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Shenandoah University Cited For Its Efforts To Change Campus Culture and Promote Student Success

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In “An Open Letter to College and University Leaders: College Completion Must Be Our Priority” released this week by the National Commission on Higher Education Attainment, Shenandoah University was cited (pages 12-13) for its efforts to “…streamline administrative procedures, making it easier for students to focus on academic and cultural pursuits…” and for creating a student-centered culture that helps improve student engagement and retention.

“Back in 2008, Shenandoah’s retention remained consistent with national norms, but we just weren’t satisfied with that. We believed we could—and should—do better,” said Vice President for Enrollment Management & Student Success Clarresa Morton, Ph.D.

So, Shenandoah conducted a self-study to identify areas for innovation and improvement. University leaders utilized the Foundations of Excellence® model developed by the John N. Gardener Institute to examine the viability of academic programs and to focus on improving services available to first-year and transfer-students. The university established a new Office for Enrollment Management & Student Success and reshaped its Office of Student Life. It refined new academic offerings, like the Going Global: First-Year Seminar, to raise awareness of global issues and facilitate the transition to college for first-year students. It retooled its Student Government Association, created new recreational programs and refined methods and opportunities for students to engage in hands-on service opportunities in and out of the classroom.

The university also worked to improve academic advising and tweaked services offered by its Wellness Center, Academic Enrichment Center and Writing Center, all focused on providing a variety of support services to help faculty and staff quickly identify and assist students in crisis—academically and socially. It created a new Center for Teaching and Learning to support best practices and assist faculty members to improve their teaching and learning skills, utilizing the latest technology tools to best serve student needs. It also improved communications with prospective students and parents, consolidating check-in activities into a one-stop service center during Welcome Week and adapting student communications around Facebook and other student-preferred methods.

“At Shenandoah University, we’ve created a community that focuses on student success,” said Dr. Morton. “We strive to foster an environment in which our students can succeed during their time here and to lay the foundation, not only for successful, professional careers but for the rest of their lives.”

As a result, Shenandoah has seen early gains for its efforts.

“Our freshman-to-sophomore retention has increased from 69.8 percent in fall 2007 to 80.2 percent in fall 2012,” said Morton. “It’s well documented that a college education leads to a higher earned income and better quality of life for graduates. Our goal is to provide students with access to the programs and services they need to persist to graduation and take their places as leaders wherever they go.”

The National Commission on Higher Education Attainment was created with participation from the American Council on Education (ACE), the American Association of Community Colleges (AACC), the American Association of State Colleges and Universities (AASCU), the Association of American Universities (AAU), the Association of Public and Land-grant Universities (APLU), and the National Association of Independent Colleges and Universities (NAICU).

Shenandoah University President Tracy Fitzsimmons, Ph.D., served on the Commission of Higher Education Attainment with two other presidential colleagues—Vice Chair Andrew K. Benton from Pepperdine University and George E. Martin from St. Edwards University—representing the NAICU. Overall, 17 college and university presidents and chancellors, six ex officio members and two ACE staff members served on the commission representing public and private higher educational institutions nationwide.

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Shenandoah University Breaks Ground On New Health Sciences Building

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Shenandoah University will officially break ground today on its 71,000 square-foot Health Sciences Building. Designed by Earl Swensson Associates (ESa) of Nashville, Tenn., the building will serve as a new home to the university’s athletic training, biology, chemistry, nursing, respiratory care and pre-health programs. General contractor Howard Shockey & Sons of Winchester, Va., has projected a completion date of Aug. 18, 2014, for occupation for the fall 2014 semester.

“I am thrilled that we are breaking ground today on a facility that will serve as the academic living room for our campus,” said President Tracy Fitzsimmons, Ph.D. “With state-of-the-art laboratories and technology-rich classroom spaces, our new Health Sciences Building will provide a place for students, faculty and staff – as well as community members – to meet, study and learn together.”

Academic spaces in the facility will include standard and active-learning classrooms; teaching labs; a 2,000 square-foot, 16-table cadaver lab; a nursing skills lab and simulation suite; a large meeting space; and cutting-edge classroom technologies that support active learning. Modern lab spaces will allow faculty to teach new courses, expand teaching methods and give students opportunities for more hands-on research. These labs can be used for an array of courses across program curricula. The building will also include faculty offices, study spaces, lounges and community areas.

Once nursing and respiratory care move from their current facilities at the university’s Health Professions Building (located at Valley Health System’s Winchester campus) into the new building, other university graduate programs, in occupational therapy (OT), physician assistant studies (PA) and physical therapy (PT), will move into the vacated spaces. These three programs are currently housed in off-campus, leased buildings. They will access the new cadaver lab and locker room spaces on the third floor of the new Health Sciences Building on main campus.

The university will fund the $25 million dollar capital project by transitioning current lease payments to debt payments with additional funding from the capital fund and private fundraising dollars. Fitzsimmons and other members of the Shenandoah University community worked diligently throughout the 2012-13 school year to raise the funds necessary, with generous gifts pledged by university trustees and friends as recently as May 2013.

A “foundation celebration” will be held in lieu of a traditional ceremonial groundbreaking event. On the afternoon of Thursday, Aug. 22, the university will celebrate the first phase of construction by holding a special event on the foundation of the building.

Click here to read more about the new Health Sciences Building.

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University Celebrates Construction of Health & Life Sciences Building

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(PHOTO) During a foundation celebration on Aug. 22, Shenandoah University President Tracy Fitzsimmons (center), board of trustee members, alumni, donors, construction and architectural representatives, distinguished guests, students, faculty, staff and community supporters sign their names on one of the steel I-beams that will become the framework for the new Health & Life Sciences Building on main campus, a lasting foundation for this new campus footprint.

As construction progresses on Shenandoah University’s Health & Life Sciences Building, the university community gathered together on Aug. 22 for a foundation celebration to honor the opportunities and possibilities provided by this new addition to campus.

“What a great time to be at Shenandoah University,” said President Tracy Fitzsimmons, Ph.D. “This story isn’t really about this building. It’s about our amazing students that go on and dream about making the world a better place. It’s about a commitment to education on the part of our faculty, staff and trustees to turn out the very best students anywhere, who are compassionate, caring citizens who can talk broadly about world politics or just to listen with an appropriate ear. These are going to fabulous learning spaces, where students and faculty can congregate together, and where they will dream dreams and study.”

Dr. Fitzsimmons, members of the Shenandoah University Board of Trustees and honored guests signed their names on one of the steel I-beams that will become the framework for the building — a lasting foundation of this new campus footprint.

“This building will be a very significant addition to the Shenandoah campus,” said Chairman of Shenandoah University’s Board of Trustees Andrew Ferrari. “It’s going to prepare students not only to hit the ground running as they enter the workforce but also to adapt to the opportunities and challenges they’ll face in the future. In the health and sciences area, change is inevitable, and we embrace it.”

When it opens during the fall 2014 semester, the 71,000 square-foot Health & Life Sciences Building will house standard and active-learning classrooms; teaching labs; a 2,000 square-foot, 16-table cadaver lab; a nursing skills lab and simulation suite; a large meeting space; and classroom technologies that support active learning.

The building will serve as home to Shenandoah’s athletic training, biology, chemistry, nursing, respiratory care and pre-health programs; graduate health programs will access the 16-bed cadaver lab on the third floor of the building.

The opportunity to have all of the university’s undergraduate health programs under one roof on main campus means better service to students and a more collaborative learning process between all of the programs.

The unique lantern design of the building, created by Earl Swensson Associates (ESa) of Nashville, Tenn., will welcome students and faculty as a place of learning. Describe as “a beacon of light” to the campus, the Health & Life Sciences Building will become the academic living room on main campus.

