PROPOSAL TO

OHIO BOARD OF REGENTS REGENTS ADVISORY COMMITTEE ON GRADUATE STUDY

DOCTORATE OF PHYSICAL THERAPY (DPT) YOUNGSTOWN STATE UNIVERSITY DOMINIC A. AND HELEN M. BITONTE COLLEGE OF HEALTH AND HUMAN SERVICES SCHOOL OF GRADUATE STUDIES AND RESEARCH

SEPTEMBER 2006

TABLE OF CONTENTS EXECUTIVE SUMMARY .................................................................................................1 1. ACADEMIC QUALITY ...............................................................................................3 PROGRAM OVERVIEW .....................................................................................................3 FACULTY ........................................................................................................................5 STUDENTS .......................................................................................................................7 CURRICULUM ..................................................................................................................8 COMPUTATIONAL RESOURCES ........................................................................................9 LIBRARY RESOURCES......................................................................................................9 PHYSICAL FACILITIES ...................................................................................................10 a. Academic Quality Assessment ..............................................................................11 i. Program Differences.......................................................................................11 ii. Theoretical Basis of the Discipline ................................................................13 iii. Professional Decision Making and Problem-Solving ....................................14 iv. Understanding Major Issues and Concerns ....................................................16 v. Capstone Experience ......................................................................................17 vi. Faculty Resources for Research .....................................................................19 vii. Competence of Program Curriculum .............................................................21 viii. Accreditation Standards and Guidelines ........................................................22 b. Additional Academic Quality Assessment Questions ...........................................22 i. Admission Criteria .........................................................................................22 ii. Clinical Experience and Academic Goals ......................................................24 iii. Qualifications for Adjunct, Part-Time and Special Faculty ...........................26 iv. Accreditation and the Program Plan...............................................................27 v. Relationship Between Theory and Practice ...................................................27 vi. Required Credit Hours....................................................................................28 vii. Research Project, Thesis, or Dissertation Topics...........................................29 2. NEED ..........................................................................................................................30 STUDENT INTEREST AND DEMAND ................................................................................30 INSTITUTIONAL NEED ...................................................................................................31

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SOCIETAL DEMAND ......................................................................................................31 SCOPE ..........................................................................................................................32 3. ACCESS AND RETENTION OF UNDERREPRESENTED GROUPS ....................35 RECRUITMENT, RETENTION, AND GRADUATION PLAN ..................................................35 i. Minority Representation ........................................................................................36 ii. Minority Degree Recipients...................................................................................38 PROGRAMS AVAILABLE ................................................................................................39 SPECIFIC LOCALE APPROPRIATENESS ...........................................................................41 4. EXTERNAL SUPPORT ..............................................................................................42 ADVISORY AND CONSULTATION SERVICES ...................................................................42 5. RESPONSES TO PROGRAM DEVELOPMENT PLAN ...........................................44

APPENDIX A1 – CURRICULUM VITAE – COLLECTIVE .................................... A1 - 1 APPENDIX A2 – CURRICULUM VITAE – LIMITED/ADJUNT............................ A2 - 1 APPENDIX B – DPT PROFESSIONAL PROGRAM NEW COURSE DESCRIPTIONS ................................................................................B - 1 APPENDIX C – DESIGNATED DEPARTMENTAL SPACE ....................................C - 1 APPENDIX D – EXTERNAL CONSULTANT LETTERS OF SUPPORT................ D - 1

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TABLES AND FIGURES TABLES Table 1: Doctorate of Physical Therapy (DPT) Program .......................................................4 Table 2: YSU and National Student Minority Representation .............................................37 Table 3: YSU Degree Recipients in 2005-2006 ....................................................................38 Table 4: PT Minority Graduate in 2004* ..............................................................................38

FIGURES Figure 1. Location of Ohio Physical Therapy Programs ......................................................40

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1 EXECUTIVE SUMMARY The proposed Doctor of Physical Therapy Degree (DPT) program positions Youngstown State University (YSU) to be consonant with a national agenda to educate physical therapists for healthcare practice into the 21st century. Physical Therapy (PT) education began transitioning to the postbaccalaureate level in the early 1980's and baccalaureate programs were not accredited after 2002. Many programs easily transitioned to the master’s degree, although some moved directly to the DPT. As of September 2006, 163 of 210 programs offered the clinical doctorate (Commission on Accreditation in Physical Therapy Education, Accreditation Update). In 2002, the American Physical Therapy Association (APTA), recognizing the successful transition to the DPT by the majority of programs, posited a vision that “By 2020, physical therapy will be provided by physical therapists who are doctors of physical therapy, recognized by consumers and other healthcare professionals as practitioners of choice to whom consumers have direct access for the diagnosis of, interventions for, and prevention of impairments, functional limitations, and disabilities related to movement, function, and health.” Direct access refers to the now common practice (in 48 states) of physical therapists as autonomous practitioners (physician referral not required for PT evaluation and/or treatment); Ohio granted direct access in 2004. The YSU program transitioned from its baccalaureate program and began offering the master’s courses in the summer of 2000. In preparation for graduate education, former departmental chairperson Dr. Marleen Iannucci (who holds her doctorate in curriculum and instruction) led regular full faculty planning sessions to envision the substantive changes that would culminate in both the master’s and doctorate degrees. Therefore, the graduate program was specifically designed with the first phase at the master’s and a clearly defined

2 articulation for new courses to be phased in for the doctorate. Thus, DPT programmatic plans have been in place for several years and are prepared for implementation in Summer 2007. As evidence that YSU has met all of the graduate expectations of the profession, YSU was granted (10-year) accreditation from the Commission on Accreditation in Physical Therapy Education (CAPTE) in October 2004. Identical accreditation standards exist for the MPT and the DPT. The internal approval process has been carefully monitored by Dean John Yemma of the Bitonte College of Health and Human Services and Dean Peter Kasvinsky of the School of Graduate Studies and Research. In addition, the program has extremely strong support from area clinicians and other health professionals. Therefore, while preparing students to practice across the country, the YSU program will focus on the health needs of YSU’s service area -- the urban needs of the Mahoning Valley as well as the rural needs of the service area in surrounding Ohio counties and northwest Pennsylvania. The proposed doctoral program will accomplish four salient purposes: 1) to advance practitioners toward autonomous practice to meet current and future needs for differential diagnosis and timely, appropriate referral; 2) to focus student learning on the necessity for complex and integrated clinical decision making; 3) to provide an environment that facilitates evidence-based practice; and 4) to advance clinical education through community experiences and specialization. In this proposal, we have attempted to provide a concise but comprehensive description of the proposed DPT program. We have benefited from the thoughtful comments provided in response to our Program Development Plan and have incorporated suggestions

3 herein. Collectively, however, this proposal and the responses may still not sufficiently address all questions raised by RACGS members. We look forward to a future opportunity to clarify any topic, to discuss implementation plans, and to incorporate recommendations.

1. ACADEMIC QUALITY PROGRAM OVERVIEW The proposed DPT program will replace the current accredited master’s degree program. The program will continue, however, to prepare entry-level practitioners with their first degree for clinical practice. The demands of current practice, without mandatory physician referral, set high expectations for DPTs to function as autonomous practitioners. The onus of responsibility is to decide whether to treat, treat and refer, or directly refer to a physician, based on evaluation findings. The DPT therefore assumes advanced clinical decision making and evidence-based practice. The proposed program begins in the summer term and continues for three full calendar years (nine semesters). Note the DPT revised curriculum in Table 1, comparing the existing master’s program with the deletion of two courses and the addition of nine new courses. In summary, the nine new courses developed for the DPT program are: Year 1:

Histology Pharmacology for PT Imaging and Lifespan Pathology for PT

Year 2:

Community Applications Critical Inquiry I: Planning Healthcare Delivery Clinical Decision Making III: Advanced Cases

Year 3:

Physical Therapy Specialty Applications Clinical Decision Making IV: Advanced Cases

4 Table 1: Doctorate of Physical Therapy (DPT) Program

Youngstown State University DPT Curriculum Summer

Fall

Course BS4 MPT 1

Credit

Gross Anatomy I and Lab

4

Total MPT 2

MPT 3

Clinical Education I (6 weeks) Community Applications (6 weeks)

Course

Credit

Gross Anatomy II and Lab Pathology Histology Pharmacology for PT Imaging and Lifespan Pathology for PT

4 4 3

Total

7

Clinical Education II (6 weeks) Physical Therapy Specialty Applications (6 weeks)

4 4

Total

8

Spring

Total Clinical Decision Making II Critical Inquiry I Critical Inquiry I: Planning Special Topic – Pediatrics Legal and Ethical Issues in PT Healthcare Delivery

4 4 1 1 2

Clinical Decision Making IV Clinical Decision Making IV: Advanced Cases Critical Inquiry III Problem-Based Cases: Electives Professional Issues Clinical Education III (5 weeks)

Credit

Clinical Decision Making I Functional Anatomy Functional Neuroanatomy Language, Culture, and Health

6 3 4 2

12 6 1 2 3 2 1

Total

Course

Total Clinical Decision Making III Clinical Decision Making III: Advanced Cases Critical Inquiry II Special Topics – Geriatrics Posture, Movement, and Health Management and Leadership in PT

6

6 3 2 2 1 2 Total

15

Clinical Education IV (15 weeks)

15

12

2 2 1 2 4 Total

16

Total Total Program Credits

Electives: rev. 5/2/06 dpt curr

15

4801/6921 Independent Study 4802/6922 Research

12 104

1-6 s.h. 1-6 s.h.

5 FACULTY The collective faculty has consisted of six full-time physical therapy faculty members (6 FTE); two basic science faculty members from the Biology Department (teaching anatomy and neuroanatomy); several part-time instructors (Benedict and Kerr); and various clinical experts as guest lecturers. In preparation for the DPT program, a seventh faculty member has now been hired (.875 FTE) for the 2006-2007 academic year. Dr. Ge, the new faculty member, is a Biomedical Engineer with NIH-funded research on spinal muscle encoding mechanical stimuli. At implementation of the DPT, an additional faculty member will be added, for a total of 7.875 FTE. All current full-time PT faculty have committed to teaching in the proposed program and two Biology professors have agreed to teach new DPT courses in their areas of expertise. Jill Tall, Ph.D., from the Biology Department, will teach the Pharmacology course. She conducts pain research and teaches a Pharmacology course in the Biology Department. Mark Womble, Ph.D. (also from the Biology Department), will teach the Histology course. He currently teaches anatomy to the PT graduate students and teaches a Histology course in the Biology Department In addition, part-time faculty include Jim Benedict, M.Ed., PT and Melissa Kerr, PT, who are well known and respected area clinicians. Mr. Benedict, who is currently the Director of Forum Health/Hillside Rehabilitation Hospital’s Physical Therapy Department, has been regularly teaching and assisting in the MPT clinical lab courses. He has expertise to teach in a number of proposed DPT content areas, particularly reimbursement and management content, and he is willing to do so in the proposed program. Melissa Kerr, a cardiopulmonary clinician, has been teaching in the MPT program and collaborates with

6 faculty to integrate cardiac and respiratory content into case scenarios used throughout the curriculum. She will continue to teach in these content areas. Others who have been contracted to teach specialty areas would continue to do so. These guest speakers include Sue Whitney, Ph.D., PT, NCS (vestibular rehabilitation lectures) and Craig Wassinger, Ph.D.(C), PT (exercise physiology lectures). In addition, every third year, the program contracts with a nationally known PT expert to present on a selected topic to all three classes; the last two presenters have given lectures on Pharmacology (Charles Ciccone, Ph.D., PT) and Radiology (Lynn McKinnis, PT, O.C.S.). A pertinent DPT topic will be identified for the initial offering in the first year of implementation. Area clinicians will continue to volunteer as guest lecturers on particular clinical topics (such as women’s health or lymphedema) as well as content such as marketing, private practice, and prosthetics. Finally, a graduate assistant is being added beginning in Fall 2006.

Appendix A includes the curriculum vitae of the current and proposed collective faculty (physical therapy, anatomy, histology, neuroanatomy, and pharmacology) as well as part-time faculty.

PT faculty qualifications were scrutinized by the rigorous accreditation process (full accreditation granted in October 2004), assuring full compliance with criteria on individual expertise as well as aggregate faculty expertise. No specialty areas or courses were cited for lacking faculty expertise. Utilizing YSU non-PT faculty for Pharmacology and Histology along with the current PT faculty, the proposed program assures a high-quality faculty.

7 The most recent class identified its highest level of satisfaction as the PT faculty's dedication to providing quality education. Students reported that, without exception, faculty members are willing to spend time and effort to assist students with difficult material, provide personal and professional mentoring, and engage in meaningful community activities. The YSU program defines quality PT faculty as physical therapists/educators working toward a shared vision of PT education, practice, and research by combining student-centeredness with high expectations and professional goals.

STUDENTS Highly qualified students have been and will continue to be admitted into the current program. A cohort group of 20 students, as in the MPT program, would be admitted to the DPT program as of Summer 2007 (upon approval). An articulation module for existing MPT students at all levels is prepared. In addition, YSU requests approval to matriculate former MPT graduates (graduates 2003-2006) to the DPT, offering the nine new courses to them in order to award the DPT. Admitted through a selective process, DPT students will be expected to have attained a 3.0 overall college GPA and science GPA (PT prerequisite courses), high interview and reference scores, and a satisfactory GRE score (1000 for the verbal and quantitative parts and 3.5 for the analytical writing part recommended). These standards are especially impressive considering that nearly all of the YSU MPT applicants have achieved these standards while working at least part-time throughout their undergraduate education. Nonetheless, YSU has lost highly qualified applicants to programs offering the DPT, often Slippery Rock and Gannon in Pennsylvania or the DPT programs in Indiana and Michigan.

8 CURRICULUM The DPT program will be a nine-consecutive semester program (summer, fall, winter) for three calendar years. Current MPT courses were originally designed to articulate seamlessly with the DPT proposed courses and therefore substantive changes are not necessary. Certain “curricular threads” from the proposed emphasis areas, however, will be fully integrated into the entire case-based, primarily team-taught curriculum. The curricular threads consist of: •

Differential diagnosis

•

Complex and integrated clinical decision making

•

Evidence-based practice (critical inquiry)

•

Healthcare delivery: applications for depth and breadth

The graduate curriculum was originally defined by the faculty’s shared vision and reflects the mission statement of “contextualized professional decision making”. As such, the courses are sequentially arranged to ensure an increasingly complex clinical practice environment; year one introduces relatively simple, typical PT cases such as shoulder impingement, hip joint replacement, heart attack, or traumatic wound, but the same cases “return” in years two and three with more complex issues such as a traumatic wound that becomes chronic due to diabetes.

A sequential listing of new course descriptions is available in Appendix B.

9 COMPUTATIONAL RESOURCES Each faculty member has an up-to-date computer and printer available, the department has two laptop computers for travel, and one laptop is dedicated for department research needs. Faculty computers are networked for department and college communications as well as part of the campus-wide network. Electronic classrooms throughout campus, with state-ofthe-art capabilities, are available for program use. The PT department’s clinical teaching lab has a dedicated laptop computer for PowerPoint presentations and internet access. A PT student computer lab, with four computer workstations, is a locked room located adjacent to the physical therapy traditional classroom. The PT department’s computer classroom, accessed by keypad only, has 12 new computers available. Only PT faculty and students have access to these locked areas. A College of Health and Human Services computer lab is located on the third floor of the program’s building. Maag Library and other general computer labs are also available for faculty and student use. Requests for department-specific computer assistance and/or training are filled in a timely manner. Finally, a library representative instructs the PT students in computer search strategies in the course Critical Inquiry I.

LIBRARY RESOURCES The Bitonte College of Health and Human Services has an adequate library budget, and the PT Department budget has accommodated all recent PT faculty priority items. Requests from faculty members are made on an on-going basis, and priority purchases are made in a timely manner by the department’s faculty representative. Maag Library, a charter member of OhioLINK, is located just minutes from Cushwa

10 Hall. Its holdings consist of over 700,000 volumes, with access to over 31 million records through OhioLINK. Hours are adequate for student use, and the support staff is available seven days per week. The university library also has MaagNet, an online public access catalog, over 100 computer workstations, wireless capability, and approximately 50 laptop computers available for student use within the library. In addition, students rely heavily on the library holdings of the medical school, Northeastern Ohio Universities College of Medicine (NEOUCOM), located in Rootstown near the anatomy lab where the PT program’s Gross Anatomy course is offered. Faculty also offer short-term loans of personal journal copies and/or texts. In consideration of the cost of medical/PT textbooks and our students’ financial status, one copy of each required text is provided for use within the Student Study. This area also houses copies of program supplemental texts, CD-ROMs, videotapes, and audiocassettes. The Computer Classroom also affords availability to electronic library resources. With coded keypads, only PT students have access to the Student Study and the Computer Classroom 24 hours/day, 7 days/week. Submission of student names to the campus police each term allows our students to be admitted by officers whenever the building is closed.

PHYSICAL FACILITIES The physical space, renovated for the physical therapy baccalaureate program, occupies 6338 square feet. The aesthetically-pleasing environment was renovated by the well-known local architectural firm of Hannahan and Strollo. Departmental teaching areas include: 1) a traditional classroom with adjacent student computer lab; 2) a clinical teaching lab (2789 square feet); 3) a computer classroom; and 4) a conference room/small group

11 teaching area. Both the clinical teaching lab and the computer classroom have projection/internet capabilities. Other department space includes: individual faculty offices; a staff office; private restrooms for PT students only, with showers and lockers; and two storage rooms. In addition, the Rootstown NEOUCOM facilities are available to our students; our Anatomy professor gives PT students a tour on their initial visit.

A diagram of the designated space is included in Appendix C.

ACADEMIC QUALITY ITEMS: i. - viii. a.

Academic Quality Assessment

i.

Program Differences Is the program distinctly different, both conceptually and qualitatively, from undergraduate degree programs in the same or related disciplines? If so, is there a detailed listing of the specific differences?

The PT faculty contend that the transition to the DPT is based on their profound commitment to identified differences between the current and future program. Recent faculty discussions have reflected on the current program and on similar DPT programs of physical therapy and related disciplines.

Summary of Faculty Discussions: The YSU program has been and will continue to be a case-based, primarily teamtaught curriculum with an emphasis on the foundational knowledge and skills for the

12 evaluation and treatment of movement dysfunction, complemented by issue-related topics such as management and legal/ethical aspects of healthcare. The PT faculty have discussed the following five potential weaknesses of graduate professional education in an effort to define curricular processes to overcome them: 1) Conceptually, many PT and related health programs have neither a cogent link to a particular educational approach nor a defined philosophy of teaching-learning process. 2) Medical and healthcare faculty bring strong clinical backgrounds to the academic setting but few opportunities to be mentored in academic affairs and governance, teaching methodologies, and assessment alternatives. 3) Students admitted into PT, medical, and health-related fields are highly qualified academically but, due to the selective admissions process, often are ill-prepared for collaborative, adult-learning experiences. 4) Preparation for clinical practice often serves to delineate professional roles and responsibilities more than to prepare practitioners for interprofessional practice. 5) The intricacies and complexities of financing healthcare and assessing its outcomes have not been a salient feature of most baccalaureate programs.

The PT faculty have carefully deliberated the implications of the aforementioned summary. Based on these concerns, the following distinctions of the DPT program are advanced to highlight the proposed program’s educational principles: •

clinical decision making approach, with increasing levels of complexity

•

knowledge and skills which exceed minimal standards and expectations

13 •

defined educational philosophy, conceptual framework, and program mission

•

faculty experienced and/or mentored in academia and educational methods

•

students facilitated in collaborative, adult-learning strategies

•

practitioners prepared for interprofessional team approaches to healthcare

•

attention to management; leadership; and accessible, cost-effective, quality healthcare

•

research (basic to clinical; treatment efficacy; interdisciplinary) and outcomes measurement

In conclusion, academic and practice expectations have warranted a reconceptualization of PT education by YSU faculty to effectively serve the diverse communities of clients and their families in the twenty-first century.

ii.

Theoretical Basis of the Discipline Does the program emphasize the theoretical basis of the discipline as expressed in the methods of inquiry and ways of knowing in the discipline?

The theoretical basis of physical therapy is advanced by academic and clinical experts in the field. It is articulated by the PT authors of texts used across the country, by clinical specialists who have scrutinized the literature and contributed research to expand knowledge about basic and/or applied movement science, and by new investigators currently proposing more sophisticated models of essential movement such as gait (walking) or balance. These theories are integrated throughout the program by utilizing the guiding documents of the APTA (The Guide to PT Practice and The Normative Model of PT Education), classic texts,

14 new literature-based texts, the electronic Hooked On Evidence abstract database being compiled by the profession, annual and semi-annual conference presentations, collaborative and interdisciplinary theoretical discussions, and numerous research forums by PT and other health professions. The Critical Inquiry courses further emphasize the theory-method relationship for scholarship in PT. The DPT course being added, Critical Inquiry Planning, is designed to afford more depth and breadth on the theoretical basis of PT. Development of sound research questions under the supervision of the faculty member doctorally prepared in research methodology is a unique experience, followed by an entire course of peer review with each theoretical and methodological aspects scrutinized and revised. The subsequent presentation of the case findings and clinical study proposal before area clinicians and non-PT faculty will further refine the students’ critical thinking skills. DPT students will be well prepared to justify current and future therapeutic interventions based on theoretically-sound explanations of posture and movement.

iii.

Professional Decision Making and Problem-Solving Does the program place emphasis on professional decision making and teach the use of critical analysis in problem-solving?

Professional decision making is an essential two-fold focus of the proposed curriculum. The first aspect is professionalism to differentiate the decision making responsibilities of professionals. In the introduction to physical therapy as a profession, students will learn the settings, scope, and roles of physical therapy practice, its legal and ethical boundaries, the elements of case management (examination, evaluation, diagnosis, prognosis, and intervention), and the preferred practice patterns. Topic-centered courses on

15 clinical decision making will address the specific practice patterns for neurological, orthopedic, cardiopulmonary, and integumentary conditions. Emphasis will be on decisions regarding history and systems review; tests and measures; evaluation and plan of care; direct interventions; patient/client education; and coordination, communication, and documentation of services. The second aspect of professional decision making is the decision making process itself. At the onset of the program, students will learn about theoretical decision making models. These will not be based on past assumptions, which were prescriptive and based on anecdotal evidence. The literature from cognitive science and medical education research includes a significant body of findings to suggest that clinical decision making is in some ways a unique process and in other ways similar to related skills in problem solving by experts. Contextualizing clinical decision making will provide beginning students with a framework for considering applied science topics. After the first clinical experience, however, students will revisit the decision making process and apply its principles to basic clinical cases. As the clinical experiences and course work advance, so too will the graduate students’ clinical decision making process change in complexity. Concomitant with technical, hands-on skills, students will first see the decision making process modeled by experts; then be assisted in making decisions, and then increasingly be asked to demonstrate independence, efficiency, and effectiveness in decision making and problem solving. A transcurricular approach to using metacognitive skills will advance the decision making process at a first explicit and later more implicit level of application. The outcomes of such a process are student self-reflection and self-assessment of their attempts to address problems of movement dysfunction. Student portfolios will reflect the progress made in these

16 efforts. Portfolios will consist of, but not be limited to, self-assessment tools, draft and final case reports, a proposed clinical study, reflective comments on case decisions, peer reviews, and summary evaluations.

iv.

Understanding Major Issues and Concerns Is the program designed to educate students broadly so that they have an understanding of the major issues and concerns in the discipline or professional area?

The underlying premise of the program's conceptual framework is contextualization. This assumes that there is an ever-broadening layer of considerations (contexts) to be brought to bear on any given clinical situation. Unlike graduates of traditional programs in the past, students today cannot function in a clinical profession without a serious regard for the historical, social, political, and economic forces impacting the healthcare delivery system. In this light, the curriculum is designed to specifically consider academic (educational and research), professional (clinical and interdisciplinary), and societal (local and global) contexts. In each course, students will be exposed to the myriad of opportunities and challenges affecting the particular aspect of physical therapy practice being addressed. Three courses in the current MPT program situate clinical decisions in today’s complex and diverse societies: Language, Culture, and Health; Leadership and Management; and Legal and Ethical Issues. However, one new course, Healthcare Delivery, will be added to facilitate DPT students’ decisions in the context of such realities as scarce resources, regulations and legislative changes, competitive markets, and reimbursement issues. Another new course,

17 Community Applications, locates these issues within a local environment for critical analysis of current challenges, particularly the needs of underserved populations. v.

Capstone Experience Does the design of the program include a capstone experience, such as an exit project, which would not necessarily be a research experience?

The curriculum is designed to be particularly attuned to the need for DPT students to bring knowledge and skills together in an integrated manner. The capstone scholarship requirement is a case report and clinical research study proposal (based on case report findings). Each DPT student will identify a complex problem, investigate advanced knowledge on the problem area from diverse sources, and synthesize the information into a sophisticated approach to studying the topic with a single patient or small number of clients. Data collection will occur in the second summer so that the student has ample time and opportunity to present the findings to peers, area clinicians, and non-PT faculty invited to an evening research forum. The student’s methodology will then be critiqued and refined into a clinical research proposal. Individual faculty mentorship permits one-on-one teachinglearning in the faculty member’s area of research or a related topic of student interest. Students who design a project able to be implemented in a timely manner will be mentored to that end, taking Research or Independent Study credits to collect data and then complete analysis prior to graduation. The reason for a prolonged mentoring process for clinicallyrelevant inquiry is to assure that DPT students graduate not only knowing what they know but also knowing what they don't know and how to pursue learning in the clinic, in their personal lives, and in their communities of interest.

18 Three remaining teaching-learning experiences are also considered capstone: Clinical Decision Making IV: Advanced Cases in PT practice areas (written and practical exams); a professional development portfolio; and a final clinical experience (15 weeks). Each of which is described below.

Clinical Decision Making III & IV: Advanced Cases (Neuromuscular, Musculoskeletal, Cardiopulmonary, Integumentary) Students will study complex cases of movement dysfunction that require sophisticated and evidence-based evaluation, assessment, and intervention. These cases demonstrate complications, co-morbidity, cultural issues, pharmacological concerns, and other ramifications for advanced and interdisciplinary decision making across the continuum of care. Written and practical exams assure a high level of clinical decision making capability.

