hispanic Nutrition Communication, Inc. (https:// www.hispanicnutrition.com/).
Q: One of your experiences was at Hispanic Communications with Sylvia Klinger. Will you please tell us about this specialized experience?
A: Hispanic Nutrition Communications focuses on nutrition care for the Hispanic population. I was able to work on a variety of nutrition-related projects including social media posts, blogs, educational presentations, and handouts to assist the Spanishspeaking population.
Q: What was the most memorable part of your time at Hispanic Nutrition Communications?
A: One extensive project was a two-day continuing education class for registered dietitian nutritionists to advise how to communicate with the Hispanic population when you don’t speak Spanish. In a sense, we were creating these materials for two audiences, so it was a unique challenge; the information was designed for an audience of professionals, but we were also advising them how to deliver this information to their Hispanic patients, who were the secondary audience. It is important to understand where the Spanish speaking population comes from, because there are dialectal differences within Spanish speaking countries. Sylvia is from Puerto Rico and I am from Peru, but our audience is Mexican, so we had to make sure we used the right words for certain foods in our materials.
I learned and accomplished a lot from that project, especially considering that it happened during my first week with Sylvia and we were working together and getting to know each other at the same time.
Q: Tell us about working with your preceptor, Sylvia, on such a big project.
A: Sylvia was very receptive to my ideas, and she made me feel like the projects were my own and she was my guide. She is someone that helped me to find my abilities and skills and how to channel innovation. I wanted to give her my best but also give her options to choose from, so sometimes I would make four different versions of something so she could pick the one she liked the most. She appreciated that, but she also pushed me to trust my judgment and have autonomy when completing projects.
Q: How did your bilingual skills help during your internship?
A: When I was in my clinical internship, I saw the need for this education to help Spanish speaking patients. Speaking the same language and being of the same culture as your patient not only helps with verbal communication, but also helps you read their emotions and pick up on things in the moment. This helps the patient to feel understood and helps you understand your patient so much better than a virtual translator who isn’t trained in nutrition. It felt good to be able to provide that next-level connection between the patient and care provider.
Q: What does the future look like for you post-internship?
A: I saw how much cultural diversity there is among people who need help with their nutrition. Being a member of another culture helps me understand and relate to people who want to improve their diet but not give up the things they love that are tied to their cultural identity. I will always have that desire to show patients how they can improve nutrition while eating the things they are familiar with, but hopefully I can encourage them to try new things, too. I want to specialize more in certain diseases, like cancer or diabetes, but also incorporate cultural awareness. I would love to write a nutrition book for people from different cultures to help them with cancer or diabetes, and I plan to continue learning about other cultures via travel.
Dietetic Internship Graduate Hired at Notre Dame University
By Hayley Mellish, BS Nutrition and Dietetics ’24, MS Nutrition and Wellness Student, Class of 2025 & Sherri Isaak, MS, RD, CDE, BC-ADM, DipALCM
Alexandra Krager (DI ’24) was recently hired as the assistant program director of nutrition services for the University of Notre Dame. This role was newly created to help meet the nutritional needs of the students on campus. Her primary responsibilities include managing food allergies and medical conditions of the students, as well as working with them to achieve their health goals through nutrition and lifestyle interventions. She meets one-on-one with students for nutrition counseling, assists with staff
education and training for management of food allergies and celiac disease, and works to provide accurate nutrition information to the students based on chef-generated recipes. The health and safety of all of the students on campus is the main priority. All of the work aims to keep the students safe while providing the service and care that they need to feel comfortable while they are away from home.
Dietetic Internship Director Sherri Isaak states, “I’m very proud of Ally for being hired at the University of Notre Dame. The program director for Nutrition Services at Notre Dame asked if I knew any potential candidates. I informed her I had some recent graduates that may be a great fit. I made Ally aware the position, and before I knew, she was hired! She will be taking her first intern this fall!”
MPH/MDiv Dual Degree Opens Doors for Impact
By April Chisholm-Snyder MPH ’23, MDiv Chaplaincy Student, Class of 2026
Opportunities for public health students from Andrews University are truly endless. They open countless doors for graduates to serve their communities in a way that is at the heart of our shared faith. When I started at Andrews, I was just deciding on Master of Divinity (MDiv) chaplaincy, but when I discovered I could also utilize my passion for public health through the Master of Public Health/MDiv dual degree, I was so excited.
As soon as I entered my second year as a public health student, I was thrown into an exciting intersection of faith and action that I never saw coming. At my church in Texas, I became the community engagement pastor, and we were embarking on a journey to reach out to the community in ways that would meet their current physical and emotional needs. We had a food bank, food pantry, and thrift store, and were looking to expand our partnerships with neighboring hospitals and other nonprofits to grow in relevant ways. It was a daunting task. However, the tools I was learning in my
research and the language I was developing in my classes were the perfect catalyst I needed to empower me for such a time as this. Those long hours of trying to understand frameworks, behavioral theories, and different methods of statistical analysis suddenly made so much sense and didn’t feel like wasted time. The professors here guided me, gave me so much advising, encouraged me, and prayed for me every step of the way, all while celebrating each success. I felt confident in God’s providence in leading me to create meaningful connections with other professionals while utilizing every skill I learned here even before gaining my diploma.
Now, serving as a representative for my county on a Community Impact Grant board from a major hospital, I can help shape grants that will forever change the landscapes of our communities. Sitting on ethics committees and patient health experience committees for other hospitals has given me new opportunities to employ the vast array of experiences and advising I had here to make our hospitals more aware of how to see and treat their patients. I never expected any of this, and I feel incredibly grateful for this chance I have been given to represent not only my faith, but my university.
REHABILITATION SCIENCES
As I write this update, I find myself strongly resonating with this statement from Ellen G. White: “In reviewing our past history, having traveled over every step of advance to our present standing, I can say, Praise God! As I see what God has wrought, I am filled with astonishment, and with confidence in Christ as leader. We have nothing to fear for the future, except as we shall forget the way the Lord has led us, and His teaching in our past history” CET 204.1. In my 18 years of service to Andrews University, I have seen the hand of God move mountains and change hearts far too many times to dismiss them as coincidence.
This edition of The Pulse is special as we celebrate 150 years since Andrews University was chartered. I have had the privilege of taking trips down memory lane with our PT founders as I prepared the article “Reflections on the Past.” We have articles that highlight graduates who are living the mission and students who are exercising their service “muscles” in preparation for a life of service. A glimpse of the future can be found in reading the article about the Occupational Therapy Doctorate program.
We have had several challenging years in enrollment with fewer students entering college, the residual effects of the pandemic, and the hesitancy of prospective students to make a large investment in PT school. After one year of a small DPT cohort, we are back to our maximum of 40 students. I say “Praise God” no matter what challenges we face; this is His University and programs; He provides in perfect time and amounts. I hope you see God’s provisions and blessings as you read this edition.
Reflections on the Past
By Kim Ferreira, PT, PhD, MSPT ‘98, BS ‘97
The Doctor of Physical Therapy (DPT) class of 2024 is the 36th class to graduate from Andrews University’s physical therapy (PT) program. They join the ranks of over 1,591 PT graduates who are changing the world! In honor of the journey and for the glory of God, I interviewed several individuals who played a key role in our beginning. This article is a combination of a historical timeline and reflections on God’s leading in individual lives and His providence and grace in the development of the PT program.
Laying the Foundation and Assembling the Team
In early 1982, Bill Bradford, chair of the Allied Health Department, was charged with leading an exploration committee for new healthcare education programs. Several physical therapists in leadership roles at prominent Seventh-day Adventist healthcare institutions were consulted. While a need for a PT program was identified, there was a mountain of barriers as well. Bradford did not give up, however; he went to work on securing external funding. He was impressed to reach out to those same Adventist healthcare institutions, and $400,000 was pledged to start a PT program. In October of 1982, Bob Pierson, acting dean of The College of Arts and Sciences, called Bill Habenicht (PT, RT, MA, MPH), assistant to the president at a hospital in Tennessee, to explore Habenicht’s interest in developing the new BS Physical Therapy Education program. Through a series of providential events, including permission to create a master’s program rather than a bachelor’s, Habenicht accepted the PT program director position in 1983.
Habenicht shared that the greatest challenge to starting the program was the skepticism amongst the Andrews campus community about the addition of a professional program, as liberal arts was the primary focus of the University. Through much prayerful work, the first MSPT degree was approved by the University Board in 1983. Space for a new program was also one of those early challenges. Habenicht requested, and was granted, office and laboratory space in the underused chemistry
Chair, Professor, School of Rehabilitation Sciences
Donations to support Rehabilitation Services are welcome. https://andrews.edu/go/give/ptdept
Kim Ferreira, PT, PhD, MSPT ’98, BS ’97
Bill Habenicht
Wayne Perry
John Banks
John Carlos, Jr
Founding Faculty
wing of the Science Complex for the new anatomy lab. Other PT courses were taught in various classrooms for the first several years. Habenicht collaborated with Neville Clouten (PhD), architecture chair, and an architecture student to draw plans to remodel the commercial laundry/book bindery building. In the fall of 1988, the program moved into the remodeled PT Building, except for the Anatomy Lab, which remained in Halenz Hall in the Science Complex.
God’s leading brought together an expert, faith-filled, selfsacrificing ensemble of Adventist faculty. Norene Clouten, Neville Clouten’s wife, was a pediatric PT and willing to serve as the academic coordinator of clinical education (ACCE). Keith Gaden and Tom Davis, both former students of Habenicht’s at Loma Linda University (LLU), came on board. Then there was John Banks, an Andrews graduate nearing completion of a PhD in anatomy and physiology from LLU. He accepted the call to teach the foundation sciences, manage the anatomy lab, and coordinate other courses.
Habenicht shared that Banks “had the unique skill of ‘growing up’ each of his students into a refined professional personality. After enrolling in his classes, every student newly entering the PT program would soon be lovingly recognized and respected anywhere on campus as a professional PT student.” His highly respected tenure on the PT faculty lasted 28 years. Banks also shared God’s blessings in Habenicht as program director, saying, “Much of the success was due to the quality of the man Bill Habenicht is—he had a habit of prayer to ask for God’s guidance. He was very sincere and saw this as a God-directed mission; having Adventists as PTs in our hospitals was crucial. He had patience and insight and was very clever and artful at getting what we needed for the program.”
Initial Accreditation and the First Cohort
The process of achieving accreditation for a new program is long, and eligibility for full accreditation is not available until the semester before the first cohort graduates. Thus, the first three cohorts of students take a leap of faith by entering a program that is not accredited, as graduation from an accredited program is required to sit for the licensing exam. Banks attributes the success of the first few years to the initial cohort of students. “We accepted all twenty-six of them, there were none left on the alternate list. When the program start had to be delayed a year, all but one in that group was willing to wait. They were older, high-quality students who were patient and mature enough to realize we were a new program and they rolled with the punches. This put faculty more at ease as we were trying to figure out how to teach and run a program!”
In the 1985-86 school year, the program welcomed its first students under a newly created Department of Physical Therapy, and in July 1985, 26 brave souls embarked on the PT education journey as the inaugural class of 1988. This first cohort was pictured in a Spring 1986 FOCUS article (right), which focused on the renovated PT lab.
David Village (DHSc, MSPT ’88, BS ’87) was one of those first cohort students. He recalls, “My wife, Sarah, and I both decided to pursue a career in PT. We were always impressed by the personal interest the faculty took in each student and the cohorts. They spent time with us outside of class, and Mr. & Mrs. Habenicht and Dr. Davis often opened their homes for
in April of 1988, with the first cohort of 23 students graduating in June of 1988. The accreditation and first graduating class were announced in the Fall 1988 FOCUS (picture above).
A 1986 Cardinals advertisement for the new program reflects some of the features that likely attracted early students: a focus on caring, and the fact that Andrews was the only Adventist school with an entry-level program (ad to right).