With the overwhelming demand for enrollment in the life and health sciences, educating the next generation of healthcare professionals is critical to meeting that industry’s future demands. Shenandoah University and its board of trustees is raising the bar with this new facility and working to be proactive in this vein. The institution is a regional and national leader in the health sciences, and the facility will help it remain at the forefront of health and science education.

In addition, the Health & Life Sciences Building will continue to foster the rewarding relationships the university has built within the local community. It will act as a meeting place for organizations, businesses and healthcare affiliates throughout the region.

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SU TAKES $25M STEP TOWARD FUTURE NEEDS

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Photo by GINGER PERRY/ The Winchester Star
William A. Hazel Jr., M.D., Virginia secretary of Health and Human Resources, speaks Thursday at Shenandoah University’s Health and Life Sciences Building Foundation Celebration.


Shenandoah University officials say that the Health & Life Sciences Building being built on campus is not simply a great feat of bricks and mortar.

“ … [I]t’s a vehicle that helps drive our institution to new heights,” said Andrew Ferrari, chairman of the SU Board of Trustees.

On Thursday afternoon, SU faculty, staff, students and guests gathered on the university’s main campus in Winchester to celebrate the laying of the foundation for the school’s new $25 million facility.

The three-story 71,000-square-foot building will house the university’s athletic training, biology, chemistry, nursing, respiratory care and pre-health programs. The project should be completed in August 2014 and is expected to open for the fall 2014 semester.

Inside the facility will be standard and active-learning classrooms; teaching labs; a 2,000-square-foot, 16-table cadaver lab; a nursing skills lab and simulation suite; a large meeting space; “cutting-edge” classroom technologies; and faculty offices, study spaces, lounges and community areas.

Both graduates and undergraduates will use the building.

Thursday’s event was held adjacent to the construction site, near Mary M. Henkel Hall.

“What we are trying to do here is a lot bigger than a building,” said William A. Hazel Jr., Virginia’s secretary of Health and Human Resources, who insisted that the 8.2 million people in the state would need good health care employees in the future.

“They will need you,” Hazel said to the students in attendance. “You will have a job as long as you are caring and ethical and you stay up on your learning.”

Shenandoah University President Tracy Fitzsimmons speaks Thursday at the school’s Health and Life Sciences Building celebration.
Photo by GINGER PERRY/ The Winchester Star

President Tracy Fitzsimmons said the story on Thursday was not about a building, but about the students who go on and dream about making the world a better place and “actually do it.”

“It’s about the students who will stand at our bedsides,” she said.

Fitzsimmons said the building is the largest and most expensive one SU has built.

Mary Farland Shockey, chairwoman of the academic affairs committee, said the new building will alleviate currently crowded classrooms and students having to stay up all night to work in limited lab space.

“This is a new space to teach, and it also has the best facility and equipment for students and faculty,” she said.

Other speakers included Kathryn Ganske, dean of the Eleanor Wade Custer School of Nursing, and Calvin Allen, associate vice president for academic affairs and dean of the college of arts and sciences.

Liz Grover (left), a senior and first-year physical therapy student at Shenandoah University, and Tori Finney, a sophomore nursing student, sign the steel foundation I-beam that will be placed in the school’s Health and Life Sciences Building.
Photo by GINGER PERRY/ The Winchester Star

To cap off Thursday’s event, Fitzsimmons, members of the Board of Trustees, donors, alumni, current employees and students, local dignitaries and project supporters all signed their names on one of the steel I-beams that will be part of the building’s framework.

Once the building is completed, the locations of certain programs will be shuffled.

Nursing and respiratory care will move to the new building from their current facilities at the university’s Health Professions Building on the Winchester Medical Center campus, while other university graduate programs in occupational therapy, physician assistant studies and physical therapy will take their place at WMC.

The university will pay for the project by transitioning current lease payments to debt payments, with additional funding from the capital fund and private fundraising dollars.

The general contractor for the project is Howard Shockey & Sons of Winchester.

— Contact Rebecca Layne at rlayne@winchesterstar.com

By REBECCA LAYNE The Winchester Star

REPRINTED WITH PERMISSION OF The Winchester Star

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GCP Travelers Embark On Their Journeys In 10th Anniversary Year

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They’ve been preparing for months, and now the time has finally arrived. Shenandoah University’s 2014 Global Citizenship Project (GCP) participants are set to embark on their spring break adventures, slated for Thursday, March 6, through Sunday, March 16.

In its 10th anniversary year, more than 50 members of the Shenandoah University community will travel around the world as part of this unique program.

The first group, traveling to Costa Rica, will depart on their journey late in the evening on Thursday, March 6, and the remainder of the traveling groups will follow suit on Friday, March 7. This year’s theme, “InterAction,” explores the role of communication and connection experienced in the host countries of Albania, Bolivia, Costa Rica, South Korea and Morocco.

“This will be my second GCP trip in as many years, and I am leading this year’s trip to Albania,” said Assistant Professor of Sport Management Joey Gawrysiak, Ph.D. “It has been a different experience serving as faculty leader in charge of planning the trip and managing the finances.” Dr. Gawrysiak is co-leading the Albania trip with student and Albania native Estela Lajthia.

“I have also been in charge of the small group meetings we’ve held to build relationships as a group before we go,” added Gawrysiak. “We will get to know each other well on the trip, and we’ve worked on team-building exercises through games, activities and even lessons during these meetings. We have a great group and have built a strong bond already. I love everything about GCP and appreciate the opportunity it gives to the Shenandoah University community.”

“I applied for GCP because I wanted to be pushed outside of my comfort level,” said senior criminal justice major Krystie Ocasio, who will travel to Morocco. “I like to think of myself as a global citizen, but you never really know until you’re put to the test! I’m so excited to experience a different culture with my amazing group!”

“Along with my biology major, I am also working towards a minor in Spanish and have been studying the language since middle school,” said sophomore biology/pre-pharmacy student Zach Woodley. “As luck would have it, my GCP group is traveling to Bolivia, and I couldn’t be more excited! Traveling to an actual Spanish-speaking country is a fantastic opportunity, not only to learn more about the culture, but to practice my speaking skills in a ‘real’ Spanish environment. This trip will also be my first time out of the United States. While I am a little nervous, I can’t wait to be able to experience a completely new culture for the very first time.”

Michael Mendillo, a first-year grad student in the performing arts leadership and management program, is thrilled to travel to South Korea. “I’m looking forward to pushing myself out of my comfort zone and traveling so far from home,” said Mendillo.

“To travel to Asia is literally a dream come true for me,” he continued. “I applied for GCP because I know how travel can help you grow as a person, and I’m excited to see what new things my group members and the South Korean culture can teach me. The group dynamic during our meetings has made me feel ready to immerse myself fully in another culture. I already feel we are bonded, and I know our trip will only bring us closer to each other and our alma mater.”

Want to follow along with this year’s groups? Visit the GCP 2014 blog at http://learning-abroad.blogspot.com/, and keep tabs on Shenandoah University’s Global Citizenship Project social media channels on Facebook and Twitter.