Professional Development Portfolio DPT students will maintain a Professional Development Portfolio that will include a progression of learning products to demonstrate achievement of program outcomes. For example, students will include cases developed across the Clinical Decision Making Series, including aspects such as documentation and/or reimbursement issues. In addition, students will chronicle opportunities to expand knowledge and skills from each course. In Geriatrics, for instance, students would identify literature, electronic resources, or national experts available for future study or consultation. Faculty advisors will meet regularly with each advisee to assess the portfolio and to establish a network of resources and colleagues for future professional growth.

19 Clinical Education The final 15-week clinical education experience is considered a capstone requirement. DPT students will meet all criteria of the Clinical Performance Instrument at the level expected of entry-level clinicians. At the conclusion of the final clinical experience, students will return to campus before graduation for three days of Program Capstone. Final clinical research presentations will be given, program assessment will be completed and discussed, and students will complete a mock board exam (simulating the national exam required for licensure.) In summary, the exit requirements of the program include meeting program expectations in four areas: scholarship, clinical decision making, professional development, and clinical experience.

vi.

Faculty Resources for Research Does the proposed program identify faculty resources appropriate for the research component of the program?

All members of the core faculty (physical therapy), related science faculty teaching within the program (from anatomy and neuroanatomy), and instructors with clinical expertise are qualified to be involved in physical therapy program research. The PT program also has successfully utilized the expertise of Cathy Bieber Parrott as the Program Research Director. The responsibilities of the position are to coordinate and facilitate faculty research needs as well as to design and implement programmatic research. Ms. Bieber Parrott’s expertise in quantitative methodology is juxtaposed with Dr. Iannucci’s in qualitative research methodology. Qualitative research is of particular concern in the health and human sciences,

20 where perceptions of contexts, cultural beliefs and behaviors, and interaction difficulties are often difficult to define and measure with quantitative approaches. The combination of quantitative and qualitative methodology expertise within a physical therapy faculty is particularly unique and an advantage to the program's future. The faculty has presented and published in areas of expertise as identified below:

Weiqing Ge

Modulating neural responses of mechanically sensitive neurons; Paraspinal muscle spindle encoding of mechanical stimuli

Suzanne Giuffre

Department chairpersons and career paths; Motor skill development in children with autism

Marleen Iannucci

Sociolinguistic analysis of healthcare discourse; Qualitative research methodology

Nancy Landgraff

Carotid artery disease and stroke prediction; Measurement of subtle neurological changes

Ken Learman

Spinal mobility, proprioception, and pain Orthopedic spinal manipulation techniques

Cathy Bieber Parrott World Health Organization disability classification; Quantitative research methodology Mollie Venglar

Parkinson’s Disease and balance; Tai Chi and rehabilitation

21

vii.

Competence of Program Curriculum Does the program curriculum offer what students need to know for competence at the expected level of professional expertise?

Two foundational documents from the PT profession articulate the expectations for professional expertise: The Normative Model of Physical Therapy Professional Education and The Guide to Physical Therapy Practice. Together, these documents delineate quality educational preparation and effective clinical practice. Both documents are continuously being reviewed and updated, offering educational programs a framework for program planning, implementation, and evaluation. The program also has a faculty member with expertise in Curriculum and Instruction (Dr. Iannucci) who oversees curricular issues and mentors faculty members in this regard. As discussed in detail in Section 5 - External Support, the program also relies on an Advisory Committee and two external consultants for careful review, critical comments, and expectations of professional expertise. Therefore, the YSU program assures student competence by professional guidance, program expertise, community input, and external consultants.

22 viii.

Accreditation Standards and Guidelines What plans have been made to address standards and guidelines for professional accreditation, if applicable?

The 10-year accreditation granted to the YSU graduate program in October 2004 was based on a self-study report and an on-site visit utilizing the revised Commission on Accreditation in Physical Therapy Education (CAPTE) standards for postbaccalaureate programs. YSU needs only to notify CAPTE when it changes to the DPT. Periodic informational reports, as from all programs, will continue to be submitted. Any substantive changes in leadership, program, or resources will be reported promptly, as is required. Dr. Iannucci is a CAPTE On-Site Evaluator and attends periodic training whenever accreditation changes are planned for implementation. CAPTE newsletters also announce procedural modifications.

ADDITIONAL ACADEMIC QUALITY ITEMS: i. - vii. b.

Additional Academic Quality Assessment Questions In addition to the analysis given in the first paragraph above under Part A, Section II.B.1 for professional graduate degree programs, academic quality assessment will focus on the adequacy of the answers provided in response to the following questions: i.

Admission Criteria What admission criteria, in addition to the traditionally required transcripts, standardized test scores, letter of recommendation and personal statements of purpose, will be used to assess the potential for

23 academic and professional success of prospective students? The special consideration of student experience and extant practical skills within the admission process should be specifically noted. Eligibility to apply to the DPT program will be recommended minimum 3.0 GPA in both overall and pre-requisite science courses (Biology I & II*, Chemistry I & II*, Physics I & II*, Human Anatomy*, Human Physiology*, General Psychology, Abnormal Psychology; *denotes courses that must include a lab); a recommended GRE of 1000 (verbal and quantitative) and 3.5 (analytical writing); satisfactory interview score (based on a small group interview with one faculty member and an area clinician); and three Likert-scale reference scores from PTs and/or college professors. Only students who meet the GPA and GRE eligibility are invited for interviews. Students’ experience and extant practical skills are most evident in their ability to respond to the interview questions. All students must submit evidence of 40 hours of volunteer work in the PT field in at least two settings, one of which must be a hospital or long term care facility. Preference will be given to YSU applicants and Ohio residents.

24 ii.

Clinical Experience and Academic Goals If field/clinical experience is subsumed within the academic experience, how does that experience relate to the academic goals of the professional degree program? Provide a description of the involvement of supervisory personnel. Describe the level of communication between the field/clinical experience site and the academic department. Provide an outline of the anticipated student activities as well as student requirements.

The clinical experiences of the DPT program relate directly to the program goals to assure entry level knowledge and skills in clinics located from local to national sites. Over 200 legal agreements are maintained to assure a selection of quality placements. The four current placements will continue, with the addition of two clinical courses, 1.) Community Applications and 2.) Physical Therapy Specialty Applications. The former broadens the traditional clinical experiences by introducing students primarily to underserved populations through small group visits to low-income clinics, a mental health facility, a day program for young adults with disabilities, a summer enrichment program for young children, and the local Rescue Mission. Faculty accompany students to visit the statehouse for a tour with the profession’s lobbyist and a discussion on advocacy with the Ohio Physical Therapy Association CEO. The Physical Therapy Specialty Applications course allows students to identify several areas of interest among the diverse opportunities available in the area, such as a neonatal intensive care unit or an Alzheimer’s unit or an aquatics program for persons with fibromyalgia. All clinical experiences must be supervised by licensed physical therapists (Clinical Instructors) on a one-on-one basis (although 2 students to one clinical instructor is a newer

25 configuration utilized occasionally). Each clinical facility also has a Clinic Coordinator of Clinical Education so that one person is the sole contact for program information and decisions about the clinical experiences. All new sites are visited to determine quality standards, and all midterm visits are conducted by faculty to assure contact with area clinicians. The distribution of the clinical experiences in the first and second summers followed by a 5-week session in the final fall term and a full 15-week session prior to graduation attests to a continuous progression of supervised practice. Students will receive varied clinical experiences in acute care (hospitals), outpatient clinics, rehabilitation facilities, schools, or nursing homes. As in all PT programs, the Academic Coordinator of Clinical Education (ACCE) arranges and is responsible for continuous contact with clinical instructors via phone, email, fax, and additional visits as needed. In addition, the YSU program provides a free-of-charge continuing education session and appreciation luncheon each year for those who have supervised students. The Clinical Performance Instrument utilized by most PT programs chronicles the professional skills and behaviors for assessments. Students must meet entry-level standards in order to progress in the program. Remediation is possible to address a minor difficulty, but major problems can be indicative of a student unable to continue in the program, and a pattern of safety infractions is grounds for program dismissal. Students complete assignments for each clinical experience progressing in their ability to integrate increasingly complex case scenarios. Students also engage in self-assessment and goal-setting for each clinical placement.

26 iii.

Qualifications for Adjunct, Part-Time and Special Faculty If the faculty qualifications associated with the professional graduate degree program differ from national norms and the traditional standards of faculty excellence, how do such qualifications differ and why do they differ? Provide the specific qualifications of adjunct, part-time and special faculty who do not hold traditional academic credentials. Also, give a rationale for such faculty without academic credentials to participate in the professional degree program as regular program faculty.

The YSU faculty meet or exceed national norms for PT faculty, with all holding or attaining doctorates in the coming year. The faculty have, by accreditation standards, met all criteria for quality and thus do not differ from faculty in other accredited programs. Individual and aggregate records of teaching, scholarship, and service excellence are exhibited in faculty CVs in Appendix A. Adjunct faculty already committed to the DPT program, Drs. Tall and Womble from the Biology Department, have CVs included to document their excellent credentials to teach in the DPT program. In addition, 3 of the 7 current faculty are board certified specialists in neurology, orthopedics, and pediatrics.

27 iv.

Accreditation and the Program Plan How does accreditation by the appropriate professional organization relate to the academic experience outlined in the program plan? Describe the specific aspects of the program plan, if any, that are necessary to achieve professional accreditation.

The accreditation standards applicable to all DPT programs were utilized by CAPTE in assessing the current MPT program. The specific aspects included in the accreditation review were: 1) Institution and Program Integrity and Capacity and 2) Curriculum Plan, Evaluation, Content, and Outcomes.

v.

Relationship Between Theory and Practice What is the relationship between theory and practice as expressed within the proposed curriculum? Identify a set of core courses and show how the curriculum enhances the students’ professional preparation.

The set of core courses demonstrates the theory-practice relationship. All courses within the categories below are sequenced to progress in complexity, higher-level decision making skills, and knowledge of skills required for efficient treatment: 1) Movement Science Foundations: Gross Anatomy I and II, Pathology, Histology, Functional Anatomy, Functional Neuroanatomy 2) Clinical Decision Making: I – IV, Clinical Decision Making III and IV: Advanced Cases, Pharmacology for PT, Imaging and Lifespan Pathology for PT 3) Clinical Education I – IV, Physical Therapy Specialty Applications 4) Critical Inquiry I – III, Critical Inquiry I: Planning

28 5) Lifespan Approach: Pediatrics, and Geriatrics 6) Healthcare System: Community Applications, Healthcare Delivery, Language/Culture/Health, Legal and Ethical, Management and Leadership, Professional Issues

The case-based approach enables students early in the program to learn and apply basic evaluation methods and treatment intervention in simple cases. The cases, when reintroduced in higher-level courses, involve co-morbidities (concurrent diseases or disorders), psychosocial issues, financial demands, cultural preferences, increasing levels of severity, and decisions of discharge to a variety of settings. The team-taught approach allows the students to view multiple perspectives and allows faculty to bring their expertise together to simulate the interdisciplinary nature of healthcare delivery.

vi.

Required Credit Hours Does the number of credit hours required for graduation differ significantly from traditional graduate degree programs? How is the number of credit hours required for graduation influenced by mandated professional experiences?

The 92 credit hours of YSU’s proposed DPT program are well within the range of the national norms for PT graduate education (74-163 semester hours). The lower end of the range is attributable to clinical experiences, which are granted few hours by some programs compared to many hours by others. Nonetheless, the only mandated professional experiences are 32 weeks minimum in clinical education, and the proposed DPT program includes 39.

29 vii.

Research Project, Thesis, or Dissertation Topics Can it be demonstrated that the culminating academic experience, such as an exit project, thesis or dissertation, will contribute to the enhancement of the student’s professional preparation? In support of the response here, provide a list of possible research project, thesis, or dissertation topics.

The case reports and proposed clinical research projects are testaments to the professional preparation of YSU students. A well-mentored process in an area of the student’s interest creates a disposition for scholarship that translates into clinicians willing and able to pursue their own clinically-relevant questions. The current graduate students progress from the initial question and its literature review to the eventual oral and written presentation of case findings and defense of the research proposal methodology. Topic examples from past studies are: •

Effectiveness of shorter exercise sessions vs. longer exercise sessions in LTACs

•

Eccentric exercises to treat chronic low back pain due to spinal instability

•

Bone mineral density after a gymnastic impact program for an adult female with osteopenia

•

Chronicity and perception of patient responsibility: PT communication and time use in aquatic PT

•

Impact of Hath yoga program combined with physical therapy on chronic low back pain

30 •

Body weight support treadmill training and proprioceptive training for a person with spinal cord injury

2. NEED STUDENT INTEREST AND DEMAND Graduate student interest in the physical therapy program at Youngstown State University has been strong, and the demand for transition to the doctorate is evident. There were 246 declared pre-PT majors for the 2005-2006 academic year, and the front office addressed over 200 phone inquiries during this time frame. The newly formed Future PT Club has approximately thirty members as of Spring 2006. Students asking about the availability of a doctoral program in northeast Ohio must be told that no accredited DPT programs currently exist in this portion of the state. The majority of student interest continues to be from within Ohio and particularly from the three-county area of Mahoning, Trumbull, and Columbiana counties. While the current MPT program has largely attracted applicants from the Ohio-Pennsylvania area, it has also enrolled students from as far away as California, Florida, Japan, and India. The number of applicants to the physical therapy program now exceeds the department’s enrollment cap (20), and applicants are denied acceptance if marginally and inadequately prepared or if they lack sufficient evidence of graduate ability. Applicant numbers are expected to increase when the program transitions to the doctoral degree, meeting the national standard. Finally, student interest continues to be driven by media reports that present positive viewpoints on PT employment prospects. For example, the Wall Street Journal executive career site (CareerJournal.com and Harris Interactive) reported on July 11, 2006, that PT was

31 one of the 8 best careers based on factors such as intellectual stimulation, job security, client interaction, and level of freedom. Thus, no shortage of student interest can be anticipated.

INSTITUTIONAL NEED YSU has addressed community need through development of master’s degree programs in Health and Human Services, Nursing, and Public Health, and Social Work. The DPT program has a similar community impetus as these programs: prevention of disease and injury, chronic illness intervention, special population needs (pediatrics and geriatrics), and programs for a diverse clientele.

Societal Demand The last decade of healthcare demands has resulted in precipitous growth and development of the rehabilitative field of physical therapy. The knowledge and skills to address this expanded scope of practice exceed the framework of master’s-level education, and the professional association continues to track and report on the DPT programs being approved. The national trend toward graduate education, however, seeks to address a combined professional and societal need. The extensive knowledge of anatomy and movement needed, the precise handling techniques required for safe and effective practice, evidence-based practice, and demand for direct access have had profound implications for educational preparation. As patients and clients continue to regard the physical therapist as the practitioner of choice to treat movement dysfunction, educational programs will respond to and set criteria for high-level decision making and skill expertise.

32 A final societal demand is paramount in today’s clinical practice environment: safe, efficient, and cost-effective care that retains quality and access. As highly regarded members of preventative and rehabilitative healthcare teams, physical therapists and thus physical therapy students must be cognizant of the layers of contextual demands on their decision making. Students must now have sophisticated, rather than cursory, knowledge of the differing contexts that impact care, such as (but not limited to) managed care; increased health needs of the poor, elderly, and chronically ill; culturally diverse client populations; a myriad of practice settings such as home health, business and industry, and schools; and healthrelated laws and regulations such as the Americans with Disabilities Act (ADA). Physical therapy education at the graduate level can and should expect graduates to be prepared to function more effectively and efficiently within today’s complex health environment. Graduates need to be flexible to adjust to environmental changes and to offer evidence-based expertise regarding their unique preventative and rehabilitative approaches to teams and support staff.

SCOPE Local Need: Area clinical facilities continue to contact the department regarding their need for new graduates to employ. The Ohio Department of Job and Family Services’ Job Outlook to 2014 confirms this need for PTs in the immediate area of the Youngstown-Warren-Boardman MSA. Their February 2006 Bureau of Labor Market Information report indicates a 33.3% increase expected in PT, one of the “Fastest Growing Occupations 2004-2014”. This

33 projection exceeds even the state’s projected 27.9% growth in PT employment until 2012. (http:lmi.state.oh.us) YSU graduates continue to meet the needs of the local and regional area. Of the master’s graduates, 23 of 27 work in Ohio. Of the 4 out-of-state alumni, one is working in western Pennsylvania. Nineteen of the 27 are working within a 25 mile radius of YSU.

Regional Need: The Ohio Department of Job & Family Services, Bureau of Labor Market Information (July 2005) states that for northeast Ohio the employment growth rate for physical therapist from 2002-2012 is expected to be 35.5% (with 14 total annual openings). Thus an annual current employment of 310 is expected to rise to 420 in 2012 in northeast Ohio. The report also lists physical therapy as one of seven occupations requiring a graduate degree that have high employment prospects.

National Need: The Bureau of Labor Statistics projects PT employment growth for 2004-2014 at 36.7%. This places PT into the highest level, termed “much faster than average” and reserved for those occupations with 27% or more growth. PT well exceeds that criterion. Demographic shifts as elders live longer and baby boomers age are primary reasons for the increase, since PT will be needed for those who lose mobility and function due to stroke, falls, weakness, and other chronic conditions.

34 International Need: Over half the world’s population, according to the World Health Organization, does not have access to adequate basic healthcare services. In addition, there are at least 300 million disabled people in the developing areas of Asia, Africa, and Latin America. Exacerbating the problem, there are too few native PTs and inadequate funding for physical therapy educational programs. Many developing nations, therefore, depend on external assistance which typically entails volunteer therapy services. The Peace Corps, Health Volunteers Overseas (H.V.O.), and Project Concern International are examples of volunteer overseas organizations. The level of need varies from country to country, as does the scope of practice expected of visiting therapists. Physical therapists interested in these international efforts are able to participate in a special interest group, Cross-Cultural and International Special Interest Group (CCISIG.) Additionally, opportunities to participate on medical teams providing international mission work are available through Youngstown area churches. One PT faculty member, Dr. Landgraff, served on a medical team to Nuevo Loredo, Mexico, in June 1998. Dr. Landgraff also assisted with gathering supplies for another trip in 1999 to the Dominican Republic. Another faculty member, Ms. Bieber Parrott, served as a consultant to the Suriname (South Africa) PT program in 2000. In 2005, Dr. Iannucci served as a member of the APTA delegation, led by the APTA President, to Poland and Russia to exchange research and to discuss technological issues in rehabilitation.

35 3. ACCESS AND RETENTION OF UNDERREPRESENTED GROUPS RECRUITMENT, RETENTION, AND GRADUATION PLAN Youngstown State University is committed, by its mission statement, toward “promoting diversity and an understanding of global perspectives.” YSU’s diversity plan has the following essential components: •

Administrative commitment and support

•

Community-based interaction

•

University academic enhancements

•

University employment practices

•

University diversity improvements

•

University student recruitment and retention

There are numerous efforts to meet the needs of underrepresented groups, including these offices, services, and councils: •

University Diversity Council

•

Office of Equal Opportunity and Diversity

•

Black Faculty and Staff Association

•

Partners for Workplace Diversity (in collaboration with the community)

•

Center for International Studies and Programs

•

Student Diversity Council

•

Center for Student Progress, Multicultural Student Services

•

Disability Services

•

Office of Student Diversity Programs

36 The PT Program faculty are committed to working closely with university administration and related services described above to increase the opportunities for minority students to meet the DPT program prerequisites, application process, professional course expectations, and graduation standards. Retention plans for the DPT program include the appointment of a designated faculty member to serve as mentor for minority students throughout the three-year professional program. In addition to students’ PT academic advisor, minority students will have the opportunity to interact on a one-on-one basis with this faculty mentor. The mentor will meet with students each semester to evaluate progress and ensure successful completion of the program. This designated faculty member will also be a resource to other PT faculty regarding minority student retention services provided by the University.

i.

Minority Representation

YSU has a total minority student population below the national average but is comparable in percentage of enrolled Black students. The following table presents the YSU total minority average as well as the minority group data in comparison to recent national data for all students and graduate students.

37 Table 2. YSU and National Student Minority Representation YSU

National All Students

National Graduate Students

Percentage *

Percentage **

Percentage**

Total Minority Enrollment

15.8

30.4

22.0

American Indian/Alaskan Native

0.4

1.0

0.6

Asian or Pacific Islander

0.9

6.4

5.4

Black, non-Hispanic

12.4

12.5

10.2

Hispanic

2.1

10.5

5.8

* YSU data 2005, Institutional Research and Assessment ** National enrollment data 2004, U.S. Department of Education, National Center for Educational Statistics (IPEDS)

The number of MPT current students and graduates, who comprise seven classes from graduation years 2003-2009, totals 87 students. Of those 87 individuals, 8, or 9% are minorities. According to the APTA, minority students comprised 17% of the PT enrolled in 2004-2005. Review of both national and professional representation indicates the necessity of the DPT program to give serious regard to all opportunities to increase minority representation.

38 ii.

Minority Degree Recipients

The following table illustrates the YSU minority degree recipients:

Table 3. YSU Degree Recipients in 2005-2006 American Indian/Alaskan Native

0.15

Asian or Pacific Islander

0.95

Black, non-Hispanic

6.42

Hispanic

.90

* YSU Institutional Research and Assessment

The following table depicts the PT graduates of all PT programs (n = 4,913) by ethnic group:

Table 4. PT Minority Graduate in 2004* American Indian/Alaskan Native

0.50

Asian or Pacific Islander

6.50

Black, non-Hispanic

4.50

Hispanic

5.00

*American Physical Therapy Association, 2005 Profile The APTA Minority Affairs Department educates the PT community on cultural competence, promotes a diverse profession through resources and minority mentors, and

39 provides financial support for students and faculty. Minority scholarship support for students has provided over $480,000 since 1988. Scholarships to assist minority faculty in completing doctorates has existed since 1999, and 8 faculty have received such support. Internally, the YSU faculty support minority students in applications for financial assistance. In the past two years, a YSU MPT student was granted a national Hispanic Scholarship Award for 2 years and another MPT student received an NCAA Ethnic Minority Women’s Postgraduate Scholarship.

4. STATEWIDE ALTERNATIVES PROGRAMS AVAILABLE The State of Ohio currently has 10 accredited PT programs. Residents of the Youngstown service area would need to commute 65-75 miles to attend another physical therapy program. Except for Cleveland State University, there are no other state-supported programs in northeastern Ohio. The geographic distribution of Ohio programs is illustrated below; note that #5, Andrews University, had recently closed, but the University of Dayton has reopened the program:

40

Ohio Physical Therapy Programs (PR: private; PU: public) 1 2 3 4 5 6 7

Youngstown State University – Youngstown (PU) Cleveland State University – Cleveland (PU) Walsh University – Canton (PR) The Ohio State University – Columbus (PU) University of Dayton – Dayton (PR) Ohio University – Athens (PU) The University of Toledo, Health Science Campus – Toledo (PU) 8 University of Cincinnati – Cincinnati (PU) 9 College of Mount St Joseph – Cincinnati (PR) 10 The University of Findlay – (PR)

Figure 1. Location of Ohio Physical Therapy Programs Of the Ohio programs, 6 programs are at state-supported institutions and 4 at private institutions. Of Ohio’s six state-supported institutions, only Ohio University is currently offering an accredited entry-level doctorate. The Ohio State University and The University of Toledo Health Science Campus have recently been approved to begin their DPT programs. Three of the four private programs (the College of Mount Saint Joseph, the University of Dayton, and the University of Findlay) have been approved to offer the DPT. The other 4 accredited programs, including Youngstown State, are proposing transition from the master’s to doctoral programs. In contrast, all but 2 of Pennsylvania’s 16 programs are offered at the DPT level; Gannon, University of Pittsburgh, Chatham, and Duquesne are all near to YSU, and all offer DPT programs. In addition, all 3 of Indiana’s programs and all 6 of Michigan’s programs grant the DPT. Ohio institutions need to transition to the DPT to become or remain competitive.

41

SPECIFIC LOCALE APPROPRIATENESS YSU is an appropriate site for a graduate PT program due to: •

the compatibility of community-based program and university missions

•

the quality of basic science facilities such as NEOUCOM and program facilities specifically renovated for the PT program needs

•

the university commitment of resources for program development and growth

•

university support for faculty and student activities, college support for interprofessional teaching and research, and community support for health programming and clinical education.

The YSU PT program is also part of the Bitonte College of Health and Human Service’s plan to address community needs by developing programs that respond to the community’s unique needs. Other recently approved College master’s programs have been in Health and Human Services, Nursing, Public Health, and Social Work. Offering a variety of programs at various degree levels affords the YSU community an opportunity to have its unique and often profound health problems addressed by quality healthcare providers. Equally important is YSU’s ability to offer career opportunities, at a reasonable tuition with available scholarship and grant support, to residents who have not had these opportunities available to attain higher levels of professional educational and socioeconomic success. Finally, positioning a doctoral level PT program in the Youngstown area can also facilitate access to healthcare services to underserved areas, both inner city and rural (including western Pennsylvania) healthcare.

42 The support of the central administration for the DPT has been consistent and significant. The internal approval process was thorough, but the proposed DPT program was readily approved throughout its process. Resources for the current graduate program have been sufficient to meet all faculty, student, and staff needs; and, with the addition of one FTE faculty member and one graduate assistant, the resources will continue to serve the program to meet its mission and goals.

5. EXTERNAL SUPPORT ADVISORY AND CONSULTATION SERVICES The Physical Therapy Advisory Committee for the DPT program includes: Physical Therapy Advisory Committee: YSU Members Suzanne M. Giuffre, M.S., P.T., P.C.S., Assistant Professor, YSU Marleen Iannucci, Ph.D., P.T., Associate Professor, YSU Nancy Landgraff, Ph.D., P.T., Department Chairperson & Associate Professor, YSU Kenneth Learman, M.Ed., P.T., O.C.S., Assistant Professor, YSU Weiqing Ge, Ph.D., Assistant Professor, YSU Michael Theall, Ph.D., Associate Professor in the College of Education, YSU & former Director, Center for the Advancement of Teaching and Learning at YSU Cathy Bieber Parrott, M.S., P.T., Assistant Professor, YSU Mollie Venglar, D.Sc., P.T., N.C.S., Assistant Professor, YSU Mark Womble, Ph.D., Associate Professor, Department of Biology, YSU

43 Ex Officio Members: Peter Kasvinsky, Ph.D., Dean, School of Graduate Studies and Research Tina Weintz, Director of Graduate Admissions, School of Graduate Studies and Research John J. Yemma, Ph.D., Dean, Bitonte College of Health and Human Services

Physical Therapy Advisory Committee: Non-YSU Members Jim Benedict, M. Ed, P.T., Director of Physical Therapy, Hillside Rehabilitation Hospital – Forum Health Ken Sklenar, CEO Easter Seals of Mahoning, Trumbull, and Columbiana Counties Lisa Shannon, MPT, Physical Therapist at Aspen Health Care; YSU Alumnus Bruce Weston, DPT, O.C.S., Owner of Tri-County Rehabilitation, Inc.

