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INSTITUTION: Indiana State University

COLLEGE: College of Nursing, Health, Human Services

DEPARTMENT: Athletic Training

DEGREE PROGRAM TITLE: Doctor of Physical Therapy

FORM OF RECOGNITION TO BE AWARDED/DEGREE CODE: Doctor of Physical Therapy/DPT

SUGGESTED CIP CODE: 51.2308

LOCATION OF PROGRAM/CAMPUS CODE: Terre Haute, IN/ 00180700

PROJECTED DATE OF IMPLEMENTATION: Summer Session 2011

DATE PROPOSAL WAS APPROVED BY INSTITUTIONAL BOARD OF TRUSTEES: December 18, 2009

____________________________________________________________SIGNATURE OF AUTHORIZING INSTITUTIONAL OFFICER

____________________________________________________________DATE

____________________________________________________________DATE RECEIVED BY COMMISSION FOR HIGHER EDUCATION

____________________________________________________________COMMISSION ACTION (DATE)

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A. AbstractDoctor of Physical Therapy (DPT)

Indiana State University, Terre Haute, IndianaOffered as a traditional campus based program

Objectives:The global objectives of the Doctor in Physical Therapy (DPT) program are as follows:

1. To provide competent health care providers who are skillfully able to effectively perform the following skills for clients with physical impairments, functional limitations, and disabilities across the lifespan:

a. Examine, evaluate, diagnose,b. Provide appropriate interventions within the scope and practice of physical therapy.

2. To decrease the physical therapist shortage in Terre Haute, Indiana, rural communities and the nation. 3. To improve patient access and quality care for rural and underserved populations.

Specific curricular objectives are listed in Section B.1.

Clientele to be Served:The clientele to be served will be post-baccalaureate students who desire a professional career as a physical therapist. These students will enter the program with baccalaureate degrees from an array of disciplines including, but not limited to athletic training, biology, psychology, exercise science, and other allied health care profession degree programs. Recruitment will focus on attracting strong candidates from Indiana to meet the over arching objectives to fill the void of practitioners in the west central area and rural communities of Indiana.

Curriculum:Application to the DPT program will include a rigorous review of a transcript of earned Bachelor degree, resume, recommendations, career objective essay, GRE scores, and verification of a minimum of 40 hours of physical therapy observation/experience. The students must have a baccalaureate degree and will be interviewed by the physical therapy faculty prior to admittance. Once accepted into the program the students will follow the pre-determined sequence of courses as outlined in the program of study (see Appendix A). The DPT program will require 102 post baccalaureate graduate credit hours including the following:

1. Clinical courses = 29 credit hours a. Fourteen clinical rotations with physical therapy preceptors

i. 1 clinical credit hour = three actual clinical contact hours per week or 45 hours per semester.

b. Physical therapy preceptors must be license practitioners. 2. Didactic and theory courses = 73 credit hours

2

a. Anatomyb. Physiologyc. Biomechanicsd. Human

Development

e. Assessmentf. Neuroscienceg. Pharmacologyh. Imaging and

Diagnosis

i. Administrationj. Health Systemsk. Rehabilitation

3

3. Culminating scholarly project

Employment Possibilities:Physical Therapy is an allied health profession that provides services to help restore function, improve mobility, relieve pain, and prevent permanent physical disabilities. Practice settings for physical therapists include:

1. Acute care2. Pediatrics3. Geriatrics

4. Short- and long-term rehabilitation

5. Cardiopulmonary rehabilitation

6. Sports medicine and orthopedics

7. Fitness centers

4

B. Program Description1. Describe the proposed program and state its objectives.

The Physical Therapy profession’s commitment to society is to promote optimal health and function guided by the core values of integrity, life-long learning, and a commitment to comprehensive and accessible health programs for all people (American Physical Therapy Association [APTA]). The desired global outcomes of the DPT which also align with the University’s mission to engage with the community by providing decreasing the shortage of competent health care providers to the local, regional, and national rural communities.

The specific curricular program outcomes/objectives of this program are to graduate successful physical therapy practitioners who are skillfully able to: 1. Utilize critical thinking with the knowledge derived from the biological, behavioral, and

clinical sciences for clinical decision making. 2. Demonstrate ethical behavior consistent with professional and legal standards.3. Provide guidance and interventions to promote wellness, health promotion and enhance the

physical performance of persons in the community.4. Provide safe and effective standards of care for a diverse client population. 5. Communicate effectively with clients, families, colleagues, other health care workers, and the

general public orally and in writing. 6. Plan and execute research, disseminate research findings, and critically evaluate the

professional literature to promote evidence-based practice.7. Demonstrate continuing personal and professional growth to maintain professional

competence, advance career development, and contribute to the development of the profession.

2. Describe admission requirements, anticipated student clientele, and student financial support.a. Admission requirements. Applicants must meet the admission requirements for the College

of Graduate and Professional Studies. Admission into the physical therapy program will also require the following: A Bachelor’s degree from a four (4) year accredited university that did not calumniate in

a degree in Physical Therapy, with a preferred cumulative grade point average (GPA) of 3.0 and a recommended pre-requisite GPA of 3.0. The baccalaureate degree must be earned before enrolling into the program.

Resume should include a comprehensive outline of your student, volunteer, and professional work experiences and all honors and awards.

Recommendations from a licensed physical therapist, an academic source, and a community service experience supervisor.

Career Objectives Essay GRE exam score report is required of all applicants. Official score reports must be sent

directly from the Educational Testing Service (ETS) - www.gre.org. Physical Therapy Observation/Experience is required. You must complete a minimum

of 40 hours of volunteer or paid work under the supervision of a licensed physical therapist.

Personal Interview with members of the Physical Therapy admissions committee may be required.

http://www.gre.org/

b. Prerequisite coursework. Applicants are encouraged to complete as many pre-requisite courses as possible prior to submitting the on-line application for admission. Please note that prospective students may submit an application while enrolled in the pre-requisites, but all courses must be completed prior to starting the DPT program. A bachelor’s degree from a regionally accredited college or university is required for admission into the physical therapy program. The degree can be in any field; however, coursework must include (either as part of the degree requirements or in addition to the requirements) the following prerequisites: Basic English Proficiency: English I & II, Equivalent to ISU ENGLISH 101 and 105, or

107 & 305 or 305T Interpersonal Communication is strongly recommended ISU COMM 101 Human Anatomy (with lab recommended, 3 semester credit hours). One course in

Human Anatomy or the first course in the series of Anatomy and Physiology I&II. Anatomy content should include skeletal and muscular systems of the human body. Equivalent of ISU BIO 231 & lab or ATTR210 & lab

Physiology (with lab recommended, 3 semester credit hours). One course in Physiology or the second course in the series of Anatomy and Physiology I&II. Physiology content should cover various systems including: cardiovascular, endocrine, respiratory, etc... Equivalent of ISU BIO 241 & lab or PE 220 & lab

Biology (4-8 semester hours) - In additiona to Human Anatomy and Physiology listed above, one or two courses from the field of biology, not to include Botany). ISU Biol 112 & lab or BIO 101 & lab, BIO 102 & lab

General Chemistry I (with lab 4 semester credit hours). Content must include atomic and molecular structure. This course should be the first in the Chemistry I&II series. Equivalent of ISU CHEM 105 & lab

General Chemistry II with lab (4 semester hours) - In addition to Chemistry I listed above. This course should be the second course in the Chemistry I&II series and must include a lab. ISU CHEM 106 & lab

General Physics I (with lab 4 semester credit hours). Non-calculus or calculus based. Equivalent to ISU Physics 105 & lab

General Physics II (with lab 4 semester credit hours). Non-calculus or calculus based. Equivalent to ISU PHYS 106 & lab

Statistics (3 semester credit hours). Course content should include mean, median, mode, standard deviation, t-tests, etc. Equivalent of ISU HLTH 340 Biostatistics

Developmental Psychology (3 semester credit hours). Developmental Psychology recommended. Equivalent of ISU FCS 266.

Human Behavior (3-6 semester hours) - In addition to Developmental Psychology listed above, one or two courses that include a knowledge of human behavior from an individual or societal perspective. Equivalent of ISU PSY 368 Abnormal Psychology

Humanities, Diversity Equivalent to ISU REL 190, PHIL 101 College mathematic or algebra Equivalent of ISU MATH 115 or MATH 131 Recommended (Course in Kinesiology, Exercise Physiology, Ethics, Personal Computer

Basics)

c. Specific student clienteles. The clientele to be served will be post-baccalaureate students who desire a professional career as a physical therapist. These students will enter the program with baccalaureate degrees from an array of disciplines (including, but not limited to Athletic Training, Biology, Psychology, Exercise Science, and other allied health care

profession degree programs). Recruitment will focus on attracting strong candidates from Indiana to fill the void of practitioners in the Terre Haute and rural communities of Indiana.

d. Limited enrollment. Enrollment will be limited due to Commission on Accreditation in Physical Therapy Education (CAPTE) accreditation requirements. We intend to enroll 30 students in the inaugural class.

e. Student Financial Support. Indiana State University will be a self-lending institution by the end of the 2009-2010 academic year. The Indiana State Office of Student Financial Aid has planned for an increase in graduate student lending for professional programs. Funding is also available through private, University, state and federal agencies. Additional information is available at the web site of the Office of Student Financial Aid ([email protected]).

3. Describe the Proposed Curriculum . a. Requirements. The DPT program will be a three year, 102 credit hour, full-time program.