Here’s the full list of the 58 members of the Shenandoah University’s campus community – undergraduate and graduate students, faculty and staff members, and one university trustee – who will travel as part of the 10th anniversary year of GCP:

Albania, led by Assistant Professor of Sport Management Joey Gawrysiak, Ph.D., and student Estela Lajthia – Kathleen Eid-Heberle, Doug Zipp, Nicole Persun, Michael Bentley, Ruth Kupata, Jordan Healey, Heather Shannon, Joseph Scott, Alexander Slohm, Elizabeth Levey

Bolivia, led by Dean of the Eleanor Wade Custer School of Nursing Kathryn Ganske, Ph.D., R.N. – Seth Chatfield, Holly Standard, Samuel Fasanmi, Jennie Ferraro, Denise Mitchell, Katherine LiPuma, Kaitlynne Dennis, Nate Huntley, Zach Woodley, Grace Eisenhauer

Costa Rica, led by Assistant Professor of Physician Assistant Studies Natalie Nyren, M.S. – Rodney Bragdon, Kerri Nassano, Rachel Maki, Hannah Rinker, Brett Holmes, Ashlyn Wells, Jonathan Mills, Theodore Maher, Sarah Giunta, Ashley Landes

South Korea, led by Associate Professor of Marketing Sally Kim, Ph.D. – Camilla Hollen, Valerie Jackson, Jessica Cianci, Michael Mendillo, Lauren Bogar, Jessie Forbes, Brook Bukowski, Kyle Dill, Adam Scott, Kelani Bailey, Academic Affairs Adrienne Bloss, Ph.D., Board of Trustees member Mary Shockey

Morocco, led by Graduate Admissions Counselor Abdelhafid el Idrissi – Cheryl Yancey, Kyle Farrell, Jessica Reardon, Stephen Cummings, Joshua Harris, Anabelle Merrera, Joey Santangelo, Mark Koons, Krystie Ocasio, Maggie Todd

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University Gears Up for Fourth Annual Partnership With Community Day

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Outreach to the local and regional communities is integral to Shenandoah’s mission. In addition to its activities throughout the year, Shenandoah University has designated one specific day for a majority of its members to commit to service in the community.

Shenandoah University will hold its Fourth Annual Partnership With Community Day on Tuesday, March 25. It is a way for students, faculty, staff, alumni and trustees at the university to partner with organizations in the local and surrounding communities to give back and make a difference.

“Shenandoah University places a great value on working with our community partners to further their goals and objectives,” said Karen Schultz, Ph.D., director of The Center for Public Service and Scholarship, which spearheads the outreach day. “Our university community members have a key role in partnering with local and regional organizations to accomplish much-needed tasks. To know that we as a university are making a difference not only on this day, but throughout the entire year, is very humbling.”

Nearly 100 community service projects and activities are available for the Shenandoah campus community to accomplish during Partnership With Community Day. These include meal packaging for Stop Hunger Now; participation in John Kerr Elementary School’s annual Science Appreciation Day; landscaping, cleanup and construction of a new animal enclosure at the Smithsonian Conservation Biology Institute; food collection for Loudoun Interfaith Relief; and interpretation for patients at HealthWorks for Northern Virginia.

“The diversity of the activities and projects that our community will complete on March 25, is a testament to the many interests and passions of the individuals at Shenandoah University,” said Schultz. “Our community members will be out in full-force in the Winchester-Frederick County area, as well as throughout the rest of the Shenandoah Valley and even the Northern Virginia area. Be on the lookout for a sea of red T-shirts!”

Shenandoah University volunteers will work with community organizations such as Apple Country Head Start, Clarke County Historical Association, Compassionate Pharmacy, Dropping the Reins, Frederick County Public Schools, Froggy’s Closet, Habitat for Humanity, Literacy Volunteers, Loudoun Therapeutic Riding, NW Works, Our Health, Salvation Army, Winchester Public Schools and the Winchester SPCA.

Click here for more information, and join the conversation on Twitter via #PartnershipWithCommunityDay. Lander Manuel, administrative assistant for The Center for Public Service and Scholarship, may be contacted at lmanuel@su.edu or 540/665-4696 in regards to logistics and details for the day.

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Scrutinizing ‘Quality’ – Obama Administration Proposes New College Ratings System

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In his 2014 State of the Union Address in January, President Barack Obama reaffirmed his intention to hold U.S. colleges and universities accountable for quality and affordability. As a result, higher education institutions can expect more media dialogue and governmental scrutiny
in the months to come. In an effort to clarify the issues, President Tracy Fitzsimmons, Ph.D., offers her perspective on the college ratings system proposed by the Obama Administration. Dr. Fitzsimmons currently serves as chair of the board of directors of the National Association of Independent Colleges and Universities (NAICU). 

Q: What are the facets of the federal government’s proposed college ratings system? 

A: President Obama recently proposed a new college ratings system — set to be released before the 2015-16 academic year. According to the White House, the ratings system will “help students compare the value offered by colleges and encourage colleges to improve.” The ratings system is expected to focus upon such measures as percentage of students receiving Pell Grants; average tuition, scholarships and loan debt; graduation and transfer rates; graduate earnings and advanced degrees of college graduates. President Obama also indicated he will seek legislation to allocate federal financial aid based on the ratings system by the year 2018. According to the White House, “Students can continue to choose whichever college they want, but taxpayer dollars will be steered toward high-performing colleges that provide the best value.” 

Q: How would a system like this affect higher education in the United States? 

A: A federal ratings system could penalize those academic institutions and programs that graduate students into professions such as teaching and nonprofit work — professions that inherently focus less on earning potential, but have an untold impact on society. Higher education is not about earning potential. It is about the quality of an education a student receives. The focus of the conversation must be rooted in quality. If we stray from that foundation, we run the risk of defining an education solely through the lens of economics instead of academics. 

Q: What types of issues would be created by this rating system? 

A: If a federal ratings system were put in place, perverse incentives would be created. College presidents and deans could be forced to make value decisions about the types of students they admit — and how they spend their money based upon trying to “game” the system and increase their rating, when in reality, all of our key decisions should be driven by what is best for student learning. The beauty of higher education in the United States is that each of our campuses is different. Each offers a unique and rewarding experience for students. Boiling those attributes down to a letter grade or a stamp anywhere between “excellent” and “poor” is a great disservice to all. Being educated broadly helps people become better citizens. 

Q: What are you hearing from other college and university presidents on this issue? 

A:  I, along with many other presidents, feel the federal government is overstepping its bounds and becoming far too involved in higher education. We believe rating higher education institutions is not the role of the federal government. The proposed college ratings system is purported to be designed to contain the cost of tuition and boost the rate of graduation at colleges and universities throughout the nation. It should not be the role of the federal government to define what outcomes should be important to each family nor how to assess academic quality. The latter is the role of educators, who have already set the bar at a critically high level for each other through peer review and accreditation. 

Q: Where does accreditation fit into this discussion? 

A: We believe peer review through accreditation is better than government review, and responsibility for measuring and rating quality should remain in the hands of peer reviewers, who are better qualified and equipped to hold institutions to a higher standard. The U.S. higher education system is the strongest system in the world in terms of quality, interaction between students and professors, depth of research and a number of other factors. That is, in part, because we have a peer-review system of accreditation. We hold each other accountable, and there is no one who will push harder on quality in education. Instead of creating a new system driven by the federal government, we should put our efforts behind refining a peer-review system that has shown itself to be effective in continually improving higher education institutions. 

What is NAICU? 

The National Association of Independent Colleges and Universities (NAICU) serves as the unified national voice of private nonprofit higher education. Since 1976, the association has represented this subset of American colleges and universities on policy issues with the federal government, such as those affecting student aid, taxation and government regulation. Today, through new communication technologies, an improved governance structure and increased member participation, NAICU has become an even more effective and respected participant in the political process.

The NAICU staff meets with policymakers, tracks campus trends, conducts research, analyzes higher education issues, publishes information, helps coordinate state-level activities and advises members of legislative and regulatory developments with potential impact on their institutions. 

Q: What would a federally regulated ratings system mean for Shenandoah University? 