The Advisory Committee members unanimously support the DPT program and have offered thorough, sound recommendations. In addition, two consultants have provided their expertise and recommendations to the DPT program development:

Christopher L. Petrosino, PT, Ph.D., Director/Associate Professor, Krannert School of Physical Therapy, University of Indianapolis

Jean Bryan Coe, DPT, Ph.D., OCS, CAPTE On-site Reviewer to YSU in 2004 and part-time faculty member to U.S. Army—Baylor University

The consultant letters of support are exhibited in Appendix D.

44 RESPONSES TO PROGRAM DEVELOPMENT PLAN

Bowling Green State University and Kent State University: these institutions had no campus experts to provide a review of the DPT from YSU. Bowling Green University, however, sent the following statement of support, which we appreciate: “I am supportive of this effort by our colleagues at YSU and look forward to the formal presentation of their proposal to the Regents Advisory Committee on Graduate Study.” Response to Cleveland State University: Since both PT programs (YSU and CSU) have lockstep curricula and use different curricular models, collaboration in the area of teaching is not anticipated. The PDP proposal does not supply adequate information for this reviewer to judge whether any faculty research collaborations may be possible in the future. While a formal structure is not in place, there is no reason to preclude opportunities to collaborate with CSU faculty on research in the future. In an effort to consolidate resources and stimulate external funding for Northeast Ohio research, discussion regarding shared interests is warranted and timely. Similarly, unless CSU is not interested, there may also be innovative mechanisms for teaching collaboration that could be discussed. Viewed as a regional endeavor, CSU comments are welcome. As a fully accredited entry-level PT program, YSU’s current MPT curriculum is required to meet these guidelines; therefore, it is assumed that adequate content (depth and breadth) in these behavioral science elements (such as verbal & written communication skills, health care team interaction and teaching skills, research/evidence-based practice knowledge base, administrative/management background) is integrated into the clinical science sequence of courses. CSU comments astutely identify both the introduction of behavioral content in early courses and the adequacy of content “threads” throughout remaining courses, which have earned accreditation approval. The PDP specifically targets four areas for additional focus in the proposal curriculum: differential diagnosis, complex/integrated decision making, evidence based practice, and clinical education. Differential diagnosis and complex/integrated decision making appear to be adequately addressed with the addition of new course work (Pharmacology & Imaging, Clinical Decision Making III & IV Advanced Cases – total of 7 additional hours). Again, the CSU reviewer has carefully identified our areas of increased focus and the introduction of this content. What will be more evident in complete course descriptions will be the continuation and elaboration of this content throughout the case-based components of the Clinical Decision Making Series of courses.

45

It is apparently not required for students to complete any type of capstone research project. Rather, this is an elective process. It is unclear how the curriculum will measure the increased competency expected in the area of evidence-based practice based on the information provided in the PDP. The brevity of the PDP has made it difficult for CSU to determine the capstone scholarly activity which, in fact, is required and not elective in the program. In fact, students are mentored throughout the Critical Inquiry series of courses to develop sound research questions, thorough literature searches, and methodology design which is instructor, peer, and advisor mentored. The student (individually) collects data and completes a prospective case report of publishable quality. The student then presents the case report to an audience of faculty, peers, and clinicians to discuss the refinement and development of the case report into a clinical research study. This mentored step enables the student to submit, as capstone accomplishments, both the case report and its development into a clinical research study. The clinical study is intended to be a long-term outcome of the program—accomplishment of clinical research in the clinical setting that serves to facilitate a research community outside the university. The elective research hours are to be utilized by those students whose projects consume larger amounts of time for data collection and/or faculty supervision; these hours enable one-on-one mentorship for those students ready for a higher level of research endeavor. In fact, the clinical research studies could, for these students, be completed prior to graduation. The area of clinical education is also unclear in the PDP. The clinical education portion of the curriculum appears to remain at 32 weeks of clinical experiences (Clinical Education IIV). This is a minimal time (number of weeks) for clinical education. However, the proposal states that a new course has been added. It is unclear, but suspected, that the course “Physical Therapy Specialty Applications” is actually a full-time clinical education experience. If so, the curriculum’s clinical education experiences would be expanded from 32 to 38 weeks, which is more consistent with level of supervised practice typical in DPT programs. Again, CSU assumptions are correct. The Specialty Applications course will provide additional clinical experience for 6 weeks. In addition, however, an additional 40 hours of the Community Applications course will be conducted in community settings. These will be learning experiences under PT supervision, thus further increasing non-classroom experience by an additional week, for a total of 39 weeks of clinical experiences. The content area of administration/management is typically identified as requiring additional focus by MPT programs transitioning to the DPT level. This area is not specifically mentioned in the PDP. However, it appears that the 3 hour course “Community Applications” and the one hour course “Healthcare Delivery” address this area.

46 The two mentioned courses are, in fact, primarily focused on administration and management. In addition, the program has a number of administrators and managers who will teach portions of didactic courses for administrative/management content. For example, Jim Benedict, director of rehabilitation at Forum Health System/Hillside Hospital, will assist in both labs and lectures to bring the “reality” of the administrator’s perspective into case-based scenarios and clinically-relevant clinical management issues. We thank the CSU reviewer for a thorough, fair, thoughtful review of our proposal. We will give serious attention to clarify each of the raised concerns in their review. Response to The Ohio State University The faculty at YSU appear to be in a period of fluctuation. Only 3 of the 6 have a doctorate, only 1 has the rank of Associate Professor and the Chair position is being filled by an interim. The program anticipates that the 3 other faculty will have their doctorate degrees by 2007 while they are transitioning the program to the DPT. This not only places a great burden on these emerging scholars but also calls to question whether there is a breadth and depth of expertise and scholarship to educate students at the doctoral level. By the end of 2007, 7 of 7 faculty will have earned doctorates. This is a well-credentialed faculty by national standards. The Chair position (previously interim) will be filled by Dr. Landgraff, an Associate Professor. The breadth and depth of expertise and scholarship for post-baccalaureate education (master’s or doctorate) are assessed by the same standards for accreditation, and the YSU program has met all criteria, with the highest level (10-year) accreditation awarded. This determination attests to the fact that YSU faculty resources meet and are therefore comparable to those of other accredited programs, including those offering the DPT. Scholarship is carefully monitored by the accrediting body, and YSU’s program will be no exception to the quality of scholarship expected in PT education. It is unclear whether they have the expertise in cardiovascular, pulmonary, geriatrics, integumentary and management/administration to provide the depth and breadth of content expertise for the new courses in differential diagnosis, complex case studies, and evidencebased practice at the level required for the autonomous practitioner. It is unlikely that one additional full-time faculty member and one Graduate Teaching Assistant could fulfill these needs. Again, the accreditation standards assure that all content areas are taught by the level of expertise necessary for PT post-baccalaureate education. With the current faculty approved as a post-baccalaureate program through these standards for accreditation the addition of another faculty member and a teaching assistant should be adequate. The curricular changes do describe whether there are capstone experiences to assess the highest level of educational outcomes for graduates of a DPT program, especially in differential diagnosis, complex case studies and evidence-based practice. For example, most physical therapy educational programs at the DPT level assess these outcomes through the completion of a terminal project. Appropriate mechanisms might include having students

47 complete a meta-analysis or systematic review of the literature on a topic, a case study/case report from a complex patient case, a clinical research project completed in small groups, or by a thesis using data from established databases. It is assumed that the reviewer intended to state that the changes “do not” describe the capstone, so this response will address the terminal project. Note the response to CSU for details. Beyond the suggestions provided, YSU students not only conduct individual case reports on complex patients but convert findings into a well-designed and mentored clinical research proposal. Students will be mentored to complete the clinical studies if feasible or will be provided with a clinical network to accomplish the study post-graduation. It is unclear how graduates will demonstrate the practice management expectations for social responsibility and advocacy indicated in the Normative Model of Physical Therapist Professional Education (2004). The DPT graduate should “advocate for access to health care, participate and show leadership in community organizations and volunteer service, and influence legislative and political processes.” Physical therapy educations programs utilize various models to accomplish this such as service learning, pro bono services, legislative activities, and health fairs to accomplish these objectives. We should clarify that the Community Applications course was designed specifically to address this recent but critical aspect of professionalism. Social responsibility and advocacy are currently integral to the MPT program through a focus on legislative and political processes. In the DPT program, the new aforementioned course will provide an in-depth community service learning experience and afford each graduate student with a diverse set of opportunities to learn and participate in meaningful activities. As a culminating learning experience, the program will host an advocacy event for the Bitonte College of Health and Human Services, highlighting their areas of interest and participation. All levels of advocacy will be represented: local, state, national, and international. Response to University of Cincinnati Although the four PT practice patterns are mentioned in the description of the proposed curriculum, it is not clear from the description of the curriculum or the course descriptions how these four areas will be covered. One of the most unique curricular aspects of the YSU program is the integration of the four PT practice patterns (musculoskeletal, neuromuscular, cardiopulmonary, and integumentary). The Clinical Decision Making series (I-IV) includes four team-taught, case-based courses predicated on the assumption that, for any given case, all body systems are inextricably affected and cannot be taught as discrete problems. While particular cases focus on one body system, the implications for other body systems are considered. The team-teaching process both necessitates and assures that students realize the non-compartmentalized nature of clinical practice. In summary, the practice patterns will continue to be taught in this manner

48 in the DPT program. In addition, the four areas of PT expertise are also applied to the lifespan courses of Pediatrics and Geriatrics. Other than these 5 courses (Histology and Lifespan Pathology, Pharmacology and Imaging, Critical Inquiry I: Planning, Healthcare Delivery, Community Applications), there does not seem to be a significant difference between the MPT and the DPT curriculum. The 5 new courses do not seem to add any additional course work in areas such as differential diagnosis - how will the DPT curriculum adequately prepare students to be “autonomous practitioners”? Will the content of the courses currently offered in the MPT program be expanded for the DPT curriculum? The five noted courses are pivotal to bring the content areas of future PT practice into the DPT curriculum. Histology, Pathology, Pharmacology, and Imaging are all relevant to differential diagnosis. What is omitted from the list, however, are the two additional courses added to the highest levels of the Clinical Decision Making (CDM) series. The 3 and 2 credits added to CDM III and IV, respectively, are primarily directed toward differential diagnosis. As for all transitioning programs, every course will be revised continuously to fulfill the profession’s vision statement. Because the YSU program transitioned to the MPT relatively recently, it is logical that our program’s content was more “ready” for the DPT transition than that of long-standing MPT programs. Additionally, the total number of semester hours (92) seems low. The total number of hours is slightly below average but well within the national DPT range of 74-163. (APTA 2005 Fact Sheet) The considerable variability of program hours is often attributable to the credit hours awarded to clinical education experiences and/or the lab components of courses. . What is the total number of weeks in clinical education? I did not see this specifically mentioned in the plan - I count 32 weeks which is the number of clinical weeks in the MPT Program. Do the courses, Community Applications and Physical Therapy Specialty Applications, include clinical placements? If so, do you have the clinical facilities to meet these specialized placements? See our response to Cleveland State University for details on clinical experiences. The clinical facilities available to the program for other placements will more than adequately address our additional placement needs. The course description for Critical Inquiry I: Planning mentions development of research design for case reports and research proposals, but I do not see any further mention of this in the curriculum. Will the students complete some type of capstone project? See our response to Cleveland State University for details on the capstone project.

49 There is mention of elective courses (Independent Study and Research) - when would these courses be taken? As previously noted, the research credit hours will be utilized by any student who has a research methodology or a data collection phase that exceeds the faculty workload for the Planning course. The variability of student projects will be equalized by utilizing the research hours. Thus, the student may take additional hours in any and all terms when he or she is conducting the capstone project. I agree that it is a good idea to hire outside consultants to review the proposed DPT program. There are two consultants listed at the end of the PDP. I think their input will be very helpful. Our program is appreciative for the time and expertise offered by our consultants. We expect our DPT program to be appreciably enhanced by their recommendations. The facilities listed do not seem to be adequate to accommodate the number of students enrolled in a 3 year doctorate program. For example, the teaching areas include one traditional classroom, one clinical lab, one technology classroom and one conference teaching area. Are there additional shared teaching spaces available to the program? I am most concerned about the lack of clinical lab space. I think it would be very difficult to run the proposed program with only one clinical lab. There are many other teaching spaces within the Bitonte College of Health and Human Services and across campus for our classes. Our clinical lab is scheduled to meet two classes’ needs because, in either term, the third class is in lecture only or is in clinical education. Finally, our facilities were considered by the recent accreditation on-site team and deemed adequate to meet all curricular expectations. There is no listing of the current faculty, academic qualifications, teaching responsibilities, etc. Who will be teaching the new courses? How will this affect faculty load? Note faculty curriculum vitae in Appendices A and A1. The Histology content will be taught by Dr. Mark Womble of the Biology Department (who teaches a 3 credit Histology course on campus). The Lifespan Pathology content will be taught by Dr. Iannucci, who teaches the other program Pathology course. The Imaging content will be taught by Ken Learman, with adjunct faculty assistance. The Pharmacology content will be taught by Dr. Jill Tall, who is a pharmacology researcher in the Biology Department. The Critical Inquiry: Planning course will be taught by Cathy Bieber Parrott, who is doctorally prepared in Research Methodology. Healthcare Delivery will be taught by Jim Benedict (current Hillside Rehabilitation Hospital Director) with assistance from other faculty. Community Applications will be taught by Drs. Iannucci and Landgraff. All faculty teaching in the Clinical Decision Making III and IV courses will be teaching the additional advanced cases. Faculty workload has been determined to be well-preserved with the additional faculty member, graduate assistant, and adjunct/part-time faculty (as needed).

50 Response to University of Dayton The total number of program credits (92-104) is lower than the national average of 114 for DPT programs (2005 APTA fact sheet). While the program is also somewhat below the national average with regard to clinical education hours (32 vs the national average of 36), these hours represent approximately 30% of the curriculum. The national average of clinical education compared to total curriculum is 20%. Therefore, it would be helpful for the full proposal to discuss in greater detail the rationale for the proposed ratio between the didactic and clinical education credits within the program, and how the curriculum will adequately prepare doctoral students with 92-104 credits. Please also describe the methods and tools that will be used for measuring outcomes. See our response to the University of Cincinnati for details on credit hours. In addition, the University of Dayton reviewer requests a rationale for the program’s credit hour total. The rationale is beyond the scope of a response document, but two salient points will be summarized here. First, many bachelors programs converted to master’s/doctorate without an actual change to graduate teaching-learning processes. The reduced hours per term in graduate study are predicated on increased graduate student preparation and considerable independent and/or small group work. Note the full-time status of 9 hours for graduate work vs 12 for undergraduates. The YSU faculty, facilitated by Dr. Iannucci’s doctoral expertise in curriculum and instruction, spent considerable time in the transition period identifying curricular processes to support a change in teaching methodology. Therefore, semester credit loads are comparable to (albeit higher) those at other university graduate programs and reflect a conscious effort on our part to move away from primarily lecture format to case-based and collaborative learning. This deliberative credit hour approach may further confound the clinical education percentage of program hours. The expectation for DPT programs to have 38 weeks of clinical education is the standard we have utilized (adding one week of community agency experience for a total of 39 weeks of experiences). Secondly, our program offers optional skill practice sessions (therefore without credit hours), which are scheduled as “open lab” time with full-time faculty. Based on team-teaching workload, faculty are scheduled to be present in open labs for two hours a week. While not mandatory, nearly all students attend each week. This time to practice skills affords supervision of psychomotor skill practice by 1-4 full-time faculty members, depending on skills being covered and the need for one-on-one mentoring. This alone would translate into 2 additional credit hours in the program. Finally, the accreditation process that assures the quality of all accredited PT educational programs has determined that our program’s curriculum and its outcomes have satisfactorily earned a 10-year approval. The standards of accreditation, applied to both master’s and doctoral programs, give serious regard to faculty and curricular issues such as time spent, workload, and outcome assessment.

51 The amount of information related to medical imaging and pharmacology is extensive. Therefore, it may be difficult to cover sufficient information pertaining to this area in a single course, Pharmacology and Imaging. We agree completely with the reviewer. It is for this reason that the introductory courses are given their own time and credit at the beginning of the program. The topics mentioned by the reviewer are continued throughout the remainder of the DPT, particularly in cases presented in the Clinical Decision Making (CDM) series of courses. In fact, the primary reason for the addition of “advanced” courses, added to CDM III (3 credits) and IV (2 credits), was to incorporate these topics and differential diagnosis into this course series. Our determination was to substantively change the program at the beginning and the end to set a foundation and to reach increased depth of learning in these important content areas. It would be helpful to describe in the full proposal the specific doctoral degrees held by each faculty member as well as the specific degree being sought by the doctoral candidate. This is an excellent comment by the reviewer, and the information is included in the CV’s in this full proposal (note pages). To summarize here: Ge, W. Giuffre, S. Iannucci, M. Landgraff, N. Learman, K. Parrott, C. Bieber Venglar, M.

Biomedical Engineering Higher Education Administration Education: Curriculum and Instruction Rehabilitation Science: Neurology Sports Medicine: Neuromuscular Control Research Methodology Neurologic Physical Therapy

The ~ 6000 square feet allocated to the program may not be adequate to meet the DPT program needs and faculty needs for scholarship. Additional detail on the plan for facilities and equipment available for faculty research would therefore be helpful. The current square footage has served the program adequately to date, and we do not anticipate any difficulty to continue to do so. In addition, the faculty research space needs are not extensive for several of the faculty. The two neurological faculty researchers utilize the area rehabilitation hospital for the majority of their access to clients and equipment. Ken Learman, who will complete his doctoral program next year, and Dr. Ge will share new research space on the second floor of Cushwa Hall to be available in Fall 2006, 666 square feet. Program space needs should be clarified to emphasize that: 1) in Fall term, the first-year students are not using clinical lab space; they have only Anatomy and Pathology lectures in the Department classroom. Anatomy dissection lab is at the medical college location and 2) in Spring term, the third-year students are in clinical education, so only two classes share our clinical lab space. Therefore, with only two concurrent classes ever utilizing the practice lab, scheduling is easily accomplished.

A1 - 1 Ge APPENDIX A1 – CURRICULUM VITAE - COLLECTIVE Weiqing Ge, Ph. D. Assistant Professor, Department of Physical Therapy Youngstown State University Youngstown, OH 44555 (330) 941-2702 [email protected] Education Ph. D. Biomedical Engineering Peking Union Medical College and Chinese Academy of Medical Sciences Beijing, China Thesis: The application of capacitance sensor in the measurement of dielectric property of biological tissue. 1992-1996 M.S. Biomedical Engineering Xi’ An Medical University, Xi’An, China Thesis: The development of a general purpose digital oscilloscope for biomedical measurement based on microprocessor. 1989-1992 B.S. Biomedical Engineering, Tianjin University, Tianjin, China Thesis: The qualification of infant EEG and the classification based on entropy. 1982-1987 Postdoctoral Training 1999-2001

Postdoctoral Research Associate, Department of Biomedical Engineering and Neurobiology, State University of New York at Stony Brook, Stony Brook, NY Project: Neural population mechanisms that encode noxious and non-noxious mechanical stimuli, The Whitaker Foundation (RG-97-0175)

1999

Postdoctoral Fellow, Department on Biomedical Engineering, Technion-Israel Institute of Technology, Haifa, Israel Project: Control of energy consumption in the cardiac muscle based on intracellular mechanisms, Germany-Israel Foundation for Scientific Research and Development

A1 - 2 Ge 1996-1998

Postdoctoral Researcher, Department of Occupational Health, Beijing Medical University, Beijing, China Project: The application of cardiokymography in the occupational medicine, National Postdoctoral Foundation of China

Professional Positions 2006

Assistant Professor, Department of Physical Therapy, Youngstown State University, Youngstown, OH

2003-Present Associate Research Scientist, Palmer Center for Chiropractic Research, Davenport, IA 2001-2003

Research Scientist/Research Assistant Professor, Department of Biomedical Engineering and Neurobiology, State University of New York at Stony Brook, Stony Brook, NY

1992-1996

Lecturer, Department of Biomedical Engineering, Xi’ An Medical University, Xi’ An, China

1987-1992

Teaching Assistant, Department of Biomedical Engineering, Xi’ An Medical University Xi’ An, China

Professional Organization Membership/Activity Biomedical Engineering Society IEEE Engineering in Medicine and Biology Society Society for Neuroscience Scholarship Current Grants/Funded Research Support “Vertebral Position Alters Muscle Spindle Sensitivity” Agency: National Institute of Health (5R01NS046818-02) Principal Investigator: Joel G. Pickar, D.C., Ph. D. Duration: 2003-2007 Award: $1,119,367 Total

A1 - 3 Ge “Function Roles of Integrins in Modulating Neural Responses of Mechanically Sensitive Neurons” Agency: National Institute of Health (1R21 NS051222-01A1) Principal Investigator: Partap Khalsa, D.C., Ph.D./Michael Hadjiagyrou, Ph. D. Co-Investigator: Weiqing Ge, Ph.D. Duration: 2006-2007 Award: $275,000 direct “Effect of Spinal Manipulation on paraspinal muscle during weightlessness” Agency: Palmer College Principal Investigator: Weiqing Ge, Ph. D Duration: 2005-2006 Award: $8,016 Grant Applications (Pending) “Function Roles of Integrins in Modulating Neural Responses of Mechanically Sensitive Neurons” Agency: National Institute of Health (1R21 NS051222-01A1) Principal Investigator: Partap Khalsa, D.C., Ph.D./Michael Hadjiagyrou, Ph. D. Co-Investigator: Weiqing Ge, Ph.D. Duration: 2006-2007 Award: $275,000 direct Grants/Funded Research Support “Muscle Nociceptor Encoding of Noxious Mechanical Stimuli” Agency: National Institute of Health (IR03 AR47144) Principal Investigator: Partap S. Khalsa, D. C., Ph. D. Co-investigator: Weiqing Ge, Ph. D. Duration: 2001-2004 Award: $225,750 Total “Capacitance Sensor for Electrical Impedance Tomography” Agency: New York State Centers for Advanced Technology (IID) Principal Investigator: Weiqing Ge, Ph.D. Duration: 2003-2004 Award: $40,000 Total

A1 - 4 Ge “Neural Population Mechanisms that Encode Noxious and Non-Noxious Mechanical Stimuli” Agency: The Whitaker Foundation (RG-97-0175) Principal Investigator: Partap S. Khalsa, D. C., Ph. D. Postdoctoral Research Associate: Weiqing Ge, Ph. D. Duration: 1997-2001 Award: $201,203 Total “Control of Energy Consumption in the Cardiac Muscle Based on Intracellular Mechanisms” Agency: Germany-Israel Foundation for Scientific Research and Development Principal Investigator: Amir Landesberg, M.D., D.Sc., Rafael Beyar, M.D., D.Sc. Postdoctoral fellow: Weiqing Ge, Ph. D. Duration 1997-1999 Award: DM 330,000 “The Application of EMG in the Patient Monitoring” Agency: Ministry of Public Health of China Principal Investigator: Weiqing Ge Duration: 1992-1995 Award: RMB 11,000 Peer Reviewed Abstracts - Selective Weiqing Ge, T.Cobb, Joel Pickar. Small changes in lumbar vertebral position alter paraspinal muscle spindle responsiveness Program No. 869.1. 2005 Abstract Viewer/Itinerary Planner. Washington, DC: Society for Neuroscience, 2005. Online. Weiqing Ge, T. Cobb, Joel Pickar. Changes in lumbar paraspinal muscle spindle response due to the history of vertebral position. Program No. 672. 13. 2004 Abstract Viewer/Itinerary Planner. Washington, DC: Society for Neuroscience, 2004. Online. Weiqing Ge, Partap S. Khalsa. Mechanical states encoded by muscle mechanonociceptors during stretch in isolated rat gracilis muscle. Program No. 62.9.2003. Abstract Viewer/Itinerary Planner. Washington DC: Society for Neuroscience, 2003. Online. Partap S. Khalsa, Weiqing Ge. Mechanical states encoded by muscle mechanonciceptors during indentation in isolated rat gracilis muscle. Program No. 46.1. 2002 Abstract Viewer/Itinerary Planner. Washington, DC: Society for Neuroscience, 2002. Online. Partap S. Khalsa, Weiqing Ge, and Michael Hadjiargyrou. Integrin alpha 2 beta 1 modulates neural responses of slowly adapting type I mechanoreceptors in rat, hairy skin. Society for Neuroscience Abstract, Vol 27, Program No. 392.3, 2001

A1 - 5 Ge Weiqing Ge and Joel Pickar. Short-lasting changes in vertebral position alter lumbar paraspinal muscle spindle sensitivity. ACC-RAC 2006 Annual Conference, Washington, DC 2006 Weiqing Ge and Joel Pickar. Static vertebral position alters lumbar paraspinal muscle spindle sensitivity. ACC-RAC 2005 Annual Conference, Las Vegas, NV 2005 Weiqing Ge. Thorkale stromverteilung bei der kardiokymografie mittels Bipolaren, kapazitiven transducers, Zusammenfassung der Tagungsbeitrage aus Dem Bereich Biomedizinische Technik, 1996 Weiqing Ge, Jie Jin and Zhaobin Hu. The development of a digital storagescope system for IBM PC. Abstracts of 2nd Far eastern Conference on Medical and Biological Engineering, Beijing, August 1993 Jie Jin, Lefeng Ren, Zhaobin Hu and Weiqing Ge. Isolated biomedical data Acquisition and digital storagescope for IBM PC. Proceeding of the Xi’ an Satellite Conference of 1991 World Congress on Medical Physics and Biomedical Engineering, Xi’an, July 1991 Weiqing Ge and Zhicheng Luo. The determination of optimal R-wave synchronized delay for step breath training. Proceeding of the Annual Conference of the Chinese Society of Biomedical Engineering, Beijing, October 1995 Weiqing Ge and Zhicheng Luo. An IBM PC/AT-based cardiokymograph detecting and analyzing system with high resolution. Proceeding of the Annual Conference of the Chinese Society of Biomedical Engineering, Beijing, October Weiqing Ge and Jie Jin. A DC-DC converter with high efficiency, proceeding of the 6 Conference of Shannxi Society of Biomedical Engineering, Xi’an, November 1989 Peer Reviewed Papers - Selective Weiqing Ge and Joel Pickar. The effect of paraspinal muscle history establishes within half second. Manuscript in preparation. Weiqing Ge and Joel Pickar. The effect of the amplitude of muscle history on paraspinal muscle spindle sensitivity. Manuscript in preparation. Joel Pickar, Paul Sung, Yuming Kang and Weiqing Ge. Thrust duration and amplitude of spinal manipulation are important determinants of neural responses from lumbar paraspinal muscle spindles. Journal of Applied Physiology. Manuscript submitted. Joel Pickar and Weiqing Ge. The classification of paraspinal muscle spindles. Manuscript in preparation.