Students will be immersed in 36 weeks of clinical practical experiences. The curricular content will include Biological and Physical Sciences, Behavioral Sciences, Clinical Sciences, and Clinical Education. The model curriculum is listed in Appendix A to describe typical coursework for an entry-level DPT, as well as the current courses offered by Indiana State University that would meet the accreditation requirements. We anticipate that at least 6 six courses (17 credits) can be acquired from other disciplines, leaving 24 courses (85 credits) including the clinical education requirements to be administered by the new Physical Therapy faculty.

b. Sample curriculumYEAR 1Summer Session

PHTH 600 Intro to Physical Therapy 2 credit hoursPHTH 601 Advanced Human Anatomy 8 credit hours

Fall SemesterBIO 633 Advanced Pathology 3 credit hoursPE 685 Biomechanics 3 credit hoursPHTH 604 Lifespan Development 3 credit hoursPHTH 602 Physical Therapy Examination 3 credit hoursPHTH 605 Clinical Medicine I 3 credit hours

Spring SemesterHLTH 617 Health Behavior Theory 3 credit hoursPE 680 Advanced Physiology of Exercise 3 credit hoursPHTH 620 Applied Neuroscience I 3 credit hoursPHTH 621 Pharmacology 3 credit hoursPHTH 622 Clinical Medicine II 3 credit hours

Total 40YEAR 2Summer Session

PHTH 610 Clinical Education I 5 credit hoursFall Semester

PHTH 700 Musculoskeletal I 3 credit hoursPHTH 701 Imaging and Diagnostics 3 credit hoursPHTH 706 Clinical Medicine III 3 credit hours

mailto:[email protected]

PHTH 712 Applied Neuroscience II 3 credit hoursPASS 612 Applied Research 2credit hours

Spring SemesterPHTH 720 Musculoskeletal II 3 credit hoursPHTH 721 Differential Diagnosis 3 credit hoursPHTH 723 Special Populations 3 credit hoursPHTH 724 Applied Neuroscience III 3 credit hoursPHTH 725 Research Methods 3 credit hours

Total 34

YEAR 3Summer Session

PHTH 710 Clinical Education II 5 credit hoursFall Semester

ATTR 625 Administration and Teaching 3 credit hoursPHTH 800 Musculoskeletal III 3 credit hoursPHTH 801 Cardiopulmonary Rehabilitation 3 credit hoursPHTH 841 Health Care Systems 3 credit hoursPHTH 891 Scholarly Project 3 credit hours

Spring SemesterPHTH 810 Clinical Education III 8 credit hours

Total 28PROGRAM TOTAL 102

c. Existing courses Course Work from Other DisciplinesBIO 633 Advanced Pathophysiology (Offered every fall)PE 685 Biomechanics (Offered every fall)HLTH 617 Health Behavior Theory (Offered every spring)*PE 680 Advanced Physiology of Exercise (Offered every spring) PASS 621 Applied Research (Offered every fall)**ATTR 625 Administration and Teaching (Offered every fall)

* The above course has not been offered during the past three years but will be a requirement for two new graduate programs.

** This is a new course that is designed as a multidisciplinary course that will be offered to our Physician Assistant Studies graduate students.

d. Sponsoring campus courses. No courses are provided by sponsoring campuses.

e. Courses from another institution. No courses are provided by other institutions.

4. Describe form of recognition

a. Type of Degree. Students graduating from this program will earn a clinical Doctor of Physical Therapy (DPT). The DPT is the entry-level degree requirement for new professionals in Physical Therapy. The department is openly dedicated to creating generalists to fulfill the mission of the program, rather than graduates already focused on a subspecialty of the profession.

b. CIP Code 51.2308

c. Student’s diploma. The following program, organization, and site information will appear on the diploma: Doctor of Physical Therapy, Indiana State University, Terre Haute, Indiana

5. List program faculty and administrators a. Faculty needs. The APTA requires that an accredited Physical Therapy program employ a

Program Administrator, a Director of Clinical Education, clinical faculty and core faculty. We anticipate at least 16 faculty currently employed at Indiana State University could fulfill the needs of some of the courses in the physical therapy program of study (Please refer to Table B.5.1). Complete faculty profiles are located in Appendix D.

b. New faculty positions. We expect to hire four (4) Physical Therapy faculty (teaching load will not exceed 9 contact hours), will request funding for an anatomist, will seek additional clinical faculty (1) and make several clinical affiliations for clinical education experiences.

i. Program Administrator1. PhD required, Dual degree in Athletic Training and Physical Therapy

preferredii. Director of Clinical Education

1. MPT required, PhD and/or DPT preferrediii. Additional faculty (2)

1. MPT required, DPT preferred2. Specializations

a. Clinical assessment and decision makingb. Evidence-based medicine

iv. Anatomist (additional requested faculty line)1. Teach in all Nursing and Applied Medicine Programs

v. Clinical Faculty1. On-campus positions located in the ISU Rehabilitation Clinic

a. Current faculty i. Sheri Walters, MPT, ATC, LAT

b. Additional faculty (1)i. MPT required, DPT preferred

2. Clinical affiliations throughout the Terre Haute area, as well as in rural Indiana will be necessary to provide clinical experiences within the curriculum.

Table B.5.1 Indiana State University Faculty

Name Degree Rank Specialization Appointment

ADMINISTRATORS

Richard Williams

Ph.D., Dean; Professor Athletic Training Curriculum Leadership/Administration

Full-time

MarciaMiller

Ph.D. Associate DeanAssociate Professor

Nursing Assessment; Mental Health Leadership Curriculum

Full-time

Leamor Kahanov

Ph.D., LAT, ATC

Department Chair;Associate Professor

Athletic Training Health Care Policy Curriculum Leadership/Administration

Full-time

Name Degree Rank Specialization Appointment

FACULTY

Tim Demchak

PH.D., LAT, ATC

Associate Professor; Director, Graduate Athletic Training Program

Tissue Mechanics Musculoskeletal Biomechanics Muscle Physiology

Full-time

Lindsey Eberman

Ph.D., LAT, ATC

Assistant Professor; Director , Undergraduate Program

Environmental Illness Musculoskeletal Evaluation

and Diagnosis Athletic Training Education/

Outcome Measurements

Full-time

MattGage

Ph.D., LAT, ATC

Assistant Professor Lower extremity and trunk Biomechanics & muscle

activation Ankle instability

Full-time

Catherine Stemmans

Ph.D., LAT, ATC

Associate Professor Athletic Training Education Full-time

Susan Yeargin

Ph.D., LAT, ATC

Assistant Professor Environmental Illness Exercise & Environmental

Physiology Anatomy

Full-time

Sheri Walters

PT,MPT, MS,ATC, LAT

Director of Athletic Training Services & Rehabilitation Coordinator

Gait Musculoskeletal Biomechanics Rehabilitation Manual Therapy

Full-time Clinical Faculty

Jeff Edwards

Ph.D. Professor Exercise Physiology Muscle Physiology Cell and Molecular Biology Musculoskeletal Tissues Aging Populations

Full-time

Al Finch Ph.D. Professor Musculoskeletal Biomechanics Gait Tissue Mechanics Exercise & Muscle Physiology

Full-time

DerekKingsley

Ph.D. Assistant Profession Physiology Autonomic Response &

Exercise Cardiovascular Disease

Full-Time

Tom Nesser

Ph.D. Associate Professor Exercise & Muscle Physiology Aging Populations

Full-time

Lucy White Ph.D. Associate Professor Pharmacology Epidemiology

Full-time

6. Describe needed learning resourcesa. Available resources. Indiana State University library has extensive access to online data

bases. The DPT curriculum requires access to preceptors, capitol and expendable equipment supplies and augmented educational resources. We anticipate that the Physical Therapy and Athletic Training programs will have several common shared spaces. These spaces could include, but are not limited to, cadaver laboratories, research laboratories, medical libraries, plinth classrooms, and student study areas.

b. Additional resources. In addition to the shared space, the Physical Therapy program will need an identifiable program office as well as additional faculty offices. Additional course fees are needed to provide the funds to maintain the DPT curricular needs. Course fees are common among biological sciences and allied health professional education programs. Once per semester a course fee of $1,000 will be charged to assist with the cost of adjunct clinical faculty, equipment, and educational resources. We worked in collaboration with the College of Graduate and Professional Studies to identify the appropriate fee.

7. Describe other program strengthsa. Special features. A distinctive characteristic of this physical therapy program is the focus on

rural and underserved populations. Although it may not be realistic to assume that all students will practice in a rural setting, many of the course offerings will provide an appreciation for the complex needs of rural and underserved populations. Furthermore, the DPT program will be located in a College which includes programs such as nursing, athletic training, community health, industrial hygiene, social work, recreational therapy, environmental health and exercise science. Health care students are usually trained in their separate disciplines however; our goal is to educate future health care providers interprofessionally. Furthermore, our relationships with the IU School of Medicine Terre Haute Center for Medication Education, Ivy Tech Wabash Valley, and the Union Hospital Family Practice Residency program will help to coordinate our students’ clinical experiences and send them as teams instead of individuals.

b. Collaborative arrangements. The interdisciplinary nature of the College precipitates collaboration with other departments for research and facilities. In addition, the IU Medical School and Lugar Center located on campus currently participate in shared grants and health care lectures appropriate for multiple disciplines. The Rural Health Innovation Collaborative (RHIC) is another collaborative opportunity with local health care facilities, Union Hospital for example, to promote the program’s mission of providing healthcare to rural and underserved populations.

C. Program Rationale

1. Institutional Factors a. Compatibility with Institution’s Mission. Academic program offerings at Indiana State

University are based upon our institutional mission, state and national workforce needs,

student interest, and faculty support. Several potential new programs have undergone a rigorous review prior to initial development. The DPT has emerged as an excellent program opportunity for Indiana State University. Since the creation of the new College of Nursing, Health, and Human Services in 2008, the synergy to create a health science college that offers an array of health occupations has begun to materialize. The priority is to support programs that focus on the health care needs of rural and underserved communities. The future vision is to orchestrate the combined resources of several community institutions for improved access for rural and underserved populations, progressive evidence-based patient care, collaborative education of multidisciplinary students, and the continuing education of practicing health care professionals through the RHIC. As the name implies the RHIC is a collaborative arrangement between Union Hospital and its Lugar Center for Rural Health, Indiana University School of Medicine-Terre Haute, Indiana State University, Ivy Tech Community College, the Terre Haute Economic Development Corporation, and the City of Terre Haute.

b. Planning process. As the faculty prepared for the new College of Nursing, Health, and Human Services, the first initial faculty program committee was formed during the summer of 2007. Numerous programs were identified and several program suggestions strongly resonated with the University’s mission. After the new founding Dean was selected in 2008, he commissioned several faculty taskforces to determine the feasibility of the proposed programs. This analysis was broadened by the West Central Indiana-Area Health Education Center Health Professions Workforce Needs Assessments Report conducted by the Indiana University Bowen Research Center. Based on the mission of the new College, Indiana workforce development needs, faculty talent, and student interest, the curriculum process was initiated. Initial approval from the Provost and President for the development of a Physical Therapy program at Indiana State University has been granted. Once the program is approved, Dean Williams will secure funding for the facility preparation, faculty and staff. A Physical Therapy Program Administrator will be hired with these funds and the renovation for dedicated space for the DPT program will begin. The DPT Program Administrator will need to be hired at the associate professor level and be a seasoned physical therapy educator. It would be ideal to hire an individual that has a dual credential of Physical Therapy and Athletic Training. This individual must have a Ph.D., Ed.D, and/or the equivalent. A clinical doctorate will not suffice for the program administrator position. Once the Program Administrator is in place, the academic unit will be rename from the Athletic Training Department to the Department of Applied Medicine and Rehabilitation Services, identify the overlapping resources of Athletic Training, Physical Therapy, and Physician Assistant Studies (see Table C.1.1) describes the timeline in detail). With program candidacy approval, the Program Administrator will hire a Director of Clinical Education and any additional personnel as we plan for matriculating the first class of students. During the candidacy process, ISU will need to make clinical affiliations to meet the needs of clinical education. Because the Athletic Training Education program is already building clinical relationships within the region, the groundwork for this process has already been laid.