Just as God worked miracles on behalf of the program in Berrien Springs, He did so in Dayton. One of those is John Carlos, Jr (PT, PhD), who had served on the original exploration committee. Carlos had previously been asked to consider teaching at Andrews, but the Florida resident had not been interested in moving to what he called “Siberian Springs.”
When Habenicht and Stuart asked him about serving at Dayton, however, he said he was softening to the idea, and that Ohio was not as far north as Michigan! He and his precious wife, Grace, moved with their children to Dayton where Carlos served as a faculty member, and Grace as an administrative staff, until the program closed in 2005. At that time, they finally moved to Michigan, and he taught full-time until his retirement in 2013. His passion for service to young people would not retire, so to this day, Carlos serves as an adjunct anatomy lab instructor. Both the Berrien Springs and Dayton programs were experiencing steady growth, and more leadership support was needed. In California, God was working on the hearts of Wayne Perry (PT, PhD, MBA), an LLU PT graduate, and his wife Shelly. Perry recalls that God opened far too many doors to deny His leading them to move to Berrien Springs, thus he accepted the offer to be the program director of the Master of Science in Physical Therapy (MSPT) program there. Under Stuart’s and Perry’s leadership, the enrollment at each location grew until major changes to healthcare reimbursement decreased enrollment in both locations. Around 2002, the University decided to consolidate the MPT program in Dayton into the MSPT program in Berrien. Habenicht retired that year after 20 years of dedicated service, and Perry and Stuart were appointed co-chairs of the department. In 2005, the last Dayton class graduated, bringing the total to 367 students over 10 years (1996-2005). It was a very sad loss for the faculty teams on both campuses.
The Dayton Program and Leadership Changes
In the early 90s, hospitals in the Dayton, Ohio area were desperate for physical therapists. Through great fundraising efforts, key surrounding hospitals pledged the necessary financial resources to start a PT program in Dayton. In the fall of 1993, Daryl Stuart, orthopedic coordinator of the PT program at LLU, was hired as program director to start the Master of Physical Therapy (MPT) on the Dayton campus. This two-year program especially appealed to students who had already earned a bachelor’s degree and had life/work experience. The first MPT class graduated in 1996 with 38 students.
Transition to Doctoral Program
Perry reflected on significant times he saw God’s mighty work on behalf of the program. “The transition from the master’s to the doctoral level was the greatest time we could see God’s hand at work. The profession was moving to require a doctorate degree as entry-level. When Andrews changed from the quarter to semester system…there was not enough time during the day to run duplicate labs for students under the two different systems. At that same time, PT reimbursement changed, significantly negatively impacting enrollment. This was a blessing in disguise, as we were able to transition to the DPT with a smaller cohort, not needing to run duplicate labs.
“When we started the DPT accreditation process, the University’s accrediting body, North Central Association (NCA), lost the University’s notification of plans to start a DPT program.
We were about to accept students into the program and the NCA informed us that we could not do so because they had not been notified to review the request. Faculty started writing letters requesting approval, but the NCA denied them. At the very last minute, someone at NCA found the letter, so they withdrew their denial. We were praying together, as faculty and staff, for God’s mercy, and at the last minute God worked it all out by revealing that letter.”
From then forward, the process to upgrade to a doctoral program transitioned smoothly, as the last MSPT cohort graduated in 2004. A total of 568 students graduated from the MSPT program. The new DPT three-year program was cutting edge, with an accelerated pathway for accepted students who had only three years of college credit and had not yet earned a bachelor’s degree, which saved a year of time and tuition and allowed them to start working sooner. The first cohort of DPT students started classes in 2002 with 12 students. Perry recalls, “In 2006, the program was given full accreditation with no progress report, which was unheard of…It was only by God’s grace that the hard work of the faculty paid off.”
When I asked if he was glad he followed God’s call to Andrews, Perry said, “It was my favorite place to work, ever! What drew me to Andrews more than anything else, was the Seventh-Day Adventist Christian commitment of the University administration, the department, faculty, and its students…Both the PT faculty and students were spiritually committed to the department mission…Students understood that they were coming to a Christian program, and they grew spiritually while they were there.” In 2013, Wayne Perry retired after nearly 20 years of Christ-like service.
God blessed the program through expansions and improvements to the laboratory spaces over time. This expansion included remodeling classroom space in the Johnson Gym building and remodeling warehouse space from our Custodial
department offered an Advanced Masters of PT (AMPT) under the direction of Kathy Berglund (PT, DScPT ’12, OCS, ATC, FAAOMPT ), which was the precursor to the transitional DPT (tDPT) and Doctor of Science in Physical Therapy (DScPT). The tDPT allows bachelor’s and master’s trained PTs to reach equivalency of the entry-level DPT degree and originally targeted U.S. and Canadian-trained PTs. The DScPT is an advanced terminal doctorate that gives the graduate the necessary credentials to teach in physical therapy programs and advanced clinical skills. The first tDPT and DScPT students graduated in 2005. To meet the needs of the internationally trained physical therapist, in 2016, the tDPT program expanded to offer an oncampus option to physical therapists who were trained outside of the U.S. and Canada. Graduates of the tDPT program come from Costa Rica, India, Italy, Pakistan, Nigeria, Saudi Arabia, Uganda, and the United Arab Emirates. The cultural and ethnic diversity the tDPT students bring has deeply enriched our academic and social experiences as a School.
In the DScPT program, a new Higher Education Teaching concentration was launched in 2023 in collaboration with the School of Education and International Services. The DSc graduates continue to serve their patients as master clinicians, and many of them are faculty in programs across the United States and Canada. In both the tDPT and the DScPT program, most students are not Seventh-day Adventists and are often not even familiar with the Seventh-day Adventist faith. During their time in the programs, they learn the importance of whole-person care, including spiritual care for their patients. These graduates frequently express gratitude for this newfound approach to patient care.
In 2019, we received approval to be renamed the School of Rehabilitation Sciences to recognize the significant growth in degrees offered and the number of students enrolled. With the addition of a Doctor of Science in Occupational Therapy in
El Salvador, and Tanzania, and we are working towards offering annual mission trip opportunities, both international and Thirty-six years ago, there was considerable skepticism about health professions programs at Andrews University. Many faith-filled individuals bravely blazed the trail God set out for them. And God continues to strengthen Forward in Mission.
Forward in Mission: Occupational Therapy Doctorate Program
By Dovison Kereri, OTD and DScOT Program Director, Associate Professor, School of Rehabilitation Sciences
It is with great excitement and elation that I share the news that our Occupational Therapy Doctorate (OTD) program is slated to admit our first cohort in Fall 2025. Three weeks prior to writing this article, it did not seem possible, but through several miracles and the grace of God, we are making steps towards starting the program. I particularly thank our CHHS Dean Emmanuel Rudatsikira (MD, DrPH, MPH) and the School of Rehabilitation Sciences (SRS) Chair Kimberly Ferreira (PT, PhD, MSPT ’98, BS ’97) for their tireless effort to get us this far.
I say tireless because the journey to this point has been long. In an interview with Ferreira, she reflected on the past:
“Our journey began in 2019 after a feasibility study confirmed a need for an OTD program in our region and the Adventist healthcare systems. We submitted a letter of intent to Accreditation Council of Occupational Therapy Education (ACOTE) which was approved. However, we were unable to find a qualified director. All entry-level occupational therapy programs must be approved by the ACOTE, and each program has a specific timeline that must be followed. I believe the inability to find a director at the time was a divine roadblock, as the University would have
invested considerable resources into the new program and space just before the pandemic. It was clear then it was not the time to move forward with an on-campus program.
“After much prayer, further investigation, and the Holy Spirit’s guidance, we decided to start a Doctor of Science in Occupational Therapy (DScOT) program. This is an interactive online program designed for occupational therapists seeking advanced roles as educators, leaders, and researchers. There continues to be a prodigious shortage of OT faculty across the nation. By God’s grace you [OTD/DScOT Program Director Dovison Kereri] had heard about the possibility of an OTD program at Andrews, and while you did not meet ACOTE standards to be an OTD director, you met Andrews’ expectations of a DScOT director. Growth of the DScOT program has been slow due to the residual impact of the pandemic on finances and the health professions as well as slowed advancement to the doctorate within the OT profession. I questioned God many times about this, as it was clear that starting the DScOT program was the way to go. I am now confident God directed the start, as that gave you the years of full-time experience as a faculty required by ACOTE to qualify for the OTD director position.”
This brings us back to the present. After I transitioned to the OTD director in December 2023, the next requirement was to hire an academic fieldwork coordinator (AFWC) by June 15, 2024. We needed
Dovison Kereri
approval from the University administration to move forward with the program and proceed with hiring. However, due to space and other University challenges, the progress was stalled once again. With the tireless effort of our able leadership and the grace of God, we got approval to proceed with the program on June 12, which left us three days to hire the AFWC. Around that time, I requested ACOTE to give us an extension, and they granted us seven more calendar days.
At that point, we moved on to the hiring process. Thankfully, we had two qualified Adventist candidates who had expressed interest in the AFWC faculty position. We once again realized that we could not complete the interviews and hire a faculty within the seven calendar days we had been granted from ACOTE, so I requested ACOTE to change the seven calendar days to seven business days, which they granted us. We proceeded to interview candidate Lisa Royster (OTD, BS ’84), an Andrews alumna, who graciously accepted the appointment (see her biography to the right). We are thrilled to have Royster join our School of Rehabilitation Sciences team as the OTD AFWC. We have submitted the AFWC data form to ACOTE and they have accepted it, setting us up for the application for candidacy, which is due on December 16, 2024. I sincerely entreat you to continue to pray for us, so that God’s will can be done as we proceed with this process. The timeframe is short, and the work is enormous, but it is my faith and belief that God will see us through.
While we are now focusing on the candidacy application, we need your prayers and support in any way possible. We need to spread the word about our OTD program and direct any potential student who might be interested or have an inkling about occupational therapy. The program is mirrored after our DPT 3 + 3 program format, so the sooner we can direct those students who may be interested, the better. We are already praying for the students in the first three cohorts, as they will need to be full of faith, courage, and flexibility. One of those early students may be Angelisse Villamizar, a current pre-occupational therapy student at Andrews who is interested in OTD admission in Fall 2025. When asked why she is choosing to study occupational therapy at Andrews University, she responded, “I am interested in occupational therapy because I want to make an impact on children by helping them obtain the basic life skills that every human being needs to live independently.” Please direct any student who may be interested in exploring a career with this type of impact to us so we can answer any questions and direct or advise them accordingly.
The quality of the programs we ask you to share about can be attested to by our students. When asked why students should choose occupational therapy at Andrews University, Kathryn Scheuring, a current student in our DScOT program, said, “Prospective OT students should choose Andrews University because the rigorous coursework prepares future therapists for clinical practice. The faculty foster students’ critical thinking in clinical applications that translates to real world success as occupational therapists. And for those interested in a post professional occupational therapy program, the DScOT program provides current practitioners with the knowledge to advance their skills and learn new ways to enhance patient care.”
On the marketing front, I am requesting all of you who have friends and contacts in our Adventist sister institutions across the country to contact them and let them know that we
are starting our OTD program with a 3 + 3 format so they can direct their students to us. For more information about the OT program, check out our new OT webpage: andrews.edu/go/otd
We have formed an OTD advisory council for the program. The role of this advisory council is to serve as advisors and provide counsel as needed as we plan and put together the curriculum, so that we can be sensitive to the existing practice trends. If you are interested in serving in an advisory capacity, please contact otinfo@andrews.edu.
Finally, we thank Andrews University administration for stepping forward in faith, and again, we thank God for these gracious miracles. We also thank you very much for your support and prayers.