A1 - 6 Ge Weiqing Ge, Cyndy Long, Joel Pickar. Vertebral position alters paraspinal muscle spindle responsiveness in the feline spine: effect of positioning duration. The Journal of Physiology. 569 (Pt 2): 655-65, 2005 Partap S. Khalsa, Weiqing Ge, and Michael Hadjiargyrou. The role of Integrin a.2~1 played in the modulating mechanoreceptor response. Neuroscience, 129: 447-459, 2004 Partap S. Khalsa and Weiqing Ge. Encoding oftensil stress and strain during stretch by muscle mechano-nociceptors in rat gracilis muscle. Muscle and Nerve, 30: 216-224, 2004 Weiqing Ge and Partap S. Khalsa. Encoding of compressive stress during indentation by Group III and Group IV muscle nociceptors in rat gracilis muscle. Journal of Neurophysiology 89: 785-792,2003 Weiqing Ge and Partap S. Khalsa. Encoding of compressive stress during indentation by slowly adapting, type I mechanoreceptors in rat, hairy skin. Journal of Neurophysiology 87: 16861693, 2002 Weiqing Ge, Zhicheng Luo, Jie Jin, Yecho Huang, Sheng Wang and Shijie Liu. Cardiokymograph system with a capacitance transducer and its preliminary application in the measurement of heart wall movement. Medical and Biological Engineering and Computing, 36(1), 22-26, 1998 Weiqing Ge, Sheng Wang, Shijie Liu and Zhicheng Luo. A method of detecting respiratory rate with a high-sensitivity capacitance transducer. Space Medicine and Medical Engineering, 12(2): 141-143, 1999 Weiqing Ge. A high-sensitivity capacitance sensor for cardiokymography. Chinese Journal or Medical Instrumentation, 20(6): 322-324, 1996 Weiqing Ge and Zhicheng Luo. The non-invasive detection of myocardial ischaemia: the clinic application of cardiokymograph. International Medical Devices, 2(7), 1996 Weiqing Ge, Zhicheng Luo, Jie Jin and Yecho Huang. Cardiokymograph detection, International Medical Device, 3(1), 1997 Weiqing Ge. Non-invasive measurement of heart wall motion: Principal and applications. Foreign Medical Sciences of Biomedical Engineering. 19(1): 20-28, 1996 Reviewer IEEE Transactions on Biomedical Engineering ACC-RAC Annual Conference Medical and Biological Engineering and Computing IEEE Transactions on Medical Imaging

A1 - 7 Ge Seminars - Invited “High sensitivity cardiokymography”, Department of Biomedical Engineering, Technion-Israel Institute of Technology, Haifa, Israel, 1999. “Integrin alpha1beta2 and its role on sensation of touch and pain”, Department of Biomedical Engineering, State University of New York at Stony Brook, NY, 2002. “Capacitance electrical impedance tomography”, Department of Radiology Research, Henry Ford Health System, Detroit, MI, 2003. “Short-lasting changes in vertebral position alter lumbar paraspinal muscle responsiveness,” faculty in-service, Palmer College, Davenport, IA, 2006 Service: University, College, Department Committees; Youngstown Community Committees Department of Physical Therapy Advisory

A1 - 8 Giuffre Suzanne M. Giuffre Assistant Professor, Department of Physical Therapy Youngstown State University Youngstown, OH 44555 (330) 941-3227 [email protected] Education Ed.D. Higher Education Administration (in progress-Doctoral Candidate) University of Pittsburgh, Pittsburgh, PA Planned completion – April 2007 M.S. Physical Therapy, concentration in Neurology Temple University, Philadelphia, PA 1997 B.S. Physical Therapy Daemen College, Amherst, NY 1992 Licensure/Certifications State of Ohio Ohio Occupational Therapy, Physical Therapy, and Athletic Trainers Board Physical Therapist, License # PT-07469 American Board of Physical Therapy Specialty Pediatric Certification, 2001 AIDS Education Certification, 1992 APTA Clinical Instructor Credentialing Trainer, 2004 APTA Credentialed Clinical Instructor, 2002 CPR Certification; American Heart Association

A1 - 9 Giuffre Professional Positions 1999-Present Assistant Professor, Department of Physical Therapy, Youngstown State University, Youngstown, OH 2005-Present Physical Therapist (Contract), Forum at Home, Youngstown, OH Pediatric Home Care 2004-2005

Interim Chair, Department of Physical Therapy, Youngstown State University, Youngstown, OH

1999-2004

Academic Coordinator of Clinical Education (ACCE), Department of Physical Therapy, Youngstown State University, Youngstown, OH

2004

Physical Therapist (Contract), Maxim Home Services, Youngstown, OH Home PT for a child with Spina Bifida

2002-2003

Physical Therapist (Contract), PT Services, Youngstown, OH Home PT for a child with Spina Bifida

1998-1999

PT Supervisor/Center Coordinator of Clinical Education (CCCE), Blick Clinic, Akron, OH; Pediatric PT

1996-1998

Physical Therapist/Clinical Instructor (CI), Blick Clinic, Akron, OH Pediatric PT

1993-1996

Physical Therapy CI, Temple University Hospital, Philadelphia, PA

1995-1996

Physical Therapist (pool therapist), Magee Rehabilitation Hospital, Philadelphia, PA; Rehab for patient with SCI, Head Injury, Amputee and CVA

1995-1996

PT Clinical Supervisor/CCCE, Temple University Hospital, Philadelphia, PA Program development: vascular, plastics and oncology

1993-1995

Physical Therapist (Contract), Albert Einstein Hospice, Philadelphia, PA Home care for patients who were terminally ill.

1994-1995

Physical Therapist (Weekend PT), West Jersey Hospital, Marlton, NJ

1994-1995

Physical Therapist (Senior PT), Temple University Hospital, Philadelphia, PA Physical Therapist (Contract), Medi-Force Home Care, Jenkintown, PA Home PT for patients with Medicare.

A1 - 10 Giuffre 1992-1994

Physical Therapist (Staff PT), Temple University Hospital, Philadelphia, PA Orthopedics, neurology, neurosurgery, vascular, plastics, oncology and cardiopulmonary

Professional Training/Workshops Conducted APTA CI Credentialing Course: YSU, Youngstown, OH, April 2006 OSU, Columbus, OH, March 2006 OPTA, Columbus, OH, October 2004 Transfers and Lifting Course. Summit County Training Collaborative, Akron, OH Annually, 1996-1999 Consultant/Advisory Easter Seals, Advisory Committee Member, 2001-Present Health Explorer’s Club, Advisor, 2001-2004 Eastern Ohio Health Education Network, Coordinator of PT presentations at area Junior High and High Schools, 2000 Youngstown State University, Academic Clinical Coordinator of Education Consultant, June-August 1999 Blick Clinic, Peer review and PT staff annual performance appraisals, 1998-1999 Blick Clinic, Child Check, 1996 Professional Development 2006

Fundamentals of Musculoskeletal Imaging for Physical Therapists, Youngstown State University, Youngstown, OH

2005

On My Own Two Feet-A Pediatric Balance Program, Columbus, OH Austism, Warren, OH Get a Leg Up: Lower Extremity Anatomy Review, Youngstown State University, Youngstown, OH

A1 - 11 Giuffre 2005

Seasoned Administrators Program for Excellence, Youngstown State University, Youngstown, OH APTA Combined Sections Meeting, New Orleans, LA

2004

Train-the-Trainer Course for APTA CI Education and Credentialing Program, Alexandria, VA Transitioning to the DPT: How it Affects PT Practice and Clinical Education, Findlay, OH APTA Combined Sections Meeting, Nashville, TN (Pre-conference session; Pharmacology: Focus on Acute Care) Academic Administrators Special Interest Group, Forum on Budgeting, St. Louis, MO

2003

Academic Administrators Special Interest Group, Forum on Faculty Scholarship, San Antonio, TX APTA Self-Study Course, Pre-conference at Combined Sections, Tampa, FL Ohio Physical Therapy Association Annual Meeting, Columbus, OH Pharmacology Review, Youngstown, OH

2002

CI Credentialing Course, Ohio Physical Therapy Conference, Columbus, OH Cardiac Refresher, EC District Meeting, Akron, OH Wound Care, FORUM Health System, Warren, OH New Gait Technology and Tools for your clinic, YSU, Youngstown, OH Ohio Physical Therapy Association Annual Meeting, Columbus, OH Focusing on Prevention and Fitness/Wellness for Staff and Students, Columbus, OH

2001

Current Concepts in Wound Healing, Virginia Beach, VA Ohio Physical Therapy Association Annual Meeting, Cincinnati, OH National Clinical Education Conference, APTA, San Francisco, CA

A1 - 12 Giuffre 2000

The Scholarship of Teaching, YSU, Youngstown, OH Reimbursement Risk & Fraud and Abuse in PT Practice: What Your Students Need to Know, Ohio Physical Therapy Association, Akron, OH Ohio Physical Therapy Association Annual Meeting, Akron, OH APTA Annual Conference, Indianapolis, IN Advanced Clinical Practice in Pediatric PT, Pediatrics section of the APTA, Boston, MA

1999

Communication, Intervention Strategies, and Legal Issues in Clinical Education. Ohio Physical Therapy Association, Toledo, OH Ohio Physical Therapy Association Annual Meeting, Toledo, OH Teaching at the College Level, University of Pittsburgh, Pittsburgh, PA

1998

M.O.V.E. Two-Day Course, (Mobility Opportunities via Education), Blick Clinic, Akron, OH

1997

Power Wheelchair Seminar, Children’s Hospital, Cincinnati, OH

1995

Making the Transition into Management, Cherry Hill, NJ Bone Marrow Transplant Conference, Temple University Hospital, Philadelphia, PA

1994

Focus on Hand Splinting, Boston, MA Dynamic Splinting and Orthotics, Children’s Hospital, Cincinnati, OH

1993

Clinical Education Workshop, Philadelphia Consortium of ACCEs, Philadelphia, PA Traveling Trauma Rounds, Temple University Hospital, Philadelphia, PA Traumatic Brain Injury Conference, Braintree Hospital, Boston, MA

A1 - 13 Giuffre Professional Organization Membership/Activity American Educational Research Association

2003-Present

American Physical Therapy Association

1992-Present

Current Section Membership Acute Care Section Education Section Academic Administrators Special Interest Group Clinical Education Special Interest Group Oncology Section Pediatric Section Committee Member for Membership Ohio Consortium of Physical Therapy Programs

1999-2004

Ohio Physical Therapy Association

1996-Present

Scholarship Current Projects Balance and Coordination Study at Rich Center for Autism (received $3,000 grant) Dissertation: Career Paths and Training of Physical Therapy Department Chairpersons (in data collection phase) Hippotherapy to increase Gross Motor Skills in a child with Down Syndrome (received $500 URC Grant) “Planning Sequential Instruction: Progressing Patient Complexity, Level of Independence and Efficiency,” co-authored with Marleen McClelland, YSU faculty. Submission to the Journal of Physical Therapy Education-was returned for revisions Presentations 2001

Positive Strategies for Clinical Education. YSU’s Annual Clinical Education Reception

2000

Use of the APTA Clinical Performance Instrument. YSU’s Annual Clinical Education Reception

A1 - 14 Giuffre Presentations-Invited 2006- Transfers, Gait and Body Mechanics. Department of Nursing, YSU 2005 2002

Modalities for Wound Care. FORUM Health Care System

2000

Physical Therapy in the Schools. Department of Education, YSU

Special Projects 2003- Data Collection for Longitudinal (7 year) Dental Hygiene Study 1999 1997

Thesis: Comparison of Fixed and Hinged AFOs on Gait in Children with Spastic Diplegia. (Applied for grant from APTA’s Pediatric Section-not funded)

1992

Research Project: Effects of Jacob’s Relaxation versus Visual Imagery for Decreasing Heart Rate and Blood Pressure

Service: University, College, Department Committees; Youngstown Community Committees University Internship Advisory

2001-2004

College of Health and Human Services College Curriculum Chair Dean’s Advisory Council

2000-Present 2003-Present 2000-2005

Department of Physical Therapy Academic Appeals Panel Admissions Advisory Curriculum Review Faculty Search Chair Library Scholarship

2002-2003

A1 - 15 Giuffre Program Service PT Student Advisor

1999-2006

Student PT Association Advisor

1999-2006

Public Service-Youngstown Community Annual Events Balance Screenings at Chamber of Commerce Event

2003

Clinical Education Reception Help Me Grow Parent Talk, “The Importance of Play” LPGA Volunteer

2005 2004

Marquette Challenge (Fundraising for PT Research) PT Month Events Fitness Talks Where There’s a Wheel There’s a Way (Accessibility Awareness)

2004-2005

Transfers & Lifting In-service (Home Instead Senior Care)

2004

Women in Science

2004-2005, 2001-2002

Special Projects ACCE

1999-2004

Development of the DPT

2005-Present

Pediatric Equipment Loan Program

2003-Present

Self-study for Re-accreditation

2003-2004

A1 - 16 Giuffre University Service B.S./M.D. Interviews

2003-2005

Fitness and Wellness Expo

2003

SOAR (Student Orientation And Registration)

2001-2006

Student Mentor (med student)

2000-2002

University & College Open Houses

1999-2005

A1 - 18 Iannucci Marleen Iannucci Associate Professor, Department of Physical Therapy Youngstown State University Youngstown, OH 44555 (330) 941-2419 [email protected] Education Ph.D. Education, Curriculum and Instruction Ohio State University, Columbus, OH 1990 M.S. Allied Medical Professions Ohio State University, Columbus, OH 1986 B.S. Physical Therapy Marquette University, Milwaukee, WI 1979 B.A. English Kent State University, Kent, OH 1973 Licensure/Certifications State of Ohio Ohio Occupational Therapy, Physical Therapy, and Athletic Trainers Board Physical Therapist, License # PT-03286 Professional Positions 1998-Present Associate Professor, Department of Physical Therapy, Youngstown State University, Youngstown, OH Tenure Granted 2003 1999-2004

Chairperson, Department of Physical Therapy, Youngstown State University, Youngstown, OH Chairperson Research Professorship, 2002-2003

A1 - 19 Iannucci 1991-1997

Assistant Professor, Tenured, School of Physical Therapy, College of Health and Human Services, Ohio University, Athens, OH

1991

Acting Director, School of Physical Therapy, Ohio University, Athens, OH September-December

1986-1991

Physical Therapist (Contingent), Riverside Methodist Hospital, Columbus, OH Hospital and outpatient clinic settings

1984-1985

Physical Therapist, Eastside Physical Therapy, Columbus, OH MR/DD group homes and skilled nursing facilities

1980-1982

Physical Therapist, Nathaniel Witherall, Greenwich, CT Skilled nursing facility

1979-1980

Physical Therapist, Northwest General Hospital, Milwaukee, WI Acute care

Consultant/Advisory Easter Seals, Board of Directors, 2004-2006 Advisory Committee Member, 2001-2004 Health Explorer’s Club, Advisor, 2001 Rich Autism Center, University Advisory Council, 2001 Hunter College of the City University of New York, Physical Therapy Program, Consultant, 1999 University of Mary, Physical Therapy Program, Consultant, 1999 Clarke College, Physical Therapy Department, Consultant, 1997 Muskingum Area Technical College, Reader for Declaration of Intent, 1995-1996 Ohio University-Lancaster, Health Sciences Advisory Board, 1994-1996 Hopewell Early Intervention Program, Program Evaluation, 1994 American Educational Research Association Division I: Education in the Professions, Conference Proposal Reviewer, 1991-1993

A1 - 20 Iannucci New York University and New York Public Library System, Conference Evaluation Project Team Leader, 1989 Honors/Awards Chair Leadership Award, YSU

2000-2001

Who's Who in America, 55th (2000-01), 57th (2002-03) and 58th (2003-04); Marquis Who's Who in Medicine and Healthcare, 2nd (1998) and 3rd (2000); Marquis Professional Development (Selective) 2006

NVivo 7 Qualitative Data Analysis Software Workshop, Cedarville University Combined Sections Meeting, APTA, San Diego, CA Radiology for Physical Therapists, McGinnis, L., YSU

2005

People to People Program – Delegation to Russia and Poland (Sept 2005) Review of Anatomy and Orthopedic Special Tests of the Lower Extremity, YSU, PT Dept

2003

Academic Administrators Special Interest Group, Forum on Faculty Scholarship, San Antonio, TX APTA Annual Conference, Washington DC March on Washington for Medicare Direct Access (with 5 students) Update for On-site Team Members, APTA Department of Accreditation Geriatric Pharmacology, Charles Ciccone Pharmacology, Charles Ciccone, YSU PT Department, Youngstown, OH Alzheimers Disease and Dementia, Hillside Rehabilitation Hospital, Warren, OH Combined Sections Meeting, APTA, Tampa, FL

2002

Accreditation Site Visit Team Leader Training, Cincinnati, OH Ohio Physical Therapy Association Annual Conference, Columbus, OH

A1 - 21 Iannucci 2001

Ohio Physical Therapy Association Annual Conference, Columbus, OH Combined Sections Meeting, APTA, San Antonio, TX

2000

APTA Annual Conference, Indianapolis, IN The Scholarship of Teaching, YSU, Youngstown, OH Ohio Physical Therapy Association Annual Conference, Columbus, OH

1999

Chairperson’s Retreat, YSU, Youngstown, OH Academic Administrators Annual Meeting, Chicago, IL Clinical Education Conference, APTA, Orlando, FL

1998

APTA Annual Conference, Philadelphia, PA Combined Sections Conference, APTA, Boston, MA

1996

3rd International Qualitative Health Research Conference, Bournemouth, England Accreditation On-Site Evaluator Workshop, Commission on Accreditation in Physical Therapy Education (CAPTE), Alexandria, VA Educational Consultant Training Workshop, APTA, GA APTA Combined Sections, Atlanta, GA, with Pre-Conference Session: ADA and PT

1995

World Congress in Physical Therapy, Washington, DC Current Concepts in Wound Healing, Columbus, OH Ohio Physical Therapy Association Conference, Columbus, OH

1994

Fundamentals of Radiology, Erie, PA APTA Annual Conference, Toronto, Canada 2nd International Qualitative Health Research, Hershey, PA Managed Care & Reimbursement, Ohio Chapter American Physical Therapy Association, Columbus, OH

A1 - 22 Iannucci 1993

Early Intervention Services, Northeast Universities Faculty Training Institute, Columbus, OH Academic Administrators Issues Forum, Section on Education, APTA, St. Louis, MO Prosthetic Gait Training for Lower Extremity Amputees, Parkersburg, WV Developing Reflective Practitioners, Medical College of Ohio, Toledo, OH APTA Annual Conference, Cincinnati, OH

1992

Post Baccalaureate Degree Entry-Level Curricular Content, Education Section, APTA, Chicago, IL American Educational Research Association (AERA) Annual Conference, San Francisco, CA APTA Annual Conference, Denver, CO Strategies for Women in Management, Ohio University, Athens, OH

Professional Organization Membership/Activity American Educational Research Association

1985-Present

American Physical Therapy Association

1980-Present

Current Section Membership Education Section Academic Administrators Special Interest Group Geriatric Section Health Policy, Legislation and Regulation Section Cross-Cultural and International Special Interest Group Research Section Consultant Accreditation On-Site Evaluator Accreditation Team Leader

1996-Present 2002

Marquette Challenge Faculty Representative Coordinate student fundraising for research

1993-1995; 1998; 2001; 2003

A1 - 23 Iannucci Ohio Physical Therapy Association Conference Committee Chair, 1992 Student Conclave Chair, 1992

1983-Present

Scholarship Current Projects Center for Movement and Health: Developing an Educational Approach to Rehabilitation for Persons with Chronic Disability Condition Chronicity and Perception of Patient Responsibility: Influence on Communication, Time Utilization, and Patient Satisfaction (manuscript in preparation) Bieber Parrott, C. & Iannucci, M. Using Cognitive Interviews to Improve Assessment Items. Cambridge Scholars Press. Accepted for publication; book chapter. Women with Multiple Sclerosis Living Independently in the Community: The Discourses of Public Policy and Their Lived Experiences Grants/Funded Research Support Research Assistant, An Ethnographic Perspective: Environment/Task Demand and Individual Capacity for Emergency Medical Service Delivery; in collaboration with Rural Metro, Youngstown, OH, $900, 2003-2004 Interdisciplinary Clinical Research Grant, Ohio University College of Osteopathic Medicine Rural Early Intervention Services: A Needs Assessment, $6576, 1997 Ohio University Research Committee (OURC) Grant The Context of Therapeutic Horseback Riding: An Ethnographic Study of an Activity-Based Pediatric Physical Therapy Intervention, $6500, 1995 Ohio Association for the Education of Young Children (OAEYC) Macroethnography of Integrated Physical Therapy in an MR/DD Preschool, Student Research Grant (Advisor), $700, 1991 Foundation for Physical Therapy Doctoral Dissertation: The Discourse of Interdisciplinary Assessment: Toward a Biosocial Model, $3000 Doctoral Research Award, 1990

A1 - 24 Iannucci Journal/Manuscript Reviewer Qualitative Health Research, 1991-Present Slack, March 2003 Presentations-Invited 2003

The Social Construction of a Diagnosis, Moment by Moment, Sentence by Sentence. Ohio Department of Health, Help Me Grow, October Sociolinguistics—Do Your Patients Hear What You Want Them to Hear? Forum Health, Rehabilitation Continuing Education Series, September Meeting the Needs of Students with Disabilities, Chairperson’s Workshop 2003, September

2001

Impact of Early Intervention—A Team Perspective, Second by Second, Sentence by Sentence. Ohio Department of Health, Help Me Grow, August Before Modifying the Home: Role and Tasks of the Elderly, Invited Speaker. District XI Area Agency on Aging, Inc. and Eastern Ohio Area Health Education Network, Youngstown, OH, March

2000

Promoting Professional Behaviors: Making the Implicit Explicit, Invited Speaker. Clinical Educators Workshop, Kent State University, East Liverpool, OH, October Ergonomics for Dental Hygienists, Invited Speaker. YSU

1999

Ohio Project: Program Research Activities, Invited Speaker. Ohio Physical Therapy Association, Columbus, OH

1998

Symposium: Qualitative Approaches to Research Questions: Sociolinguistics, Invited Speaker. Section on Research, APTA, Combined Sections Conference, Boston, MA, February

1995

Use of Qualitative Research Methods to Expand Understanding of Physical Therapy Practice and Outcomes. Pre-Conference Session, World Confederation for Physical Therapy, Philadelphia, PA, June Language Use in the Clinical Setting, Invited Speaker. Ohio Society of Radiologic Technologists, Columbus, OH, April

1994

Sociolinguistic View of Teaching-Learning Processes. Faculty Development Workshop, Central Ohio Technical College, Newark, OH, September

A1 - 25 Iannucci 1994

Improving Your Clinical Instructor Skills. Clinical Instructors/Cooperating Teachers, Central Ohio Technical College, Newark, OH, June

1992

Qualitative Analysis: Multiple Data Sources, Invited Speaker. Preconference, American Educational Research Association (AERA) Annual Conference, San Francisco, CA, April

1991

The Discourse of Interdisciplinary Assessment, Invited Speaker. Research Forum, Nisonger Center, Columbus, OH, May The Discourse of Interdisciplinary Assessment, Invited Speaker. FACT Clinic, Nisonger Center, Columbus, OH, April

Presentations-Platform (Submitted, Accepted) 2006

Using Cognitive Interviews to Improve Assessment Items. 18th Annual Conference on Ethnographic and Qualitative Research in Education. (co-presented with Cathy Bieber Parrott); selected for publication by Cambridge Scholars Press (in press)

2002

Comprehension of Physical Therapy Terminology by Parents in Individual Educational Plan (IEP) Meetings. June 2002 APTA Conference, (co-author presented, Burr Wellington, YSU alumni)

1999

The Discourse of Women with MS: A Group Home Experience. APTA Annual Conference, Washington, DC, June

1996

The Structure and Process of Interprofessional Decision Making. International Qualitative Health Research Conference, Bournemouth, England, October

1995

The Language and Culture of Health Care: A Sociolinguistic Approach to Practice, Education, and Research. World Confederation for Physical Therapy, Washington, DC, June The Social Construction of Diagnosis. World Confederation for Physical Therapy, Washington, DC, June

1993

Discourse Between Professionals and Parents: A Sociolinguistic Conflict of Purpose, Process, and Power. APTA Annual Conference, Cincinnati, OH, June Patient Education: What They Didn't Teach in PT School. APTA Annual Conference, Cincinnati, OH, June

1991

Sands, R. G. and McClelland, M., Emic and Etic Perspectives and Ethnographic Research on Interdisciplinary Teams. National Association of Social Work and National Institute of Mental Health, Albany, NY, August

A1 - 26 Iannucci 1991

The Missing Voice in Interdisciplinary Communication (with R. G. Sands). Twelfth Annual University of Pennsylvania Ethnography in Education Research Forum, Philadelphia, PA, February

1990

Interdisciplinary Communication: Dynamics and Demands. Collaborative Research in Allied Health Conference, Columbus, OH, October Interdisciplinary Communication: An Ethnographic Perspective. Twelth Annual Interdisciplinary Health Care Team, Indianapolis, IN, September

1989

The Emic-Etic Distinction in Ethnographic Research: An Interdisciplinary Perspective (symposium), Tenth Annual University of Pennsylvania Ethnography in Education Research Forum, Philadelphia, PA, February

1988

Conflict in the Interdisciplinary Team (with R. G. Sands & J. Stafford). Tenth Annual Interdisciplinary Health Care Team Conference, Toledo, OH

1987

Curriculum Revision: Delphi Method. Ohio Chapter American Physical Therapy Association Conference, Columbus, OH

Presentations-Poster (Submitted, Accepted) 1999

A Rural Family Centered Intervention Project: An Integrated Model for Practice, Education, and Research. McClelland, M., Hickenbottom, R., & Kinnison, K. APTA Combined Sections Conference, Atlanta, GA, February

Publications—Peer Reviewed (unless indicated) Abstract/Conference Proceedings McClelland, M. I., Peddie J., Shine M. (1999). The Discourse of Women with Multiple Sclerosis: A Group Home Experience. Physical Therapy, 79 (5), S78. McClelland, M., Hickenbottom, R., Kinnison, K. (1995). A Rural Family Centered Intervention Project: An Integrated Model for Practice, Education, and Research. Pediatric Physical Therapy 7:201. McClelland, M., (1990). Interdisciplinary communication: dynamics and demands. Collaborative Research in Allied Health Conference, Proceedings, pp. 41-49. McClelland, M., (1990). Interdisciplinary communication: an ethnographic perspective. 12th Annual Interdisciplinary Health Care Team Conference, Proceedings.