A: No matter what happens with this college ratings system, Shenandoah University will continue to do what it has always done — focus on providing the best education and the most positive college experience to each and every one of our students. We will continue to make strides in our retention and graduation rates. We will guide students to find their academic passion and relentlessly pursue it. We will connect with students, over and over again, to keep them on the path to graduation. And, we will always strive to reach a bar that is higher than the federal government could ever hope to set. 

Q: Where do we go from here? 

A: This story is still developing. There are many unknowns, but one thing is for certain — if the quality issue isn’t broken, don’t try and fix it. If the problem is cost, students will simply not go to the more expensive colleges if they can’t afford it and don’t see value in it. But they’re still coming to college, because in the end, a student who has earned his or her bachelor’s degree will make $650,000 more over 40 years than someone with a high school degree.* We are committed to finding ways to work with the Department of Education to benefit students across the country, but we will continue to recognize that students and their parents choose colleges based upon a myriad of measurable and immeasurable factors that cannot possibly be boiled down to one simple ratings system. 

In addition, NAICU has spearheaded several major public initiatives, such as the University & College Accountability Network (U-CAN), offering prospective students and their families concise and comparable information on private, nonprofit colleges and universities; the Student Aid Alliance, an ambitious effort to enhance funding for existing student aid programs; and the nonpartisan National Campus Voter Registration Project that, in every federal election, helps all colleges and universities to conduct both voter education, registration and participation programs.

With more than 1,000 members nationwide, NAICU reflects the diversity of private, nonprofit higher education in the United States. Members include traditional liberal arts colleges, major research universities, church- and faith- related institutions, historically black colleges and universities, women’s colleges, performing and visual arts institutions, two-year colleges, and schools of law, medicine, engineering, business and other professions. NAICU is committed to celebrating and protecting this diversity of the nation’s private colleges and universities. 

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Following in a Pioneer’s Footsteps – Pharmacy Student Pursues His Dream

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Growing up in Albany, Ga., fourth-year pharmacy student Robert “Bo” Spires ’14, Pharm.D./ M.B.A., often dreamed of owning his own business. Little did the former electrical engineer know that one day he would fulfill that desire — not as an engineering consultant but as a pharmacist. While he found his former career professionally challenging, Spires’ ongoing interest in the health sciences, passion for people and entrepreneurial aspirations eventually led him to consider a career in pharmacy.

“As an engineer, I designed gadgets and GPS devices for guided missile systems,” said Spires. “I loved the problem-solving side of it, but I missed interacting with people. It was a very isolated type of work that just didn’t fit my personality.”

Changing careers wasn’t an easy decision, but pharmacy just seemed the right fit. 

“I liked the type of life pharmacy could provide,” he said. “I could go to work for someone else or I could run my own pharmacy. Mostly, I liked that I could influence people, affect their health and make them feel better and improve their quality of life. That’s really what I wanted to do as a professional.”

While continuing to work days, Spires took prerequisite courses at night, then applied and was accepted to Shenandoah University’s Bernard J. Dunn School of Pharmacy.

“I wanted to learn in an atmosphere where teaching was the main focus,” he explained. “That was one of the big draws for me at Shenandoah. Plus, they offered the dual-degree M.B.A. I knew that combining those skill sets would help me achieve my goals. 

Meeting the Whites 

During his second year of pharmacy school, Spires received a Eugene V. White scholarship. Eugene (Gene) V. White, P.C., and his wife, Laura Fontaine White ’70, owned and operated a professional office practice, Eugene V. White, Pharmacist, P.C., in Berryville, Va., for 43 years. During the early 1960s, White chose to revolutionize his business model, pioneering today’s prototype pharmaceutical center into what is now common practice — emphasizing patient care rather than retail merchandising. In tribute, their pharmacy was transferred to the Bernard J. Dunn School of Pharmacy as a museum.

“Gene’s vision led to a standard of care embraced by a new generation of pharmacists who understood the importance of patient education, medication therapy management and the acquisition of the knowledge and skills to make it all work,” said Dean of the Bernard J. Dunn School of Pharmacy Alan McKay, Pharm.D. “It’s a model that’s been studied and adopted by pharmacists worldwide.”

According to Associate Vice President for Alumni Affairs Jane Danchisen Pittman ’89, both Gene — who passed away in December 2011 — and Laura enjoyed getting to know their scholarship recipients and encouraging them throughout their time at Shenandoah. In March 2012, Spires, along with two other scholarship recipients, had the opportunity to meet Laura and her daughter, Patricia (Pat) White, at a luncheon arranged by the Office of Advancement.

“I remember I arrived early, so we had some time to talk,” said Spires. “When they asked me what I was planning to do after graduation, I explained that I wanted to complete a residency and later run my own pharmacy in a small town. I talked about my vision for a patient-centered practice, with counseling rooms as well as a compounding and dispensing center. I told them how I wanted to provide preventive services, like diabetes and blood pressure training, and how I hoped to change perceptions of what a pharmacist could do within a community.” 

Meanwhile, the pharmacy serving the Berryville community had recently closed, leaving residents — individuals and families the Whites had served for decades — without a local pharmacist. Both Pat and Laura White felt a growing concern for their neighbors. They felt Spires’ passion for and commitment to a community pharmacy concept resonated deeply with Gene’s family practice model.

“When we first met Bo and he shared that he wanted to own his own practice, live in a small town and work with the people, I thought to myself, ‘Boy, that sounds like my husband, because that was his goal when we came to Berryville,’” said Mrs. White.

A few days later, Pat White asked her mother to consider supporting the creation of a new pharmacy in Berryville.

“I called her and said, ‘Mom, I know this is a crazy idea, but Bo would be perfect for Berryville, and I could hold down the fort until he graduated,’”said White.

Her mother, who would step up to finance the project, agreed, and, without skipping a beat, began reciting a list of tasks that would be required to move the project forward.

“When she asked me, ‘What do you think?’ I said, ‘It’s a wonderful idea, and you have the right person,’” said Mrs. White.

The rest, as they say, is history.

About a week after their initial meeting, the mother-and-daughter team invited Spires and his wife, Becky, to dinner to propose their idea and determine the couple’s interest in making a long-term commitment to the project.

“They said, ‘Your goals are right in line with what Gene had in mind, and we’d like to try to meet the needs of the people in Berryville and open up a pharmacy,’” said Spires. “They explained how they wanted me to come into the practice and, and if I was willing to stay in this area, to eventually buy it out.” 

Building on a Legacy 

After a night of deliberation, the Spires and Whites enthusiastically agreed to the venture. The team developed a business plan, with Pat serving as president and head pharmacist, and Amber Darr, Pharm.D. ’01, serving as a relief pharmacist while Spires completed his doctoral studies. With planning and months of hard work, the project began to take shape. Laura and Pat, along with Pat’s daughter, Alexis Hott, began executing the plan, renovating a storefront property at 33 West Main St. in Berryville on the western end of the block where the original White’s Pharmacy building — now a rug store — originally stood. The team collaborated on a floor plan and ordered equipment, furniture, kiosks and supplies, and Spires remained involved throughout the process. Like White’s Pharmacy before it, the new practice would focus exclusively on patient care. On November 20, 2013, Battletown Pharmacy officially opened its doors for business, serving the community Monday through Friday from 9 a.m. to 7 p.m. and Saturday from 10 a.m. to 2 p.m.

“All the pieces of the puzzle just came together,” said Spires.

Now completing his fourth year and his last semester of pharmacy school, Spires plans to graduate in May, then complete an administrative residency before joining the staff at Battletown Pharmacy.

“I think a residency is a good idea because it will provide me with administrative and hands-on, clinical expertise,” he said. “I’m looking forward to bringing those skills back to Battletown Pharmacy.

“There are a lot of things about managing a community pharmacy that are very attractive to me,” said Spires. “I’m excited about getting involved and becoming a part of the community. I want to get to know the families and make a difference. That’s what draws me to it.”