Lisa Royster:
Lisa Royster (OTD, BS ’84) is a proud Andrews University alumna. She began her journey as an occupational therapist after graduating with a BS Occupational Therapy from York University in Queens New York in 1988. Royster received a post-professional doctorate in occupational therapy with a concentration in administration and practice management from Rocky Mountain University of Healthcare Professionals in Provo, Utah. She is an experienced and accomplished health service leader with 35 years of diverse clinical and management experience including recently serving as an adjunct professor at Shenandoah University. She also has enjoyed her role as mentor and student fieldwork supervisor to many students throughout her career. Royster has a strong desire to contribute to reinforcing occupational therapy as a relevant, science-driven, evidenced-informed profession with a solid foundation based on occupation. She seeks to foster positivity, leadership, and professional identity development in the students and practitioners she serves.
Mission Trip to El Salvador
By Itumeleng Gabasiane, DPT ’24
The Village Seventh-day Adventist church, together with students from the Andrews Doctor of Physical Therapy class of 2024, alumni, and faculty from the program embarked on a mission trip to San Juan Opico, El Salvador. The exact place was Escuela de Capacitación Adventista Salvadoreña (Adventist Salvadorian School), known as ECAS. It was mid-March, and we were welcomed by the overwhelming humid heat that is a norm in the country, a stark contrast to the frigid Midwest Berrien Springs weather that we were accustomed to. This transformative experience involved volunteering at a clinic where medical doctors, dentists, pharmacists, and physical therapists collaborated. We left Michigan filled with anticipation of the diagnoses patients would present with and if we would be equipped to meet their needs. The local academy opened up their dormitories so we could be comfortably housed for the duration of our stay. During our time there we were able to witness the dedication of the future university and the grand opening of the medical clinic on campus.
For some of our students, this spiritual journey began long before setting foot in El Salvador. Karen Garcia Hernandez (DPT ’24) shared, “My entire experience leading up to the mission trip, I had been in a personal spiritual conflict about fully placing my faith in allowing God to take the reins. I had been particularly focused on finances, fostering meaningful connections, and what the larger meaning of this trip could be. Each and every time I had found a conflict to hyperfixate on, God reassured me that everything was under control and He was present in every moment. The impact only grew when noting every time I was reminded to ‘Let go and let God.’ He was present in the lastminute financial resources that allowed me to attend the trip, in the various wonderful humans who helped my friend arrive to El Salvador when she had encountered obstacles, and more than
anything He was present in the bonds I created through the trip when I had injured my leg and my friends were all present to alleviate my fear and provide support in my first time receiving stitches. Although I still have the scar, and it is not particularly attractive, it reminds me daily of that trip and the persistence of God’s character in community, fellowship, and trust.”
Sofia Amaya (DPT ’24) shared the same sentiment: “I had always prayed to God for the opportunity to go on a mission trip to exemplify the life that Christ lived through me. Journeying through a vigorous yet rewarding physical therapy program, the opportunity of a mission trip to El Salvador became a reality. I was able to serve on this mission trip as a student physical therapist. This trip was an eye-opening and humbling experience. I was able to witness and help those who are dealing with hardships and use God’s healing touch to help serve others along with my classmates. I thank the Lord for this experience.”
Here in the States our outpatient settings typically see patients with various diagnoses, with treatment durations ranging from 4-12 weeks depending on their needs. Participating in this week-long trip promised to challenge our preconceptions about physical therapy. We were allotted two rooms where Spanish-speaking students served as translators while others provided therapy. It was here that the power of touch transcended language barriers. Patients of diverse ages, genders, and backgrounds sought our care. Witnessing this unfolding process was profoundly moving. We were able to evaluate and treat a total of 58 patients, which was such a huge blessing! Seth Coleman (DPT ’24) reflected, “Participating in this once-in-alifetime experience to provide rehab services to the people of El Salvador will be an opportunity I cherish forever. Many of our patients were extremely grateful for the relief we provided, and it showed through their actions and faces. From the sincere interactions to the countless memories, this trip reminded me of the reasons I wanted to be a PT and I was truly blessed more than I could have imagined.”
Rehabilitation Sciences (RS)
Let us paint you a picture of what our day-to-day life looked like. At the top of the morning we would make our way to the pavilion to have communal breakfast with the entire crew. We were blessed to enjoy local fruit like papaya, mango, pineapple, and watermelon. It was so refreshing and exciting to our taste buds. Breakfast was followed by worship time that included singing, praying, and a message from the speaker of the day. We were encouraged to think about the choices we make in our lives and to be intentional about our walks with Jesus. After being physically and spiritually fed we were ready to be a blessing to others. The medical team made their way to the clinic to start their day. Everyone was designated a specific task including translators, physical therapists, and medical assistants who took vital signs.
We had no idea who we would be seeing, what diagnosis we would come across, or what we would need to make our evaluations and treatments a success, but we went with our current knowledge paired with all the faith that we could make a difference in someone’s life that day. Davin Pagarigan (DPT ’24) remarked, “One of the most memorable things from this mission trip was seeing the collaboration between the physical therapy students and everyone in the clinic. Prior to this trip, the physical therapy students were out for clinical rotations in which we had been exposed to and learned various skills and techniques. Some of those skills learned by some of the students included ocular mobilizations, manual lymph drainage, and musculoskeletal mobilizations. We had patients who needed those exact specialty services! It was very insightful to see everyone utilize the unique skills they had learned and work together as a team to help those in the clinic. It felt as if God had purposely orchestrated everything so that the needs of the patients may be adequately addressed.”
Kennedi Wilson (DPT ’22) also shared, “While in El Salvador, being able to see and treat people who had been struggling with chronic or long term issues, who had only been seen once before or were told that nothing could be done for them, was so special. Being able to make a difference in these people’s lives in such a short time, whether it be providing some pain relief, exercises, patient education, or spiritual support, was amazing, and it made me appreciate what we do as physical therapists even more.”
Fluent Spanish-speaking students like Karen Garcia Hernandez, Leticia Lopez (DPT ’24) and Dawilda Lorenzo (DPT ’24) played pivotal roles, making connections beyond therapy. Lorenzo shared, “This mission trip holds a special place in my heart as the first of many to come. Drawing on my Hispanic heritage, I formed personal connections and relationships with those visiting the clinic where we were providing medical services. One encounter stood out vividly. A young student approached me seeking relief from knee pain, but it was her emotionally moving story that deeply touched me. This experience taught me that my role extended beyond physical therapy; being able to converse and connect with her in Spanish was profoundly rewarding for both of us. We’ve stayed in touch since then, and I am grateful to God for utilizing my skills not just as a physical therapist but also as a friend.” Lopez also experienced the beauty of being able to connect with others using her mother tongue to serve others, and she stated, “The best part of the mission trip was seeing the grateful hearts of the kids when they received healthcare services. God showed me that service reflects His character.”
After a day’s worth of work of serving in the capacities designated to us, we were awarded with free time to rest. We
took time to debrief and share about our day and the patients we had seen. Kyle Reiner (DPT ’24) remarked, “The most impactful experience for me was witnessing the smiles on the people’s faces. Some felt a reduction in their pain, others experienced an increase in motion, and some were simply excited for the chance to interact with someone who cares.” After hard work in the clinic, we all enjoyed games in the pool, cool smoothies, and freshly baked goods. Before we knew it, it was supper time and we were able to enjoy an El Salvador delicacy: pupusas made with so much love and tastiness. Dinner was followed by evening worship and time to relax before getting a good night’s rest to face the challenges that tomorrow held for us.
Professors Gerson DeLeon (PT, DPT) and Kimberly Ferreira (PT, PhD, MSPT ’98, BS ’97) were both very impressed with our collaboration, flexibility, and courage. Professor DeLeon reflected on one particular patient who came with low back pain. “After the subjective examination, the students realized the patient might need to be referred to the MD after a positive kidney percussion test. This and all the other patients they saw really challenged the students’ clinical reasoning and ingenuity in adapting their skills to the population they served.”
Personally, when I think of medical missionary work, I envision doctors providing internal healing and dentists offering immediate dental care externally. However, the pivotal role of physical therapists as crucial medical missionaries hadn’t struck me until this trip. My eyes were opened to multiple ways that God can use anyone in any amount of time if they are willing to be used by Him. I believe that was the heart posture of all the students and faculty, and together with the help of God we were able to make a difference and experience the true meaning of being disciples in the world. Peter Krull (DPT ’24) summed it up well, saying, “It was an incredible opportunity to work with people of such diverse backgrounds in such a beautiful country. Everyone we worked with was extremely grateful for all our help even though we weren’t able to help as much as we would have liked. This was a once-in-a-lifetime experience, and I’m extremely grateful for it.” There is a song that says, “Little is much when God is in it!/ Labor not for wealth or fame. There’s a crown—and you can win it, if you go in Jesus’ name.” It truly emphasizes the impact of willing hearts and hands in His service. We arrived in El Salvador with diverse expectations but departed with transformed clinician mindsets that will distinguish us now and forever more.
A photo of the El Salvador team can be seen on the front cover of this magazine. The slogan behind the group in the photo, “These Fords Still Run,” refers to medical missionaries Orley and Lillian Ford who served in El Salvador, and a book by this title tells their story (https://www.hopeshop.com/products//These-Fords-StillRun). As one reviewer said, “To know Orley and Lillian Ford is to understand how Seventh-day Adventists have carried the gospel to nearly every country. Lifelong dedication, heroic faith, almost reckless courage, plus an ever-present sense of humor – these traits have distinguished this pioneer missionary couple. To relive the Fords’ missionary thrills in five countries is at once a great adventure and a challenge to be more zealous for the Master.” This article from Adventist Mission is another way to learn more.
Pre-PT Students Embrace Student Missions Opportunities
Andrews University students are encouraged to take part in student missions during their time at the University. Pre-PT students who participate often do so after their junior year, deferring their acceptance into the PT program to spend a full or half year serving in one of the many available roles and locations as they feel called. The students below either have completed, or plan to complete, a student missions experience.
By Daniel Nguyen, BHS Pre-PT Student Class of 2025, DPT Class of 2027
From the fast-paced lifestyle of my hometown in California to the unhurried tempo of the Marshall Islands, my journey as a missionary school teacher has built a unique narrative that defines the physical therapist I aspire to be. Within my life’s diverse experiences, I’ve instilled a commitment – a pledge to care for my patients with the same unparalleled dedication and compassion that my students bestowed upon me.
My passion to pursue physical therapy all started at Andrews University. Andrews University has upheld amazing opportunities to connect with other students within all communities, and its diversity has allowed students to find different outlets to learn and share experiences. Andrews University has taught us their motto: “Seek Knowledge. Affirm Faith, Change the World.” One Friday night vespers, I was blessed to hear testimonies of student missionaries who gave a year of their life to volunteer in various locations around the world. I did not know anything about student missions, but after that night my heart was touched and I knew this was something I wanted to do. I quickly did my research, signed some papers, and before I knew it I was in the middle of the Pacific Ocean on an atoll called Majuro.
When I arrived on the island, all the student missionaries were assigned a class to teach. I was assigned to be the sixth grade teacher, and I was excited to start this new journey. Soon I realized that alongside the joy of meeting new people and playing with the kids, teaching students had to be the most difficult task anyone could be assigned. There would be times when I wanted to give up, and I thought that I just wasn’t good enough to serve these students. In a short time, I knew the stresses of teaching could not be endured alone. Fortunately, God was always by my side, and He never wanted me to experience this difficulty on my own. I started to talk to God more and more, and as the year progressed, He had helped me through many tribulations that had come my way. Philippians 4:13 says, “I can do all things through Christ who strengthens me.” Today God still lives by my side, and God’s love and perseverance in my life pushes me to never give up although things may be hard.
In my future practice, I aim not only to provide clinical expertise, but also to connect with patients on a personal level, drawing on the nurturing spirit cultivated during my teaching career. My desire to serve others was amplified during my time in Majuro, and I want to connect with my patients on a personal level. My goal as a physical therapist is to travel, carrying out missionary work to help people who do not have physical rehabilitation treatment available.