A1 - 27 Iannucci Articles Guiffre, S. & Iannucci, M. (2006). A Heuristic Approach to Sequencing Clinical Education Experiences: Progressing Case Complexity, Assistance, and Efficiency. Revised and Re-submitted to the Journal of Physical Therapy Education; in review Green, J. L. & McClelland, M. (1999). What difference does the difference make? Understanding difference across perspectives (Invited issue discussant). Discourse Processes, Special Issue with CD-ROM, 27, 219-230. McClelland, M.I. & Sands, R.G. (1993). The missing voice in interdisciplinary communication. Qualitative Health Research, 3, 74-90. Sands, R.G., Stafford, J., McClelland, M., `I beg to differ': conflict in the interdisciplinary team. Social Work in Health Care, 14(3) 55-72, 1990. Book/Book Chapters Bieber Parrott, C. & Iannucci, M. (paper selected from Ethnographic and Qualitative Research in Education 18th Annual Conference; in press). Using Cognitive Interviews to Improve Assessment Items. Cambridge Scholars Press. McClelland, M. I. & Sands, Roberta. (2002). Interprofessional and Family Discourses: Knowledge, Voices & Practice, Hampton Press, Cresskill, New Jersey. ISBN: 1-57273401-9/1-57273-402-7. Sands, R.G. & McClelland, M. (1994). Emic and etic perspectives in ethnographic research on the interdisciplinary team. In E. Sherman & W. Reid (Eds.) Qualitative Research in Social Work, pp. 32-41, New York: Columbia University. Service: University, College, Department Committees; Youngstown Community Committees University Chairs Development Committee Emergency Sick Leave Committee Chair Teaching Development Committee University Research Council Grant Application Reviewer

2000-2004 2000-2004 2003-2004 2000-Present 2000-2001

A1 - 28 Iannucci College of Health and Human Services Academic Chairpersons Dean’s Advisory Council General Education Graduate Curriculum Internal Program Review Department of Physical Therapy Academic Appeals Panel Admissions Curriculum Physical Therapy Advisory Policies and Procedures

1999-2004 1999-2004 1998-1999 2003-2004 2003-2004 1998-Present

Public Service (selected events per year)-Youngstown Community Annual Events Easter Seals (Various fundraising and community activities) Marquette Challenge (Fundraising for PT Research) Where There’s a Wheel There’s a Way (Accessibility Awareness) Long-Term Care Ombudsman Program Volunteer

2006

Goodwill Reading Radio for the Blind

2006

Fitness Talks to area schools

2005-2006

Lincoln Place minority student visit

2004

Easter Seals Walk With Me Event

2003

Alzheimer’s and Epilepsy

2002

Fitness Clinic for National Black Caucus of State Legislators

1998

Ursuline High School Career Day

1998

Women in Science

1998

A1 - 29 Iannucci Special Projects Center for Movement and Health

2003-Present

Pediatric Equipment Loan Program

2003-Present

Rural Metro Ambulance

2003-2004

University Service--Selected Fitness and Wellness Expo

2000-2003

Marshal, Summer Commencement

2001

Ursuline High School Career Day

1999

Ohio Project--Clinical Research, Program Report

1999

Reader, Summer Commencement

1998

A1 - 30 Landgraff Nancy Crum Landgraff Associate Professor, Department of Physical Therapy Youngstown State University Youngstown OH 44555 (330) 941-2703 [email protected] Education Ph.D. Health and Rehabilitation Sciences Clinical Neuroscience (emphasis) University of Pittsburgh, Pittsburgh, PA 2004 M.S. Health Science, concentration in Neurologic Dysfunction University of Florida, Gainesville, FL 1988 B.S. Physical Therapy, Summa Cum Laude University of Pittsburgh, Pittsburgh, PA 1982 Licensure/Certifications State of Ohio Ohio Occupational Therapy, Physical Therapy, and Athletic Trainers Board Physical Therapist, License #PT-03108 Commonwealth of Pennsylvania Department of State Bureau of Professional and Occupational Affairs Physical Therapist, License #PT-013419-L Neurodevelopmental Treatment of Adult Hemiplegia (NDT), certified 1984 CPR Certification; American Heart Association

A1 - 31 Landgraff Professional Positions 2006

Chairperson, Department of Physical Therapy Youngstown State University, Youngstown, OH

2005-Present Associate Professor, Department of Physical Therapy Youngstown State University, Youngstown, OH 2005-2006

Interim Chairperson, Department of Physical Therapy, Youngstown State University

1997-2004

Assistant Professor, Department of Physical Therapy, Youngstown State University, Youngstown, OH; Adult rehabilitation and clinical neurology Tenure Granted August 2004

1998

Interim Chairperson, Department of Physical Therapy, Youngstown State University, June-December

1994-1997

Senior Clinician, Physiotherapy Associates/Advanced PT, Boardman, OH; Neurologic and orthopedic clients, PACE arthritis instructor, temporomandibular joint dysfunction

1992-1994

Office Manager/Clinic Director, Burch Rhodes and Loomis/Physiotherapy Associates, Baltimore, MD; Developer of company neuroplex Acting Director/Director of PT, University of Maryland Medical System, Montebello Rehabilitation Hospital, Baltimore, MD; Adult Rehabilitation Associate Director of PT, University of Maryland Medical System, MIEMMS/Montebello Rehabilitation Hospital, Baltimore, MD; Staff development and education in Adult Rehabilitation and Trauma Private Practitioner, Burch, Rhodes & Loomis, P.A., Glen Burnie, MD Graduate Teaching Assistant, Department of Physical Therapy, University of Florida, Gainesville, FL Physical Therapist, Youngstown Physical Therapists Inc, Youngstown, OH

1985-1987

Supervisor of PT, Southside Medical Center, Youngstown, OH Staff PT, Southside Medical Center, Youngstown, OH; Senior Rehabilitation Therapist 1983-1985

A1 - 32 Landgraff Private Practitioner, Youngstown Physical Therapists, Inc., Youngstown, OH Consultant/Advisory PT Consultant, Forum Health, Hillside Rehabilitation Hospital, Warren, OH

1997-Present

Professional Development 2006

APTA Annual Conference, Orlando, FL International Stroke Conference 2006, Kissimmee, FL Coordinator, Stroke: Fourth Annual Update: Medical Perspectives and Therapeutic Interventions, Youngstown, OH Educational Leadership Spanning Classroom and Clinic: Solving Problems, Creating Solutions. APTA Education Section and Academic Administrators SIG Pasadena, CA Protecting Human Subjects in a Changing Research Environment, Youngstown, OH III Step. Summer Institute on Translating Evidence into Practice: Linking Movement Science and Intervention, Salt Lake City, UT

2005

International Stroke Conference 2005, New Orleans, LA

2004

APTA Annual Conference, Chicago, IL. Concentrated Education Series: Advances in Stroke Rehabilitation Co-Coordinator, Stroke: Third Annual Update: Medical Perspectives and Therapeutic Interventions, Youngstown, OH

2003 APTA Preview 2020, Las Vegas, NV Grappling with Grants by the Ohio Hospital Association, Dublin, OH APTA Annual Conference, Washington DC 2002

Co-Coordinator, Operation Stroke, 2nd Annual Update: Medical Perspectives and Therapeutic Interventions, Youngstown, OH 27th International Stroke Conference, San Antonio, TX

A1 - 33 Landgraff 2001

Stroke Update 2001, Medical and Surgical Management for Stroke Prevention, Pittsburgh, PA Co-coordinator, Stroke: Medical Perspectives and Therapeutic Interventions, Youngstown, OH Symposium of the International Society for Posture and Gait Research: Control of Posture and Gait, Maastricht, Netherlands Constraint Induced Therapy: Clinical Applications, Pittsburgh, PA Emerging Issues in Stroke Care, Pittsburgh, PA 26th International Stroke Conference, Fort Lauderdale, FL

2000

UPMC Stroke Institute Update 2000: Intracerebral Hemorrhage, Pittsburgh, PA APTA–Combined Sections, New Orleans, LA Fifth Annual Symposium on Applied Physiology of the Peripheral Circulation: Cerebral Blood Flow: Mechanisms of Ischemia, Diagnosis and Therapy (UPMC Scientific Committee), Pittsburgh, PA

1999

APTA Annual Conference, Washington, DC Ohio Physical Therapy Association Annual Conference, Columbus, OH

1998

APTA Annual Conference, Orlando, FL Ohio Physical Therapy Association Annual Conference, Columbus, OH The Practical Management of Spasticity, Dr. Susan H. Pierson, Heather Hill Hospital, Cleveland, OH

1997

“Orthobicize”, Anita Greenhaus, PT, Ohio State Annual Conference, Columbus, OH

1995

Principles of Manual Medicine, Philip Greenman, DO, Michigan State University

1994

NIH Consensus Development Conference on Total Hip Replacement, National Institute of Health, Rockville, MD Strain and Counterstrain, Lawrence Jones DO, F.A.A.O., Randall S. Kusunose, PT, O.C.S., Annapolis, MD

A1 - 34 Landgraff 1993

The Dizzy Patient: Assessment and Treatment of Balance Disorders and Vertigo, Susan Herdman, Ph.D., PT, APTA of Maryland Annual Meeting, Solomon's Island Limb Lengthening and the Ilizarov Method, John Herzenberg, M.D., Anil Bhan, PT, APTA of Maryland Annual Meeting, Solomon's Island People with Arthritis can Exercise (PACE) Instructor Training, Arthritis Foundation, Baltimore, MD Chain Reaction, Gary Gray, Baltimore, MD

1992

Critical Elements for Successful Lower Extremity Bracing in CNS Dysfunction, Susan Ryerson, PT, Rockville, MD Musculoskeletal Analysis and Treatment of the Neck, Shoulder Girdle and Upper Trunk, Florence Kendall, PT and Shirley Sahrmann, PT, Ph.D., Baltimore, MD

Honors and Awards Distinguished Professor for Scholarship (YSU)

2005-2006

Professional Organization Membership/Activity American Heart/American Stroke Association

2001-Present

American Physical Therapy Association

1982-Present

Current Section Membership Neurology Section Education Section Ohio Physical Therapy Association Public Relations Chairperson State and East Central District

1996-Present 1996-1999 1996-Present

A1 - 35 Landgraff Scholarship Current Projects Electrical Stimulation and Functional Task Practice in the Treatment of the Hemiparetic Arm in Acute Stroke. Urinary Incontinence in Acute Stroke. Retrospective Chart Review. Forum Health/Hillside Rehabilitation Hospital. Warren, OH; Data collection ongoing. Functional Outcomes in Patients with Carotid Artery Occlusion. Long-Term (12 month) Followup study. University of Pittsburgh Medical Center, Pittsburgh, PA; and Forum Health/Hillside Rehabilitation Hospital. Warren, OH; Data collection ongoing. Cognitive and Physical Performance in Patients with Asymptomatic Carotid Artery Stenosis and Occlusion. University of Pittsburgh, Pittsburgh, PA. Data Collection ongoing, manuscript in preparation. Development of a Stroke Database using the Comprehensive Toolbox for Stroke. Forum Health/Hillside Rehabilitation Hospital. Warren, OH; Data collection ongoing. Grant Applications (Pending/In preparation) Stroke Risk Predictors in Asymptomatic Carotid Stenosis. Primary Investigator. In collaboration with University of Pittsburgh Stroke Institute. Applied to NIH. Donepezil for Post-Stroke Cognitively Impaired Rehabilitation Elderly. Co – PI. In collaboration with Dr. Ellen Whyte, University of Pittsburgh Psychiatry Department. R01 in development. Grants/Funded Research Support Recipient of the University Council Research Grant for: Electrical Stimulation and Functional Task Practice in the Treatment of the Hemiparetic Arm in Acute Stroke, $4000 Recipient of the University Council Research Grant for: Functional Outcomes in Patients with Carotid Artery Occlusion, $3800, 2005-2006 Recipient of the University Council Research Grant for: Functional Outcomes in Patients with Carotid Artery Occlusion, $5000, 2004-2005 Recipient of the University Council Research Grant for: Application of Gymnastic Loading Principles to an Adult Female Diagnosed with Osteopenia, $500

A1 - 36 Landgraff Recipient for Student Research Assistant for: Functional Outcomes in Patients with Carotid Artery Occlusion. and Development of a Stroke Database at Hillside Rehabilitation Hospital,2002-2003, 2003-2004, 2004-2005, 2005-2006 Recipient for Student Research Assistant for: Assessment of Outcomes in Clients with Cerebral Aneurysms – Depression and Self-Assessment of Abilities, University of Pittsburgh Medical Center, Pittsburgh, PA, 2001-2002 Recipient for Student Research Assistant for: A Comparison of Function and Gait Abilities of Clients with Hemiplegia in Solid Ankle Foot Orthosis (SAFO) vs. An Articulating Ankle Foot Orthosis (AAFO), 1999-2000; 2000-2001 Neuroplasticity-A Research Retreat, APTA, Newport, Rhode Island, Recipient, Advanced Studies Money-YSU, August 1998 Journal/Manuscript Review Kingsley – Concise Text of Neuroscience, 2e, 2004 Clinical Electrotherapy 3rd Edition, 2002 Presentations-Invited 2004 Implementation of the Functional Toolbox for Stroke. XiXi Nursing Research Symposium, Youngstown, OH 2002

Physical Management of the Patient with Hemiplegia, Operation Stroke 2nd Annual Update: Medical Perspectives and Therapeutic Interventions, American Heart Association, Youngstown, OH

2001

Outcomes in Stroke Care, Stroke: Medical Perspectives and Therapeutic Interventions, Forum Health, Youngstown, OH Motor Learning Applications to a Patient with Traumatic Brain Injury, Constraint Induced Therapy Clinical Applications, University of Pittsburgh, Department of Occupational Therapy

2000

Comprehensive Approach to Stroke, Hospital-wide In-service, Forum Health, Hillside Rehabilitation Hospital, Warren, OH

1989

PT Perspectives in the Management of the Brain Injured Adult, Bridging the Gap from Acute Care to Rehabilitation, Hillside Rehabilitation Hospital, Warren, OH

A1 - 37 Landgraff Presentations-Poster (Submitted) 2005

Landgraff NC, Whitney SL, Rubinstein EN, Yonas H, Use of the Physical Performance Test in Patients with Asymptomatic Carotid Artery Disease to Assess Preclinical Disability, APTA Combined Sections, San Diego, CA (not accepted).

Presentations-Poster (Submitted, Accepted) 2006

Landgraff NC, Passek L, Mauch T, Slaughter J, Kerns GJ. Implementation of the Comprehensive Assessment Tool Box for Stroke in a Stroke Center of Excellence. Poster Presentation, International Stroke Conference, Kissimee, FL

2005

Landgraff NC, Whitney SL, Rubinstein EN, Yonas H, Cognitive and Physical Performance in Patients with Asymptomatic Carotid Artery Disease, Poster Presentation, International Stroke Conference, New Orleans, LA

2004

Implementation of the Comprehensive Assessment Tool Box for Stroke Patients, 30th Annual Educational Conference Association of Rehabilitation Nurses, Atlanta, GA Implementation of the Comprehensive Assessment Tool Box for Stroke Patients, XI Xi Chapter Sigma Theta Tau International Nursing Research Symposium, Youngstown State University, Youngstown, OH

2002

Assessment of Outcomes in Clients with Cerebral Aneurysms–Depression and SelfAssessment of Abilities, 27th International Stroke Conference, San Antonio, TX A Comparison of Function and Gait Abilities of Clients with Hemiplegia in a Solid Ankle Foot Orthosis (SAFO) vs. an Articulating Ankle Foot Orthosis (AAFO), International Symposium for Posture and Gait, Maastricht, Netherlands Physical Therapist Prediction Accuracy of Discharge Placement from Acute Care, Landgraff N, Whitney S, Wrisley D, Berlin J, Poster Presentation 26th International Stroke Conference, Fort Lauderdale, FL Explicit Memory Deficits: Motor Learning Following Glioblastoma Multiforms, Kamarada K, Landgraff NC, Poster Presentation, APTA Combined Sections meeting 2001, San Antonio, TX

1990

A Comparison of a Specialized Trauma Center with Other Trauma Care, Brain Injury Outcome, Conference, Boston, MD

A1 - 38 Landgraff Publications Landgraff NC, Whitney SL, Rubinstein EN, Yonas H. Use of the Physical Performance Test to Assess Preclinical Disability in Subjects with Asymptomatic Carotid Artery Disease. Physical Therapy 2006 86 (4): 541-548. Abstracts Landgraff NC, Whitney SL, Rubinstein EN, Yonas H, Cognitive and Physical Performance in Patients with Asymptomatic Carotid Artery Disease. Stroke 2005: 36(2) 476 Landgraff NC, Yonas H, Kassam A, Horowitz M, Jungreis C, Kirby L, Leathers M. Assessment of outcomes in clients with cerebral aneurysm – depression and selfassessment of abilities. Stroke 2002 33: (1) 419. Landgraff NC, Whitney SL, Berlin J. Physical therapist prediction accuracy of discharge placement from acute care. Stroke 2001: 32(1) 380-381. Case Report Crum, NA, Signs of Temporomandibular Joint Dysfunction in Spinal Cord Injured Patients Wearing Halo Braces: A Clinical Report. Physical Therapy. January, 1990 Scholarly Activity-Submitted 2006

Landgraff NC, Passek L, Kerns, GJ. Implementation of the Comprehensive Toolbox for Stroke Across the Continuum of Care. Rehabilitation Nursing. Submitted May

Scholarly Activity-Submitted, Not Accepted 2004

Landgraff NC, Whitney SL, Rubinstein EN, Yonas H, Cognitive and Physical Performance in Patients with Asymptomatic Carotid Artery Stenosis and Occlusion. Stroke Foundation for Healthy Communities, Ohio Hospital Association 2004 for: Physical Exercise Program for Persons with Disabilities and Special Needs

2003

Assessment of Outcomes in Patients with Cerebral Aneurysms–Depression and SelfAssessment of Abilities, Part II, Poster Presentation: 29th International Stroke Conference, San Diego, CA Implementation of the Comprehensive Assessment Toolbox for Stroke, Presentation: 29th International Stroke Conference, San Diego, CA

A1 - 39 Landgraff Special Projects 1998- Data collection for Longitudinal (7 year) Dental Hygiene Study 2001 Service: University, College, Department Committees; Youngstown Community Committees University Academic Senate Honors Scholar Selection University Honors College of Health and Human Services Dean’s Advisory Council (DAC) DAC Promotion Guideline Subcommittee Graduate Studies Committee Chair Health-O-Rama Scholarship Library

2002-2006 2001-2005 2002-2003 1998-2000 1999 2004-Present 1998-Present 2002-2003

Department of Physical Therapy Academic Board of Review Admissions Advisory Curriculum Review Faculty Search Library Program Service PT Student Advisor

1997-Present

Student PT Association Advisor

2000-2004

Public Service (selected events per year)-Youngstown Community Annual Events Marquette Challenge (Fundraising for PT Research)

A1 - 40 Landgraff PT Month Events Disability Awareness Event Fitness Talks Stroke Screenings

2000 2004, 2005, 2006 2001

Relay for Life Where There’s a Wheel There’s a Way (Accessibility Awareness) Women In Science Panel moderator/demonstration leader Co-Chair Rehabilitation and Recovery Committee

1998-2000, 2004, 2006 2001-Present

Operation Stroke: American Heart Association/ American Stroke Association Special Projects Coordinator of YSU PT Program Career Night

1999

Fitness Clinic for Black Caucus State Legislators, Cleveland, OH 1998 Physical Therapy Program Admissions Chair

1997-2004

University Service Faculty Advisor Chi Alpha Student Organization

1999-2002

Fitness and Wellness Expo

2002, 2003

University Open Houses

1997-Present

A1 - 42 Learman Kenneth E. Learman Assistant Professor, Department of Physical Therapy Youngstown State University Youngstown, OH 44555 (330) 941-7125 [email protected] Education Ph.D. Sports Medicine University of Pittsburgh, Pittsburgh, PA Planned completion – 2007 M.Ed. Health Education Penn State University, State College, PA 1992 B.S. Physical Therapy, Summa Cum Laude State University of New York at Buffalo, Buffalo, NY 1989 Licensure/Certifications State of Ohio Ohio Occupational Therapy, Physical Therapy, and Athletic Trainers Board Physical Therapist, License # PT-05103 Commonwealth of Pennsylvania Bureau of Professional and Occupational Affairs Physical Therapist, License # PT-011034-L American Academy of Orthopaedic Manual Physical Therapy Certified Fellow, 2005 American Board of Physical Therapy Specialty Orthopedic Clinical Specialist, #5248 CPR Certification; American Heart Association Maitland-Australian Physiotherapy Seminars Certified Orthopedic Manual Therapist, #7

A1 - 43 Learman Professional Positions 2003-Present Assistant Professor, Department of Physical Therapy, Youngstown State University, Youngstown, OH 2003-Present Per-diem physical therapy coverage for PT Services in any capacity that requires assistance 2003-Present Per-diem physical therapy coverage for Hillside Rehabilitation Hospital, Warren, Ohio 2000-Present Maitland-Australian Physiotherapy Seminars (MAPS), Cutchogue, New York: Instructor of MT-1 (basic spinal), MT-2 (basic peripheral), MT-3 (intermediate spinal), and MT-5 (certification examiner) 1989-Present P.T. Services Inc., Tiffin, Ohio; Worked in various capacities Director of Rehabilitation, Hunsel Physical Therapy, Youngstown and Warren, OH 1999-2003

Director of Rehabilitation, Select Specialty Hospital, Youngstown, OH

1997-2002

PT program lecturer, Youngstown State University, Youngstown, OH

1994–1999

Director of Physical Therapy, Saint Elizabeth Health Center Youngstown, OH

1992–1994

Work Hardening Program Coordinator and Case Manager, Hillside Rehabilitation Hospital, Youngstown, OH

1991–1994

Chronic Pain Rehabilitation Program Team Member, Hillside Rehabilitation Hospital, Youngstown, OH

1989-1993

Staff Physical Therapist, Hillside Rehabilitation Hospital, Youngstown, OH

Professional Training/Workshops Conducted Orientation Instructor, Hillside Rehabilitation Hospital. Provided in-services for all new hospital employees concerning back injury prevention in the workplace. Covered: anatomy, physiology, risk factors, lifting mechanics and posture. Warren, OH, Monthly, 1991-1994

A1 - 44 Learman Professional Development 2005

In Their Shoes: Completion of Penn State’s web based interactive disability awareness program AAOMPT: Annual Conference: Salt Lake City, UT Manip: UK Spinal Manipulation

2004

AAOMPT: Annual Conference: Louisville, KY Combined Sections Meeting: Nashville, TN

2003

AAOMPT: Annual Conference Orthopedic Management of the Shoulder McKenzie Part B: Cervical and Thoracic Spine Cyriax: Lower extremity assessment and treatment Differential Diagnosis and Treatment of the Orthopedic Patient with Upper Extremity Radicular Symptoms Combined Sections Meeting: Tampa, FL

2002

McKenzie Part A: Lumbar Spine Evidence Based Medicine Current Trends in the Management of Lumbar Spine Dysfunction Evaluation and Treatment of the TMJ/Cervical Spine

2001

Introduction to Myofascial Release I & II Mobilization of the Nervous System with David Butler A Comparison of Maitland and McKenzie Treatment

2000

MT-4 Differential Assessment & Clinical Reasoning

1999

MT-3 Intermediate Spinal Workshop

1998

Cyriax Introductory Course

A1 - 45 Learman 1997

MT-2 Basic Spinal Workshop MT-1 Basic Peripheral Workshop

1996

Managed Care: It Can Work for You Improving Productivity Without Sacrificing Quality in Rehab with Stephen Kovacek, PT NAGS, SNAGS & MWMS with Brian Mulligan, PT

1995

Lessons in Leadership with Dennis Waitley

1994

How to Deal with Difficult People Using Tact and Skill The Basics of Employee Management and Supervision Knee Injuries: Anatomical and Biomechanical perspectives, Clinical Evaluation and Advanced Treatments of Lumbar Dysfunction with Ola Grimsby, PT

1993

Pathophysiology and Mechanics of the shoulder with Robert Donatelli Fundamentals of Industrial Medicine Low Back Dysfunction: Assessment and Treatment

1992

Spinal Instability" with Stanley Paris, PT, Ph.D. Pain: A Neurophysiologic Approach to Clinical Management Clinical Consideration in the Rehabilitation of Shoulder Dysfunction Disorders of the Upper Quarter

1991

Industrial Consultation: Strategies for Success Manual Therapy 1 Spinal Evaluation

Professional Organization Membership/Activity American Academy of Orthopedic Manual Physical Therapists

2001-Present

A1 - 46 Learman American Physical Therapy Association

1987-Present

Current Section Membership Orthopedic Section Ohio Physical Therapy Association

1989-Present

Scholarship Journal/Manuscript Reviewer 2005

Reviewed the textbook: Cook CE. Orthopedic Manual Therapy: An Evidence Based Approach. Newark, NJ: Prentiss Hall; 2007. ISBN: 0-13-171766-9

2003

Manuscript review and revision of De Coninck SLH. Orthopaedic Medicine Cyriax: Updated Value in Daily Practice. Part I: Clinical Examination and Diagnosis. Minneapolis, MN: OPTP; 2003. ISBN: 0-9662858-4-0 Manuscript review and revision of De Coninck SLH. Orthopaedic Medicine Cyriax: Updated Value in Daily Practice. Part II: Treatment by deep Transverse Massage, Mobilization, Manipulation and Traction. Minneapolis, MN: OPTP; 2003. ISBN: 0-9662858-5-9

Presentations-Invited 2006

MT-1: Basic Peripheral Workshop, MT-2: Basic Spinal Workshop, and MT-3: Intermediate Spinal Workshop, MT-4: Differential Assessment and Clinical Reasoning. Presented basic and intermediate Maitland concepts to licensed physical therapists, physical therapy assistants, and athletic trainers in various venues nationally. MT-5 certification examiner

2005

MT-1: Basic Peripheral Workshop, MT-2: Basic Spinal Workshop, and MT-3: Intermediate Spinal Workshop. Presented basic and intermediate Maitland concepts to licensed physical therapists, physical therapy assistants, and athletic trainers in various venues nationally. MT-5 certification examiner Get a leg up with Cathy Beiber Parrott and Dr. Mark Womble. Presented anatomy and differential diagnosis of lower extremity pathologies in a one day workshop.