As his life as a practicing pharmacist begins, Spires, his wife and 5-year-old daughter also expect another first, the arrival of a second child, a son, due just weeks after graduation.

“Bo just seems to be the perfect fit,” said Mrs. White. “We have a pretty special relationship with Shenandoah University. When I talked to the professors, they said, ‘We understand you are going to open up another pharmacy,’ and I said, ‘Yes we are, and we’re going to have one of your students run it when he gets through school.’ When they asked me who and when, I told them, and they said, ‘Oh boy, you have the cream of the crop.’ So our judgements were solid. We hit the nail on the head for the right one. I feel that he will fit this community perfectly.”

Spires plans to build on Gene White’s legacy for community service and patient care. He also hopes to add his own stamp to the practice, even as the role of community pharmacist continues to evolve.

“With computer systems and connections with local physicians, we can make a contribution to our patients’ health and serve the community as a united health care team,” said Spires. 

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Beyond Conventional Learning – Academic Innovations at Shenandoah University

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Challenging students with new methods of learning is part of Shenandoah University’s commitment to preparing each student not only with academic knowledge, but with the emotional intelligence and thought processes necessary to successfully adapt and evolve throughout their professional careers. This holistic approach reaches across Shenandoah’s seven schools and is at the heart of the university’s approach to education.

Dean of the Harry F. Byrd, Jr. School of Business Miles Davis, Ph.D., states that business faculty “meet students where they are, giving average or ‘at risk’ students a second chance, an opportunity to transform their lives.”

Under Dr. Davis’ leadership, several new initiatives help business students develop the life skills and critical thinking so important to their future success. Programs include an advisory committee that meets with students on a weekly basis to teach life skills and an honors class for seniors team-taught by business leaders. Far more than just teaching economics, management and marketing, these initiatives focus on connecting with students in a very personal way — nurturing the development of their emotional intelligence as well as their business and management skills.

Academic innovations are found across campus, encompassing curriculum offerings, programs, delivery methods and styles of learning. In Shenandoah’s nursing and health professions programs, accessibility is a key innovation. Offering specific programs for veterans and hybrid courses that combine online coursework with onsite field experiences, the nursing and health professions programs provide a flexibility that fits individual student needs.

“Academic innovations are about access to learning, programs and teaching methods,” said Vice President of Academic Affairs Adrienne Bloss, Ph.D. “Innovations stretch traditional thinking and connect people and ideas in new and unexpected ways.” 

Stepping Outside Conventional Learning 

Known affectionately in the business school as the “Innovation Lab,” the former computer lab- turned-classroom is now a place where students can write their ideas on the walls, collaborate in groups and work outside the limits of conventional learning styles. Three of the four walls are painted floor-to-ceiling with whiteboard paint, creating a renewable canvas where faculty and students can share their creativity, develop and discuss new ideas and engage in problem-solving activities. With chairs and tables all on wheels, faculty and students can move the furniture into nontraditional configurations to facilitate collaboration and interactive learning experiences.

According to Associate Dean and Professor of Management RT Good, Ph.D., the Innovation Lab was designed to stimulate new creative thinking. “With no boundaries on the creative process, students can doodle an idea on the wall and follow their thought process wherever it may lead,” said Dr. Good. “Faculty members serve as facilitators rather than the traditional ‘sage on the stage,’ moving through the room to help students develop new ways of thinking or to help them get unstuck in their creative thinking.”

In the business school’s innovation and design thinking class, students learn to incorporate divergent thinking and to observe people with an anthropological perspective. Held in the Innovation Lab, students draw their ideas for new inventions on the walls and then explore and discuss the ideas as a group. Faculty and students from across Shenandoah also take advantage of the innovative space to bring new teaching and learning methods to their classes. In Spanish class, Professor of Foreign Languages Anne Lesman, Ph.D., asks her students to write their homework on the walls and then check each other’s work, making corrections where necessary. The flexibility of the space creates an environment where students can actively participate in their learning and pursue new thought processes.

The flexible space also allows for the introduction of nontraditional courses, such as Dr. Good’s First-Year Seminar (FYS) class on mindfulness. Last fall, students in the mindfulness class gathered in the Innovation Lab to learn how contemplative activities, such as meditation and Tai Chi, can reduce stress levels and help them be more present in their lives. With tables and chairs pushed against the walls, students sat on cushions around the room and learned how “unplugging” through daily meditation can help them reduce stress, cultivate compassion and become more open to new styles of learning.

“Once students are here, and they trust us with their learning, that’s when we need to start pressing their learning a little bit,” said Good. “We ask them to let go of their conventional ways of thinking and open themselves to new of learning.” 

Engaging with Technology and Community

In the College of Arts & Sciences, Assistant Professor of Psychology Scott King, Ph.D.,
brings innovation to his teaching methods, engaging students and developing their thought processes through interactive projects that provide hands-on experience. His history and systems of psychology students edit Wikipedia pages as part of an initiative from the Association for Psychological Science to improve the quality of psychology knowledge to the general public. In his general psychology course, Dr. King is conducting a yearlong research experiment with Assistant Professor of Psychology Mark Sai Leong Chan, M.A., a Ph.D. candidate, about the effects of using Twitter as part of the class curriculum to increase student engagement. In Dr. King’s adult years and aging process course, students engage in service learning in conjunction with the Winchester Active Living Center of the Shenandoah Area Agency on Aging.

Professor of Psychology Laura Zimmerman, Ph.D., redesigned her child development classes
to incorporate the use of a virtual simulation program — My Virtual Child — in order to increase student engagement. Using the simulation program, students make parental decisions that shape their virtual child’s development from birth through age 18. Providing feedback to the students on the impact of their parenting decisions, the virtualvirtual simulation program strengthens students’ critical-thinking and decision-making abilities in a way that isn’t possible through standard lectures and textbooks.

“My students say the My Virtual Child simulation program has helped them learn
and relate to class material, as well as connect course information to the real world,” said Dr. Zimmerman. “Its use has led to a significant increase in student engagement and performance in my child development classes.”

Assistant Professor of English in World Literatures Michelle Brown, Ph.D., uses Google docs and course blogs to present much of the materials in her classes. Through these online tools, Dr. Brown’s students develop their skills in online writing and publishing, better positioning them for employment in an increasingly tech- driven communications environment.

Head of the Professional Studies Certificate in English as a Second Language (ESL) Teacher Licensure and Associate Professor Brenda Murphy, Ph.D., brings innovation to her online Master of Science in Education in Teaching English as a Second Language (TESOL) classes through video lectures she posts to YouTube. Students access the lectures through Blackboard. Dr. Murphy uses iMovie and QuickTime Pro to deliver 12 lecture videos for each class, with each lecture consisting of between six and 13 individual parts.

The video lectures enable Murphy’s students, who may be on the West Coast or in Morocco or Japan, to connect more fully with her as a professor and to engage more deeply in the program beyond the online experience.

“I felt that my responsibility as a professor, hired for expertise in a particular field, was to present the course content, to interpret the readings and to bring in sources beyond the required texts,” said Murphy. “To that end, I created sets of lecture videos.

Preparing Students as Practitioners

Perhaps one of the most successful examples of academic innovation at Shenandoah can be found in the Division of Physician Assistant Studies. Traditionally, the physician assistant program
was divided into two components: the didactic classroom portion and the clinical experience. Classroom instruction included textbook readings, lectures and assessment of medical knowledge through written tests. Students gained practical experience and developed their problem- solving and decision-making skills during their clinical rotations.