By Nathan Mathieu, BS Exercise Science Pre-PT Student Class of 2025, DPT Class of 2027
“Why did you choose physical therapy?” That is the question I am oftentimes asked, and one I would ask myself. I was not sure about the answer. I know how I ended up choosing physical therapy, but why? Was it the pay? The hours? The prestige of having a doctorate?
When I looked for colleges for physical therapy, Andrews University caught my attention as an Adventist institution that offers physical therapy. I believed that God has worked through Andrews to give future physical therapists an easier path by allowing pre-PT students to do one year of graduate physical therapy while completing the bachelor’s degree. Pre-PT students who start at Andrews will have three years of undergraduate and three years of graduate school, known as 3+3. When I started, however, I transferred an equivalent of almost one scholastic year. My plan was to do two years of undergraduate and three years of graduate: in total, five years to earn a doctorate in physical therapy. Not bad, I thought to myself. God has set his plan for me, and all I need to do is follow through. However, towards the end of my undergraduate section, I began to feel burnout. I began questioning if physical therapy was right for me; I began to lose my passion.
Providentially, a new idea had been circulating in my mind: doing a student mission year abroad. I had done short-term mission trips, but I wanted to do more. I had a passion for travel and for helping people, and I realized that I wanted to do more than study; I wanted to do. I wanted time to make proper connections with people. After almost a semester of applications, detours, and prayers, I went to the north of Brazil as an English teacher for five months, teaching students from the community who wanted to learn English for various reasons, whether it be for job-related reasons or a simple desire to learn. But it was not that simple. I had to depend on God every day and seek opportunities to better represent Him and His kingdom. Even though I was not doing a mission related to physical therapy, I still saw its importance. I met people who suffered from conditions that could be corrected or eased by physical therapy, and I realized I needed to finish my degree if I wanted to help them. When people ask me, “Why did you choose PT?” the answer has finally come to me through missions: “Because I believe God has chosen me and set me upon this path, so I can live my life helping others.”
By Peter Tumangday, BS Exercise Science Pre-PT Student Class of 2026, DPT Class of 2028
With my time here at Andrews University, I’ve been grateful to be an exercise science pre-physical therapy student. Due to the nature of this “3+3” program, schooling is three years of undergraduate education and three years of graduate school. Since finishing my third year of undergraduate education this past spring of 2024, I’ve been blessed with meeting some lifechanging people. Among the many things that I’ve learned so far, I believe that the community that you’re a part of, the friends that you make, and the strangers that you converse with are the most important things in life. With Andrews University being ranked #1 in ethnic diversity, according to the U.S. News Best College Rankings, being able to learn and celebrate different cultures, perspectives, and life experiences through the student body is truly a gift.
There are so many people that I’ve met and worked with that I can’t thank God enough for.
In the upcoming 2024-25 school year, I am blessed with the opportunity to take a year off between my undergraduate program and graduate school to serve as a student missionary in the Philippines with no conflict to my educational track. During that time, I’ll be volunteering at the Pagudpud Adventist Wellness Center. As a Filipino-American and pre-physical therapy student, I’m excited to learn more about my culture while being able to serve in a medical environment. I have no idea what God has planned for me there. However, as I continue to grow as a person and meet new people, I pray that He continues to lead me where He needs me to be.
PT Alum Brings Hope and Healing Through Song
By Ama Kutin-Boateng, PT, DPT ’12
My name is Ama Kutin-Boateng, and I am originally from Ghana. I was born at Andrews University while my father, Pastor Gabriel Boakye-Dankwa, was studying for his MDiv degree.
Physical therapy was not my first career choice, but after changing majors several times at Southern Adventist University, I had the opportunity to shadow a PT and fell in love with the profession. When it was time to choose a PT program for my DPT, the choice was easy. I wanted to experience the place I had heard of—my birthplace, Andrews University.
After I was born, my father was called
back to serve in Ghana and then in Ivory Coast. Around the age of six, I discovered my love for music. At eight years old, I started singing in church. My father and I became a tag team, a dynamic duo: I would sing, and he would preach.
This continued until I went to Southern Adventist University for undergrad, where I discovered my love for writing and recording music. Between classes, I would take my little Dell laptop and record songs.
After physical therapy school at Andrews University, I threw myself fully into my career as a PT. I worked in various settings: long-term care for adults and pediatrics, home care for both adults and pediatrics, outpatient adult and pediatric care, early intervention, and adult developmentally disabled patients. You name it, I did it. I also got married and started a family.
I rediscovered my passion for music and songwriting in 2018, releasing my first single, “Fa Me Koraa.” During the pandemic, I felt a calling to do more with my music and turn it into a ministry. I realized many people are hurting, and although I could help heal their physical impairments through physical therapy, they also needed a message of hope through song.
I worked on and released my debut album, “The Journey,” which won a Syracuse Area Music Award (SAMMY) in
March 2024. So far, I have been able to touch many lives through concerts both here and in Ghana, as well as through social media and streaming platforms.
I have also used my music platform to raise money for charitable causes. This year’s project, dubbed “Hear Me Out,” was geared towards raising money to buy hearing aid batteries for hearing-impaired children in Ghana.
Aside from professional singing, my patients and colleagues know me for using music as a tool to cheer people up at work.
I feel so privileged to be a physical therapist and a musician. I look forward to where this journey will take me by God’s grace.
tDPT Update
By Elizabeth Oakley, PT, DHSc, MSPT ’88
tDPT Director, Associate Professor, School of Rehabilitation Sciences
Our post-professional Transitional Doctor of Physical Therapy (t-DPT) program had four graduates this past year: Shrushti Alone who is working at JAG Physical Therapy in New York, Bhavana Chandira Devaraj who is working at Corwell Health in Michigan, Tarak Das who is working at ATI in Illinois, and Sabita Suwal who is working at ATI in Illinois. We are very proud of them!
We are one of a few universities that offer an on-campus tDPT program which is attractive to our international community. We have an excellent educational program provided in the context of a Christian worldview by highly qualified and experienced Christian educators. Our program is further distinguished by the inclusion of clinical experiences to prepare students to practice in the U.S., a research project experience, and the inclusion of most of the major educational deficiencies as identified by our profession’s credentialing institution. We are working on increasing the awareness of our program and hope that you will also help spread the word!
Shrushti Alone
Tarak Das
Bhavana Chandira Devaraj
Sabita Suwal
Lead On
By Bill Scott, PT, MSPT ’96, PhD Candidate Assistant Professor, School of Rehabilitation Sciences
The concept of leadership has been chronicled throughout the history of mankind. Leadership has shaped humanity for centuries. Some leaders have pushed society forward for good, while others have wiped entire civilizations off the map. In our world today, we exalt the concept of leadership on all avenues of business, government, and healthcare, yet we find it hard to find anyone that can do it well. Power is a strong elixir that seems to dilute morality and bring progress to a grinding halt. Egos cause leaders to get bogged down in politicking and image management, and the organizations suffer greatly. These cynical views of leadership highlight the need for our world to have good leadership. We can all attest that when leadership is done well, it is very refreshing.
So what is the key to good leadership? In his book “Leadership: Theory and Practice,” Northouse (2022) highlights two approaches to leadership: the traits approach, and the process approach. The traits approach suggests that “certain individuals have special innate or inborn characteristics or qualities that make them leaders” (p.8). The process approach to leadership suggests that leadership is a process that can be learned.
Leadership traits are something that many individuals see as an advantage. However, many leadership traits can be learned and implemented by aspiring leaders in the lower ranks of a corporation. According to Caffarella (1999), “All genuine education comes about through experience” (p.222). Though experience, many of the traits that were identified by can be learned and fostered over time.
This is where he would lead and mentor in his profession. When he is married and has children, he will lead spiritually and monetarily in his household. Finally, as a Christian professional, Christ has called us to lead others to Him. Here again he would lead. Ultimately this is what Christ has called us to do: “to seek and save the lost” (Matt 18:11).
Andrews University has declared that “World Changers are made here.” If this is the mission, we need to ensure that our students, faculty, and alumni know that we are serious about this claim. We must be unapologetic for who we are and not allow the world to change us. Andrews University must lead the charge providing excellent Seventh-Day Adventist education to the young people that grace our campus.
In the School of Rehabilitation Sciences, I see glimpses of students and faculty leading in the direction that can change the world. Leadership begins in the small things. Every Monday morning our Chair Kim Ferriera (PT, PhD, MSPT ’98, BS ’97) meets with faculty and students at 7:30 a.m. to pray for our program, faculty, and students. Every week, 10-12 physical therapy student join seminarian students to drive an hour and a half away to Grand Rapids to minister to a home church that has been established there. They minister by preaching the word and leading in music to a group that they now call family. Every Thursday morning at 8:00 a.m., Associate Professor Gregory Almeter (PT, DScPT ’17, MSPT ’97, BS ’96, CMPT, OCS) leads a Bible study in Classroom A, where students and faculty read the Word, share their struggles, victories, and prayer requests, then collectively pray together. These are habits of leadership that truly matter in Christian education. This type of leadership prepares the next generation to further the work of God.
I have concluded that becoming an effective leader is a process. Leadership skills are a culmination of life experiences. Being a leader is understanding the direction you wish to go, empowering others to get on board, and reaching your destination. Leadership is about responsibility and guiding followers in a moral and ethical way. Leadership is about utilizing various tools in an unpredictable world to achieve the vision of an organization. Leadership is humbly serving those around you and empowering them to grow to their full potential. So why leadership? Why should this be a focus in the academic setting? Why is leadership important to Andrews University and its graduates? Recently, I was asked this question by one of my students. “Why should I learn about leadership?” he said. “I have no desire be a leader, so why should I even try? I just want to graduate, work as a clinician, have a family, and live my life.” I challenged him to wrestle with his statement a bit. I challenged him to do a paradigm shift in his thoughts of what leadership was. I suggested that he understand the fact that we all lead in some aspects of our life. As a clinician, he would grow his knowledge and expertise. Eventually, he would be seen as an expert in his field and would share his knowledge with his peers organically.
We must be leaders in educating our students to become the best professionals that they can be. However, we must be vigilant in teaching our students how to lead their future families in the way that God desires. Andrews University educators must teach our students how to use their newly acquired knowledge and skills to touch the lives of their clientele. Most importantly, we must guide our students to use those skills to ultimately further the Kingdom of God. These moments of guidance are visible here in our School each day, and they make a difference. As alumni, we must support this mission by guiding these young minds as they leave our campus and give back through mentorship in the workplace and welcome this new energy in our churches. The passion that presses a group of students to drive miles to minister will infect your church and energize a congregation. As a collective Andrews University family, I challenge us all to move forward in our mission to be leaders in our own spheres of influence. Be purposeful in keeping our eyes focused on the long game of why we are here on earth: to minister to the souls we touch, and lead them to the feet of the One who gives us Life.
Caffarella, M. S. a. R. (1999). Learning In Adulthood (2nd ed.). Jossey-Bass Publishers. Northouse, P. (2022). Leadership Theory and Practice (9th ed.). Sage Publications.
National Physical Therapy Honor Society Inductees of 2024
By Kaela McFadden, DPT Student, Class of 2025
Seven graduates of the Doctor of Physical Therapy (DPT) class of 2024 were recognized for their demonstrated excellence and wide-ranging accomplishments by their induction into the Andrews University chapter of the Physical Therapy Honor Society. The induction took place at the class of 2024’s White Coat Ceremony during graduation weekend.