2004

MT-1: Basic Peripheral Workshop, MT-2: Basic Spinal Workshop, and MT-3: Intermediate Spinal Workshop. Presented basic and intermediate Maitland concepts to licensed physical therapists, physical therapy assistants, athletic trainers, and occupational therapists in various venues nationally. MT-5 certification examiner

A1 - 47 Learman 2003

MT-1: Basic Peripheral Workshop, MT-2: Basic Spinal Workshop, and MT-3: Intermediate Spinal Workshop. Presented basic and intermediate Maitland concepts to licensed physical therapists, physical therapy assistants, athletic trainers, occupational therapists and osteopathic physicians in various venues nationally. MT-5 certification examiner

2002

MT-1: Basic Peripheral Workshop, MT-2: and Basic Spinal Workshop. Presented basic Maitland concepts to licensed physical therapists, physical therapy assistants, athletic trainers, occupational therapists and osteopathic physicians in various venues nationally. Evaluation & Treatment of the TMJ/Cervical Spine with Cathy Bouser-Springer, PT. Organized and presented the upper cervical biomechanics, assessment and treatment component of the seminar. Regional presentation for PT Services Inc., Tiffin, OH

2001

Joint Mobilizations for the PTA. Organized and presented basic joint mobilization techniques for the spine and extremities. Regional presentation for PT Services Inc., Tiffin, OH A Comparison of Maitland & McKenzie Treatment with Jim Doeberling, PT, cert. MDT. Organized and presented the Maitland component of the presentation for Forum Health Care, Warren, OH

1996

Principles and Treatment of Lumbo-Sacral Dysfunction: Practical Applications for the Physical Therapy Assistant” with Charlene Pallante, PT. Organized and assisted with the presentation of the lumbar component of the seminar. Regional presentation for PT Services Inc., Tiffin, OH

1994

Functional Anatomy, Testing, and Treatment of the Knee for Physical Therapy Assistants with Andrew Mangano, PT. Co-coordinated and presented the knee anatomy, biomechanics and treatment. Regional presentation for PT Services Inc., Tiffin, OH

Scholarly Activity-Accepted 2005

Learman KE, Cook CE. Chapter 15: Manual Therapy of the Foot and Ankle. In: Cook CE. Orthopedic Manual Therapy: An Evidence Based Approach. Newark, NJ: Prentiss Hall; 2007. ISBN: 0-13-171766-9

Scholarly Activity-Submitted Pintar J, Learman KE, Rogers R. Traditional exercises do not have a significant impact on abdominal peak force in healthy young adults. Journal of Strength Conditioning Research.

A1 - 48 Learman Service: University, College, Department Committees; Youngstown Community Committees University Academic Senate Bylaws Review Subcommittee College of Health and Human Services Academic Strategic Plan & Review Computer Technology Planning Committee

2005-2006

2006-2007 2003-Present

Department of Physical Therapy Admission Committee Advisory and Academic Appeals Committee Curriculum Review Committee Faculty Search Committee Scholarship Committee Public Service Annual participant in “Relay for Life”, Boardman, OH

2000-2003

Fibromyalgia Support Group, Warren, OH

2000

LPGA Volunteer

2004

School Fitness Talks for area schools

2004-2006

A1 - 50 Bieber Parrott Cathy Bieber Parrott Assistant Professor, Department of Physical Therapy Youngstown State University Youngstown, OH 44555 (330) 941-2559 [email protected] Education Ph.D. Research Methodology (in progress) University of Pittsburgh, Pittsburgh, PA Planned completion – 2007 M.S. Physical Therapy Advanced Masters Program-Sports PT Focus University of Pittsburgh, Pittsburgh, PA 1994 B.S. Physical Therapy University of Texas, Medical Branch, Galveston, TX 1984 Licensure/Certifications State of Ohio Occupational Therapy, Physical Therapy, Athletic Trainers Board Physical Therapist, License # PT–07744 Commonwealth of Pennsylvania Bureau of Professional and Occupational Affairs Physical Therapist, License # PT-001910-E CPR and Emergency Cardiac Care Provider American Heart Association, May 2004-Present Professional Positions 1997-Present Assistant Professor, Department of Physical Therapy, Youngstown State University, Youngstown, OH 1999-Present Program Research Director, Department of Physical Therapy, Youngstown State University, Youngstown, OH

A1 - 51 Bieber Parrott 1999-Present Physical Therapist (part time), Lawrence County Physical Therapy Institute, New Castle, PA 1994-1997

Physical Therapist, Penn-Ohio Rehabilitation, Hermitage, PA PTA program lecturer, Pennsylvania State University, Shenango Campus, Sharon, PA

1991

Physical Therapist, Evanston Regional Hospital, Evanston, WY, PT Consultant, Lincoln-Uinta County School District and Lincoln-Uinta Child Developmental Association, Evanston, WY

Consulting/Advisory (Selective/1998-Present) Methodology for doctoral research project, D. Wentzell, MPT at UMD, 2006 Statistical analysis for poster presentation on Stroke, N. Landgraff, MPH, PT, 2002 Statistical analysis consulting for dissertation project, Chris Wells, MS.PT, 2001 Anton de Kom Physical Therapy Program, Suriname, South America. Consultation for the program’s research curriculum component, 2000 Methodology design for study involving use of an ankle orthosis in patients diagnosed with a CVA, Investigators: N. Landgraff, MPH, PT, Jim Benedict, PT, 2000 Research project design for study involving dental hygienists at multiple sites, Investigators: J. Lalumandier, DDS, MPH, S. McPhee, OTR, Dr PH., Maureen Vendemia, MPH, 1998-1999 Professional Development (Selective/Past 10 years only) 2006

Fundamentals of Musculoskeletal Imaging for Physical Therapists, Lynn McKinnis, PT, OCS, Youngstown State University, Youngstown, OH

2005

26th Annual Sports Medicine Physician-Therapist Team Concept Conference, Las Vegas, NV Effective Grading. A Tool for Learning and Assessment, CATALYST, YSU Protecting Human Subjects in a Changing Research Environment. Youngstown, OH Ohio Physical Therapy Association Leadership Summit, Columbus, OH APTA Combined Sections Meeting, New Orleans, LA

A1 - 52 Bieber Parrott 2004

Ohio PT Association Leadership Summit, Columbus, OH APTA Combined Sections Meeting, Nashville, TN 24th Annual Sports Medicine Physician – Therapist Team Concept Conference, Las Vegas, NV Ohio Physical Therapy Association Fall Conference, Columbus, OH Human Subjects Protection in the Behavioral and Social Sciences, Society of Research Administrators Annual Meeting, Pittsburgh, PA Embedding Assessment into your Courses, CATALYST, YSU Pharmacology in Rehabilitation, Youngstown, OH Netting the Evidence for Evidence Based Practice, Tampa, FL Combined Sections Meeting, APTA, Tampa, FL Ohio Physical Therapy Association Spring Conference, Columbus, OH Courage to Teach, monthly book club sponsored by CATALYST, YSU

2002

College and High School Athlete Sports Medicine Conference, Columbus, OH Evidence-Based Practice: What does it mean? Boston, MA Combined Sections Meeting, APTA, Boston, MA APTA Annual Conference and Exposition, Cincinnati, OH Ohio Physical Therapy Association Annual Conference, Columbus, OH

2001

Strategies for Reimbursement, Coding, Documentation and Clinical Education, Youngstown, OH Teaching Evidence-Based Practice in Rehabilitation Professional Curricula - Faculty Summer Institute Boston University, Boston, MA Combined Sections Meeting, APTA, San Antonio, TX Ohio Physical Therapy Association Annual Conference, Columbus, OH

A1 - 53 Bieber Parrott 5th Annual YSU Student Leadership Summit, Youngstown, OH 2000

Combined Sections Meeting, APTA, New Orleans, LA Ohio Physical Therapy Association Annual Conference, Columbus, OH

1999

Cyriax Orthopedic Manual Therapy–Lumbar Spine, Youngstown, OH 20th Annual Sports Medicine PT Team Concept Conference, Cincinnati, OH APTA Annual Conference and Exposition, Washington, DC Ohio Physical Therapy Association Annual Conference, Columbus, OH Teaching at the College Level Workshop, University of Pittsburgh, Pittsburgh, PA

1998

Enrichment Workshop for PT and PTA Faculty, Las Vegas, NV Cyriax Introduction Course, Youngstown, OH Generic Abilities in PT Education, Sharon, PA Ohio Physical Therapy Association Annual Conference, Columbus, OH Constructing Achievement and Ability Tests, graduate course, University of Pittsburgh, Pittsburgh, PA Grantspersonship Workshop, Writing and Publishing a Research Article Workshop, University of Pittsburgh, Pittsburgh, PA

1997

18th Annual Sports Medicine Physician-Therapist Team Concept Conference, Williamsburg, VA Ohio Physical Therapy Association Annual Conference, Columbus, OH Educational Measurement, graduate course. University of Pittsburgh, Pittsburgh, PA

1996

Course Objective Writing, Penn State University (Sharon campus), Sharon, PA

1995

Electrotherapy and Ultrasound Update, Zelienople, PA Classroom Presentation Techniques, Penn State University (Sharon campus) Sharon, PA The Albert B. Ferguson, Jr., MD Endowed Chair in Orthopedic Surgery Seminar, Pittsburgh, PA

A1 - 54 Bieber Parrott 1995

Sports Rehabilitation Update, Pittsburgh, PA

Professional Organization Membership/Activity American Physical Therapy Association

1982-Present

Current Section Membership Education Section Orthopedic Section Research Section Sports PT Section Scholarship Current Projects Development of Teaching Strategies to Enhance Clinical Decision Making Skills in Physical Therapy Students Based on the Assessment of Current Learning. Co-investigator. Awarded Dean’s re-assign time 2005-2006. Development of a Physical Disability Assessment Instrument Based on the World Health Organization’s Model of Disability (Dissertation Project). Awarded Research Professorship for 2002-2003. Data analysis and write up of multi-site study of carpal tunnel in dental hygienists. Co-investigator Grants/Funded Research Support Paula and Anthony Rich Center for Autism, Gait Assessment Equipment, May 2006 BCHHS Dean’s Research Fund Grant, $180, 2005 University Research Council Grant, $500, 2001 Grant application to Proxima Projecting Education Grant Program, co-author, not awarded, 2000

A1 - 55 Bieber Parrott Presentations 2006

Using Cognitive Interviews to Improve Assessment Items. 18th Annual Conference on Ethnographic and Qualitative Research in Education. (co-presented with Marleen Iannucci); selected for publication by Cambridge Scholars Press (in press) Development of Teaching Strategies Informed by Assessment of Current Learning. Faculty Accomplishments Showcase, Youngstown State University, April

2005

Review of Anatomy and Special Tests of the Lower Extremity, Youngstown, OH

2002

New Gait Technology for Your Clinic, Youngstown, OH

Presentations-Invited 2003

Legislative Issues Related to PT Services, Boardman, OH

2002

Facilitating Clinical Research, University of Cincinnati, PT Program Evidence Based Practice, Youngstown, OH

2001

Ohio Research & Special Interest Group Update, Ohio Physical Therapy Association Annual Conference, Columbus, OH Kinesiology Concepts Update and Use in Rehabilitation, Sandusky, OH

2000

Ergonomics for Dental Hygienists, Youngstown, OH

Presentations-Poster (Submitted, Accepted) 2005

Treatment of Lateral Ankle Sprain utilizing Jump Stretch® Vertical Ankle Traction Protocol: A Case Report. Bill Sarisky, MPT; Cathy Bieber Parrott, M.S., PT. Ohio Physical Therapy Association Annual Conference, Columbus, OH and YSU Quest 2005 Clinical Significance of Impairment, Functional Limitation, and Disability Measures in a Patient Post Rotator Cuff Repair: A Case Report. Rebecca Pompeii, MPT, Cathy Bieber Parrott, PT, MS. Ohio Physical Therapy Association Annual Conference, Columbus, OH

2002

An Evaluation of a Portable Gait Analysis Tool, Ohio Physical Therapy Association Annual Conference, Columbus, OH; YSU Quest 2002

A1 - 56 Bieber Parrott Publications - Peer Reviewed Book/Book Chapters Bieber Parrott, C. & Iannucci, M. (paper selected from Ethnographic and Qualitative Research in Education 18th Annual Conference; in press). Using Cognitive Interviews to Improve Assessment Items. Cambridge Scholars Press. Publications - Submitted, Accepted 2006

Using Cognitive Interviews to Improve Assessment Items. Cambridge Scholars Press. (acceptance pending)

2002

Electrical Stimulation to the Quadriceps following TKA. Data analysis and manuscript writing for submission to peer reviewed journal. Project highlighted in Graduate Studies’ publication, Frontiers. Spring, 2002, Vol 28(1)

2001

Lalumandier JA, McPhee SD, Parrott, CB, Vendemia M. Musculoskeletal Pain: Prevalence, Prevention, and Differences Among Dental Office Personnel. General Dentistry, 49(2), 160-166, March/April 2001

Scholarly Activity-Submitted, Not Accepted 2003

Incorporating Assessment of Gait into Clinical Practice, Submitted to Physical Therapy 2003: Conference & Exposition of the APTA

2002

Missing Data in Clinical Research: Problems and Solutions, submitted to Physical Therapy, April 2002

2001

Teaching Evidence Based Practice in Rehabilitation Professional Curricula, submitted to Faculty Summer Institute, Boston University

Service: University, College, Department Committees; Youngstown Community Committees University Academic Senate Committee on Global Awareness Ad Hoc Committee for YSU Child Study Center CATALYST Advisory Board CATALYST sub-advisory committee Human Subjects Review Board University Council on International Education Curriculum Subcommittee

2001-2002 1997-1998 2002-2003 2001-2002 1999-Present 2002-2005 2004-2005

A1 - 57 Bieber Parrott College of Health and Human Services Curriculum Sub-Committee to develop Gerontology minor Dean’s Advisory Council Diversity Department of Physical Therapy Academic Board of Review Academic Senate Representative (elected) Academic Senate Representative (elected) Admissions Advisory Curriculum Review Faculty Search Chairperson Library Scholarship

1998-1999 1998-1999 2000-2001

2005-Present 1999-2001

1998-2002

Program Service Contribute to Alumni Newsletter each term

2002-Present

GaitRite and EMG; new equipment training to faculty/students

2003

Governance Document development

1998

Learning the Language of our Elders

2003

MPT Program defense to the Ohio Board of Regents

1999

Mentored all MPT students in IRB approval for research projects 2003-Present Organized Human Motion Measurement lab

2004

Participated in CAPTE site visit for program accreditation

2004

PT student academic and research project advisor

1997-Present

Program graduate outcome assessment & reporting

1999-Present

Student PT Organization Advisor

2000-2003

A1 - 58 Bieber Parrott Public Service-Youngstown Community Annual Events Clinical Education Reception Marquette Challenge (Fundraising for PT Research) NEOUCOM, interviewer for B.S./M.D. student admissions Women in Science & Engineering, panel moderator Community Fitness Day event for minority groups

2000

District 15 Lake to River Science Day judge

2001-2002

Fitness Clinic for Black Caucus State Legislators, Cleveland, OH 1998 Health Professions Explorer Post Founder and Advisor

2000-2005

Health Quest Project for 6thGraders

1998

PT Month Fitness Talks

2004, 2006

Where There’s a Wheel There’s a Way (Accessibility Awareness) Southeastern Institute for Teacher Training, Outreach Project

1998

Summer Experience, for disadvantaged middle school students

2001

Special Projects Academic Co-Chair, Ohio Physical Therapy Association, Research Committee

2000-Present

YSU MPT program accreditation, responsible for Critical Inquiry and graduate outcome reports

2004-2005

Department of Physical Therapy graduate outcome assessment plan augmentation; Project supported by Dean’s Alternative Workload assignment

2003-2004

A1 - 59 Bieber Parrott Developed module for Upward Bound Math & Science Program

2003

Developed PT program Minority Recruitment Plan Project supported by Dean’s Alternative Workload assignment

1999-2000

General Education Course Development

1999

Health Professions Explorers Post, founder

1999

Self-study for initial program accreditation

1997-1998

University Service Ceremony Marshal, Spring Commencement

2003

Faculty and Staff Campaign Ambassador

2003-2005

Faculty Conversations with YSU Provost

2003

Fitness and Wellness Expo

2002, 2003

Scholarship Phonathon to YSU Alumni

1997

SOAR/YSU Experiences, Early Program, and University Open Houses

1998-2003, 2005

Telecounseling for minority student recruitment

1997, 1999

Volunteer to pilot YSU Student Satisfaction Inventory tool

1997

YSU Diversity Council Discussion Group

2003

A1 - 61 Venglar Mollie Cooper Venglar Assistant Professor, Department of Physical Therapy Youngstown State University Youngstown, OH 44555 (330) 941-1963 [email protected] Education DSc, Neurologic PT Rocky Mountain University of Health Professions, Provo, UT 2004 MSPT, Krannert School for Physical Therapy University of Indianapolis, Indianapolis, IN 1995 B.S. Biology University of Indianapolis, Indianapolis, IN 1993 Licensure/Certifications State of Ohio Ohio Occupational Therapy, Physical Therapy, and Athletic Trainers Board Physical Therapist, License #PT-10496 State of Tennessee Physical Therapist, License #PT-5249 State of Wisconsin Physical Therapist, License #PT-5312 American Board of Physical Therapy Specialists Neurologic Clinical Specialist, 2002 CPR Certification; American Heart Association

A1 - 62 Venglar Professional Positions 2004-Present Academic Coordinator for Clinical Education, Department of Physical Therapy Youngstown State University, Youngstown, OH 2003-Present Assistant Professor, Department of Physical Therapy, Youngstown State University, Youngstown, OH 2001-2003

Orthopedic Program Coordinator, Patricia Neal Rehabilitation Center, Geriatric orthopedic population; staff development; program development, marketing, financial analysis, program outcomes, Knoxville, TN Physical Therapy Clinical Specialist, Patricia Neal Rehabilitation Center, Neurologic and orthopedic rehabilitation in the in-patient and out-patient clinics, Knoxville, TN Senior PT, Patricia Neal Rehabilitation Center, Neurologic rehabilitation in the in-patient clinic, Knoxville, TN Staff PT, Patricia Neal Rehabilitation Center, Spinal Cord Injury and Brain Injury team member, Knoxville, TN Staff PT, Sheboygan Memorial Medical Center, Floating position: in-patient acute, out-patient general, home health, industrial Sheboygan, WI

Professional Development 2006

World Parkinson Congress, Washington D.C.

2005

“Educational Leadership Spanning Classroom and Clinic: Solving Problems, Creating Solutions, Pasadena, CA PT Expo, Annual Conference of the APTA, Boston, MA “Get a Leg Up: A Review of Lower Extremity Anatomy and Orthopedic Special Tests”, Youngstown, OH “Bridging the Education-Practice Divide: Strategies for Advancing Clinical Education”, Cleveland, OH

2004 Summer Institute, CATALYST, YSU, Youngstown, OH Annual Combined Sections Meeting, APTA, Nashville, TN

A1 - 63 Venglar 2003

National Clinical Education Conference, Education Section, APTA, St. Louis, MO “The Art of Changing the Brain”, Dr. Jim Zull, Ph.D., CATALYST, YSU, Youngstown, OH “Beyond Scholarship: Recognizing the Multiple Roles of the Professionals”, Raoul A. Arreola, CATALYST, YSU, Youngstown, OH Annual Combined Sections Meeting, APTA, Tampa, FL

1999

Spinal Cord Injuries: Issues and Advances, Contemporary Forums, A Multidisciplinary Approach to Spinal Cord Injury, Seattle, WA

1998

Spinal Cord Injuries: Issues and Advances, by Contemporary Forums, A Multidisciplinary Approach to Spinal Cord Injury, San Antonio, TX

1997

Physical Therapy Management of the spinal cord Injured Patient, Rehabilitation Institute of Chicago, Chicago, IL

1996

Physical Therapy 1996: Scientific Meeting and Exposition, APTA, Minneapolis, MN

1995

Training Upright Control and Gait in the Patient with Neurological Dysfunction, Rehabilitation Institute of Chicago, Erie, PA

Professional Organization Membership/Activity American Physical Therapy Association

1993-Present

Current Section Membership Education Section Neurology Section Ohio Physical Therapy Association

2003-Present

Awards/Honors 2006

Junior Researcher Award. World Parkinson Congress. Washington D.C.

A1 - 64 Venglar Scholarship Current Projects Case-based ethics in a physical therapy curriculum. (In review by Journal of Physical Therapy Education). Test-retest reliability of the Activities-specific Balance Confidence scale in people with Parkinson’s disease. Co-authored with G. Jay Kerns, PhD. (Preparing for dissemination to Archives of Physical Medicine and Rehabilitation). Assessment of Critical Thinking in Physical Therapy Education. Project is currently in process and co-investigated with Cathy Bieber Parrott. Presentations 2006

Case-based ethics in a physical therapy curriculum. Midwest Regional SoTL Consortium. South Bend, IN. Poster Presentation Test-retest reliability of the Activities-specific Balance Confidence scale in people with Parkinson’s disease. Co-authored with G. Jay Kerns, PhD. World Parkinson Congress, Washington D.C. Poster Presentation Joint Health Care and Education Summit: Creating Regional Workforce Solutions. Invited presentation on the Scholarship of Teaching and Learning. Sponsored by Northeast Ohio HealthForce. Youngstown, OH

2005

A novel protocol for ambulation re-training using body weight support with an individual with chronic spinal cord injury, ASIA D. Ohio Physical Therapy Assocation. Coauthors Jamie Torres MPT, Jim Benedict MEd, PT. Poster Presentation

2004

Body Weight Supported Treadmill Training in Stroke Rehab. American Heart Association, Boardman, OH

2001

Body Weight Support for Neurologic Patients. Patricia Neal Rehabilitation Center, Knoxville, TN Appropriateness of Physical Therapy for People with Parkinson’s disease. Cole Neuroscience Center Parkinson’s Disease Support Group, University of Tennessee Medical Center, Knoxville, TN

A1 - 65 Venglar Publication Reviews 2006

Evidence Based Complementary and Alternative Medicine Evidence Based Complementary and Alternative Medicine

2005

Medical Science Monitor

Publications 2006

Physical Rehabilitation, 5th edition. O’Sullivan and Schmidt. FA Davis. Contributing author. Test-retest reliability of the Activities-specific Balance Confidence scale in people with Parkinson’s disease. Venglar MC, Kerns GJ. Abstract. Movement Disorders. 2006; 21: S150.

2005

Tai Chi and Parkinsonism. Physiotherapy Research International. 2005; 10(2): 116-121.

Service: University, College, Department Committees; Youngstown Community Committees College of Health and Human Services College Library Committee Secretary Dean’s Advisory Council

2003-Present 2003-2004 2004-Present

Department of Physical Therapy Academic Appeals Panel Admissions Committee Advisory Board Curriculum Review Committee DPT Advisory Committee Library Committee

2005-Present 2003-Present 2004-Present 2003-Present 2005-Present 2003-Present

Program Service Continuing Education Event Coordinator

2004-Present

MPT Class of 2007, Class Advisor

2004-Present

Student Research Advisor

2003-Present

A1 - 66 Venglar Public Service-Physical Therapy Community Federation of State Boards of Physical Therapy Item-Writer, National Physical Therapist Examination

2004

Ohio Consortium of Physical Therapy Programs Awards Committee OCPTP Annual Workshop Coordinator

2005-Present 2004-2005

University Service B.S./M.D. Interviewer

2004-Present

SOAR

2004-Present

A2 - 1 Kerr APPENDIX A2 – CURRICULUM VITAE – LIMITED/ADJUNT Melissa E. Burdette Kerr 7474 Oakwood Drive Brookfield, OH 44403 (330) 448-1318 [email protected] Education Student: Masters of Science in Health Science Cleveland State University Enrolled 2003 B.S. Physical Therapy, Cum Laude The Medical College of Ohio, Toledo, OH The University of Toledo, Toledo, OH 1996 Licensure/Certifications State of Ohio Ohio Occupational Therapy, Physical Therapy, and Athletic Trainers Board Physical Therapist, License #PT-007545 Commonwealth of Pennsylvania Department of State Bureau of Professional and Occupational Affairs Physical Therapist, License #PT-010595-L CPR Certification; American Heart Association ACLS Certification; American Heart Association Professional Positions 1997-Present Staff Physical Therapist, Sharon Regional Health Systems, Sharon, PA Rotations throughout various clinical sites. Received diverse training with varied patient populations. Change in status from full to part-time January 2002 through April 2003 to pursue additional job opportunities and training to specifically strengthen development in cardiopulmonary rehabilitation.