“The problem with this format was that graduates weren’t getting as much on-the-job training as they’d expected in the program,” said Division Chair and Associate Professor Rachel Carlson, Ed.D., PA-C. “Now the delivery of the didactic portion has been modified to incorporate more experiential learning. Through this innovation, we prepare students earlier for their roles as practicing clinicians. They have a chance to develop and hone their clinical thinking, decision-making and problem-solving skills.” 

Director of Didactic Education and Assistant Professor Anne Schempf, M.P.A.S., spearheaded a new delivery method that more fully integrates experiential clinical learning with the didactic classroom portion of the physician assistant program. Now, lectures are more condensed and may be delivered as videos or podcasts. Students work in groups and engage in teaching cases and recitation. Teaching cases may be faculty- or physician-led, and are problem-based learning sessions that encourage students to take what they’ve learned in lecture, reading, recitation and clinicals and apply that knowledge to scenarios that involve critical thinking and advanced decision-making skills. Assessment methods include evaluations of students, thought processes, treatment plans and problem-solving abilities as they relate to the treatment and care of a patient.

According to Schempf, the concept of clinical integration incorporates everything the students learn across the curriculum into one clinical experience each week. Through role-play exercises conducted with students from Shenandoah Conservatory’s acting program, students experience scenarios they may encounter as practitioners. Creating these scenarios in a safe environment helps students develop their skills in analysis of information, synthesis, clinical decision making and critical thinking — skills they’ll need to become competent and confident health care providers.

“We guide them at the beginning, and then they get to a point where they’re in charge, where they innovate on their own and share with each other,” said Schempf. “They figure out what they need to learn. It’s been amazing to watch students develop those skills. They’re ready for it. We just need to give them the space to make mistakes and the tools and knowledge to work through the challenge.” 

Innovating for Life

Shenandoah’s commitment to academic innovation enables the university to meet students where they are in life and provide valuable educational options that help them experience their own individual success. From videotaped lectures to online simulations, flip-model classrooms to whiteboard classrooms, and mindfulness classes to professional mentors, Shenandoah’s true innovations lie in the dedication of faculty, staff and administration to creating a culture that cares for each student and nurtures their personal, academic and professional success. 

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Ellyn Miller to Address Shenandoah University’s Class of 2014

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(PHOTO: Christy Jenkins Photography)


Executive Director and co-founder of the Smashing Walnuts Foundation Ellyn Miller will deliver Shenandoah University’s 2014 Commencement address on May 10.

Ms. Miller’s daughter, Gabriella Miller ‘13, the inspiration for the creation of the Smashing Walnuts Foundation, was a national childhood cancer advocate who lost her year-long battle with brain cancer on October 26, 2013, just two weeks after receiving her honorary degree from Shenandoah University. The mission of the Smashing Walnuts Foundation is to raise awareness of pediatric cancer and funding for pediatric brain cancer research.

Due to her grace and determination under dire circumstances, Miller is regularly asked to speak about the need for pediatric brain cancer funding. She successfully lobbied Congress to pass The Gabriella Miller Kids First Research Act to increase pediatric disease funding at the National Institutes of Health by $126 million. The act was signed into law by President Barack Obama on April 3, 2014.

“Ellyn Miller should be a true inspiration to us all. In the face of such a profound loss, she remains committed to helping other children and their families,” said President Tracy Fitzsimmons, Ph.D. “We were honored to welcome the Miller family into our Shenandoah family and our hearts and grateful we were able to be a part of fulfilling Gabriella’s wish to graduate from college.”

Born and raised in Chicago, Ill., Ellyn Miller holds a Bachelor of Science degree in psychology and sociology from the University of Illinois at Chicago. She currently resides in Leesburg, Va., with her husband, Mark and son, Jake.

Shenandoah University’s May Commencement Ceremony is scheduled for 1:45 p.m. on Saturday, May 10, 2014, on the field behind the Brandt Student Center, located on the main campus of Shenandoah University in Winchester, Va.

Visit www.su.edu/commencement for more details on Shenandoah University’s 2014 Commencement exercises.

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Ford Named Dean of Health Professions

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Timothy Ford, Ph.D., has been named Shenandoah University’s dean of the School of Health Professions. In this newly created position, Dr. Ford will oversee the divisions of Athletic Training, Occupational Therapy, Physician Assistant Studies and Physical Therapy. He will begin his new position on July 1, 2014.

“It is with great pleasure we welcome Dr. Ford to Shenandoah University,” said Vice President for Academic Affairs Adrienne Bloss, Ph.D. “His extensive leadership experience and his commitment to inter-professional education and community partnerships made for a unanimous recommendation by the search committee. His appointment is very strongly supported by the campus community as well.”

“I am thrilled and deeply honored to have been selected as dean of the School of Health Professions at Shenandoah University,” said Ford. “With the dramatic changes in our health care system, and the critical need to control the ever-rising cost of health care, this could not be a better time to work with these invaluable professions to help shape the next generation of providers.”

“The future is inter-professional education that trains our students to become partners in team-based health care, helps them to recognize the critical role that disease and injury prevention programs play in the future of affordable care, and the importance of embracing a population, or public health-based perspective,” said Ford.

Ford comes to Shenandoah from the University of New England (UNE), where he has served as interim dean of the Westbrook College of Health Professions (WCHP), dean of graduate studies and public health, and vice president for research and dean of graduate studies. Ford held prior positions at Montana State University and at the Harvard School of Public Health.

At Harvard, he both founded and directed the program in water and health, and at Montana State University, he served as principal investigator on the Montana IDeA Networks for Biomedical Research Excellence program — designed to build research and training infrastructure throughout the state in environmental health and infectious disease.

“There are many reasons for coming to Shenandoah University, but the best motivation is to work with a strong and dedicated team to provide an education in the health professions that is second to none – and one that we can ensure will lead to enriching and fulfilling careers for the future generation of health professionals. My role as dean is to create an environment within which great ideas can happen. There is much to explore, and I welcome this opportunity.”

In his various roles at UNE, Ford accomplished much, hiring new program directors and faculty and overseeing two significant renovations for the WCHP – a dental hygiene clinic and a human performance laboratory.

As dean of graduate studies and public health, he oversaw the completion of feasibility studies for a Ph.D. program in marine sciences and a school of public health, including Council on Education for Public Health accreditation for the online Master’s degree in Public Health.

In his role as vice president for research, he established four centers of excellence in research and scholarship, in marine sciences, the neurosciences, public health and the humanities. He also made great strides in attracting funding from federal and state sources for both research and infrastructure, overseeing an increase in annual awards from $2 million to more than $12 million.

Ford earned a bachelor’s degree in biochemistry from Sussex University (U.K.) and a doctoral degree in aquatic microbiology from the University of Wales, Bangor (U.K.). He completed his postdoctoral training in environmental microbiology at Harvard University’s School of Engineering and Applied Sciences.

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Shenandoah University to Graduate 1,284 at Commencement on May 10

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Shenandoah University will celebrate its 2014 Commencement in the Smith Library Plaza on Saturday, May 10, at 1:45 p.m. It is expected that 250 August 2013 graduates and 327 December 2013 graduates will join the 707 May candidates for degrees during the celebration this Saturday.

Executive Director and co-founder of the Smashing Walnuts Foundation Ellyn Miller will deliver the commencement address, while Eric Schaeffer, artistic director and co-founder of Signature Theatre in Arlington, Virginia, will be awarded the honorary Doctor of Arts.

Ms. Miller’s daughter, Gabriella Miller ‘13, the inspiration for the creation of the Smashing Walnuts Foundation, was a national childhood cancer advocate who lost her year-long battle with brain cancer on October 26, 2013, just two weeks after receiving her honorary degree from Shenandoah University. The mission of the Smashing Walnuts Foundation is to raise awareness of pediatric cancer and funding for pediatric brain cancer research.