Table C.1.1 Implementation Timeline

Task Timeline

Initial approval from Provost and President Completed January 2009

Request funding from Program of Promise Completed January 2009

Seek national expert as Consultant Completed March 2009

Develop the Physical Therapy curricula Completed Spring and Summer 2009

Consultant Site Visit Completed Summer 2009

Seek University approval of the Physical Therapy curricula In process Fall 2009

Notify APTA of new program development Spring 2010

Upon hiring Program Coordinator

Develop the program according to accreditation standards Spring 2010, Fall 2010

Submit Application for Candidacy September 1, 2010

Revised Application for Candidacy Due January 1, 2011

CAPTE Reviewer Site Visit January 2011

Candidacy Decision April 30, 2011

Matriculate first class of students Summer 2011

Self-Study Document Completion Fall 2013

CAPTE Accreditation Site Visit Spring 2014

Charter Class Graduation Spring 2014

Accreditation Decision Spring 2014

c. Significant impact. At present, our faculty in the allied health professions (in particular, Athletic Training and Exercise Science) often cultivates students for enrollment in various physical therapy programs state and nationwide. With the inclusion and integration of a DPT, we will no longer be preparing students to leave Indiana State, but grooming them for enrollment in our own graduate program. Undergraduate students will be attracted to Indiana State for this new degree program so we can expect not only an increase in enrollment, but also a higher quality student in the College of Nursing, Health, and Human Services. Cultivation of these students through recruitment on and off campus can eventually increase undergraduate and graduate enrollment and conferment of baccalaureate and doctoral degrees.

The addition of a DPT may also significantly impact and enhance collaborative research among allied health care professional within the college. Funding opportunities may also be enhanced due to collaborative research efforts. The graduate scholarly projects will also expand the application of evidence-based care in the discipline of physical therapy.

d. Fully utilize existing resources. The inclusion of the DPT will allow us to attract exemplary faculty and practitioner candidates with dual credentials or interests in integrated medicine. With the assistance of students and practitioners in physical therapy, the Indiana State University Rehabilitation Clinic will continue to grow financially and serve as a site for learning. The clinic and program will likely improve the health and well being of Indiana State University students, including student-athletes, faculty, staff, and the community, through initiatives geared toward prevention and health screening. In addition, with endless professional affiliations created through the development of the physical therapy program, Indiana State University will likely continue to develop its reputation as a partner and leader in the RHIC.

2. Student Demand (See Table 1: Enrollment and Completion Data)a. Enrollment. Based on the national trend, there are more applicants interested in physical

therapy than space available in current programs. The initial enrollment of 30 students per year was determined based on accreditation standard of not more that 36 student in the first class for a new program. At the end of three years, this would increase the graduate student enrollment at Indiana State University by 90 new graduate students. Informal conversations with administrators from peer institutions with physical therapy graduate programs have indicated that enrollment increased by approximately 60 students in the undergraduate pre-professional majors as an attempt to leverage their admission into the campus professional graduate program.

b. Completion data. The professional program in physical therapy anticipates a very high completion and graduation rate (97%) based on data trends from existing programs. Indiana State is committed to student success and support. The Physical Therapy students will be a new degree offering for the College of Graduate and Professional Studies and to campus (Please see Table B-3 and B-4).

3. Transferability The College of Graduate and Professional Studies allows a maximum of 30% of course work to transfer from another accredited graduate program. However, a course must also include 80% of the content presented in the Indiana State course (Graduate Catalog). Due to the unique nature of the DPT program, few graduate courses may be transferable into Indiana State or to other institutions.

4. Access to graduate and professional programs This criterion does not apply since this offering is a graduate program.

5. Demand and employment factors The Bureau of Labor Statistics reported that there are approximately 4110 Physical Therapists employed in the state of Indiana (2008), but more importantly, the Indiana Department of Workforce Development (2009) suggests there are far more positions available than entry-level practitioners to fill them. The state reported an anticipated 1,495 additional openings (including replacement positions) by 2016. The pool of applicants for these positions is directly affected by the availability of accredited educational sites, and without available doctoral-degree granting institutions in this region, the current and expected needs will unlikely be met. The trends suggest there will be approximately 144 new positions annually throughout the state and Physical Therapy is listed within the top 10 of the Hot 50 Jobs in Indiana in 8 of 11 regions in the state

(Hoosiers by the Number, 2008). At present, the DPT granting institutions approximately contribute 116 entry-level clinicians per year (Figure C.2.1). Even if we could assume that all these students were employed in Indiana, which we cannot, the supply does not meet the demand. However, the inclusion of a DPT program at ISU can contribute to the growth of the profession within the state (increase to 146 graduates per year from DPT granting institutions).

igure C.2.1

The U.S. Department of Labor (2008-2009) has designated Physical Therapy as an occupation of which there is a national shortage, while the Indiana Department of Workforce Development (2009) describes Physical Therapy positions as difficult to fill in which there are far more positions than professionals to fill them. The profession of Physical Therapy is growing to accommodate for this shortage. In fact, Physical Therapy is among the top 30 fastest growing occupations with a 27% increase expected by 2016 nationwide (Indiana Department of Workforce Development, 2009). In the state of Indiana, the Department of Workforce Development expects to be on par with the growth in Physical Therapy, expecting a 26.94% increase statewide. However, in Indiana, there are only three Physical Therapy degree granting institutions as compared to the over 40 higher education institutions in Indiana. Furthermore, there are seven Physical Therapy degree granting institutions in Illinois, but six of the seven are located in the northern region (over 175 miles from Indiana State University).

The Health Professions Workforce Needs Assessment Report (2009, p. 15), indicated that the west central region of Indiana in 2006 was 8% below the level of physical therapist (52.9 professionals per 100,000 population) as compared to the entire state of Indiana (60.9 professionals per 100,000 population). In light of the national shortage for physical therapists, and a geographical need for additional Physical Therapy programs in Indiana, more so in the west central region, the need for Indiana State University to develop and foster a program is clear.

6. Regional, state, and national factors

a. Comparable programs. Because of the increased need for physical therapists, and a need for a program in southwest Indiana, we must be able to offer competitive programming at a reasonable cost. As compared to the other physical therapy degree granting institutions, Indiana State University can easily offer competitive tuition to resident and non-resident students at the graduate level (Table C.6.1). Both the University of Evansville and the University of Indianapolis are private institutions offering programs at a significantly higher cost than a potential offering at Indiana State University. Since projected tuition rates for private institutions were not available, the current tuition rate based on a 15 credit hour load was compared.

Table C.6.1 Undergraduate and Graduate Tuition Rates for Indiana Universities Offering Doctoral Programs in Physical Therapy.

Indiana Universities In-State 2009 Out-of-State 2009

Indiana State University $4,635/sem $9,210/semIndiana University (IUPUI) $6,255/sem $9,612/semUniversity of Evansville $13,000/sem $13,000/semUniversity of Indianapolis $10,935/sem $10,935/sem

Regional Universities In-State 2009 Out-of-State 2009

Midwestern University $14,017/sem $14,017/semSt. Louis University $15,470/ sem $15,470/ semThe Ohio State University $5,220/sem $12,651/semUniversity of Illinois – Chicago $6,082/sem $10,523/semUniversity of Kentucky $5704/sem $12472/semWashington University $14,863/sem $14,863/sem

Indiana State also offers a unique focus on rural and underserved populations and seeks to provide a generalist point of view, neither of which are emphasized in the other Indiana DPT programs.

As a member of the RHIC, Indiana State University aims to join in the effort to provide more health care education programs and ultimately improve access to medical care in rural Indiana. To do this, the University needs to embrace new degree programs in health care that will address these shortages. The inclusion of Physical Therapy at Indiana State University will ease the shortage of allied health professionals in rural Indiana at a significantly lower cost than comparable institutions. Neighboring institutions in Illinois include: Bradley University, Governors State University, Midwestern University, Northern Illinois University, Northwestern University, Rosalind Franklin University of Medicine and Science, The University of Illinois at Chicago.

Community Engagement/Entrepreneurial Activity Benefits:Clinical education, or experiential learning, is a natural component of Physical Therapy and allied health professional education. Clinical education is the application of knowledge and skills, learned in classroom and laboratory settings, to actual practice with patients under the supervision of a clinical instructor. Students enrolled in a Physical Therapy degree program

will act as an extension of the University in the community. The clinical experience they gain at various clinical sites requires them to engage with citizens of the community through their learning and application of health care. Clinical education settings provide the best location to apply theory to real-time clinical practice and for students to acquire and exercise professional skills. These clinical experiences will occur at a variety of locations including outpatient or acute care hospitals and rehabilitative care centers. With over 25 independently owned Physical Therapy Clinics, two hospital systems in Terre Haute as well as 11 critical access hospitals in close proximity, these students would help promote Indiana State University within the community while helping to provide exceptional health care to its citizens. We intend to capitalize on our relationships with rural health care facilities to further enhance the patient care in these under-privileged areas and to encourage the placements of graduates in these facilities.