A2 - 2 Kerr 2002-Present Department of Physical Therapy Youngstown State University, Youngstown, OH 2004-Present: Limited service faculty 2002-2003: Guest lecturer 2004-Present Physical Therapist, RehabCare, Sharon, PA Part-time employee to assist mainly with weekend staffing when needed. 2002-2004

Mentor and Coach, Joints in Motion Training Team The Arthritis Foundation, Northeast Ohio Chapter, Cleveland, OH Responsibilities include orienting new members to fundraising, assisting with fundraising campaigns, improving arthritis awareness in communities, preparing new and experienced marathoners with nutrition, and training and cross training programs, and providing race day support at various marathon locations globally. Supervising Physical Therapist, LifeLine Partners, Inc., Youngstown, OH Initiated part-time employment September 2000 to further knowledge of cardiac and pulmonary disease process and management. Full-time employment January 2002 through April 2003 to develop Physical Therapy programs for a Pulmonary Rehabilitation Program, a PostCardiac Event Program, and comprehensive services to meet orthopedic, neurologic, and further cardiopulmonary patient needs. Coordinated cardiopulmonary programs among Physical Therapy, Occupational Therapy, Nursing and Respiratory Therapy. Proficient with electrocardiogram.

Professional Development - Specific to Cardiopulmonary Development 2005

Cardiac Innovations: The Role of Therapy at the Cleveland Clinic Dr. Eric Roselli, MD, Janet Barry, PT, Stephanie Liebert, PT, November 15

2005

Cardiovascular Disease: Implications for the Physical Therapist and Occupational Therapist. Konrad J. Dias, PT, DPT, CCS., October 1-2

2004

Nothing Else Matters if You Can’t Breathe. Donna Frownfelter, MA, PT, CCS, RRT., October 22-23

2001

Exercise and the Medically Complicated Cardiac Patient. Dr. Donald D. Shaw, PhD, PT, FAACVPR., November 17-18

2000

CHF: Effectiveness in Rehabilitation. Sharon D. Coffman, MMSc, PT, CCS., September 22

A2 - 3 Kerr 2000

COPD: Effectiveness in Rehabilitation. Sharon D. Coffman, MMSc, PT, CCS. September 21

2000

Cardiopulmonary Safety in Home Health and Rehabilitation. Sharon D. Coffman, MMSc, PT, CCS., September 20

2000

The Healthy Heart. Ginger P. Schirmer, PhD, RD., March 31

1999

Women’s Health and Stress Management. Ginger P. Schirmer, PhD, RD., March 12

Professional Organization Membership/Activity American Physical Therapy Association

1996-2004

Section Membership Cardiopulmonary Section Orthopedic Section

2000-2004 1996-1999

Ohio Physical Therapy Association

1996-2004

Teaching Responsibilities: courses listed alphabetically/year(s) taught YSU Master’s Program Courses Advanced Gait Clinical Decision Making III Cardiopulmonary Content including lab Clinical Decision Making IV Cardiopulmonary Content including lab Guest Lecturing on cardiopulmonary topics

2005-2006 2004-2006 2004-2006 Fall 2002, Fall 2003

A2 - 4 Tall Jill Michelle Tall Assistant Professor, Department of Biological Sciences Youngstown State University Youngstown, OH 44555 (330) 941-1387 Fax: (330) 941-1483 [email protected] Education Doctor of Philosophy School of Biomedical Sciences, Kent State University, Kent, OH In collaboration with Northeastern Ohio Universities College of Medicine, Rootstown, OH Major Program of Study: Pharmacology Minor Program of Study: Neurobiology 2001 B.S. Zoology, Cum Laude Arizona State University, Tempe, AZ 1996 Professional Positions 2003-Present Assistant Professor, Department of Biological Sciences, Youngstown State University, Youngstown, OH 2001-2003

Postdoctoral Fellow, Department of Anesthesiology and Critical Care Medicine, The Johns Hopkins University School of Medicine, Baltimore, MD

1997-2001

Graduate Teaching Assistant, Department of Physiology, Northeastern Ohio Universities College of Medicine, Rootstown, OH

Consultant/Advisory Department of Biological Sciences, Youngstown State University, Youngstown, OH Graduate Students Graduate Faculty Advisor, Ashleigh Glass, Master of Science, Pending Graduate Committee Member, Joseph Curiale, Master of Science, Pending Graduate Committee Member, Sarah Wilson, Master of Science, Pending

A2 - 5 Tall Graduate Committee Member, Doran Duke, Master of Science, Awarded Summer 2004 Undergraduate Students Honors Thesis Advisor, Adam Vukovic, Bachelor of Science, Spring 2004 Undergraduate Research Supervisor, Problems in Biology (Biol 4850) Alaina-Marie Hershman and Adam Vukovic, Spring 2004 Ashleigh Glass, Fall 2004 and Summer 2004 Jessica Carney, Gene Huang, and Rena Meadows, Summer 2005 Jessica Hall, Summer 2006 Katie Hamilton, Fall 2006 Kevin Corman, Spring 2006 and Fall 2005 Nicole Roman, Spring 2006 Shaylee Peckens, Spring 2005 Stavro Atsas, Summer 2004 Undergraduate Writing Mentor, Problems in Biology (Biol 4850) Carla Cutrone and Bethany Prudner, Summer 2005 Deanna Staul, Spring 2006 Devinbir Malik, Spring 2005 Department of Anesthesiology and Critical Care Medicine, The Johns Hopkins University School of Medicine, Baltimore, MD Laboratory Advisor, Neerja Razdan, High School Student, Summer 2002 Laboratory Advisor, Ruyin Xue, Undergraduate Student, 2002-2003 Honors and Awards Research featured in Frontiers, Spring edition, School of Graduate Studies and Research, Youngstown State University

2006

Youngstown State University Research Professorship

2005-2006

Research featured in the Press Book for the 35th Annual Society for Neuroscience meeting

2005

Research featured in YSUpdate, April 13, 2005 edition

2005

Youngstown State University Research Professorship

2004-2005

Research featured in March 26, 2002 edition of The New York Times

2002

A2 - 6 Tall American Society of Pharmacology and Experimental Therapeutics Graduate Student Travel Award

1999

Professional Organization Membership/Activity Advisory Committee Member, Northeast Ohio Chapter of the Society for Neuroscience

2004-2005

Faculty for Undergraduate Neuroscience

2005

Society for Neuroscience

1999

Scholarship Grant Applications Grant-in-Aid Whitehall Foundation

Submitted September 2005 Requested $30,000

Summer Research Program Grant Support of Mentors and their Students in the Neurosciences (SOMAS)

Submitted November 2005 Requested $10,000

Grants/Funded Research Support University Research Council Grant School of Graduate Studies and Research Youngstown State University The effects of environment on the perception of pain Role: Principal Investigator Research Assistant Grant School of Graduate Studies and Research Youngstown State University Grant-in-Aid Ohio Valley Affiliate Research Committee American Heart Association Neurokinin antagonists for nicotine addiction Role: Collaborating Investigator

07/01/05-6/30/06 Funded $4,938

07/01/05-06/30/06 Funded $1,500 07/01/05-06/30/07 Funded $121,000

A2 - 7 Tall University Research Council Grant 07/01/04-6/30/05 School of Graduate Studies and Research Youngstown State University Funded $4,100 The effects of housing conditions on nociceptive behaviors in rats Role: Principal Investigator. Central Soya Company, Inc. 07/01/02-12/1/02 Fort Wayne, Indiana Funded $10,000 Soy protein consumption in rats reduces inflammatory pain. Role: Co-Investigator Grants/Funded Research Support (Undergraduate Students) Jessica Carney, School of Graduate Studies and Research Youngstown State University Increased cage complexity affects inflammatory pain behaviors in rats, , ,

2004-2005 Funded $500

Gene Huang, School of Graduate Studies and Research Youngstown State University Increased cage complexity affects inflammatory pain behaviors in rats, ,

2004-2005 Funded $500

Rena Meadows, School of Graduate Studies and Research Youngstown State University Increased cage complexity affects inflammatory pain behaviors in rats, ,

2004-2005 Funded $500

Adam Vukovic, School of Graduate Studies and Research Youngstown State University Initial studies into the effects of environmental enrichment on nociceptive behaviors in rats, , ,

2003-2004 Funded $500

Presentations and Seminars-Invited 2006

“Conducting behavioral pharmacology,” Research Methods in Neuroscience, School of Biomedical Sciences, Kent State University, Kent, OH “Phineas Gage: A gruesome but true story about brain science,” The 28th Annual Youngstown State University English Festival, Youngstown State University, Youngstown, OH

A2 - 8 Tall 2006

“Housing our Collaborators: The Effect of Environment on Laboratory Animals,” Department of Psychology, The Ohio State University, Columbus, OH

2005

“Can we trust our data? The Influence of Housing Environment on Laboratory Animals,” Platform presentation for the Departments of Neurology and Neuroscience, Medical University of Ohio, Toledo, OH “A Day in the Life of a Behavioral Pharmacologist,” Research Methods in Neuroscience, School of Biomedical Sciences, Kent State University, Kent, OH “Can we trust our data? The Influence of Housing Environment on Laboratory Animals,” Sigma Xi Scholar Luncheon, Youngstown State University, Youngstown, OH

2004

“What is a Scientist?,” Poland High School, Poland, OH “Using the Scientific Method,” Hillman Middle School hosted by the Department of Chemistry, Youngstown State University, Youngstown, OH “Thinking About Graduate School?,” Sponsored by the Office of the Dean, College of Arts and Sciences, Youngstown State University, Youngstown, OH “Non-Traditional Pain Research: The Influence of Dietary Supplements and Environment on Nociceptive Behaviors,” Department of Neurobiology, Northeastern Ohio Universities College of Medicine, Rootstown, OH

2002

“Dietary Constituents as Novel Pain Therapies,” The Sunderland Society’s Annual Meeting, Baltimore, MD “Carrageenan-Induced Edema and Hyperalgesia is Suppressed by Oral Administration of Tart Cherry Extract in the Rat,” Annual Department of Anesthesiology and Critical Care Medicine’s Poster Presentation Event, The Johns Hopkins University School of Medicine, Baltimore, MD “Do dietary supplements have a role in the treatment of pain?” Blaustein Lecture Series, The Johns Hopkins University School of Medicine, Baltimore, MD “The Role of Complementary and Alternative Medicine for the Treatment of Cancer Pain,” The Johns Hopkins University Center for Complementary and Alternative Medicine, Baltimore, MD

2000

“What is a Neuropharmacologist?,” Department of Admissions, Northeastern Ohio Universities College of Medicine, Rootstown, OH

A2 - 9 Tall 2000

“The Who, What, Where and Why Neuropharmacology,” Department of Admissions, Northeastern Ohio Universities College of Medicine, Rootstown, OH

Publications Abstracts Corman KM, Tall JM, Simmons MA (2006): Nicotine Increases Motor Activity in Male and Female Rats. Quest: A Forum of Student Scholarship, Youngstown State University, Youngstown, Ohio. Glass AL, Tall JM (2005): Environmental Enrichment Reduces the Duration of Inflammatory Pain in Rats. Annual Neuroscience Research Day. Departments of Neurology and Neuroscience, Medical University of Ohio, Toledo, Ohio. Tall JM (2005): Environmental Enrichment Reduces the Duration of Inflammatory Pain in Rats. Program No. 292.10. 2005 Abstract Viewer/Itinerary Planner. Washington, DC: Society for Neuroscience, Online. Vukovic A, Tall JM (2004): Preliminary Studies of the Effects of Housing on Nociceptive Behavior in Rats. Quest: A Forum of Student Scholarship, Youngstown State University, Youngstown, Ohio. Tall JM, Seeram NP, Nair MG, Meyer RA, Raja SN (2002): Carrageenan-induced edema and hyperalgesia is suppressed by oral administration of tart cherry extract in the rat. Program No. 842.6. 2002 Abstract Viewer/Itinerary Planner. Washington, DC: Society for Neuroscience, Online. Tall JM, Zhao C, Raja SN (2002): Morphine attenuates the mechanical hyperalgesia in rats with tibial and common peroneal nerve injury. International Association for the Study of Pain. Zhao C, Chen L, Tao Y, Tall JM, Meyer RA, Raja SN (2002): Lumbar sympathectomy fails to attenuate the mechanical allodynia-like behaviors in rats with tibial and common peroneal nerve injury. International Association for the Study of Pain. Tall JM, Raja SN (2002): Inflammatory pain induced by complete Freund’s adjuvant in rats is suppressed by dietary soy. The Journal of Pain, 3 (2) suppl. 1: 45. Tall JM, Stuesse SL, Cruce WLR, Crisp T (2000): Gender differences in response to nociceptive stimuli in models of inflammatory and neuropathic pain. Society For Neuroscience, 26 (1):158.16. Block CH, Tall JM, Crisp T, Cruce WLR, Stuesse SL (2000): Microglial proliferation in the spinal cord of rats is influenced by gonadal hormonal status. Society For Neuroscience, 26(2): 726.6.

A2 - 10 Tall Tall JM, Stuesse SL, Cruce WLR, Crisp T (1999): Steroid hormones alter the behavioral manifestations of chronic neuropathic pain. Society For Neuroscience, 25(1): 273.1. Schechter JB, Tall JM, Stuesse SL, Cruce WLR, McBurney DL, Crisp T (1999): The antihyperalgesic and antiallodynic efficacy of intrathecal R(+)-methanandamide in the rat. Society For Neuroscience, 25(1): 482.7. Tall JM, Lovell JA, Schechter JB, Stuesse SL, Cruce WLR, Crisp T (1999): Gender-related differences in thermally-mediated hyperalgesia and tactile-evoked allodynia following peripheral nerve injury. The FASEB Journal, 13: A803. Cruce WLR, Lovell JA, Stuesse SL, Schechter JB, McBurney DL, Tall JM, Crisp T (1999): Effect of age and peripheral nerve injury on NK-1 receptor density in the spinal cord. The FASEB Journal, 13: A803. Stuesse SL, Cruce WLR, Lovell JA, Schechter JB, McBurney DL, Tall JM, Crisp T (1999): Effect of age on glial responses in a model of neuropathic pain. The FASEB Journal, 13: A803. Manuscripts Tall JM: Housing supplementation reduces the magnitude of inflammatory pain behavior in rats. Submitted April 2006, Neuroscience Letters. Tall JM, Roman N, Corman K, Gifford TD: Ambiguous reporting of methods: A systematic review of preclinical studies conducted during 2005 using nociceptive behavioral outcome measures. In preparation for submission to Behavioral Neuroscience, August 2006 Tall JM, Raja SN (2004): Dietary constituents as novel therapies for pain. Clinical Journal of Pain, 20(1):19-26. Tall JM, Crisp T (2004): Effects of gender and gonadal hormones on nociceptive responses to intraplantar carrageenan in the rat. Neuroscience Letters, 354(3):239-41. Tall JM, Seeram NP, Nair MG, Meyer RA, Raja SN (2004): Orally-administered tart cherry anthocyanins suppress inflammation-induced nociceptive behaviors in a dose-dependent manner in the rat. Behavioral Brain Research, 153(1):181-8. Zhao C, Tall JM, Meyer RA, Raja SN (2004): Anti-allodynic effects of systemic and intrathecal morphine in the spared nerve injury model of neuropathic pain in rats. Anesthesiology, 100(4):905-11. Zhao C, Wacnik PW, Tall JM, Johns DC, Wilcox GL, Meyer RA, Raja SN (2004): Analgesic effects of a soy-containing diet in three murine cancer pain models. The Journal of Pain, 5(2):104-10.

A2 - 11 Tall Zhao C, Tao YX, Tall JM, Donovan DM, Meyer RA, Raja SN (2003): Role of μ-opioid receptors in formalin-induced pain behavior in mice. Experimental Neurology, 184(2):839-45. Tall JM, Stuesse SL, Cruce WLR, Crisp T (2001): Gender and the behavioral manifestations of neuropathic pain. Pharmacology, Biochemistry and Behavior, 68(1):99-104. Service: University, College, Department Committees; Youngstown Community Committees College of Arts and Sciences Curriculum Review of the BS/MD Program General Studies Committee Professional Development and Research Committee Search Committee Chair Position: General Studies Coordinator/ Academic Advisor Search Committee Member Position: Academic Administrator for Pre-Professional Programs Waiver Committee Department of Biological Sciences Curriculum Committee Health and Safety Committee Search Committee Member Position: Instructor

2006 2005 2005 2005 2005 2004 2005 2005 2005

University Service B.S./M.D. Interviews

2003

QUEST judge

2005, 2006

Science Fair Judge, Lake-to-River

2005, 2006

A2 - 12 Tall Teaching Responsibilities: courses listed alphabetically/year(s) taught Stark State College of Technology, Canton, OH Dental Pharmacology

1999, 2000

Northeastern Ohio Universities College of Medicine, Rootstown, OH Drug Mechanisms in the Brain Medical Pharmacology

2000 2000, 2001

YSU Department of Biological Sciences Undergraduate Courses Allied Health Anatomy and Physiology Anatomy and Physiology II with Laboratory Functional Neuroanatomy – Swing Course Human Physiology Laboratory

2004-2006 2004-2006 2004 2003-2006

Principles of Neurobiology Principles of Pharmacology Senior Biology Capstone

2003 2005-2006 2003

Graduate Courses Research Methods in Biology – Graduate Course Teaching Practicum for Anatomy and Physiology

2004-2005 2005

A2 - 13 Wassinger Craig Andrew Wassinger, M.S., PT Doctoral Student, Research Assistant University of Pittsburgh Pittsburgh, PA Education Ph.D. Sports Med University of Pittsburgh, Pittsburgh, PA M.S. Physical Therapy University of Pittsburgh, Pittsburgh, PA 2003 B.S. Physical Therapy Daemen College, Amherst, NY 2001 Professional Positions 2004

Physical Therapist, Core Medical Group

2002-2003

Physical Therapist, University of Pittsburgh Medical Center Rehabilitation Hospital

2001-2002

Physical Therapist, Thomas Wenhold Physical Therapy

Consultant/Advisory R. Daniel Ricci: Member of Thesis Committee, Department of Sports Medicine, University of Pittsburgh

2005-2006

Sakiko Oyama: Member of Thesis Committee, Department of Sports Medicine, University of Pittsburgh

2005-2006

Honors and Awards Cum Laude – Daemen College, Amherst, NY Freddie H. Fu Graduate Research Award Recipient

A2 - 14 Wassinger Research Experience 2004-Present Neuromuscular Research Laboratory, University of Pittsburgh 2002-2003

Total Hip Replacement Outcomes, School of Health and Rehabilitation Science, University of Pittsburgh Assess isokinetic strength and fatigue measures between operated and unoperated lower extremities. Determine differences in operated hip versus age related controls

Scholarship Presentations Oyama, S., Myers, J.B., Ricci, R.D., Wassinger, C.A., & Lephart, S.M. Range of motion characteristics of the swimmer’s shoulder: Not the typical overhead athlete. 2007 American Academy of Orthopedic Surgeons, San Diego, CA (In review) Myers, J.B., Wassinger, C.A., Oyama, S., Ricci, R.D., & Lephart, S.M. Clinical assessments of posterior shoulder tightness: Accuracy, reliability, precision, and validity. 2007 American Shoulder and Elbow Society 23rd Open Meeting. San Diego, CA (In review) Myers, J.B., Wassinger, C.A., Oyama, S., Jolly, J.T., Ricci, R.D., & Lephart, S.M. Accuracy of two common clinical assessments of posterior shoulder tightness. National Athletic Trainers Association. Atlanta, GA. June 14 – 18, 2006. Wassinger CA, Myers JB, Oyama S, Ricci RD, Jolly JT, Lephart SM. Reliability and Precision of Measuring Humeral Rotation Range of Motion with a Goniometer. American College of Sports Medicine Annual Meeting. Denver, CO. May 31 – June 3, 2006 Publications Myers, J.B., Wassinger, C.A., & Lephart, S.M. Sensorimotor contribution to shoulder stability: Effect of injury and rehabilitation. Man Ther. (Accepted April 2006) Frost KL, Bertocci GE, Wassinger CA, Munin MC, Burdett RG, Fitzgerald SG, Isometric Performance Following Total Hip Arthroplasty and Rehabilitation, Am J Phys Med Rehabil. (In press) Bertocci GE, Munin MC, Frost KL, Burdett R, Wassinger CA, Fitzgerald SG: Isokinetic Performance after Total Hip Replacement. Am J Phys Med Rehabil 2004:83(1):1-9.

A2 - 15 Wassinger Teaching Responsibilities: courses listed alphabetically/year(s) taught Daemen College, Amherst, NY Kinesiology, Teaching Assistant Musculoskeletal Rehabilitation, Teaching Assistant Physiology of Exercise, Teaching Assistant

2000 2000 2000

Youngstown State University, Youngstown, OH Exercise Physiology, Course Instructor

2005

University of Pittsburgh, Pittsburgh, PA Anatomical Basis of Sports Medicine, Teaching Assistant Human Anatomy, Lecturer Laboratory Techniques in Sports Medicine, Lecturer Medical Terminology, Course Instructor Pathokinesiology of Joints and Extremities, Teaching Assistant Patient Management I, Teaching Assistant Rehabilitation Biomechanics, Lecturer

2006 2003 2005 2005 2005 2003 2003

A2 - 16 Womble Mark D. Womble Associate Professor, Biological Sciences Youngstown State University Youngstown, OH 44555 (330) 941-4727 FAX: (330) 941-1483 [email protected] Education Ph.D. Anatomy and Cell Biology University of Michigan Medical School, Ann Arbor, MI 1983 M.S. Zoology University of Kentucky, Lexington, KY 1978 B.S. Biology Texas Christian University, Fort Worth, TX 1975 Professional Positions 2000-Present Associate Professor, Department of Biological Sciences, Youngstown State University, Youngstown, OH 1996-Present Adjunct Faculty Member, Department of Physical Therapy Youngstown State University, Youngstown, OH 1995-2000

Assistant Professor, Department of Biological Sciences, Youngstown State University, Youngstown, OH

1992-1995

Assistant Research Scientist, Department of Physiology, University of Michigan Medical School, Ann Arbor, MI

1989-1992

Research Investigator, Department of Physiology, University of Michigan Medical School, Ann Arbor, MI

1986-1989

Postdoctoral Research Fellow, Department of Physiology, University of Colorado Health Sciences Center, Denver, CO

A2 - 17 Womble 1983-1986

Postdoctoral Research Fellow, Department of Anatomy, University of Colorado Health Sciences Center, Denver, CO

1980-1983

Graduate Student Research Assistant, Department of Anatomy and Cell Biology, University of Michigan Medical School, Ann Arbor, MI

1979-1981

Laboratory instructor, lecturer and tutor with Human Gross Anatomy (both Medical & Dental student courses), University of Michigan Medical and Dental Schools

1979-1980

Lecturer, Neuroanatomy and Human Gross Anatomy (Minority Medical Student Orientation courses), University of Michigan Medical School

1976-1978

Laboratory instructor, Histology (Senior undergraduate course), Department of Biology, University of KY

1975-1976

Laboratory instructor, Introductory Biology (Freshman undergraduate course for science majors), Department of Biology, University of Kentucky

Professional Development 2003- Faculty Improvement Leave (FIL), 12 w.h. reassigned time 2002 2000

“Teaching and Learning Across the Disciplines: Models for Scholarship”, one day conference sponsored by Carnegie Foundation for the Advancement of Teaching.

1999- University Research Professorship. Abstract of research presented at Society for 1998 Neuroscience annual meeting. Complete report published in Neuroscience Letters. 1999

Syllabus Instructional Technology regional conference (4 days) held at the University of Central Florida, Orlando, FL

1998

Syllabus98 Instructional Technology national conference (4 days) held at Sonoma State University, Sonoma, CA

1996

Faculty Development Workshop, Ten Common Teaching Mistakes in the College Classroom: Some Low-Tech Solutions by Dr. William Heward of The Ohio State University. Faculty Development Workshop, Enhancing and Evaluating College Teaching

A2 - 18 Womble Honors and Awards Undergraduate Teaching Award, Northeastern Ohio Universities College of Medicine (NEOUCOM) BS/MD Class of 2005

2005

Fourth selection for Who’s Who Among America’s Teachers, 2005.

2005

V.I.P. 2004 Award for teaching and service contributions to Department of Physical Therapy, Youngstown State University

2004

Third selection for Who’s Who Among America’s Teachers, 2004.

2004

Youngstown State University Student Service Award

2003

Youngstown State University Faculty Improvement Leave

2002-2003

Selected for International Who's Who of Professionals

2000

Second selection for Who’s Who Among America’s Teachers, 1999.

1999

Youngstown State University Distinguished Professor in Teaching

1999

Youngstown State University Research Professorship.

1998-1999

Selected for Who’s Who Among America’s Teachers, 1998. Inclusion requires nomination by former student.

1998

Competitive Postdoctoral Fellowship, Institutional National Research Service Award, National Institute of Neurological Disorders and Stroke.

1986-1988

One of only 16 students selected nationally for Biophysics of Neural Function, 4 week course offered by Marine Biological Laboratory, Woods Hole, MA

1984

Professional Organization Membership/Activity Ohio Academy of Sciences

2003-Present

Ohio Research Council on Aging

1995-Present

Society for Neuroscience

1980-Present

A2 - 19 Womble Scholarship External Reviewer 2003

External reviewer for U.S. Department of Education Fund for the Improvement of Postsecondary Education (FIPSE) pre-proposals; 2-day Comprehensive Program Review.