Due to her grace and determination under dire circumstances, Miller is regularly asked to speak about the need for pediatric brain cancer funding. She successfully lobbied Congress to pass The Gabriella Miller Kids First Research Act to increase pediatric disease funding at the National Institutes of Health by $126 million. The act was signed into law by President Barack Obama on April 3, 2014.

Mr. Schaeffer has received six Helen Hayes Awards for Outstanding Direction and 28 nominations. He also received a Drama Desk nomination for “Follies.” Schaeffer has directed more than 80 productions at Signature Theatre, an award-winning theater that produces world premiere plays and musicals as well as reinvents new interpretations of the American musical.

In 2009, Signature was awarded the 2009 Regional Theatre Tony Award® for excellence in the theater. Signature is home to the American Musical Voices Project, the largest musical commissioning program in the United States, which has awarded over $750,000 to composers to write new musicals.

Schaeffer co-founded and serves on the steering committee of Taking Care of Our Own, a special initiative to help artists in emergency health situations in the Washington, DC area. On Broadway, his productions include “Putting It Together” starring Carol Burnett, “Glory Days,” “Million Dollar Quartet” and the Tony Award®-nominated “Follies.” In the West End/London, he directed “The Witches of Eastwick” and “Million Dollar Quartet.”

His latest projects are a new production of “Gigi” for Broadway in 2015, the new musicals “Beaches” and “The One,” as well as a new production of “Elmer Gantry” at Signature Theatre.

Shenandoah University’s May Commencement ceremony is scheduled for 1:45 p.m. on Saturday, May 10, 2014, on the field behind the Brandt Student Center, located on the main campus of Shenandoah University in Winchester, Virginia.

Visit www.su.edu/commencement for more details on Shenandoah University’s 2014 Commencement exercises.

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Shenandoah University Hosts Ebola Panel Discussion

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Shenandoah University presented an Ebola Panel Discussion on Dec. 2. Panel members included Health Director of the Lord Fairfax Health District Charles J. Devine, III, M.D.; Dean of the Shenandoah University School of Health Professions Tim Ford, Ph.D.; Dean of the Eleanor Wade Custer School of Nursing Kathryn Ganske, Ph.D., RN; Shenandoah University Director of Health Services Ron Stickley, M.S., NRP; and Assistant Professor of Nursing and Nursing Lab Co-coordinator Gilda Gilbert, M.S.N., RN, CNOR.

The panel discussion addressed basic disease symptoms and transmission of Ebola and the local response to Ebola by the health department. It detailed the health department’s protocol for dealing with those who travel to Ebola affected countries, as well as travelers who become ill with the disease.

The panel discussion also outlined the process of identifying, quarantining, and transporting infected patients, as well as the decontamination and cleanup process. Contact monitoring by the health department was also addressed.

Shenandoah University’s preparedness planning and training was outlined, as well as the university’s position as a resource to the community.

About the panelists:

Dr. Charles Devine serves as the Health Director of the Lord Fairfax Health District, a part of the Virginia Department of Health. This health district serves the counties of Frederick, Shenandoah, Clarke, Warren, and Page, as well as the City of Winchester. In this capacity he leads the county’s health departments in their efforts to assure the health and safety of the region’s citizens. He also serves as Interim Health Director for the Thomas Jefferson Health District, which serves the counties of Albemarle, Fluvanna, Greene, Louisa, and Nelson and the City of Charlottesville.

Prior to his work with the Virginia Department of Health, Devine completed a 23-year career in emergency medicine. He has served as medical director of the City of Norfolk Fire and Paramedic Department, and of the Nightingale helicopter ambulance flying from Sentara Norfolk General Hospital. He received the 2003 Governor’s Award as Virginia’s Outstanding Emergency Medical Services Physician.

Devine holds a Bachelor of Fine Arts in technical theatre and lighting design for ballet from the North Carolina School of the Arts. He graduated with a Doctor of Medicine degree from the Eastern Virginia Medical School in 1979 and went on to complete training in emergency medicine. Between medical school and post-graduate training, Devine undertook externship training at Harvard Medical School and the Cleveland Clinic. His postgraduate training was at Duke University and the Eastern Virginia Graduate School of Medicine. He was certified in emergency medicine by the American Board of Emergency Medicine and was named a Fellow of the American College of Emergency Medicine.

Dr. Tim Ford has served as Shenandoah University’s dean of the School of Health Professions since July 2014. In this newly created position, Ford oversees athletic training, occupational therapy, physician assistant studies and physical therapy.

Ford previously served as interim dean of the Westbrook College of Health Professions (WCHP), dean of graduate studies and public health, and vice president for research and dean of graduate studies at the University of New England (UNE). He held prior positions at Montana State University and at the Harvard School of Public Health.

At Harvard, he both founded and directed the program in water and health, and at Montana State University, he served as principal investigator on the Montana IDeA Networks for Biomedical Research Excellence program — designed to build research and training infrastructure throughout the state in environmental health and infectious disease.

Ford earned a bachelor’s degree in biochemistry from Sussex University (U.K.) and a doctorate in aquatic microbiology from the University of Wales, Bangor (U.K.). He completed his postdoctoral training in environmental microbiology at Harvard University’s School of Engineering and Applied Sciences.

Dr. Kathryn Ganske was named dean of the Eleanor Wade Custer School of Nursing on the occasion of its 50th anniversary in 2012. She holds a Bachelor of Nursing from Indiana University; a Master of Nursing from George Mason University; and a Master of Arts in bioethics and a Doctor of Philosophy in nursing from the University of Virginia.

Her research interests include bioethics, family caregiving and moral reasoning in nurses. Ganske has been awarded more than $1.5 million in federal and private grants. In 2010 she was named to the American Nursing Association (ANA) Ethics and Human Rights Advisory Board, in 2013 named a Valley Health System Corporate Member, and in 2014 named Commissioner of Education for the Virginia Nurses Association.

Her publications include articles on moral reasoning, moral distress and ethical implications in caregiving. As an immediate past member of the ANA Ethics and Human Rights Board, she participated in the revision of the ANA Code of Ethics. In 2014, Ganske was named one of 100 Alumni Legacy Leaders at Indiana University on the occasion of the School of Nursing’s 100 year anniversary.

Mr. Ron Stickley has served as Shenandoah University’s director of Health Services for more than seven years. He is responsible for the oversight of the university’s Wilkins Wellness Center and is the incident commander for any communicable or infectious disease outbreak on any Shenandoah University campus. Stickley has 30 years of medical and pre-hospital experience. He is a graduate of Eastern Mennonite and Shenandoah University.

Ms. Gilda Gilbert is an assistant professor of nursing in the Eleanor Wade Custer School of Nursing at Shenandoah University and serves as co-coordinator of the Nursing Skills Simulation (SIM) Lab. For nearly 30 years, Gilbert served in the perioperative nursing practice in small, medium, and large non-profit hospital settings as well as private plastic surgery practice. She has served in various roles at both Winchester Medical Center and Page Memorial Hospital and is a long-time nurse educator through various organizations.

Broadcast News Legend Charles Gibson to Address Shenandoah University Class of 2015

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Charles Gibson, one of the preeminent broadcast television journalists of his time, will deliver Shenandoah University’s 2015 Commencement address on Saturday, May 9. Gibson will also be presented with an honorary Doctor of Humanities degree.

With more than 40 years of experience – 33 of those at ABC News – Gibson reported from across the country and around the world, covering presidential election cycles, filing reports from war-torn countries, interviewing influential world leaders and co-anchoring the “Good Morning America” broadcast on the morning of September 11, 2001.