The Physical Therapy program will benefit Indiana State University entrepreneurially. Currently, the Indiana State University Rehabilitation Clinic employs one full-time Physical Therapist. With the addition of a Physical Therapy education program we will be able to expand our clinic and potentially hire an additional clinician. Considering the wide array of specialties offered within the College of Nursing, Health and Human Services, we anticipate developing the clinic into a community based multifaceted health and wellness center that is funded through third party reimbursement. With the maturation of the clinic, future services could include, but are not limited to, acceleration programs, fitness assessments, biomechanical assessments, fitness programming, dietetic analysis, sport psychology, strength training, home health services, etc. Because of a strong eclectic faculty, and potential for collaboration across disciplines, the possibilities for revenue and recognition are limitless.

b. External agencies. Indiana State University is regionally accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. The American Physical Therapy Association (APTA) is the nationally recognized professional organization for physical therapists, yet each educational institution providing physical therapy education is governed by the Commission on Accreditation in Physical Therapy Education (CAPTE). The CAPTE standards have been used to determine the content, clinical competencies, and qualifications of the faculty and staff of the program. The consolation services of Dr. Janice Loudon, Associate Professor, Department of Physical Therapy and Rehabilitation Sciences, University of Kansas Medical Center, were utilized as a content expert in the development of this program. Physical therapy graduates must also submit an examination fee to the Federation of State Boards of Physical Therapy (FSBPT) and apply to the Indiana’s Professional Licensing Agency upon completion of the degree program.

D. Program Implementation and Evaluation

ImplementationUpon program approval, Indiana State will hire the Program Administrator in Spring 2010. The new Administrator will play an active role in the search for the Director of Clinical Education and the two additional faculty. The DPT program will actively recruit and enroll students to start in May, 2011. Additional details about the implementation plan and timeline care available in Table C.1.1.

Evaluation1) Quality and efficiency

Indiana State University is committed to a systematic plan of program evaluation for all undergraduate and graduate programs. The DPT program evaluation master plan will directly correlate with both University and CAPTE standards. Criterions are organized around mission, governance, administration, faculty qualifications, students, curriculum, resources, and outcomes. Each department has an established mission that is in concert with the College and the University. This mission is reviewed every two years and revised as needed by the faculty. Faculty and students actively participate in shared governance. This is monitored and compared to internal benchmarks set by the faculty. Faculty are also expected to participate in research, experiential learning and community service. As with any new program, retention rates and student evaluations will be critical. All programs in the College compare student satisfaction on nine key indicators. As new programs are approved, exit surveys will be conducted and the data will be analyzed for factors that could be improved. Programs are monitored for graduation rates, job placement rates, passing rates for national licensure, and program satisfaction. In addition, all programs with distinct student learning outcomes design multiple methods to measure students’ progress in meeting those outcomes. This process includes the rating of final projects, presentations, and clinical skills demonstrations. It is critical that safe, valid, and reliable assessment methods are implemented over time for continuous quality improvement applied to the process of teaching and learning. In addition to ensuring high quality outcomes, program assessment is a vital component of moving from provisional to full accreditation.

As content experts are employed at Indiana State University, training and mentoring in program assessment will be provided. Consultations with similar programs will be conducted during the initial formation of the new program after the approval has been acquired. An Advisory Committee of related stakeholders will also be assembled for bi-annual consultations to program administrators and faculty. Leadership and faculty will also belong to professional organizations and attend national conferences to stay abreast of the latest national trends. Networking among the existing DPT programs within the state of Indiana will also be a vital part of the quality connection.

2) Appropriateness of program offering to institution’s identity and missionIndiana State University is recognized for its “excellence in experiential learning and engagement…” and its success with “master and doctoral programs primarily in professional areas.” (Indiana State University, 2008). Both the clinical education component and the scholarly research component of the DPT program align with the strengths of the University, as endorsed by the Commission on Higher Education.

3) Availability of similar programsThe state of Indiana offers only three graduate programs in physical therapy at this time. These programs include IUPUI, University of Evansville, and the University of Indianapolis. As demonstrated in the Figure C.2.1, this will not meet the growing need of Indiana residents.

4) Personal and social utilityEarning a clinical practice doctorate will allow the graduates to peruse additional career opportunities in both practice settings and higher education settings. The social utility will be the increase in the number of primary care providers that have sensitivity to the rural and underserved populations.

5) Student demand

Due to competitive admission, IUPUI had 133 total applicants of which 58 were totally qualified and the class size was 38 for 2009 (Health Professional and Prelaw Center, 2009-2010, p. 2). Highly qualified students have been rejected from obtaining a degree in health care and are adding to the state shortage of physical therapists.

6) Student accessStudent access is based on the availability of program enrollment space, cost, and partnerships with clinical facilities for the students’ clinical experiences. Admitting 30 students once per year will allow for individual attention and greater student retention. Because some of the private institutions are cost prohibitive, access to a DPT program at Indiana State is beneficial to the students of Indiana. The rural focus will benefit small towns and underserved populations. Indiana State University has long established clinical contracts with these agencies due to our extensive nursing program. Informal discussions have already occurred and agencies have been open to expanding clinical partnerships for DPT students. New clinical contracts will be initiated as soon as the DPT program is approved.

7) Flexibility of program designDue to the strict accreditation guidelines, the physical therapy program is not a flexible program design. This program is a cohort model. Indiana State is committed to student success. Student support is provided in the form of tutoring, supplemental student support (peer tutoring), stress counseling, student health center, writing center, and library support.

8) Market demandThere are two major factors that will influence the market demand for physical therapy. The first is the proposed legislative changes in congress related to health care insurance reform. This may greatly increase the number of insured Americans eligible for physical therapy services. The second factor is the increase in the aging population of the United States that will need rehabilitation services for joint repair, stroke, heart attacks, as well as other impairments. The Indiana Department of Workforce Development projects that between 2006 and 2016 there will be a need for 1,032 physical therapists. Currently, the state of Indiana is ranked 27th in physical therapist per population ratio with 77.01 physical therapists per 100,000 residents (Hoosier Hot 50 Jobs Data, 2006-2016, p.1).

9) Inter-institutional and inter-departmental cooperationAccreditation guidelines inhibit strong inter-institutional cooperation. Each program must monitor their students’ progress through the curriculum which makes it difficult for inter-institutional cooperation. By contrast, inter-departmental and inter-program cooperation is an objective of the College. The new College of Nursing, Health, and Human Services has built a strong resource of faculty talent and research interest that focuses on an inter-disciplinary and teamed approach to allied health and applied medical professions.

10) Flexibility of providing instructionThe design of the instructional methods for effective teaching and learning is based on experiential learning and community engagement. In every course, evidence-based medicine is used guide students to best practice. Starting with the first semester, students interact with each other and faculty during clinical laboratories, cadaver experiences, and simulations. Quality learning occurs through multiple methods including digital video streaming, PowerPoint presentations, educational chat rooms, selected readings, electronic web sources, interactive faculty and student discussion with problem-based learning, concept maps, group projects, and student presentations. All courses will use a Blackboard site to enhance course organization. Every effort is made to provide content for the visual, auditory, and kinesthetic learner though

high quality content delivery and coordinated clinical partnerships with preceptors in the community.

E. Tabular Information (See attached tables)a. Table 1: Enrollment and Completion Data (See page 19). This data is based on 30 full-time

students in a cohort model.b. Table 2A and 2B: Cost and Revenue Data (See pages 20 and 21). Benefits were not added to

faculty and staff salaries. The Professional Program Fee is charged to each student once per semester. Revenue projections are based on 20 in-state students and 10 out-of-state students. There is a tuition differential for out-of-state students.

c. Table 3: New Program Proposal Summary (See page 22). Computer equipment replacement occurs during the fourth year for the program offering.

Table 1: Program Enrollments and CompletionsAnnual totals by Fiscal Year (Use SIS Definitions)

Campus: Indiana State UniversityProgram: Doctor of Physical Therapy (DPT)Date: November 20, 2009

Total Year 1 Total Year 2 Total Year 3 Total Year 4 Total Year 5FY 2011-2012 FY 2012-2013 FY 2013-2014 FY 2014-2015 FY 2015-2016

A. PROGRAM CREDIT HOURS GENERATED1. Existing Courses 360 1260 2310 3060 30602. New Courses 840 960 750 0 0

TOTAL 1200 2220 3060 3060 3060

B. FULL-TIME EQUIVALENTS (FTE's)1. FTE's generated by Full-Time Students 30 60 90 90 902. FTE's generated by Part-Time Students 0 0 0 0 0

TOTAL 30 60 90 90 90

3. On-campus Transfer FTE's 0 0 0 0 04. New-to-Campus FTE's 30 60 90 90 90

C. PROGRAM MAJORS (HEADCOUNT)1. Full-time students 30 60 90 90 902. Part-time students 0 0 0 0 0

TOTAL 30 60 90 90 90

3. On-campus Transfers 0 0 0 0 04. New-to-campus Majors 30 60 90 90 90

5. In State 20 40 60 60 606. Out-of-State 10 20 30 30 30

D. PROGRAM COMPLETIONS 0 0 30 30 30

Table 2A: Total Direct Program Costs and Sources of Program RevenuesCampus:Indiana State UniversityProgram:Doctor of Physical Therapy (DPT)Date:November 20, 2009


FTE Cost

FTE Cost

FTE Cost

FTE Cost FTE Cost

A. TOTAL DIRECT PROGRAM COSTS1. Existing Departmental Faculty Resources 0 $0 0 $0 0 $0 0 $0 0 $0

2. Other Existing Resources $0 $0 $0 $0 $0

3. Incremental Resources (See Table 2B)$618,00

0 $518,200 $693,400 $697,600 $693,800

TOTAL$618,00

0 $518,200 $693,400 $697,600 $693,800

Total Year 1 Total Year 2 Total Year 3 Total Year 4 Total Year 5B. SOURCES OF PROGRAM REVENUES FY 2010-2011 FY 2011-2012 FY 2012-2013 FY 2013-2014 FY 2014-2015

1. Reallocation $0 $0 $0 $0 $0

2. New-to-campus Student Fees $540,800 $1,000,500 $1,379,000 $1,379,000 $1,379,000

3. Other (non-state) $90,000 $180,000 $270,000 $270,000 $270,000

4. New State Appropriations:a. Enrollment change funding 0 0 0 0 0

b. Other State Funds 0 0 0 0 0

TOTAL$630,80

0$1,180,50

0$1,649,00

0$1,649,00

0$1,649,00

0

Table 2B: Total Direct Program Costs and Sources of Program RevenuesCampus:Indiana State UniversityProgram: Doctor of Physical TherapyDate:November 20, 2009


FTE Cost FTE Cost FTE Cost FTE Cost FTE Cost1. PERSONAL SERVICESa. Faculty 3 $312,000 4 $412,000 6 $587,000 6 $587,000 6 $587,000b. Support Staff 2 $48,000 2 $48,000 2 $48,000 2 $48,000 2 $48,000c. Graduate Teaching Assistants 0 $0 0 $0 0 $0 0 $0 0 $0