Inductees:
Darren Boyd (PT, DPT ’24) showed incredible leadership skills through his service as a graduate assistant and volunteer. His faculty advisor said, “He demonstrated his leadership abilities by identifying a problem in the class and a way to solve it…Such courage and leadership qualities are rare,” when describing his efforts to help other students in both his class and the ones below. He worked as a graduate assistant for challenging classes such as Statistics, Neurology, and Pathokinesiology. Darren showed a strong desire to learn and applied that learning to his practice as a physical therapy student and future clinician.
Mason Cassell (PT, DPT ’24) demonstrated a heart for serving others. His volunteering across many programs included his work for Harbor of Hope SDA Church ministries, MAXLIFE Kentucky, and the pro bono HERBIE Clinic. He spoke of how these experiences taught him that his career calling is to serve his patients by, first and foremost, creating a healthier community. His work preparing health presentations for local schools with MAXLIFE Kentucky and assisting as a youth basketball coach of a community team shows his passion for that calling.
Seth Coleman (PT, DPT ’24) was a
diligent student who excelled both inside and outside of the classroom. One of Seth’s professors said, “...I have found Seth to be an exceptionally hard worker; he pays attention to detail and is professional in all situations. I believe that, in his future as a PT, he will be a driving force in moving our profession forward, whether as a clinician or in the capacity of some sort of management.” Another professor described him as one of the top students in his class while also emphasizing Seth’s commitment to serving others through on-campus, community, and international pro bono clinics.
Hailey Ellis (PT, DPT ’24) showed a passion for people in how she interacted with patients and fellow classmates. One faculty member said, “...her patients and colleagues will love to work with her… I have no doubt that she would be excellent in a team setting…” Another teacher and clinical instructor described Hailey as dedicated, compassionate, and one who strives for greatness. Her work ethic and strong character make her stand out among her peers.
Kaitlyn Stolztfus (PT, DPT ’24) shone in her places of work by being passionate about physical therapy and demonstrating excellence in her academics. One professor said, “She is among the brightest students I have ever encountered, learning concepts quickly and helping others learn. She is a natural leader for the 2024 Andrews DPT class, and her mentoring, teaching, and ease of talking positively impacted the learning environment for her peers.” Her clinical instructor said, “...I found her to be exceptionally engaging with fellow staff and patients with her friendly, caring demeanor and willingness to help where needed. She had the ability to make things around her better…” She demonstrated care for her community by volunteering for the Motion is Medicine 5k run, the pro bono HERBIE Clinic, and the Parkinson’s Clinic through the St. Joseph-Lincoln Senior Center.
Peter Krull (PT, DPT ’24) showed leadership through his volunteer work for the community and tutoring his fellow students. He shared his academic talents through his work as a graduate assistant in Neurology and in Anatomy and Physiology. He also demonstrated his care for others by providing physical therapy abroad in El Salvador. His professor described him as “...a stand-out student who performs at a high level academically, is committed to serving others, and emulates the core values of the physical therapy profession.”
Dawilda Lorenzo (PT, DPT ’24) led her cohort as their academic coordinator, facilitating communication between the faculty and students to promote scholastic success. Her professor said, “Recently, Dawilda had the opportunity to go to El Salvador for a mission trip. There, I observed her going the extra mile and showing love and compassion to the needy. She regularly provides care to our local clinic and volunteers in the Andrews clinics.” She continually sought challenges to test her education and clinical skills. The professor continued by saying, “Dawilda also demonstrated a thankful heart and made our department a better place, thanking professors for their explanations and time.”
School of Rehabilitation Sciences Welcomes New Staff Member
By Kim Ferreira, PT, PhD, MSPT ’98, BS ’97
Autumn Mincinoiu joined the School of Rehabilitation Sciences staff in January of 2024 as the operations and clinical education assistant. Some of her duties include building management, creating class and laboratory schedules for each semester, setting up the blocks for registration, and facilitating the different events that take place throughout the year. She has a BA in English and graphic design, and a love for art, animals, traveling, and trivia. Autumn has been a great addition to our team, and we thank God for her.
Changing the World in Action
By Michael Kovach, PT, DPT ’21 Clinic Director / Physical Therapist
Triumph Physical Therapy, University Place, WA
A 14,000 ft. volcano, 72º summer days, and year-round skiing would be enough to convince most people to move to the Pacific Northwest (PNW); however, when my wife and I moved to Tacoma, Washington, we decided to move because we liked the church we had connected with. For real. As with anybody graduating with a mountain of student loans, my goal was to pay off my student loans as quickly as possible and start a successful career as a physical therapist. I came out to Washington as a travel PT, but after connecting with a church plant called LifeBridge, I realized that maybe there was something bigger in store for me that put all those other plans on hold.
In this post-COVID world, I strongly believe that community is at an all-time low, and one of the few places where it has the potential to exist is in the church. A church by definition is not a building, but a group of like-minded people who want to live their lives for something more important than themselves and share that with others. A church is not supposed to be a place where we tear each other down and talk about others, but a safe space for those who are struggling. A church is not about how many people we can convert and judge, but how many we can love and heal. It wasn’t until I found this community across the country that I saw the potential of what being here could do for the community and the world around me.
One of the best ways I have been able to create change in Tacoma was being able to bring my faith into the workplace. I work with a fellow Christian leader, and we talk about God with our patients when they need hope. As a PT there are a lot of needs that I can physically provide for a patient, but often the true healing patients need is something spiritual. Numerous
patients have remarked that our clinic is “different” because of the way they are treated. We have a prayer box and pray over patients’ prayer requests every week at our team meeting and work to create an environment where people can experience Jesus even if they aren’t currently interested in religion. Last year I had the opportunity to invite one of my patients to a Bible study, and after she came, I learned that she had not opened up a Bible in 60 years! Over the next months, she started reading her Bible and experiencing change in her life relating to her family and others in the community.
In addition to our clinic, we raised $20,000 and started a community outdoors group that reaches out to unchurched people in the community and gives them access to the outdoors with free hikes, gear rentals, climbing, backpacking, skiing, and more. We want to show people that church is a community of people that are “called out” to be different in the world by showing them a kind of love and inclusiveness that they’ve never felt before. Over the next few years, we want to multiply the impact of this group into a church plant that will take the community of the outdoors and develop it into a spiritual community where we can dive deeper with our new friends.
Over the past three years, I have been learning that changing the world does not have to mean doing anything at a macro level, but often just happens in the small opportunities to listen to someone’s story and give them hope when there is little hope in the world. What if God put you in your role as a professional so that you can meet someone who is hurting for something deeper than physical pain? Maybe you are the person best positioned to reach them, and by a small action of blessing them or sharing a meal with them, you could change their life. People need to know that there is a community out there that can give them what they are looking for, and if it’s not there yet, then what would it take for YOU to start it?
Fertile Soil Produces Abundant Growth
By Bill Scott, PT, MSPT ’96, PhD Candidate
Here in Southwest Michigan, Berrien County is known for its orchards, vineyards, and corn and soybean fields. People travel from Chicago, Indianapolis, and Detroit just to enjoy the area produce. Throughout the summer we are blessed with abundant fruits and vegetables because of the tireless labor our local farmers put into their crops. Every day, farmers till the soil, plant the seeds, and fertilize the ground so that they can ensure the best crop possible for the year. Fruit trees and vineyards are pruned and watered to facilitate the strongest branches in growing the best fruit. When each crop comes into season, we enjoy the end product of a lot of hard work.
Each year the School of Rehabilitation Sciences awards scholarships to Doctor of Physical Therapy (DPT) students with funds that have been provided by alumni like you. Your donation to our Department of Physical Therapy Alumni Endowed Scholarship Fund (https:// andrews.edu/go/give/ptesf ) has allowed us to enrich the soil for learning in our program. This financial enrichment allows us to grow exemplary students in our program. The Alumni Scholarship is awarded to students that need financial assistance. Students take the time to apply for the scholarship and share in an essay why they chose physical therapy as a career and why they chose Andrews University. This year we were able to award four $1,000.00 scholarships to select class of 2025 members. The scholarship has been awarded to Nathan Barnes, Anna Lonto, Edgar Kavistan-Velez, and Joel Wright.
Nathan Barnes reflected on his decision to come to Andrews University. He states that “The Christian values that Andrews embraces is something that stood out to me. There was another school that I applied to that held Christian values and beliefs but did not cherish them like Andrews did. My faith and trust in God are something I always want to keep at the center of my life, and because of this, Andrews seemed to be the perfect opportunity to be able to continue to embark on these values I hold for myself. Andrews University stood out compared to all the other schools I applied to. I was
impressed with how personal and down-toearth the staff at Andrews was. The people I interacted with on my interview day were all incredibly welcoming and it allowed me to have a sense of belonging and inner peace that no other program compared to.”
Nathan also expressed his motivation for becoming a physical therapist here at Andrews University: “I find that building a relationship of trust and chemistry with patients is a huge step in helping them overcome their impairments and getting them back to their functional abilities. Incorporating Christian values into the care and treatment that I provide to my patients will demonstrate to them a sense of trust and compassion and will hopefully give them the strength to put forth their best efforts to do their part in overcoming their limitations they are experiencing. Not every patient is going to be easy to work with, but putting forth my best efforts in giving them the care they deserve is something I always want to make sure to do as a therapist. This verse from Matthew Chapter 7 helps remind me of the importance of treating everyone with the upmost respect: “So whatever you wish that men do to you, do so to them.”
Edgar Kavistan-Velez tells a story of determination and persistence watching his father teach himself to walk again after a work-related injury. After that experience and an ACL reconstruction of his own, Edgar reflected on the journey that he witnessed his father go through and made him want to give back to him in the future. Edgar states, “I chose Andrews University because I love the camaraderie of each cohort and because of the quality of the education provided. The professors
are truly invested into the success of each student. From practical exams to clinical rotations, Andrews offers authentic insight and experience of what working in the field is like. Andrews’ physical therapy program stands apart because in every aspect, it encompasses the foremost goal of Christian education: to teach students of Christ’s character and to minister for Him through one’s chosen profession.
“I have a desire to start my own clinic and eventually teach at a university. I want to provide holistic care to patients and prioritize patient care over profit margins. By doing so, I aspire to help patients like my father who did not have
the financial means to receive physical therapy. God has a plan for my career as a physical therapist. Already, He has blessed me immensely through my academic journey, so I am eager to see what He has in store for my professional career. I believe teaching would be such a fulfilling way to end my career because I would be able to share all that God has taught me to a new generation of physical therapists.”
Anna Lonto shared her vision for being a future physical therapist. Anna states, “I want to use my holistic approach of care learned here and apply it to each patient I see. I want to be better than the ‘standard of care.’ I want to push boundaries and think outside of the box; I want to be the difference. I want to treat each patient as if they are my family, and I want to see and treat them as a whole person rather than only treating a localized injury they may have. With the help of this scholarship, I will get closer to this goal, and I will work my way up as a physical therapist until one
Nathan Barnes
Edgar Kavistan-Velez
day I can open a clinic of my own—a clinic that focuses on holistic care with a patientcentered approach rather than a focus on income per patient. Physical therapy is a great fit for me. It was the perfect balance of having an active job while working in the medical field, having freedom to create unique and fun treatments for patients, and getting to heal people each day.”
Joel Wright chose Andrews University’s physical therapy program because of the quality education he would receive within the Adventist education community. He was attracted to the Andrews program because of its 3+3 program. “Moving back to the U.S., I found a desire to surround myself with like-minded individuals in the Adventist
faith, with a hope that my faith would be strengthened and that I would learn how to integrate my faith into my professional life, something that I missed out on while living abroad and attending a secular university. I believe the practice of physical therapy gives many opportunities for one to have their faith shine through. Throughout my time here in the physical therapy program, I have learned that although we are able to heal someone physically, we can practice our faith in the way we care for our patients. We also understand that someone’s psychological and spiritual well-being plays a role in their overall outcome. By utilizing the practices of our faith, along with a respect for the faith of others, we can appeal to an aspect of individuals that may be locked away to other clinicians that do not lead by or integrate faith-based practices. This allows us to provide holistic care to our patients, healing both the body and the soul. As a clinician, my goal is to provide healing to people beyond the standard of function observed by many. My goal is to provide physical therapy practice to individuals where primary prevention and maintenance is sought after and actively pursued. Although I may represent a small speck in the world of physical therapy, I hope to be an example of the longevity that can be achieved outside of simply treating in response to a pathological event that
may have been prevented. It is my hope that healthcare insurances see the value in this form of practice and make primary prevention care more accessible in the realm of physical therapy.”