1996

The Journal of Neuroscience The Journal of Neurophysiology

1995

The European Journal of Neuroscience

Grants/Funded Research Support 2005

Graduate student summer research assistant grant, Joe Curiale, $1400

2004

Graduate student summer research assistant grant, Becky Liptak, $1500 Graduate student summer research assistant grant, Sarah Wilson, $1500 YSU University Research Council grant, Pharmacological Actions of Substance P Analogues, $1500

2003

YSU University Research Council grant, Control of Neuronal Excitability by the AntiEpileptic Drug Retigabine, $1500

2003

Graduate student summer research assistant grant, Becky Liptak, $1500 Graduate student summer research assistant grant, Sarah Wilson, $1500

2002

Graduate student summer research assistant grant, Mandy Daugherty, $1496

2001

Graduate student summer research assistant grant, Jim Andrews, $1400

1998

YSU University Research Council grant, Analysis of Amyloid-beta Peptide Actions on Amygdaloid Neurons, $4000

1996

YSU University Research Council grant, Muscarinic Regulation of Neuronal Excitability in Amygdaloid Neurons, $3500

1995

One year Grant-in-Aid from The Whitehall Foundation, Functional Analysis of Muscarinic Signal Transduction in Amygdaloid Neurons, $15,000

A2 - 20 Womble Grant Proposals-Not Funded 2004

P.I. (Mark Simmons, co-P.I.), NSF, Structure-Function Relationships of Tachykinin Peptide Analogs, $658,396 total requested, $393,722 for YSU

2003

Co-Investigator (Mark Simmons, P.I.), NIH, Pharmacology of Tachykinin Peptides, $1,678,483 total requested, $17,000 for YSU

1998

American Health Assistance Foundation proposal, Amyloid Peptide Disruption of Amygdaloid Neuron Functioning, $61,340 requested

1997

Ohio Affiliate of American Federation for Aging Research, Functional Analysis of Amyloid-beta Peptide on Amygdaloid Neurons, $7453 requested

Publications Abstracts Womble, M.D. and Liptak, R.S. (2004). K+ current activation by the anti-epileptic drug retigabine. The Ohio Journal of Science 104: 39. Womble, M.D., Andrews, J.A., and Crook, J.J. (2000). Estrogen reduces excitatory neurotransmission in the basolateral amygdala. Society for Neuroscience Abstracts vol. 26. Womble, M.D. and Moises, H.C. (1994). Ca2+-calmodulin kinase II involvement in muscarinic inhibition of IAHP in Basolateral Amygdaloid Neurons. Society for Neuroscience Abstracts 20: 724. Womble, M.D. and Moises, H.C. (1993). Identification of the rapidly-activating K+ currents, IA and ID, in neurons of the rat basolateral amygdala. Society for Neuroscience Abstracts 19: 1336. Womble, M.D., Rusin, K., and Moises, H.C. (1992). Metabotropic glutamate receptor activation inhibits potassium conductances in neurons of the basolateral amygdala. Society for Neuroscience Abstracts 18: 796. Womble, M.D. and Moises, H.C. (1991). Inhibition by carbachol of M-current and potassium leak conductance in neurons of the basolateral amygdala. Society for Neuroscience Abstracts 17: 64.

A2 - 21 Womble Moises, H.C., Womble, M.D., Washburn, M.S. and Williams, L.R. (1991). NGF enhances cholinergic transmission between nucleus basalis and basolateral amygdala in rat. Society for Neuroscience Abstracts 17: 1313. Moises, H.C. and Womble, M.D. (1990). Voltage-clamp analysis of potassium currents in basolateral amygdala neurons. Society for Neuroscience Abstracts 16: 506. Womble, M.D. and Moises, H.C. (1990). Voltage-clamp analysis of cholinergic action in the basolateral amygdala. Society for Neuroscience Abstracts 16: 1055. Womble, M.D. and Wickelgren, W.O. (1988). Modulation of a calcium-activated potassium current by cyclic-AMP. Society for Neuroscience Abstracts 14: 153. Womble, M.D. and Wickelgren, W.O. (1987). Forskolin prolongs calcium action potentials in lamprey sensory neurons. Society for Neuroscience Abstracts 13: 790. Womble, M.D., Vanderslice, K. and Roper, S. (1985). Neonatal synapse elimination in the rat submandibular ganglion: Effects of target atrophy. Society for Neuroscience Abstracts 11: 101. Womble, M.D., Vanderslice, K. and Roper, S. (1984). Changes in presynaptic input number to rat submandibular ganglion neurons following salivary gland atrophy. Society for Neuroscience Abstract 10: 978. Schwartz, J., Coan, M., Womble, M.D. and Carlson, B.M. (1982). Time course of protein synthesis in regenerating skeletal muscle of the rat. Journal of Cell Biology 95: 376a. Womble, M.D. (1982). Role of the original synaptic site on acetylcholine receptor clustering and nerve-muscle contact formation in regenerating rat skeletal muscle. Society for Neuroscience Abstracts 8: 188. Womble, M.D. (1982). Alpha-bungarotoxin binding site accumulation during rat skeletal muscle regeneration. Anatomical Record 202: 207A-208A. Book Chapter Moises, H.C. & Womble, M.D. (1995). Acetylcholine operated ionic conductances in central neurones. In: CNS Neurotransmitters and Neuromodulators: Acetylcholine, T.W. Stone, ed., CRC Press, Boca Raton, FL, pp. 129-148. Nonrefereed Womble, M.D. (1998). A New Twist to Teaching the Oldest Medical Course., Art and Science of Teaching (YSU College of Arts and Sciences newsletter).

A2 - 22 Womble Refereed Womble, M.D., Andrews, J.A., and Crook, J.J. (2002) 17-β Estradiol reduces excitatory postsynaptic potential (EPSP) amplitude in rat basolateral amygdala neurons. Neuroscience Letters 331: 83-86. Womble, M.D. & Walker, G.R. (2001). Teaching biology to a visually impaired student. Journal of College Science Teaching 30: 394-396. Womble, M.D. (1999). Anatomy and computers: A new twist to teaching the oldest medical course. Bioscene: Journal of College Biology Teaching 25: 15-17. Moises, H.C., Womble, M.D., Washburn, M.S. & Williams, L.R. (1995). Nerve growth factor facilitates cholinergic neurotransmission between nucleus basalis and the amygdala: An electrophysiological study. Journal of Neuroscience 15: 8131-8142. Ackerman, J.M., Womble, M.D. and Moises, H.C. (1994). Multiple effects of long-term morphine treatment on postsynaptic β-adrenergic receptor function in hippocampus: An intracellular analysis. Brain Research 656: 309-318. Womble, M.D. and Moises, H.C. (1994). Metabotropic glutamate receptor agonist ACPD inhibits some, but not all, muscarinic-sensitive K+ conductances in basolateral amygdaloid neurons. SYNAPSE 17: 69-75. Womble, M.D. and Moises, H.C. (1993). Hyperpolarization-activated currents in neurons of the rat basolateral amygdala. Journal of Neurophysiology 70: 2056-2065. Womble, M.D. and Moises, H.C. (1993). Muscarinic modulation of conductances underlying the afterhyperpolarization in neurons of the rat basolateral amygdala. Brain Research 621: 87-96. Womble, M.D. and Moises, H.C. (1992). Muscarinic inhibition of M-current and a potassium leak conductance in neurons of the rat basolateral amygdala. Journal of Physiology 457: 93114. Womble, M.D. and Wickelgren, W.O. (1990). Inhibition of a cAMP-dependent Ca2+-activated K+ conductance by forskolin prolongs Ca2+ action potential duration in lamprey sensory neurons. Brain Research 518: 135-142. Womble, M.D. and Wickelgren, W.O. (1989). Activation of adenylate cyclase by forskolin prolongs calcium action potential duration in lamprey sensory neurons. Brain Research 485: 89-94.

A2 - 23 Womble Womble, M.D. and Roper, S. (1987). Neonatal synapse elimination in the rat submandibular ganglion: Effects of retarded target growth. Journal of Neurophysiology 58: 288-299. Womble, M.D. and Roper, S. (1987). Retrograde effects of target atrophy on submandibular ganglion neurons. Journal of Neurophysiology 58: 276-287. Womble, M.D. (1986). The clustering of acetylcholine receptors and formation of neuromuscular junctions in regenerating mammalian muscle grafts. American Journal of Anatomy 176: 191-205. Schwartz, J., Wiesen, J., Carlson, B., Yamasaki, L., Moore, M. and Womble, M.D. (1986). Increased phenylalanine incorporation in regenerating skeletal muscle grafts. Canadian Journal of Physiology and Pharmacology 64: 199-205. Womble, M.D. and Bonner, P.H. (1980). Developmental fate of a distinct class of chick myoblasts after transplantation of cloned cells into quail embryos. Journal of Embryology and Experimental Morphology 58: 119-130. Professional Presentations 2006

Primary lecturer for Gross and Functional Anatomy of the Upper Limb. Continuing Education workshop for Physical Therapists, Occupational Therapists, and Nurses sponsored by Hillside Rehabilitation Hospital.

2005

Primary lecturer for Get A Leg Up: A Review of Lower Extremity Anatomy and Orthopedic Special Tests. Continuing Education workshop for Physical Therapists presented by the Department of Physical Therapy, YSU.

2004

Womble, M.D. and Liptak, R.S. K+ current activation by the anti-epileptic drug retigabine. Presentation at 113th Annual Meeting of The Ohio Academy of Sciences.

2000

Contributing lecturer for Total Ankle Arthroplasty Continuing Education workshop presented by Forum Health, Youngstown, Ohio. My lecture was The Anatomy of the Leg, Ankle, and Foot. Womble, M.D., Andrews, J.A., and Crook, J.J. Estrogen reduces excitatory neurotransmission in the basolateral amygdala. Poster presentation at 30th Annual Meeting of the Society for Neuroscience.

1999

Invited seminar, The Neurobiology of Acetylcholine and Memory Storage, Department of Biological Sciences, California Polytechnic State University, San Luis Obispo, CA

1998

Invited seminar, How the Brain Stores Memories, Department of Biology, Hiram College for local chapter of the American Institute of Biological Sciences.

A2 - 24 Womble 1997

Lecturer, An Anatomical Review of the Shoulder and Upper Quarter: An OT-PT Perspective, Continuing Education course presented by the Mahoning Shenango Area Health Education Network and Physical Therapy Program, YSU.

1995

Invited seminar, Acetylcholine and the Cellular Mechanisms of Memory, Youngstown State University.

1995

Invited guest lecturer, Medical Neuroscience (Medical student course), Indiana University School of Medicine/Fort Wayne Center for Medical Education. Contributing lecturer, Nervous System Structure and Function (Graduate level course), Department of Physiology, University of Michigan Medical School.

1994- 10 poster & oral presentations, Society for Neuroscience annual meetings. 1982 1994- Taught Cellular Neurophysiology section of Human Physiology (Dental, Pharmacy 1993 and Graduate student course), University of Michigan Dental School. 1992- Taught Neurophysiology section of Neural and Behavior Sciences (Medical student 1991 course), University of Michigan Medical School. 1991

Invited seminar, Cholinergic Regulation of Potassium Conductances in Neurons of the Basolateral Amygdala, Department of Physiology, University of Michigan Medical School.

1986

Invited seminar, Regulation of Neuronal Activity by GABA in Lamprey Spinal Neurons, Department of Anatomy, University of Arkansas Medical School.

1982

Poster presentation, American Association for Anatomy annual meeting. Poster presentation, International Cell Biology annual meeting.

Student Presentations 2006

Kasper, C. and Kaur, H. Retigabine and Its Effect on Action Potentials. Poster presentation at YSU Quest 2006. Curiale, J. The Effect of Substance P, a Commonly Found Tachykinin, on the M-Current in Bullfrog Sympathetic Neurons. Poster presentation at YSU Quest 2006.

2004

Liptak-Riblet, R. The Effects of the Novel Antiepileptic Retigabine on the M-current. Poster presentation at YSU Quest 2004.

A2 - 25 Womble Wilson, Sarah. Effects of Ranatachykinin Peptide Analogs on bfSPR in Single Neurons. Poster presentation at YSU Quest 2004 2003

Liptak, R. and Womble, M.D. The Effects of Retigabine on the M-current. Poster presentation at YSU Quest 2003. Becky won A&S Dean’s Award for outstanding graduate student presentation.

1999

Andrews, A. and Womble, M.D. Estrogen and the Brain. Poster presentation at YSU Quest '99.

Textbook Reviews 2005

One chapter for Russo Human Physiology textbook for McGraw-Hill Publishing Three chapters for 8th edition of Seeley Anatomy and Physiology textbook, McGraw-Hill Publishing

2004

Entire Learning Human Anatomy, 3rd edition, by Dr. J. Guy for Pearson, Prentice Hall Publishing Entire Histology: A Diagnostic Atlas by R.B. Tallitsch for McGraw Hill Publishing.

Chapters for proposed Human Anatomy and Physiology Laboratory Manual by S. Sarikas for Pearson Benjamin Cummings Publishing. 2003

Chapters for proposed Anatomy Lab Manual by Allen & Harper for Wiley Publishing. Chapter for proposed Anatomy and Physiology textbook for Benjamin Cummings Publishing. Complete text of Learning Human Anatomy workbook, by J. Guy for Prentice Hall Publishing.

2002

Chapters for Histology: A Diagnostic Atlas by R.B. Tallitsch for Prentice Hall Publishing. Complete text of Diagnostic Atlas of Histology for McGraw-Hill Publishing. Chapter for Human Physiology by J. Russo for McGraw-Hill Publishing Chapter for Human Anatomy: A Experiential Approach by R. Vines for BenjaminCummings Publishing

2001

Chapters for 6th ed. Anatomy and Physiology Laboratory Manual by E. Wise for McGraw-Hill Publishing

A2 - 26 Womble 2001

Chapters for 6th ed. Anatomy and Physiology textbook by R. Seeley for McGraw-Hill Publishing

2000

Workbook review, 2nd ed. of Learning Human Anatomy by J. Guy for Prentice Hall Publishing Chapters for 7th ed. Human Physiology by S. Fox for McGraw-Hill Publishing

1999

Chapter for Human Physiology textbook from McGraw-Hill Publishing

1998

Complete text of Diagnostic Atlas of Histology laboratory manual from McGraw-Hill Publishing Chapters for proposed Histology textbook from McGraw-Hill Publishing

1997 S.

Chapters for 9th ed. of Principles of Anatomy and Physiology textbook by G. Tortora & Reynolds

Service: University, College, Department Committees; Youngstown Community Committees University A&S Dean Search Biological Sciences representative to Undergraduate Science Teacher Education Program – redesigned College of Education curriculum for B.S.Ed. degree in Life Sciences, Earth Sciences, Physical Sciences, and Integrated Sciences Higher Learning Commission Accreditation, Criterion 3 Subcommittee Interviewer for YSU BS/MD Program applicants Natural Sciences Subcommittee to University General Education Committee University Assessment Council University Graduate Council University Research Professorship University Safety YSU-OEA Legislative

2005 2003-2004

2006-Present 2003-Present 1999-2000 2004-Present 2002-2005 2001 1996-1997 1997-1998

A2 - 27 Womble College of Arts and Sciences Arts and Sciences Academic Technology Arts and Sciences Dean’s Advisory Council (DAC) Arts and Sciences General Education (CASGEC) Arts and Sciences Graduate Studies Chair Arts and Sciences Software Ad Hoc Curriculum Committee for proposed Professional Master Degree in Industrial Biosciences Dean’s Reassigned Time Professional Master Degree Development – curriculum developed and local industries recruited for submission of grant proposal to Sloan Foundation (not funded) Science Building Department of Biological Sciences Anatomy and Physiology Division Chair Anatomy and Physiology Division Head Anatomy and Physiology Faculty Search Chair Anatomy and Physiology Faculty Search – hired Jill Tall Anatomy and Physiology Instructor Search Chair Anatomy and Physiology Temporary Faculty Search – hired Michael Arvin Aquatic Biologist Faculty Search – hired Thomas Diggins Biological Sciences Graduate Program Director Chair’s Advisory Computer Resources Chair Departmental representative to Faculty Senate Graduate Program Director Graduate Student Admission Health & Safety Master of Science in Biological Education Degree curriculum Promotions – for Chet Cooper Chair Promotions – two faculty members considered Q2S Committee Space

1998-1999 1997-1999 1999-2001 2001-Present 2004-Present 1998 2002 2006 2002-2003

1999-2000 1995-Present 2003-2005 2003-Present 1998, 1999 2002-2003 2005 2002 2002 2002-Present 2003-Present 1998-Present 1999-2001 2003-Present 1999-Present 1996-Present 2002-2003 2003 2001 1999-2000 1996-Present

A2 - 28 Womble Department of Geology Promotion – two Geology faculty members considered Department of Physical Therapy External evaluator for Doctorate in Physical Therapy (DPT) program External faculty evaluator for student research project designs presented at P.T. Student Research Case Report meetings Master of Science in Physical Therapy (MSPT) Planning Physical Therapy Admissions Physical Therapy Prerequisites Ad Hoc Student Research Forums Tenure Review

2001 2005-Present 2002-Present 1998-1999 1996-Present 1998-2000 2003-Present 2004

Program Service Curriculum Development - New courses developed at YSU: BIOL. 868 Human Gross Anatomy for Physical Therapy (5 q.h. - 3 hours lecture, 4 hour laboratory per week) - offered for Professional Phase Physical Therapy students only BIOL. 869 Human Gross Anatomy for Physical Therapy (5 q.h. - 3 hours lecture, 4 hour laboratory per week) - offered for Professional Phase Physical Therapy students only BIOL. 705 Introduction to Human Gross Anatomy (4 q.h. - 3 hours lecture, 3 hour laboratory per week) - the laboratory portion is taught using computer software and models instead of dissections BIOL. 976 Cellular Neurophysiology (3 q.h. graduate level course – 3 hours lecture per week) BIOL. 1551 and 1552 – complete revision of all laboratories. Developed homework and in-lab assignments, wrote supplemental lab guides Faculty Advisor Faculty advisor for Omicron Lambda Honorary Biology Fraternity Faculty advisor for Pre-medical, Pre-Dental, Pre-Physical Therapy biology students

1997-2001

A2 - 29 Womble Thesis Committee Service - Master’s of Biological Sciences degree: Advisor for Becky Liptak-Riblet (entered Physical Therapy DPT program) Advisor for James A. Andrews – Thesis title: “Effects of Estrogen on the Basolateral Amygdala of the Rat Brain” (graduated summer, 2000) Advisor for Joe Crook Advisor for Joe Curiale Advisor for Matt Skerich (left to attend Medical College of Ohio) Advisor for Sarah Wilson (entered Clinical Psychology Ph.D. program) Committee member for David Vrable Committee member for Richard Kandrac and Tom Watkins Committee member for Samer Saleh (graduated 2001) Committee member for Staci Raab and Nader Atway

2002-2004 1998-2000 1999-2001 2004-Present 1999-2000 2002-2004 1997 1998 2001 1999

Teaching Responsibilities: courses listed alphabetically Youngstown State University, Youngstown, OH Cellular Neurophysiology – lecture course Gross Anatomy 1 – lecture and laboratory courses for Physical Therapy professional students Gross Anatomy 2 – lecture and laboratory courses for Physical Therapy professional students Human Anatomy & Physiology 1 – lecture and laboratory course Human Physiology 1 – lecture and laboratory course Introduction to Human Gross Anatomy – lecture and laboratory course Problems in Biology – Cellular Neurophysiology – independent study course Topics in Physiology – graduate special topics course Vertebrate Histology – lecture and laboratory course

Biology 6976; 3 s.h. Biology 5868; 4 s.h. Biology 5869; 4 s.h. Biology 1551; 4 s.h. Biology 792; 5 q.h. Biology 3705; 4 s.h. Biology 4850; 1-3 s.h. Biology 6998; 1 s.h. Biology 4813, 3 s.h.

B-1 APPENDIX B – DPT PROFESSIONAL PROGRAM NEW COURSE DESCRIPTIONS

YEAR 1 Histology The study of the histological basis of human tissue. Emphasis on the relationship between microscopic structure of tissue types and organ function.

1 s.h.

Pharmacology for PT The study of pharmacologic principles, classifications and common pharmaceutical agents. 1 s.h.

Imaging and Lifespan Pathology for PT Imaging principles, methods, and findings to illustrate the relationship to treatment options and plans of care. Case-based examples illustrate the implications for physical therapy practice and referral. Common pathologies highly relevant to physical therapy throughout the lifespan are discussed. Introduction to common scenarios for differential diagnosis. 2 s.h.

B-2 YEAR 2 Community Applications Community based projects that encompass the aspects of Advocacy, Collaboration, Social Responsibility, Consultation & Leadership, Marketing/PR and Fiscal Management. 3 s.h.

Critical Inquiry I: Planning Development of research design for case reports and research proposals. Evidence-based emphasis on literature review, definition of research questions, and critical analysis of the research question and selected methodological elements. Introduction to internal and external funding sources.

2 s.h.

Healthcare Delivery Global study of the delivery of healthcare in a broad-spectrum view. Emphasis is on the societal, economic, legal/ethical and cultural factors that influence healthcare. Multidisciplinary aspects are considered.

1 s.h.

Clinical Decision Making III: Advanced Cases In depth analysis of patient/client cases which includes pharmacology influences and diversity aspects. Differential diagnosis skills with be further developed in respect to each case. Evidence-based practice will be emphasized.

3 s.h.

B-3 YEAR 3 Physical Therapy Specialty Applications Specialty focused course with faculty and clinical experts integrating didactic and client experiences. Students choose area of specialty.

4 s.h.

Clinical Decision Making IV: Advanced Cases In depth analysis of patient/client cases which includes pharmacology influences and diversity aspects. Differential diagnosis skills with be further developed in respect to each case. Evidence-based practice will be emphasized.

2 s.h.

C-1 APPENDIX C – DESIGNATED DEPARTMENTAL SPACE

C-2 PHYSICAL THERAPY DEPARTMENT Youngstown State University CUSHWA HALL ROOM NUMBER

DESCRIPTION

SQUARE FOOTAGE

B037 and B038

Conference Room

799

B046

Traditional Classroom

680

B065

Student Study

370

B079 A and B

Storage Closets

96

B080

Secretaries’ Office

193

B081

Male Locker Room

240

B082

Faculty Office

88

B083

Female Locker Room

363

B084

Faculty Office

92

B085

Laboratory Classroom

B086

Department Chair’s Office

150

B088

ACCE’s Office

138

B093

Faculty Office

98

B094

Research Laboratory

132

B095

Faculty Office

141

B096

Part-time Faculty Office

140

2108

Office/Laboratory

396

2111

Animal Research Laboratory

270

2,745

The faculty, secretaries’ offices and research laboratories total 1,838 Sq. Ft. The two locker rooms total 603 Sq. Ft. Total Square footage of the department equals 7,131 Sq. Ft.

D-1 APPENDIX D – EXTERNAL CONSULTANT LETTERS OF SUPPORT

7 August 2006 Nancy Landgraff, PhD, PT Chair, Department of Physical Therapy Youngstown State University One University Plaza Youngstown, Ohio 44555 Dear Dr. Landgraff I appreciate the opportunity to serve as a reader/reviewer consultant for your proposal to offer a Doctor of Physical Therapy Degree. From my accreditation visit with the Commission on Accreditation in Physical Therapy Education (CAPTE) with the program in April 2005, I was aware that you were planning for the change and have participated in several drafts of the proposal with input to your planning meetings. From these experiences and materials, I feel that your proposal for the DPT is well grounded in educational principles and curriculum design, has a well planned and coordinated curriculum to meet your objectives, and has full faculty as well as administrative support to make the degree program a reality starting in 2007. You are to be commended for all your planning and work and I fully support your proposal for the DPT degree to replace your current MPT degree. During the CAPTE visit it was clear to me that this change to a DPT program was imminent in your plans and was an important change for your program in terms of recruiting qualified students who might otherwise go somewhere else to get their DPT degree. Additionally, the proposed DPT program is in keeping with changes in health care and the profession of physical therapy as it moves to a doctoring profession with patients having direct access to physical therapy. Direct access comes with additional responsibilities and thus requires additional knowledge and skills sets that were not specifically addressed in your MPT program. A second important and fairly recent practice change in the profession is evidence based practice and best practice. While this was part of your MPT curriculum, it was not a major curriculum theme as it will be in your DPT program. In the current and perceived future health care economy, PTs will need be able to practice direct access and to practice based on the best available evidence. Your new DPT program curriculum is well designed to ensure that your future graduates are prepared to practice in direct access as well as collaborative members of a larger health team using best practice principles. In reviewing your proposal I had initial concerns about the increased work load with new courses and 20 DPT students per year (for a total student body of 60 students) without additional faculty. Along with this concern is CAPTE's expectation that your faculty be actively involved in research as well as teaching and clinical practice. Part of that CAPTE

D-2 expectation is that the institution will give support and release time for faculty to pursue those areas. Your faculty's team teaching approach is outstanding and lends considerable continuity and accountability for learning to the curriculum; however, it is quite labor intensive, potentially limiting time for scholarship and practice. In your proposal. I am pleased to see that you have received institutional support from the dean for one additional faculty member and a graduate teaching assistant and you expect continued support for part time faculty with specific expertise as needed. These additional faculty members will be critical to the success of your transition and you have planned accordingly. Although I know that you will all be working very hard in the new DPT program, I have no remaining reservations as to faculty numbers and administration support. Additionally, CAPTE has the expectation that all full time physical therapy faculty have a degree at least commensurate with the degree being offered. In the case of a DPT program, CAPTE expects that all your faculty have a doctoral degree. Your three faculty members who do not have a doctoral degree are making excellent progress toward completion and it appears that, well before the first class of the DPT begins, all your faculty will have a doctorate degree. I know that those three faculty members currently in doctoral studies have received some release time for their studies. Once they have completed their doctoral degrees, that release time can then be channeled toward research and scholarly activity as well as clinical practice, which will help you continue to teach (including your new courses) as well as meet the CAPTE expectations relative to scholarship and practice. Your program has been well thought out and is educationally sound. Your transition from BS to MPT with a plan for the next transition to the DPT has proved to be a well designed plan. My participation in the process and the opportunity to review and make edits to documents leads me to give you my strongest support for your proposal for the DPT. Thank you again for this opportunity to work with you. I look forward to news that your DPT Program proposal has been approved and you are starting to admit your first DPT students. With my strongest support,

Jean Bryan Coe, PhD, DPT, OCS CAPTE On Site Team Leader Director, Baylor University t-DPT Program 2207 Hwy 35 N, Suite C-184 Rockport, TX 78382 210-601-6132 [email protected]

D-3

D-4