TOTAL 5 $360,000 6 $460,000 8 $635,000 8 $635,000 8 $635,000

2. SUPPLIES AND EQUIPMENTa. General Supplies/Equipment $2,000 $2,200 $2,400 $2,600 $2,800b. Recruiting $1,000 $1,000 $1,000 $1,000 $1,000c. Travel $2,000 $2,000 $2,000 $2,000 $2,000d. Library/Acquisitions $2,000 $2,000 $2,000 $2,000 $2,000

TOTAL $7,000 $7,200 $7,400 $7,600 $7,800

3. EQUIPMENTa. New Equipment Necessary for Program $250,000 $50,000 $50,000 $50,000 $50,000b. Routine Replacement $1,000 $1,000 $1,000 $5,000 $1,000

TOTAL $251,000 $51,000 $51,000 $55,000 $51,000

4. FACILITIES

5. STUDENT ASSISTANCEa. Graduate Fee Scholarships $0 $0 $0 $0 $0b. Fellowships $0 $0 $0 $0 $0

TOTAL $0 $0 $0 $0 $0

SUM OF ALL INCREMENTAL DIRECT COSTS $618,000 $518,200 $693,400 $697,600 $693,800

Table 3: New Program Proposal SummaryDate: November 20, 2009

1. Prepared by Institution: Indiana State University

Institution Location: Terre Haute, IN

Program: Doctor of Physical Therapy (DPT)

Proposed CIP Code: 51.1699

Total Year 1 Total Year 2 Total Year 3 Total Year 4 Total Year 5

FY 2011-2012 FY 2012-2013 FY 2013-2014 FY 2014-2015 FY 2015-2016

Enrollment Projections (Headcount)

Full-Time 30 60 90 90 90Part-Time 0 0 0 0 0

TOTAL 30 60 90 90 90

Enrollment Projections (FTE)

Full-Time 30 60 90 90 90Part-Time 0 0 0 0 0

TOTAL 30 60 90 90 90

Degree Completion Projections 0 0 30 30 30

New State Funds Requested (Actual) $0 $0 $0 $0 $0

New State Funds Requested (Increases) $0 $0 $0 $0 $0

II. Prepared by CHE

New State Funds to be considered for recommendation (Actual)

$ $ $ $ $New State Funds to be considered for recommendation (Increases)

$ $ $ $ $

References

American Physical Therapy Association: Mission statement. Retrieved September 1, 2009, from http://www.apta.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=43124.

Health Professions and Prelaw Center. (2009-2010). Physical therapy program. Retrieved from,http://www.hpplc.indiana.edu/pdf/ohp/Physical%20Therapy.pdf

Hoosiers by the Numbers (2008). Publication look up. Retrieved September 17, 2009, from http://www.hoosierdata.in.gov/publookup/default.aspx.

Hoosier Hot 50 Jobs Data. (2006-2016). Physical therapist #5. Retrieved from,http://www.in.gov/dwd/2383.htm

Indiana Department of Workforce Development: Strategic skills initiative skills shortage ID report. Retrieved August 7, 2009, from http://www.in.gov/dwd/files/shortages_reports10.pdf.

Indiana State University. (2008). Special emphasis self-study. Retrieved from, http://irt2.indstate.edu/nca2010/assets/pdf/se/SETalkingPoints.pdf

United States Department of Labor. (2008). Occupational employment statistics, Retrieved May 4, 2009, from http://data.bls.gov/oes/datatype.do

United States Department of Labor: Occupational outlook handbook, 2008-2009 edition. Retrieved September 7, 2009, from http://www.bls.gov/oco/ocos080.htm.

Zollinger, T., Kochhar, K., Alyea, J., & Ray, D. (2009). West Central Indiana-Area Health Education Center: Health professions workforce needs assessment report. Indiana University Bowen Research Center, Indianapolis, IN: Indiana University School of Medicine.

http://www.bls.gov/oco/ocos080.htm

http://data.bls.gov/oes/datatype.do

http://www.in.gov/dwd/files/shortages_reports10.pdf

http://www.hoosierdata.in.gov/publookup/default.aspx

http://www.apta.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=43124

http://www.apta.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=43124

APPENDICES

Appendix A: Program of Study……………………………………………………………… 25

Appendix B: Standards…...…………………………………………………………………. 26

Appendix C: Expert Review………………………………………………………………… 28

Appendix D: Letters of Support…………………………………………………………….. 29

Appendix E: Faculty Credentials……………………………………………………………. 34

APPENDIX A

Indiana State University Doctor of Physical Therapy Program of Study

Year 1 SUMMER SESSION 2011 FALL SEMESTER 2011 SPRING SEMESTER 2012

Number Course Title Credits Number Course Title Credits Number Course Title Credits PHTH 601 Advanced Human Anatomy 6+2 BIO 633 Advanced Pathophysiology 3 HLTH 617 Health Behavior Theory 3PHTH 600 Intro to Physical Therapy * 2 PE 685 Biomechanics 3 PE 680 Advanced Physiology of Exercise 3 (10 Weeks) PHTH 604 Lifespan Development 3 PHTH 620 Applied Neuroscience I 2+1

PHTH 602 Physical Therapy Examination 2+1 PHTH 621 Pharmacology 3PHTH 605 Clinical Medicine I * 2+1 PHTH 622 Clinical Medicine II * 2+1

Term Total 10 Term Total 15 Term Total 15 Running Total 25 Running Total 40

Year 2SUMMER SESSION 2012 FALL SEMESTER 2012 SPRING SEMESTER 2013

Number Course Title Credits Number Course Title Credits Number Course Title Credits PHTH 610 Clinical Education I * 5 PHTH 700 Musculoskeletal I 2+1 PHTH 720 Musculoskeletal II 2+1 (10 Weeks) PHTH 701 Imaging and Diagnostics 3 PHTH 721 Differential Diagnosis 3

PHTH 706 Clinical Medicine III * 2+1 PHTH 723 Special Populations * 3PHTH 712 Applied Neuroscience II 2+1 PHTH 724 Applied Neuroscience III 2+1PASS 621 Applied Research 2 PHTH 725 Research Methods 3

Total Term 5 Total Term 14 Total Term 15 Running Total 45 Running Total 59 Running Total 74Year 3

SUMMER SESSION 2013 FALL SEMESTER 2013 SPRING SEMESTER 2014Number Course Title Credits Number Course Title Credits Number Course Title Credits PHTH 710 Clinical Education II * 5 ATTR 625 Administration and Teaching 3 PHTH 810 Clinical Education III * 8 (10 Weeks) PHTH 800 Musculoskeletal III 2+1 (16 Weeks)

PHTH 801 Cardiopulmonary Rehabilitation 2+1PHTH 841 Health Care Systems 3PHTH 891 Scholarly Project * 3

Total Term 5 Total Term 15 Total Term 8 Running Total 79 Running Total 94 Running Total 102

Didactic Credit Hour Total 71

Clinical Credit Hour Total 31

APPENDIX B

STANDARDS OF PRACTICE FOR PHYSICAL THERAPY HOD S06-03-09-10 (Program 32) [Amended HOD 06-03-09-10; HOD 06-99-18-22; HOD 06-96-16-31; HOD 06-91-21-25; HOD 06-85-30-56; Initial HOD 06-80-04-04; HOD 06-80-03-03] [Standard]

Preamble

The physical therapy profession's commitment to society is to promote optimal health and functioning in individuals by pursuing excellence in practice. The American Physical Therapy Association attests to this commitment by adopting and promoting the following Standards of Practice for Physical Therapy. These Standards are the profession's statement of conditions and performances that are essential for provision of high quality professional service to society, and provide a foundation for assessment of physical therapist practice.

I. Ethical/Legal ConsiderationsA. Ethical Considerations

The physical therapist practices according to the Code of Ethics of the American Physical Therapy Association.

The physical therapist assistant complies with the Standards of Ethical Conduct for the Physical Therapist Assistant of the American Physical Therapy Association.

B. Legal ConsiderationsThe physical therapist complies with all the legal requirements of jurisdictions regulating the practice of physical therapy.

The physical therapist assistant complies with all the legal requirements of jurisdictions regulating the work of the assistant.

II. Administration of the Physical Therapy Service

A. Statement of Mission, Purposes, and GoalsThe physical therapy service has a statement of mission, purposes, and goals that reflects the needs and interests of the patients/clients served, the physical therapy personnel affiliated with the service, and the community. Organizational PlanThe physical therapy service has a written organizational plan.

B. Policies and ProceduresThe physical therapy service has written policies and procedures that reflect the operation, mission, purposes, and goals of the service, and are consistent with the Association's standards, policies, positions, guidelines, and Code of Ethics.

C. AdministrationA physical therapist is responsible for the direction of the physical therapy service.

D. Fiscal ManagementThe director of the physical therapy service, in consultation with physical therapy staff and appropriate administrative personnel, participates in the planning for and allocation of resources. Fiscal planning and management of the service is based on sound accounting principles.

E. Improvement of Quality of Care and PerformanceThe physical therapy service has a written plan for continuous improvement of quality of care and performance of services.

F. StaffingThe physical therapy personnel affiliated with the physical therapy service have demonstrated competence and are sufficient to achieve the mission, purposes, and goals of the service.

G. Staff DevelopmentThe physical therapy service has a written plan that provides for appropriate and ongoing staff development.

H. Physical SettingThe physical setting is designed to provide a safe and accessible environment that facilitates fulfillment of the mission, purposes, and goals of the physical therapy service. The equipment is safe and sufficient to achieve the purposes and goals of physical therapy.

I. CollaborationThe physical therapy service collaborates with all disciplines as appropriate.

III. Patient Client Management

A. Patient/Client Collaboration Within the patient/client management process, the physical therapist and the patient/client establish and maintain an ongoing collaborative process of decision making that exists throughout the provision of services.

B. Initial Examination/Evaluation/Diagnosis/PrognosisThe physical therapist performs an initial examination and evaluation to establish a diagnosis and prognosis prior to intervention.

C. Plan of CareThe physical therapist establishes a plan of care and manages the needs of the patient/client based on the examination, evaluation, diagnosis, prognosis, goals, and outcomes of the planned interventions for identified impairments, functional limitations, and disabilities.

The physical therapist involves the patient/client and appropriate others in the planning, implementation, and assessment of the plan of care.

The physical therapist, in consultation with appropriate disciplines, plans for discharge of the patient/client taking into consideration achievement of anticipated goals and expected outcomes, and provides for appropriate follow-up or referral.