We are truly thankful for the
opportunity to cultivate and produce excellent physical therapists from the Andrews University Doctor of Physical Therapy program. This scholarship is made possible by alumni like you—alumni that are willing to “work the soil” and facilitate the growth of our program and the physical therapists of the future.
Augment Therapy Changing the World with Digital Health Startup
By Amy Pratt, PT, MPT ’01
Director of Clinical Success, Augment Therapy, Cleveland, OH
Lindsay (See) Watson (PT, MPT, AUPT Dayton ’01) is changing the world with her digital health startup, Augment Therapy®. Augment Therapy was co-founded by CEO Lindsay Watson, a physical therapist with over 20 years of experience, and CTO Steve Blake, a 30-year medical and tech-education software expert, incorporated in 2019. Lindsay founded the company based on dreams of building a better therapy experience for the children with which she worked. Despite her lack of personal parental perspective, she felt the process of therapy could be improved for everyone through digital enhancements. Inspired initially by playing Pokémon Go, she decided to augment her patients’ worlds in outpatient physical therapy and began building the vision with her co-founder. They built “patientfacing” augmented reality worlds that combine the reflected image of their patients layered with digital content that transforms their reality into a new engaging and therapeutic setting. In essence, they were building a product for an imaginary child in hopes of changing their journey for the better.
Then fate stepped in. After a year of building an untested software prototype, Lindsay’s own four-year-old daughter came down with a rare septic infection that affected her hip. Out of the blue, she couldn’t walk and required emergency hip surgery. This type of infection can be fatal if left untreated. Lindsay and her daughter spent the week together in the hospital rehabbing. Her terrified daughter spent most of the week screaming in fear when the therapists entered the room. As soon as they got home, Lindsay put her in front of an unfinished prototype and held her breath. Not only did the software work, but she watched in pure astonishment as her daughter did each exercise while giggling! Her own daughter became the first official test patient.
That was the moment when Lindsay became completely obsessed with building the dream in full—a tech company that was incorporating immersive, gamified exercise and digital care enablement across the full care continuum. Seven years later, she has built a team that includes 10 people, with software supporting a variety of settings across the U.S. and one international location.
When COVID-19 sent everyone home in March 2020, Lindsay recruited her classmate and fellow AUPT alum and pediatric
Anna Lonto
Joel Wright
therapist, Amy (Ludlow) Pratt (PT, MPT ’01) to beta test the app for telehealth with her pediatric patients in a school-based setting. It was a learning experience for both, to say the least. They battled Wi-Fi challenges, hardware challenges, and first use challenges with a variety of patient use cases. But those learnings positively impacted the trajectory of the company and catapulted the technology forward to where it is today: an easy-to-use application that is optimized for clinical or home use on a variety of devices. Amy then secured grant funding from the Ohio Department of Education to bring the tech into schools where she worked in southern Ohio. She introduced the technology to 70+ therapists, enabling them to digitally enhance their work and expand their reach. In June 2023, Amy joined the Augment Therapy team, and is now the director of clinical success. Amy trains teams across the U.S. and beyond to leverage the technology as a supplement to their therapy activities. Lindsay and Amy team up to demo ARWell products to hospitals, assisted living facilities, and sensory gyms, and they have presented at several pediatric therapy and technology conferences to spread the word and encourage others to adopt the immersive tech in practice. The team’s goal is to get people moving, keep them healthy, and have fun doing it!
Augment Therapy is an award-winning digital health company that uses augmented reality to motivate people of all ages and ability levels in therapeutic exercises. The company is on a mission to positively impact the healthcare industry through accessible, cutting-edge technology that transforms exercise into a fun and engaging experience. Augment Therapy is poised to revolutionize the landscape of healthcare by introducing a groundbreaking approach to rehabilitative care. By seamlessly integrating immersive, game-like technology into patient care, Augment Therapy transcends traditional methods, making rehabilitation more accessible and enjoyable for individuals of all ages. This innovative approach has the potential to significantly impact the public by democratizing access to effective healthcare solutions, fostering quicker recovery and promoting overall well-being.
The company’s applications include ARWell PRO, intended for healthcare providers and their patients, ARWell Academy, for small group wellness solutions in specialty facilities (like assisted living communities or combination rehab/free play sensory gyms), and ARWell, for general wellness exercise at home. Leveraging MOCAST®, the company’s proprietary technology, the company’s products offer a unique combination of computer vision and augmented reality-based games and exercises on
commonly used tech tools like tablets, laptops, and mobile phones. ARWell PRO boasts over 75 exercises, therapy games, 3D worlds, and executive function tasks, and it collects data for the therapist to view later. Home programs can be customized for each patient, and providers can remotely monitor program compliance and performance.
Incorporated in 2019, Augment Therapy is headquartered in Cleveland, Ohio. For more information about Augment Therapy, please visit www.augmenttherapy.com
Lindsay and Amy attend a tech event.
A resident at an assisted living facility plays a memory match game, being coached by Lindsay, using her “magic hands” to reach (in the air) and turn over cards to find matches. She can see herself in the game as the main player, as the virtual cards are inserted into her environment on the screen.
A young boy plays a game called Punch Ball while his mom watches. He can see himself small in the lower corner, but for this task he is turned into an avatar (that he can choose), placing him inside a virtual/augmented reality world.
The Sky’s the Limit
By Tamara Patrick, PT, DPT ’17 Physical Therapist, United States Air Force
Andrews University has a rich tradition of nurturing diverse talents and guiding students towards impactful careers. For me, this journey led from the serene campus of Andrews to the dynamic world of the United States Air Force.
As a physical therapist in the Air Foarce, our role is multifaceted and crucial. We provide rehabilitative care to service members, aid in recovery from injuries or surgeries, and ensure peak physical performance with the goal of returning
members to their mission and getting them deployment ready.
My time at Andrews provided me with a broad academic foundation and practical experience. The curriculum and handson training exposed me to so many different treatment styles for various patient populations. Courses tailored to healthcare ethics and holistic patient care instilled a compassionate approach in me that continues to guide my practice in the military. The diverse student population of Andrews allowed me to learn about different cultures and relate to so many different people in the military.
Beyond academics, Andrews University played a pivotal role in my spiritual journey as an Adventist. The University’s emphasis on faith and service allowed me to affirm my beliefs by providing a nurturing environment to explore and strengthen my spiritual convictions alongside my peers. This foundation has been instrumental in navigating the complexities of military life, offering resilience and perspective amidst challenges.
I’d like to think I approach my role as a provider and an officer not just as a job, but as a calling—a chance to embody my faith’s principles through service to others. I feel like Andrews welcomed my outgoing personality and allowed me to develop my skills as a clinician while bringing a sense of joy to my job. The values of integrity, compassion, and excellence encouraged and instilled at Andrews continue to guide my interactions with patients and colleagues alike, fostering a culture of trust.
As an officer, I’m asked to do more than patient care. There is a scope of other duties I must perform to further the mission, and sometimes caring for military members can bear its own variation of difficulties. During my time at Andrews, I learned to see each patient as one of God’s children, someone He loves despite how they carry themselves or how they treat me. I learned to try and relate to them in some way, to try and share my laughter with them if I can. When I started doing that as a provider, I found my difficult patients weren’t so difficult, and I’ve continued to use this tool within the military duties I have.
As Andrews University continues to shape future leaders across disciplines, I hope my story stands as a testament to the enduring impact of a holistic education—one that nurtures both the mind and the spirit, empowering graduates to make a difference wherever life may lead.
Alumni Update
By Rahul Shah PT, DPT ’21, MBA, OCS, SCS Board-Certified Clinical Specialist
in
Orthopedic and Sports Physical Therapy
APTA Credentialed Clinical Instructor
Vice Chair, APTA Indiana Central District
By God’s grace and the blessings from everyone, I am thrilled to add another feather to my cap. I have passed my SCS exam and am now a board-certified clinical specialist in sports physical therapy.
This is a personal victory for me because I got into the field of physical therapy out of my love for sports and my desire to stay close to them. With this certification, I join an elite group of only 3,213 SCS-certified professionals in a country with around 600,000 PTs (approximately 0.5% of all PTs in the United States), making this accomplishment truly special.
Thank you everyone for the support always. It feels very special to be double specialty certified.
61 Years Ago, Seven “Nutrinauts” from Andrews University Secured Federal Funding for a Nutrition Study as Seven Astronauts Prepared to Land on the Moon
“Seven Nutrinauts here are as concerned with inner space today as the seven US Astronauts are with outer space. The Andrews University Coeds are subjects in a precisely controlled nutrition experiment for the US government” -Herald Palladium February 27, 1963
Sixty-one years ago, the whole world was in awe as man was preparing to land on the moon. At the same time, another significant event was happening at Andrews University. Seven nutrinauts had just received funding to conduct a nutrition study for the U.S. government, the findings of which would be incorporated into the National Research Council standards for late-teenage girls.
The study was led by the project director, the late Mrs. Frank L. Marsh, head of the Home Economics Department, after whom the Marsh Hall building was named. The seven freshmen selected for the study came from five U.S. states. Two nutrinauts were from Michigan: Maxine Berger, 18, from Carney, and Suzanne Carle, 18, from Holly. The other participants were Ruth Ann Barron, 18, of Laurel, Maryland; Janet Wonderly, 18, of Dinuba, California; Diane Robinson, 17, of Rockford, Illinois; Lynda Summers, 18, of Hagerstown, Maryland; and Sherry-Lee Olson, 18, from Rice Lake, Wisconsin. They are pictured below in a photo run in a Summer 2007 FOCUS article.
Andrews University was awarded a three-year contract by the United States Department of Agriculture, Human Nutrition Division in 1963. The criteria for the selection of participants per U.S. requirements were: age 16 to 19, self-discipline to eat and drink only measured amounts, a happy attitude towards life with a healthy sense of humor and an easy laugh, liking most foods, and a set metabolic rate. Mrs. Marsh decided to call the subjects “nutrinauts” because they were exploring the unknown alongside their contemporary counterparts, the astronauts.
The methodology was to regulate the amounts of vitamins and minerals in the blood and body wastes of the nutrinauts for a 25-day period. From the amounts of vitamins and minerals found, nutritionists could determine if the present National Research Council standards for late-teenage girls were accurate. Analysis of prepared foods and body wastes was the role of the Chemistry Department, under the direction of the project’s co-director, Dwain Ford (PhD), who was the chair of the Chemistry Department.
The original diet prescribed by the U.S. government had to be changed for the Andrews Project. Beef had to be adjusted with milk, eggs, and butter. Andrews University had to make their own unenriched bread, rolls, and spaghetti. While not a gourmet’s delight, the menu was anything but tasteless. The 25-day experiment became an experience for the participants.
At the end of the study, the girls seemed happy and made many inside jokes about the
diet and their experience, despite living in a fishbowl since the start of the study. Mrs. Marsh was quoted as commenting, “They are wonderful girls, and we are proud of them.” The University was invited to participate in the study again by the U.S. government.