D. InterventionThe physical therapist provides or directs and supervises the physical therapy intervention consistent with the results of the examination, evaluation, diagnosis, prognosis, and plan of care.

E. ReexaminationThe physical therapist reexamines the patient/client as necessary during an episode of care to evaluate progress or change in patient/client status and modifies the plan of care accordingly or discontinues physical therapy services.

F. Discharge/Discontinuation of InterventionThe physical therapist discharges the patient/client from physical therapy services when the anticipated goals or expected outcomes for the patient/client have been achieved.

The physical therapist discontinues intervention when the patient/client is unable to continue to progress toward goals or when the physical therapist determines that the patient/client will no longer benefit from physical therapy.

G. Communication/Coordination/DocumentationThe physical therapist communicates, coordinates, and documents all aspects of patient/client management including the results of the initial examination and evaluation, diagnosis, prognosis, plan of care, interventions, response to interventions, changes in patient/client status relative to the interventions, reexamination, and discharge/discontinuation of intervention and other patient/client management activities.

IV. EducationThe physical therapist is responsible for individual professional development. The physical therapist assistant is responsible for individual career development.

The physical therapist and the physical therapist assistant, under the direction and supervision of the physical therapist, participate in the education of students.

The physical therapist educates and provides consultation to consumers and the general public regarding the purposes and benefits of physical therapy.

The physical therapist educates and provides consultation to consumers and the general public regarding the roles of the physical therapist and the physical therapist assistant.

V. ResearchThe physical therapist applies research findings to practice and encourages, participates in, and promotes activities that establish the outcomes of patient/client management provided by the physical therapist.

VI. Community ResponsibilityThe physical therapist demonstrates community responsibility by participating in community and community agency activities, educating the public, formulating public policy, or providing pro bono physical therapy services.

(See also Board of Directors standard Criteria for Standards of Practice) Program 32 - Practice, ext 3176) [Last updated: 10/19/09 | Contact: [email protected]]


APPENDIX C

APPENDIX D

APPENDIX E

Indiana State UniversityCollege of Nursing, Health, and Human Services

Doctor of Physical TherapyFaculty Qualification Information

Name:Richard B. Williams Ph.D., ATCDean, College of Nursing, Health and Human Services

Office Phone: 812-237-3683

Email: [email protected]

Degrees / School:BS Weber State University 1994MS Indiana State University 1995PhD New Mexico State University 1998

Research Interest: Athletic Training Education Administration Injury Prevention Evidence-Based Practice

Professional Activities:1. Professor, Indiana State University –Dean of the College2. Indiana Area Health Education Center Advisory Board3. Member, National Athletic Trainers’ Association

Presentations and Publications (Selected):

Williams R.B., Duong P.T., Buechler, J. (2010). Achieving Results for the Future through Interdisciplinary Health Education. National Rural Health Association's 33rdd Annual Conference. May 20, 2010. Savannah Georgia.

Miller, K, Knight KL, Williams R.B., (2008). Athletic Trainers’ Perceptions of Pickle Juice’s Effects on Exercise Associated Muscle Cramps. Athletic Therapy Today. 13, (5), 31-34.

Finn, K.J., Dolgener, F., Williams, R.B., (2004). Ingestion of carbohydrates following certification weigh-in did not benefit college wrestlers. Journal of Strength and Conditioning Research. 18 (2), 328-333.

Williams, R.B., Hadfield, O.D., (2003). Attributes of Curriculum Athletic Training Programs Related to the Passing Rate of First Time Certification Examinees. Journal of Allied Health, 32, (4), 240-245.

Williams, R.B., Hudson, M.B., & Evans, T.A. (2003). Recognition and prevention of injuries in sport rock climbing. Journal of Physical Education, Recreation, and Dance. 74 (9), 29-32.

Williams, R.B. (2001). Recognition of Movement Injuries in Children. JOPHERD, 72 (6), 29-31, 37.

Relevant teaching experience:Teach Evidence-Based Practice/Athletic TrainingTeach Administration

Clinical Practice:Certified Athletic Trainer


Doctor of Physical TherapyFaculty Qualification Information

Name:Marcia Ann MillerExecutive Director for NursingAssociate Dean for Academics



Degrees / School:Ph.D. Leadership in Higher Education Indiana State University, Terre Haute, INMSN Psychiatric Nursing Clinical Specialist Saint Xavier College, Chicago, IL MA Counseling Psychology Ball State University, Muncie, INBSN Nursing Ball State University, Muncie, IN

Research Interest: Curriculum Nursing Education Psychiatric Nursing Distance Education

Professional Activities:4. Member of the Educational Sub-committee for the Indiana State Board of Nursing5. Member of Indiana Deans and Directors6. Member of Sigma Theta Tau International7. Member of the Indiana State Nurses Association8. Member of National League for Nursing

Presentations and PublicationsOthello Syndrome (in press)Miller, M. (2008). Psychiatric nursing. Indianapolis, IN: The College Network.

Relevant teaching experience:Nursing graduate courses: Health Promotion EducationNursing undergraduate courses: Leadership, Capstone, Psychiatric Nursing,

Clinical Practice:None at this time


Doctor in Physical TherapyFaculty Qualification Information

Name:Leamor Kahanov, EdD, LAT, ATCAssociate Professor, Indiana State University



Degrees / School:EdD University of San FranciscoMS University of ArizonaBS Indiana UniversityCertification:Certified Athletic TrainerCPR Profession Rescuer Instructor

Research Interest: Policy Administration/Leadership Injury Case Studies

Professional Activities:9. Chair, Athletic Training Department, Indiana State University.10. Chair, Task Force on Medication in Athletic Training, National Athletic Trainers’

Association.11. Board Member – Reviewer: Commission on Accreditation of Athletic Training Education12. Member: Post-Professional Education Committee, National Athletic Trainers’ Association13. Chair, Research & Professional Development Committee, Far West Athletic Trainer Association.

Grant Reviewer, January 2003 - 2009

PublicationsDaly, T., Kahanov, L. (Accepted, Pending Publication Date). Pulmonary Emboli in a female gymnast.

Journal of Athletic TrainingLobesack, A., Kahanov, L., Massucci, M., Roberts J. (Accepted, Pending Publication Date). Parenting

and work issues among Division I female athletic trainers. Journal of Athletic Training.Myer, G., Ford, K., Divine, J., Wall, E., Kahanov, L., Hewett, T. (2009). Longitudinal Assessment of

Noncontact anterior cruciate ligament injury risk factors during maturation in a female athlete: A case report. Journal of Athletic Training, 44(1)101-109.

Martin, M., Myer, G., Kreiswirth, E., Kahanov, L. (2009). Research Engagement: A Model for Athletic Training Education. Journal of Athletic Training.

Coleman, E., Kahanov, L., (2008). Latissimus Dorsi Tear in a Collegiate Baseball Player: A Case Report. NATA News. July. 44-46.

Kahanov, L. Lamarre, W. (2008). Athletic Training Hiring Criteria. NATA News. May, 15-17.Tabila, E., Kahanov, L. (2008). Grip Lock: A Unique Mechanism of Injury in Gymnastics. Athletic

Therapy Today. 13(6)7-10.Kahanov, L. (2007). Kinesio Taping: An Overview of Use with Athletes: Part II. Athletic Therapy

Today, 14(4)17-18.Clinical Practice:Head Athletic Trainer, San Francisco State University 1993-1998.Substitute Head Athletic Trainer, Skyline College, Pacific CA, Feb 5th, 2007, Feb 17-21, 2003, presentMedical Staff/Athletic Trainer, Rocky Mountain AthleticConference: Regional Wrestling Championships, San Francisco State University, San Francisco CA, Feb. 28-March 1, 2003.



Name:Timothy J. Demchak Associate Professor, Indiana State University



Degrees / School:PhD The Ohio State UniversityMS Ball State UniversityBS Manchester College

Certification:Certified Athletic TrainerCPR Profession Rescuer

Research Interest: Therapeutic Modalities Performance Enhancement

Professional Activities:14. Director of the Post Professional Athletic Training Education Program, Indiana State

University.15. Great Lakes Athletic Trainers’ Association Research Committee 2009-Present.16. Indiana Athletic Trainers’ Association Scholarship Committee (Aug 2006-present).17. Manuscript reviewer for the following professional journals: Journal of Athletic Training;

Journal of Sport Rehabilitation; Journal of Exercise Physiology on-line; Journal of Orthopedic and Sports Physical Therapy.

Presentations and Publications:

1. 45 Peer Reviewed Presentations2. 12 Peer Reviewed Publications

Relevant teaching experience:ATTR 655 Graduate Clinical Experience 1ATTR 656 Graduate Clinical Experience 2ATTR 675 Therapeutic Modality and Rehabilitation TheoryATTR 676 Therapeutic Modality and Rehabilitation Practice

Clinical Practice:Volunteer to work several athletic events throughout the Wabash Valley.



Name:Lindsey E. Eberman PhD, ATC, LATProgram Director, Athletic Training Education Program



Degrees / School:PhD Florida International UniversityMS Florida International UniversityBS Northeastern UniversityCertification:Clinical Instructor Educator and Approved Clinical InstructorNational Athletic Trainer’s Association Board of Certification Certification # 070302074Indiana Board of Health- Licensed Health Care Provider

License # 36001552A

Research Interest: Heat and Hydration issues Thermoregulation Education and clinical application of

research

Professional Activities:18. Associate Editor, Athletic Therapy Today

Presentations and Publications:Articles Published in Peer-Reviewed Journals 1. Eberman LE, Minton DM, Cleary MA. Refractometry Comparable to Osmolality in Measures of

Urine Concentration. Athletic Training and Sports Health Care: Accepted.2. Tripp BL, Eberman LE, Dwelly PM. Effects of Handheld Vibration on Glenohumeral Range of

Motion in Throwers. International Journal of Sports Medicine: 31:1-4, 20093. Eberman LE, Cleary MA. Pre-Participation Physical Examination to Identify Patients At-Risk for

Exertional Heat Illness. Athletic Therapy Today: 14(4):4-7, 20094. Minton DM, Eberman LE. Best Practice for Clinical Hydration Measurement. Athletic Therapy

Today: 14 (1):9-11, 20095. Dwelly PM, Tripp BL, McGinn PA, Eberman LE, Gorin S. The Effects of an Athletic Season on

Glenohumeral Range of Motion in Overhead Throwing Athletes. Journal of Athletic Training: In Press.

6. Cleary MA, Ruiz DAA, Eberman LE, Mitchell ID, Binkley H. Dehydration, Cramping, and Exertional Rhabdomyolysis: A Case Report With Suggestions for Recovery. Journal of Sport Rehabilitation, 16(3), 2007

7. Streit-Perez T, Hibbler DK, Cleary MA, Eberman LE. Women in Athletic Training: Gender Equity in the Profession. Athletic Therapy Today, 11(2):66-69, 2006

8. Eberman LE, Cleary MA. Celiac Disease in a Female Collegiate Volleyball Player: A Case Report. Journal of Athletic Training, 40(4): 360-364, 2005

9. Eberman LE, Cleary MA. Celiac Disease and Athletes. Athletic Therapy Today, 9(6):46-47, 2004Relevant teaching experience:Indiana State University, Assistant Professor

2008 – presentFlorida International University, Adjunct Instructor

2004-2008

Clinical Practice:Special event coverage, Indiana State Athletic Training Services



Name:Matthew J. Gage, PhD, ATCAssistant Professor, Indiana State University Athletic Training Dept


Email: [email protected] / School:PhD Brigham Young UniversityM.S. Eastern Kentucky UniversityB.A. University of Northern IowaCertification:Certified Athletic TrainerCPR/AED for the Professional Rescuer

Research Interest: Abdominal training Lower extremity injury rehabilitation Chronic ankle instability Trunk & lower extremity muscle

activation

Professional Activities:19. Assistant Professor, Indiana State University, Department of Athletic Training20. Reviewer for the Journal of Athletic Training

Presentations and Publications:Oral Research Presentation

Gage, MJ, Hopkins, JT. Comparison of Abdominal Muscle Activation and Center of Pressure During Static and Dynamic Movements. NATA Annual Meeting and Symposium, St. Louis, MO, June 2008

Gage, MJ, Hopkins, JT. Increased Abdominal Muscle Activation and Center of Pressure During Static and Dynamic Movements. RMATA Annual Meeting, Denver, CO, April 2007

Gage, MJ, Evans, T. Case study: Acute Idiopathic Swelling in the Arm of a Female Collegiate Volleyball Player, NATA Annual Meeting. Baltimore, MD, June 2004

Invited Presentations Gage, MJ, Williams, RB. Special Interest Group: Education: Integration of Academic & Clinical Athletic

Trainers. NATA Annual Meeting and Symposium, St. Louis, MO, June 2008 Gage MJ, Long, BC. 2008 National Athletic Trainers’ Association Multimedia Showcase: Basic Athletic

Training and Wrapping DVD. NATA Annual Meeting and Symposium, St. Louis, MO, June 2008 Gage, MJ. Building Bridges between Academic and Clinical Athletic Trainers. RMATA Annual Meeting,

Denver, CO, April 2007 Gage, MJ, Miller, KC. Assessing and Implementing Evidence Based Research. RMATA Annual Meeting.

Salt Lake City, UT. April 2006Published Manuscripts

Draper, DO, Gage, MJ. Pulsed shortwave diathermy and joint mobilization restore range of motion to a patient with adhesive capsulitis of the shoulder: a case study. Athl Train Sports Health Care; In Press

Hopkins, JT, Pak, JO, Robertshaw, AE, Feland, JB, Hunter, I, Gage, MJ. Whole body vibration and dynamic restraint. Int J Sports Med 2008; 29 (5): 424-8.

Hopkins, JT, Fredericks, D, Guyon, PW, Parker, S, Gage, MJ, Feland, JB, Hunter, I. Whole body vibration does not potentiate the stretch reflex. Int J Sports Med 2009; 30: 124-129.

Relevant teaching experience:Indiana State University, Terre Haute, INBrigham Young University, Provo, UTUniversity of Northern Iowa, Cedar Falls, IAArea Seven Education Agency, Cedar Falls, IAEastern Kentucky University, Richmond, KY

Clinical Practice:University of Northern Iowa, Cedar Falls, IAEastern Kentucky University, Richmond, KYBerea College, Berea, KY, Kentucky All “A” Classic, Richmond, KYUniversity of Kentucky Sports Medicine Clinic, Lexington, KY



Name:Catherine L Stemmans, PhD, LAT, ATCAssociate Professor, Athletic Training; Faculty Fellow, Center for Public Service & Community Engagement



Degrees / School:PhD. The University of Southern MississippiM.Ed. The University of LouisianaB.S. The University of LouisianaCertifications:National Athletic Trainers’ Association Board of Certification; Indiana Professional Licensing Agency - Athletic Trainers Board

Research Interest: Clinical Teaching & Learning Service Learning & Community

Engagement

Professional Activities:21. Great Lakes Athletic Trainer’s Association, Education Director, 2009- present22. Commission for Accreditation of Athletic Training Education, Site Visitor, 1997- present.23. Editorial Board, Member, Athletic Training Education Journal, April 2005 to present.24. NATA Convention Programming Committee Project Team reviewer, June 2009 to present.25. Manuscript Reviewer, Journal for Community Engagement & Higher Education, October 2008 to

presentPresentations and Publications:-Stemmans, CL. Novice Clinical Instructors Provide Less Feedback to Athletic Training Students than More Experienced Clinical Instructors. Presented at the NATA Research and Education Foundation in San Antonio, TX, June, 18, 2009. -Stemmans CL, Harada N, Huxel K. Predicting Factors of Work Stress in Secondary School Athletic Trainers. Presented at the NATA Research and Education Foundation in St Louis, MO, June 2008.-Tucker J, Stemmans CL, Brucker JB. Appropriate Medical Coverage at Indiana and Illinois Colleges and Universities. Presented at the IATA Fall Meeting & Clinical Symposia, Indianapolis, IN, October 29, 2007.-Reliford E, Cordova ML, Demchak T, Stemmans CL, King K. Athletic trainers’ perceptions of disordered eating in the athlete population. Journal of Allied Health; 2006;35(1):18-30.-Kikuchi N, Stemmans CL. Wrist pain in a female collegiate pole-vaulter. Athletic Therapy Today 2005;10(4):31-33.-Livecchi NM, Merrick MA, Ingersoll CD, Stemmans CL. Teacher-centered instruction improves written test performance compared to student-centered instruction but not practical test performance for pre-athletic training majors. Journal of Allied Health 2004; Fall 33(3):200-204. -Stone MB, Edwards JE, Stemmans CL, Ingersoll CD, Palmieri RM, Krause BA. Certified athletic trainers’ perceptions of exercise–associated muscle cramp. Journal of Sport Rehabilitation 2003;12(4)333-342.-Stemmans CL. From cognition to metacognition: The development of self-awareness in student learning. Teaching and Learning at Indiana State University. 2003 1:16-17.-Stemmans CL, Gangstead SK. Student athletic trainer initiated behaviors occur less frequently when supervised by novice clinical instructors. Journal of Athletic Training. 2002;37(4): S255-S260.-Brower KA, Stemmans CL, Ingersoll CD, Langley DJ. An investigation of undergraduate athletic training student’ learning styles and program admission success. Journal of Athletic Training, 2001; 36(2)130-135.Relevant teaching experience:Indiana State University Athletic Training programs for graduate and undergraduate students.

Clinical Practice:Volunteer Athletic Trainer for ISU Athletic Training Services

Indiana State University


College of Nursing, Health, and Human ServicesDoctor in Physical Therapy

Faculty Qualification Information

Name:Susan Yeargin PhD, LAT, ATCAssistant Professor, Indiana State University



Degrees / School:PhD University of Connecticut MS University of FloridaBS James Madison UniversityCertification:Certified Athletic TrainerWilderness First ResponderMassage TherapistCPR – Professional Rescuer

Research Interest: Heat and Hydration

Professional Activities:College/Departmental- Athletic Training Month Planning Committee, Chair, 2009- Athletic Training Research Laboratory Coordinator, 2008-2009- CNHHS Curriculum Affairs Committee, 2009-2010- CNHHS Building Prospectus Committee, 2008-2009National- Appointee to official liason for the NATA and the American Red Cross. 2009- Appointee to represent the NATA on the Inter-Association Task Force to develop “Guidelines for

pre-season high school football practices”. 2008- Appointee to represent the NATA on the American Heart Association and American Red Cross

International First Aid Science Advisory Board. 2007-2010.Publications- Casa DJ, Csillan D, et al, Yeargin SW Pre-season heat-acclimatization guidelines for secondary

school athletics. Journal of Athletic Training. 2009; 44(3): 332-333. (Inter-Association Task Force for Preseason Secondary School Athletics Participants)

- Mazerolle SM, Yeargin SW, Casa DJ, Casa TM. Heat and Hydration Curriculum Issues: Part 3 of 4- Rectal Thermometry. Athletic Therapy Today. 2009; 25-31.

- McDermott BP, Casa DJ, Ganio MS, Lopez RM, Yeargin SW, Armstrong LE, Maresh CM. Acute whole-body cooling for exercise-induced hyperthermia: a systematic review. Journal of Athletic Training. 2009; 44(1): 84–93.

- Yeargin, S. Commentary on: Ückert S, Joch W. Effects of warm-up and precooling on endurance performance in the heat. Br J Sports Med. 2007;41:380-384. Clin J Sport Med. 2008; 18(2): 177-178.

Clinical Practice:- Indiana State University Missouri Valley Conference Outdoor Track and Field Championships

(Certified Athletic Trainer, volunteer 2009)- Indiana State University Pre Participation Physicals (Certified Athletic Trainer, volunteer 2007, 2008)



Name:Sheri Walters, PT, MPT, MS, SCS, ATC, LAT, LMTExecutive Director of Athletic Training Services/Rehabilitation Coordinator



Degrees / School:DPT University of St. Augustine for the Health Sciences (to be completed August 2009)MPT University of FloridaMS University of FloridaBSEd East Central University

Certification:Sports Certified Specialist (ABPTS)National Athletic Trainers’ Association Board of Certification (NATABOC)American Safety and Health Institute CPR Professional

Research Interest: ACL Injury Prevention Functional Movement Screen Manual Therapy Techniques Injury Rates in Sport Female Athlete Triad

Professional Activities:26. Indiana State University Rehabilitation Coordinator27. Approved Clinical Instructor for Indiana State University undergraduate ATEP

Presentations and Publications:- Role of the Long Head of the Biceps Brachii in Shoulder Function. Evidence Based

Medicine presentation at the 59th National Athletic Trainers’ Association Annual Meeting and Clinical Symposia, June 2009, San Antonio, TX

- Evaluation and Treatment of Low Back Pain in a Female Collegiate Basketball Player Using the Selective Functional Movement AssessmentTM© Presented at the 58th National Athletic Trainers’ Association Annual Meeting and Clinical Symposia, June 2008, St Louis, MO

- Case Studies Using Gray Cook’s Selective Functional Movement AssessmentTM © in a Collegiate Athletic Setting Presented at the 2nd National Strength and Conditioning Association Indiana Clinic, March 2008, Indianapolis, IN

- Deitch JR, Starkey C, Walters SL, Moseley JB. Injury Risk in Professional Basketball Players: A Comparison of WNBA and NBA Athletes. Am J Sports Med. 2006; 34(7):1077-83.