The legacy of research continues today with the latest nutrition study on high fiber diet and weight loss, “The Full Plate Living Weight Loss and Diabetes Reversal Program,” led by Professor Padma Tadi Uppala (PhD, MPH, DipACLM) and Associate Clinical Professor Sherri Isaak (MS ’95, RD, CDES, BC-ADM, DipACLM) from the School of Population Health, Nutrition & Wellness. Today, as a researcher, the phrase “standing on the shoulders of giants” takes on new meaning for me. I stand on the shoulders of those who conducted similar research studies 61 years ago in the very same building—Marsh Hall, School of Population Health, Nutrition & Wellness (formerly known as the Home Economics Department) at Andrews University. They were mindful of the Seventh-day Adventist health message as they worked for the U.S. government. The Lifestyle Medicine program conducted presently at Andrews University has the same Adventist health message as it had at its foundation: whole food, plant-based!
If you are a descendant of any of the researchers who may be your greatgrandmothers, grandmothers, or mothers, please e-mail us at populationhealth@ andrews.edu. We at Andrews University
Nutrinauts enjoy a prescribed meal together during the 1963 study
salute you and pay tribute to them on this special occasion as Andrews University celebrates its sesquicentennial—150 years. People like the nutrinauts are part of the rich history and grounding values that allow us to go Forward in Mission
Read more about the nutrinauts in a Summer 2007 FOCUS feature, including details on the study experience, the participants, and the faculty and students who ran and supported the research. (andrews.edu/chhs/files/research-archivedarticles_pictures/alice-and-the-nutrinauts--focus-summer-2007.pdf )
Acknowledgement: Source of pictures and some content was from Professor Sylvia Marsh, daughter of late Mrs. Frank L. Marsh, Head of the Home Economics Department
Reference: The News-Palladium, “Seven Nutrinauts selected at Andrews U. Coeds to aid in diet experiment” The News Palladium, Benton Harbor, MICH. February 28, 1963 page 14.
Research Study on Impacts of Servant Leadership on Nursing Staff Burnout Receives Award
By Grace Chi, PhD, RN, MSN ’92 Professor of Nursing, School of Nursing & Jerry Chi, PhD, PhD, MBA
Associate Dean, Professor, College of Professions, School of Business Administration
During the month of April 2024, Jerry Chi (PhD, PhD, MBA), the associate dean of the School of Business Administration, and I had opportunities to present our research paper titled “Impacts of Servant Leadership on Burnout Level of Nursing Staff: A Structural Equation Model” at both the North American Management Society Conference (NAMS) and Sigma Theta Tau International (STTI) Honor Society of Nursing Eta Zeta Chapter conferences. This paper was also awarded the Outstanding
Human Resource Paper in NAMS. This research paper focused on the effects of servant leadership on job burnout among staff nurses. As a nursing professional, it
is perceived that many nurses enter the profession with idealism, enthusiasm, and great expectations. They want to help and serve people as their way to contribute to society (Kasdovasili & Theofilou, 2016). Unfortunately, desire to serve the whole human being becomes clouded by numerous stressors such as dealing with patients’ life-and-death issues, handling difficult requests from patients and family members, managing conflicts among healthcare team members, adapting to irregular working hours, and accommodating heavy workloads (Aytekin et al., 2013). These stressors could cause negative effects and eventually lead to burnout among nursing staff and potential impairment in the quality of patient care (Shahriari, Shamali, & Yazdannik, 2014).
Servant leadership is a leadership style that incorporates Christian values and Biblical principles to provide services to fellow employees. However, the effects of servant leadership on nursing staff are not known. Therefore, the purpose of the research was to examine whether the practice of servant leadership in a Christian hospital improves effectiveness and/or decreases job burnout among nursing staffs. Servant leadership was assessed with the 55-item Executive Servant Leadership Scale (ESLS) by Reed et al. (2011) in five virtue aspects: interpersonal support, building community, altruism, egalitarianism, and moral integrity. The job burnout levels are evaluated by the 22-item Maslach Burnout Inventory (MBI) in three dimensions: emotional exhaustion, depersonalization, and lack of personal accomplishment (Maslach & Jackson, 1986).
The Institutional Review Board approval and hospital administrative approval were obtained for the authors’ previous study on surveying burnout level of full-time employees of a metroplex Adventist hospital. The data of this study on full-time nursing staff members (Registered Nurse, Licensed Practice Nurse, and Certified Nursing Assistant) was retrieved from the previous study on all hospital employees.
Structural Equation Model analysis of the 315 responses showed
that servant leadership offers five virtues, all of which were significantly negatively correlated with job burnout in terms of the three dimensions. The statistical data indicates that executive leaders who practice servant leadership would significantly reduce the nursing job burnout. The results also suggest that a spirit of service in the executive leader could influence the work environment of the entire hospital and alleviate employees’ suffering and agony caused by the work stressors.
Among the five virtues in servant leadership, it was found that moral integrity is the most important virtue that a leader should possess. The conclusion is that leaders should develop servant leadership virtues to decrease burnout. Nursing staff members would have job satisfaction and be committed to the highly stressful work environment if they perceived their leaders as competent, ethical, and possessing moral courage.
References
Aytekin, A., Yilmaz, F., & Kuguoglu, S. (2013). Burnout levels in neonatal intensive care nurses and its effects on their quality of life. Australian Journal of Advanced Nursing, 31, 39-47.
Kasdovasili, E.-A., & Theofilou, P. (2016). How nurses experience their profession and their relationship with the patients? A Qualitative Analysis. International Journal of Caring Sciences, 9(2), 534–541.
Maslach, C. & Jackson, S. E. (1986). Maslach burnout inventory (2nd ed.). Palo Alto, CA: Consulting Psychologists Press. Reed, L. L., Vidaver-Cohen, D., & Colwell, S. R. (2011). A new scale to measure executive servant leadership: Development, analysis and implication for research. Journal of Business Ethics,101, 415-434. doi:10.1007/s10551-010-0729-1
Shahriari, M, Sahmali, M, &Yazdannik, A. (2014). The relationship between fixed and rotating shifts with job burnout in nurses working in critical care areas. Iranian Journal of Nursing & Midwifery Research,19(4), 360-365.
Congratulations to CHHS Faculty for Advancements in Rank & Tenure, Promotions, and Credentials 2023-2024
Advancement, Rank, and Tenure
Kimberly Ferreira (PT, PhD), Chair, School of Rehabilitation Sciences, DPT & DScPT Programs Director; Advanced in rank from Associate Professor to Full Professor with tenure, School of Rehabilitation Sciences
Ryan Orrison (PT, PhD, OCS), DPT Foundation Science Coordinator; Advanced in rank from Assistant Professor to Associate Professor, Received his PhD in Health Sciences, School of Rehabilitation Sciences
Michelle Allyn (PT, DScPT, COMT, CMPT), DPT Curriculum Coordinator; Advanced in rank from Assistant Professor to Associate Professor, School of Rehabilitation Sciences
Promotions
Tammy Shilling (PhD, CCC-SLP), Interim Chair, Graduate Program Director, Associate Professor; Promoted as Interim Chair, Graduate Program Director, School of Communication Sciences & Disorders
Jenica Joseph (PhD, CCC-SLP), Assistant Professor of SpeechLanguage Pathology; Promoted to Undergraduate Program Director, School of Communication Sciences & Disorders
Credentials
Padma Tadi Uppala (PhD, MPH, Dip ACLM), Associate Dean and Professor; Passed Board exam for Certified Diplomate for Lifestyle Medicine practice and profession, School of Population Health, Nutrition & Wellness
2023–2024 College of Health & Human Services Research
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
Jochebed Ade-Oshifogun, Michelle Allyn, Anneris Coria-Navia, Erica Howell, Jenica Joseph, Tammy Shilling, Letrisha Stallard, and Kimberly Pichot. Perceived Faculty Barriers to Using Active Learning Methods in the Higher Education Classroom. The International Journal of Pedagogy and Curriculum 31(1), 83-102, 2024.
Jenica Joseph, Tammy Shilling, Heather L. Ferguson, and Jimmy Kijai. Use of the Debriefing Assessment in Healthcare Simulation (DASH) in Speech-Language Pathology Clinical Simulation Learning Experiences. Journal of Research on Christian Education 32(1-2), 65-83, 2023.
Ana Cristina Kirschner Klitzke, Sintia Carolini Chitz, Mari Keli Christmann, Marileda Catelam Tomé, and Graziela Liebel. Validação do conteúdo de um protocolo de avaliação da motricidade orofacial em lactentes [Content validation of an orofacial myofunctional assessment protocol for infants]. Disturbios Comunicacao Humana 35(3), e59104, 2023.
School of Rehabilitation Sciences
Jochebed Ade-Oshifogun, Michelle Allyn, Anneris Coria-Navia, Erica Howell, Jenica Joseph, Tammy Shilling, Letrisha Stallard, and Kimberly Pichot. Perceived Faculty Barriers to Using Active Learning Methods in the Higher Education Classroom. The International Journal of Pedagogy and Curriculum 31(1), 83-102, 2024.
Michelle Allyn and Ryan Kamieneski. Low-Rate TENS as an Effective Treatment for Pelvic Pain - A Retrospective Case Report. The Internet Journal of Allied Health Sciences and Practice 21(4), Article 3, 2023. Kimberly Coleman-Ferreira, Ivan Mulligan, and Lora Packel. Early-Assurance Model for Physical Therapy Education, A Descriptive Study. The Internet Journal of Allied Health Sciences and Practice 21(3), Article 11, 2023.
General Audience Publications
School of Communication Sciences & Disorders
Marileda Tome. An experience with virtual reality. Andrews University College of Health & Human Services: The Pulse 5, 13, 2023.
School of Nursing
Jerry Chi and Grace Chi. Lessons to build your own business: The unique visions and passions of an entrepreneur. Signs of Times (Chinese), March 2024, 6-11.
Jerry Chi and Grace Chi. Sixteen leadership models to make a team (part 1). Signs of Times (Chinese), April 2024, 6-11.
School of Population Health, Nutrition & Wellness
Padma P. Tadi Uppala. Lifestyle Medicine Interventions at the Andrews University Lifestyle Medicine Clinic & Training
Center. Andrews University College of Health & Human Services: The Pulse 5, 55, 2023.
Padma P. Tadi Uppala. Reflections on scholarship, research and career advancement among healthcare professionals. Andrews University College of Health & Human Services: The Pulse 5, 54, 2023.
Conference Presentations
School of Communication Sciences & Disorders
Jochebed Ade-Oshifogun, Michelle Allyn, Anneris Coria-Navia, Jenica Joseph, Kimberly Pichot, Tammy Shilling, and Letrisha Stallard. “Perceived Faculty Barriers to the Use of Active Learning Methods.” Higher Education Adventist Society Virtual Conference, Adventist Learning Community, North American Division of Seventh-day Adventists, Columbia, MD (virtual), June 1, 2023.
Jochebed Ade-Oshifogun, Michelle Allyn, Anneris Coria-Navia, Jenica Joseph, Natalie McArthur, Kimberly Pichot, Tammy Shilling, and Letrisha Stallard. “Motivational Factors that Influence the Use of Active Learning in the Higher Education Classroom.” Michigan Academy of Science, Arts & Letters Annual Conference, Lawrence Technological University, Southfield, MI, March 8, 2024.
Heather L. Ferguson, Charity H. Garcia, Barbara Harrison, Jenica Joseph, and Dustin Young. “The power of collaboration: Insights from the trauma-informed academic partnership team.” Andrews University Faculty Institute, Andrews University, Berrien Springs, MI, August 17-18, 2023.
Charity H. Garcia, Jenica Joseph, Dustin Young, and Curtis J. VanderWaal. “Implementing Interdisciplinary Trauma-Informed Approaches: The First Year.” Andrews University Teaching and Learning Conference, Andrews University, Berrien Springs, MI, April 11, 2024.
Jenica Joseph, Charity H. Garcia, Michael Milmine, and Rhonda Tomenko. “Communication sciences and disorders graduate student attitudes related to trauma-informed care (Technical Research Virtual).” American Speech-Language Hearing Association Convention, Boston, MA (virtual), November 9, 2023.
Jenica Joseph, Charity H. Garcia, Michael Milmine, and Rhonda Tomenko. “Communication sciences and disorders graduate student attitudes related to trauma-informed care (Technical Research In-Person).” American Speech-Language Hearing Association Convention, Boston, MA, November 16-18, 2023.
Jenica Joseph. “Evaluation of Communication Sciences and Disorders graduate student attitudes related to trauma-informed client interactions.” Andrews University Teaching and Learning Conference, Andrews University, Berrien Springs, MI, April 11, 2024.
Madilyn Metcalf and Marileda Tomé. “Making Sense of Myo: Treatment Planning for Myofunctional Disorders.” SLP Learning Series, SpeechTherapyPD, Happy Valley, OR, December 2023.
Ingrid Weiss Slikkers, Jenica Joseph, Dustin Young, and Curtis J. VanderWaal. “Interdisciplinary Undergraduate Faculty Attitudes Related to Trauma-Informed Care.” Adventist
2023–2024 College of Health & Human Services Research
Human Subjects Researchers Association Conference, Adventist University of Africa, Nairobi, Kenya, May 25-27, 2023.
Letrisha Stallard, Michelle Allyn, Jenica Joseph, Anneris Coria-Navia, Kimberly Pichot, Tammy Shilling, and Bea Ade-Oshifogun. “Motivational Factors for Using Active Learning in Higher Education Classrooms.” Midwest Conference on the Scholarship of Teaching and Learning, Indiana University South Bend, South Bend, IN, April 12, 2024.
Marileda Tomé and Heather L. Ferguson. “Caracterizaçao de medidas de Frênulo Lingual em crianças com alterações de fala.” Encontro Brasileiro de Motricidade Orofacial, Natal-Rio Grande do Norte, Brazil, June 15-17, 2023.
Marileda Tomé. “Perspectivas futuras na avaliação e terapia das funções orofaciais.” Encontro Brasileiro de Motricidade Orofacial, Natal-Rio Grande do Norte, Brazil, June 15-17, 2023.
Marileda Tomé. “Integration of Evidence-Based Practice as a Foundation for the Evaluation & Customization of Treatment in Myofunctional Therapy.” American Academy of Physiological Medicine and Dentistry Conference, Orlando, FL, September 7-9, 2023.
Marileda Tomé. “Incorporation of Myofunctional Treatment to Enhance Speech Sound Production Outcomes.” Michigan Speech Language Hearing Association Annual Conference, Muskegon, MI, April 18-20, 2024.
Marileda Tomé and Kristen Burgess. “A Qualitative Analysis of Tongue-Tie Definition.” Michigan Speech Language Hearing Association Annual Conference, Muskegon, MI, April 18-20, 2024.
Dustin R. Young, Jenica Joseph, Curtis J. VanderWaal, and Ingrid Weiss Slikkers. “Intentional inter-disciplinary trauma-informed initiatives: Frameworks, techniques, and experiences.” The Council of Independent Colleges, Institute for Chief Academic Officers with Chief Advancement and Chief Communication and Marketing Officers, Tampa, FL, November 4-7, 2023.
School of Nursing
Grace C. Chi and Jerry L. Chi. “The Impact of Servant Leadership on Burnout Level of Nursing Staff: A Structural Equation Model.” Sigma Theta Tau International Honor Society of Nursing, Eta Zeta Chapter Research Exposition and New Member Induction Ceremony, Andrews University, Berrien Springs, MI, April 16, 2024.
Jerry L. Chi and Grace C. Chi. “Impacts of Servant Leadership on burnout level of Nursing Staff: A Structural Equation Model.” Annual Meeting of the North American Management Society, MBAA International Conference. Chicago, IL. April 10-12, 2024.
Heather L. Ferguson, Charity H. Garcia, Barbara Harrison, Jenica Joseph, and Dustin Young. “The power of collaboration: Insights from the trauma-informed academic partnership team.” Andrews University Faculty Institute, Andrews University, Berrien Springs, MI, August 17-18, 2023.
Shawna McNeily. “The Smallest of These: A Baby Shower Health Expo for Parenting and Expecting Teens.” Adventist Bioethics Consortium Annual Conference, Loma Linda University, Loma Linda, CA, May 8-9, 2023.
Shawna McNeily. “Using Service Learning to Inspire Service Leading.” Kettering Nurse Faculty Conference, Dayton, OH, July 17-18, 2023
Mary N. Ngugi. “Screening for Depression in Middle and High
School Adolescents using PHQ-9A.” Adventist Human Subjects Researchers Association Conference, Adventist University of Africa, Nairobi, Kenya, May 25-27, 2023.
School of Population Health, Nutrition & Wellness
Christine Choi, Sarah Wolf, Rekha Isaac, Elim Choi, Abihail Shim, Angela Campana, Padma P. Tadi Uppala, Ryan Hayes, and Brian Y. Y. Wong. “Induction of apoptosis via the regulation of pro-apoptotic and anti-apoptotic proteins in pancreatic adenocarcinoma BxPC-3 cells by Chinese medicinal herbs Scutellaria barbata and Oldenlandia diffusa.” American Association for Cancer Research Annual Meeting, San Diego, CA, April 5-10, 2024.
Marlene Murray, Padma P. Tadi Uppala, and Curtis J. VanderWaal. “Advancement Training for Chairs and Deans.” Andrews University Faculty Institute, Andrews University, Berrien Springs, MI, August 17-18, 2023.
Marlene Murray, Padma P. Tadi Uppala, and Curtis J. VanderWaal. “Advancement and Tenure for Faculty.” Andrews University Faculty Institute, Andrews University, Berrien Springs, MI, August 17-18, 2023.
Suja Perakathu, Padma P. Tadi Uppala, and Guru Uppala. “Case Report on lifestyle intervention for concurrent multiple chronic diseases surrounding Diabetes.” Michigan Academy of Science, Arts & Letters Annual Conference, Lawrence Technological University, Southfield, MI, March 8, 2024.
Padma P. Tadi Uppala, Yasmina Herinirina, Guru Uppala, Christon Arthur, and Laura Carrol. “Best Practices and innovative educational strategies for Native American students to attain success and improve graduation rates: Pokagon Band of Potawatomi Nation - A successful case study.” Native American Student Advocacy Institute 2023, San Diego CA, June 8-9, 2023.
Padma P. Tadi Uppala, Guru Uppala, Sherri Isaak, and Michael Uppala. “Case series on Full Plate Living weight loss intervention program.” Michigan Academy of Science, Arts & Letters Annual Conference, Lawrence Technological University, Southfield, MI, March 8, 2024.
School of Rehabilitation Sciences
Jochebed Ade-Oshifogun, Michelle Allyn, Anneris Coria-Navia, Jenica Joseph, Kimberly Pichot, Tammy Shilling, and Letrisha Stallard. “Perceived Faculty Barriers to the Use of Active Learning Methods.” Higher Education Adventist Society Virtual Conference, Adventist Learning Community, North American Division of Seventh-day Adventists, Columbia, MD (virtual), June 1, 2023.
Jochebed Ade-Oshifogun, Michelle Allyn, Anneris Coria-Navia, Jenica Joseph, Natalie McArthur, Kimberly Pichot, Tammy Shilling, Letrisha Stallard. “Motivational Factors that Influence the Use of Active Learning in the Higher Education Classroom.” Michigan Academy of Science, Arts & Letters Annual Conference, Lawrence Technological University, Southfield, MI, March 8, 2024.
Michelle Allyn, David Pratt, Christina Stowell, and Anneris Coria-Navia. “Unlocking Success: Exploring College Students’ Perspectives on Learning.” Midwest Conference on the Scholarship of Teaching and Learning, Indiana University South Bend, South Bend, IN, April 12, 2024.
Mark Apostol, Elizabeth Oakley, Michael Johnson, and Walkania Santos. “Association of age, gender, body mass index and functional status of patients discharged to home on the day of arthroplasty.” World Physiotherapy Congress, Dubai, United Arab Emirates, June 2-4, 2023.
Kimberly W. Coleman-Ferreira, Sozina D. Katuli, Amy Estes, Makenna Hartline, Ryan Kamieneski, Shannon Olsen, and Santiago Romero. “Healthy Lifestyle and Its Effect on COVID-19.” American Physical Therapy Association Michigan Fall Conference, Grand Rapids, MI, October 27-28, 2023.
Susan C. Decker, Kimberly W. Coleman-Ferreira, Sozina D. Katuli, and Susan C. Clinton. “Attitudes of Women Toward the Use of Yoga in the Management of Persistent Pelvic Pain.” American Physical Therapy Association Combined Sections Meeting. Boston, MA, February 15-17, 2024.
Nathan Hess and Rachel Keele. “The Sleep Epidemic.” Andrews University Faculty Institute, Andrews University, Berrien Springs, MI, August 17-18, 2023.
Nathan Hess. “The Effects of Sleep Loss on Learning and Practical Ways to Improve Sleep.” North American Division Educators’ Convention, Phoenix, AZ, August 7-10, 2023.
Sozina D. Katuli. “Developing an operation model for Mission trips on health and evangelism in developing countries - The Salama Health project.” Adventist Human Subjects Researchers Association Conference. Adventist University of Africa, Nairobi, Kenya, May 25-27, 2023.
Dovison Kereri. “Impact of COVID-19 on Occupational Therapy Professionals.” Adventist Human Subjects Researchers Association Conference, Adventist University of Africa, Nairobi, Kenya, May 25-27, 2023.
Letrisha Stallard, Michelle Allyn, Jenica Joseph, Anneris Coria-Navia, Kimberly Pichot, Tammy Shilling, and Bea Ade-Oshifogun. “Motivational Factors for Using Active Learning in Higher Education Classrooms.” Midwest Conference on the Scholarship of Teaching and Learning, Indiana University South Bend, South Bend, IN, April 12, 2024.
Recording or Film Production
School of Population Health, Nutrition & Wellness
Padma P. Tadi Uppala. Interview with Fitzroy Anderson, Midnight Cry Media for “Lifestyle Medicine Documentary.” November 8, 2023.
New External Grant or Research Fellowship
School of Rehabilitation Sciences
Tabitha Rangara, Juliet Mugga, and Dovison Kereri Assessing the demand for occupational therapy top-up from Diploma to Degree programs in Kenya. Pump-primer Research award, Elizabeth Casson Trust, Oxfordshire, UK. February - August 2023.
Internal Faculty Research Grant
School of Communication Sciences & Disorders
Anneris Coria-Navia, Jochabed Ade-Oshifogun, Michelle Allyn, Jenica Joseph, Kimerly Pichot, Tammy Shilling, and Letrisha Stallard (Education, Nursing, Rehabilitation Sciences, Communication Sciences & Disorders, Business). Perceived Faculty Barriers for the Use Active Learning Methods for Planning, Delivery, and Assessment of Learning
Tammy Shilling Impact of Vocal Health Education and Voice Amplification on Self-Perception of Vocal Function in College Professors
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 (Education, Nursing, Rehabilitation Sciences, Communication Sciences & Disorders, Business). Perceived Faculty Barriers for the Use Active Learning Methods for Planning, Delivery, and Assessment of Learning.
Melinda Nwanganga, Shawna Henry, Mordekai Ongo, and Jimmy Kijai. COVID-19 Vaccine Hesitancy Among Students and Employees in Midwestern Universities
School of Population Health, Nutrition & Wellness
Jean Cadet, Padma Tadi Uppala, and Dixon Anjejo (Population Health, Nutrition & Wellness). 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 (Education, Nursing, Rehabilitation Sciences, Communication Sciences & Disorders, Business). Perceived Faculty Barriers for the Use Active Learning Methods for Planning, Delivery, and Assessment of Learning
Sozina Katuli and Gerson De Leon Developing an operation model for Mission trips on health and evangelism in developing countries - The Salama Health project