Relevant teaching experience:Indiana State University: - Manual Therapy (Graduate)- Guest Lecturer: Graduate/Undergraduate- University of Florida (undergraduate ATEP):

Rehabilitation Techniques, various labs

Clinical Practice:Indiana State University Rehabilitation Clinic



Name:Jeffrey E. EdwardsProfessorAssociate Dean for External Affairs



Degrees / School:

Ph.D. Human Performance, Exercise Physiology, minor in Physiology. Indiana University, Bloomington, Indiana

M.A. in Exercise Physiology Ball State University, Muncie, Indiana

B.S. in Recreation. Indiana State University, Terre Haute, Indiana

Research Interest: Exercise Associate Muscle

Cramping Neuromuscular Energy Balance

Professional Activities:28. Past President Midwest American College of Sports Medicine29. Member of Midwest American College of Sports Medicine30. Member of American College of Sports Medicine31. Member of American Alliance for Health, Physical Education, Recreation & Dance

Presentations and PublicationsOver 130 books, journal articles and scientific abstracts in the areas of kinesiology, neuroscience, sports medicine, athletic training, gerontology, rehabilitation, and physiology. Dr. Edwards has served on approximately 75 masters and doctoral dissertation committees at ISU.

Relevant teaching experience:Physiology, Undergraduate and Graduate Exercise Physiology, Statistics, Research Methods




Name:Alfred Finch, Ph.D., HFI

Office Phone: 812-237-3927Email: [email protected]

Degrees / School:Ph.D. Biomechanics, University of MarylandMA Biomechanics, University of MarylandBS Physical Education, University of ConnecticutAreas of Specialty: Biomechanics/Kinesiology, Exercise Physiology, Statistics, Human Anatomy, & Computers International Society of Biomechanics for Sports (ISBS) 1985-Advisor: Exercise Science (undergrad & grad) ,Pre-PT Therapy Chaired over 50 masters theses and 55 research projects

Research Interest: 3D motion analysis of sports

performance, Ergonomic considerations of lifting, Kinematic/kinetic gait analysis Neuromuscular effects of strength

development

Professional Activities:1. Conducted 3 day workshops on 3-D Video Imaging Techniques for Ariel Performance Analysis System

(APAS), St. Andrews Physical Therapy Department, MI, 1993, Pinnacle Sports Physiotherapy, British Columbia, CAN 2007, University of Indianapolis Physical Therapy Dept, 2008.

2. Selected as staff biomechanist for Elite Hurdling Development Group of USA Track & Field at 2000, 2004, 2008 USA Track & Field Olympic Trials, US National Championships 1999-2008. Research Biomechanist for the International Track & Field Association at the 1996 Atlanta Olympic Games.

3. Principal investigator on 39 grants worth in excess of $420,000 for the ISU Exercise Science program.Selected Publications & Presentations:J. McKanna & A. Finch. Effects of External Ankle Support Upon IEMG Activity of the Lower Limb While

Running: Biomechanics in Sports IX, pp. 123-126, 1991.A. Finch & N. Williams. Effects of Trager Relaxation Technique on EMG Activity of the Low Back Musculature.

Biomechanics in Sports IX, pp. 127-130, 1991. A. Finch & A. Briggs. Effects of Upper Body Harness Tethering System on EMG Activity of Low Back While

Walking at 0%, 25%, and 50% Traction, Biomechanics in Sports XI, pp. 227-231, 1993.A. Finch, J. Santiago & K. Sasaki. Alterations in Ground Reaction Forces During Tethered Walking. Biomechanics

in Sports XIII, pp. 299-302, 1995.A. Finch & J. Santiago. Comparison of Vertical Ground Reaction Forces at Impact While Vertical Jumping Using

Soft and Pre-tensed Landing Mechanics. In: Proceedings 15th Southern Biomedical Engineering Conference, Dayton Ohio, pp. 491-493, 1996.

A. Finch. Effects of Selected Unweighting Conditions on Knee Torques During Partial Squats While Tethered. Biomechanics in Sports XIV, pp. 466-469, 1996.

A. Finch. Utilization of Portable Real-Time EMG to Teach Neuromuscular Concepts. Fourth National Symposium on Teaching Biomechanics, 1997.

A. Finch, G. Ariel & A. Penny. Kinematic Comparison of the Best and Worst Throws of the Top Men’s Discus Performers at 1996 Atlanta Olympic Games. XVI International Symposium on Biomechanics in Sports. H. Riehle & M. Vieten (eds.) Universitatsverlag Konstanz, Germany, pp. 93-96, 1998.

A. Finch, G. Ariel, & J. McNichols. Kinematic Analysis of Hurdling Performances at 2000 United States Olympic Trials. Refereed Proceedings of the XIX International Symposium on Biomechanics in Sports. 2001.

J. Rhoades, A. Finch & G. Ariel. Effects of Starting Block Width Spacing on Sprinting Kinematics, XXIV International Symposium on Biomechanics in Sports, University of Salzberg, Salzberg, Austria, Vol. 2, 864, July 2006.

M. Cordova & A. Finch. External Ankle Support on Lower Extremity Joint Mechanics During Drop Landings. Journal of Sport Rehabilitation, submitted for review Nov 4, 2008.

Relevant teaching experience at ISU: PE 685 Biomechanics of Sports ,PE 601 Res. Methods, PE 584 Applied Biomechanics,PE 585 Data Process Exercise Sciences, PE 680 Adv. Exercise Physiology, PE 681 Seminar Ex.Physiology PE 380 Analysis of Human Movement, Adjunct instructor Indiana University Medical School (1991-1995) Neuromuscular physiological effects 3 wk unit



Name:James Derek KingsleyAssistant ProfessorDepartment of Physical Education


Email: Derek.Kingsley@indstate

Degrees / School:Ph.D. Exercise Physiology Florida State University, Tallahassee, FLM.S. Exercise Physiology Florida State University, Tallahassee, FLB.S. Exercise and Sport Sciences University of North Carolina-Greensboro

Research Interest: Cardiovascular function Autonomic modulation Exercise effects on chronic

diseases

Professional Activities:32. Member of the American College of Sports Medicine33. Member of the Midwest Chapter of the American College of Sports Medicine34. Member of the National Strength and Conditioning Association35. Member of the American Physiological Society36. Member of the American Heart Association

Presentations and Publications:Kingsley JD, Panton LB, McMillan V, Figueroa A. Cardiovascular autonomic modulation after acute resistance exercise in women with fibromyalgia. Archives of Physical Medicine and Rehabilitation 2009; 90(9): 1628-1634.

Kingsley JD, McMillan V, Figueroa A. Forearm blood flow after resistance exercise training in women with fibromyalgia. To be presented at the National Conference of the American College of Sports Medicine in June, 2010.

Relevant teaching experience:Human Anatomy and PhysiologyExercise Assessment and PrescriptionIntro to Exercise ScienceExercise Physiology




Name:Thomas W. NesserAssociate Professor Department of Physical Education



Degrees / School:Ph.D. Kinesiology University of Minnesota, Minneapolis, MNMS Exercise Science University of Nebraska at Omaha, Omaha, NEBA Sports Science St. Olaf College, Muncie, MN

Research Interest: Human Performance Childhood Obesity

Professional Activities:37. Member of the National Strength and Conditioning Association38. Member of American College of Sports Medicine

Presentations and PublicationsOkado, T., K.C. Huxel, and Nesser, T.W. Relationship between core stability, functional movement, and performance. Journal of Strength and Conditioning Research. in print.

Nesser, T.W. and W.L. Lee. The relationship between core stability and performance in Division I female soccer players. Journal of Exercise Physiology online. 12(2):21-28. 2009.

Nesser, T.W., K.C. Huxel, J.L. Tincher, and T. Okado, The relationship between core stability and performance in strength and power athletes. Journal of Strength and Conditioning Research. 22(6). 2008.

Nesser, T.W. The glycemic advantage. NSCA Performance Training Journal. 6(6):17-19. 2007.

Nesser, T.W. Recovery Nutrition. Slide Presentation (50 minute) at the Indiana NSCA Annual State Clinic. Carmel, IN. 2008. Relevant teaching experience:Anaerobic and Aerobic Training Methods Resistance Training MethodsPhysiology of ExerciseFoundations of ConditioningOrganization and Administration of Fitness ProgramsLifespan Fitness




Name:Loretta Lucille White Associate Professor Advanced Practice Nursing



Degrees / School:Post Masters University Southern Indiana Evansville, INDNS Indiana University Indianapolis, INMSN Indiana State University Terre Haute, Indiana BSN Indiana State University Terre Haute, Indiana ADN Indiana State University Terre Haute, Indiana

Research Interest: Caring/Uncaring Behavior Advanced Nursing Practice Emergency Nursing

Professional Activities:39. Member of the Society of Advanced Practice Nurses 40. Member of Sigma Theta Tau International41. Member of National League for Nursing

Presentations and PublicationsWhite, L.L. (2006). Preparing for clinical: Just in time. Nurse Educator 31(2), 57-60. Assessment & Skills Update for Nurses Returning to the Workplace: Insertion of Intravenous Line and Practice (Nov 16, 2004). Landsbaum Center for Health Education. Contemporary Ethics Issues in Health Care, Research, and Practice: Case Studies and Ethical Issues in Nursing, in Psychiatry, and in Research (Apr, 2005). Landsbaum Center for Health Education.

Relevant teaching experience:Nursing graduate courses: Pharmacology for Family Nurse Practitioners; Family Nurse Practitioner Role I; Evidence Based PracticeNursing undergraduate courses: Pharmacology; Medical/Surgical Nursing; Nursing Research



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