Gibson retired in 2009 after close to four years as anchor of ABC’s flagship broadcast “ABC World News,” and at the time of his retirement, he was also the network’s principal anchor for breaking news, election coverage and special events.

“Charlie Gibson’s professionalism is unparalleled, and his contributions to the field of broadcast journalism are unmatched,” said President Tracy Fitzsimmons, Ph.D. “He and his family have been truly generous to our university throughout the years, and we are honored that he will address our Class of 2015.”

Gibson’s family has a long-standing association with the university. The university’s Langdon Gibson II Music Scholarship Fund was established in June 2006 through a donation by Gibson and funds from the estate of Langdon Gibson, his late brother, who had been a supporter of Shenandoah Conservatory, and frequently held concerts that featured conservatory students and faculty in his home in Clarke County, Virginia. Charles Gibson attended many of those performances.

Three Shenandoah Conservatory alumni benefited from the scholarship during their time at the school, including Farid Javidan-Samani ’09, ’11, Rafael Almario ’11 and Zachary Whitaker ’14.

In 1989, Shenandoah University’s Communications Department (now the Mass Communications Department) recognized Gibson with a special award for Distinguished Service in Communications.

Before being named anchor of “World News” in 2006, Gibson was co-anchor of “Good Morning America.” He co-anchored the morning program from 1987 to 1998, and then returned to “GMA” to re-launch the broadcast with Diane Sawyer in January of 1999. In addition, he was also co-anchor of “Primetime Thursday,” now known as “Primetime,” from 1998 to 2004.

Gibson served in several other ABC News roles, including White House correspondent from 1976 to 1977; general assignment reporter from 1977 to 1981; and chief correspondent at the House of Representatives from 1981 to 1987.

The National Endowment for the Humanities named Gibson a National Journalism Fellow at the University of Michigan in 1973, and for years, he served as a board member of this program, now known as the Knight-Wallace Fellows at Michigan.

In 2006, he was awarded the prestigious Paul White Award from the Radio and Television News Directors of America (now known as the Radio Television Digital News Association). He received the Fred Friendly First Amendment Award from Quinnipiac University in 2008.

Gibson is a graduate of Princeton University, where he was news director for the university’s radio station, WPRB-FM, and now serves on the board of trustees. In 1992, he received the John Maclean Fellowship award from Princeton.

A native of Evanston, Illinois, Gibson grew up in Washington, D.C. He and his wife, Arlene, have two daughters and four grandchildren – two grandsons and two granddaughters.

Shenandoah University’s May Commencement Ceremony is scheduled for 10 a.m. on Saturday, May 9, 2015, on the intramural field behind the Brandt Student Center, located on the main campus of Shenandoah University in Winchester, Virginia. The ceremony will stream live at su.edu/commencement-webcast. Visit su.edu/commencement for more details on Shenandoah University’s 2015 Commencement exercises.

Beacon of Light – New Health & Life Sciences Building Opens

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A rotunda dome and tower roof made of shining copper dot the skyline of Shenandoah’s main campus. Soaring columns and decorative balusters adorn an elegant colonnade. An inside atrium, awash in natural light, showcases clean lines and welcoming areas where students meet and study. Shenandoah’s Health & Life Sciences Building anchors the south corner of main campus, providing a state-of-the-art facility for health care education.

“Our vision is to be nationally recognized for forward-thinking programs that produce competitive and purposeful graduates,” said President Tracy Fitzsimmons, Ph.D. “This building meets all of those goals.”

“The future of health care is about keeping people healthy,” Fitzsimmons continued. “We think it’s what health care will look like in the years to come. So the fact that our students learn in a facility built with this forward-thinking philosophy in mind helps them prepare for this emerging practice environment.”

Replete with standard and active-learning classrooms, meeting and study spaces, laboratories and lounges, the 71,000-square-foot building will serve the university’s athletic training, biology, chemistry, nursing, respiratory care and pre-health programs. The Health & Life Sciences Building also houses more than 50 offices for faculty and staff.

The 3-story building is topped with a tower modeled after the tower on Howe Hall in Dayton, Virginia, harkening back to Shenandoah’s historic roots in that area. The tower boasts an impressive stained glass window that shines with the university crest, depicting the mountains and rivers of the institution’s home in the beautiful Shenandoah Valley.

Innovating through interdisciplinary education:

As the health care industry moves toward a team model of delivery, universities and colleges must train graduates who are not only well-versed in their specific area of study, but who are also prepared to work as members of a diverse health care team.

Because of this reality, the Health & Life Sciences Building plays an important role in Shenandoah’s ability to give students exactly what they need — a place that fosters innovation and collaboration between disciplines.

“Sure, the building is beautiful,” Fitzsimmons said, “but the most important thing is that it is incredibly functional. It is a building that is totally designed around enhancing learning and enhancing community building.”

 “The future of health care is also about interprofessional teams,” she continued. “Interprofessional teams don’t just happen. They happen because people are educated to believe it’s the best way to treat patients. So, we are very much grounded in interprofessional education at Shenandoah, and this building helps to facilitate that philosophy. Those old-fashioned water-cooler conversations? It turns out they’re really worth something. When people know each other, they understand each other’s disciplines. They’re better prepared to work together for the good of the patient.”

“We know what’s ahead in the world of health care, and we know we’re going to need more providers, whether they’re registered nurses or respiratory therapists, physician assistants or nurse practitioners,” said Dean of the Eleanor Wade Custer School of Nursing Kathryn Ganske, Ph.D., R.N.

“So by building something like this — a big space where many different programs can coexist and work together as they learn — we’re committed to that vision of teamwork, building the health care workforce and producing wonderful Shenandoah graduates,” said Dr. Ganske. “Bringing teams of students together and, at the same time, bringing teams of faculty together encourages both interprofessional education and interprofessional practice.”

Simulating Reality with sophisticated technology:

One of the highly touted features of the Health & Life Sciences Building is the cutting-edge simulation suite, comprised of four rooms configured for a wide variety of scenarios. The rooms are currently set up as an emergency department (ER) and operating room (OR); an intensive care unit (ICU); labor & delivery and pediatrics; and a medical-surgical unit.

“A simulation lab is a safe place in which students can learn high-risk care and safe care before going into the actual clinical setting and caring for people,” said Dr. Ganske. “Our simulation suite not only serves nursing students, but all health professions students, who can work together to develop that brand of teamwork we need in health care practice.”

A one-way mirror separates each lab from a central control room, where individuals can visualize all four rooms simultaneously; this allows faculty to run four simulations synchronously. These simulation rooms, complete with a variety of high-fidelity patient simulators, give students the competitive edge in health care education.

Adult mannequins contain simulated blood and urine, which allow students to practice inserting IVs and indwelling urinary catheters, drawing blood and much more. The mannequins also present heart, lung and intestinal sounds, audible blood pressure and palpable pulses, and their pupils constrict in response to light.

During simulations, the facilitator or instructor can communicate through the mannequin to the student,
as if a real patient were speaking to the student. The mannequins also have patient monitors to display their electrocardiogram (EKG) readings, similar to those found in the acute care setting. A labor mannequin can deliver a baby, and students are able to, among other things, feel the baby’s pulse and listen to its heart and lungs.

 


University Awarded Nearly $1 Million in Federal Grant Money for Behavioral Health Education

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The U.S. Department of Health and Human Services Substance Abuse and Mental Health Services Administration (SAMHSA) has awarded a grant expected to total $935,393 over three years to Shenandoah University.

The university’s Bernard J. Dunn School of Pharmacy will lead an effort to provide interprofessional education aimed at preparing future health care providers to identify patients’ behavioral health issues related to substance abuse and to effectively intervene and refer patients for treatment when appropriate.

Students from all of Shenandoah University’s graduate-level health professions — with emphasis on pharmacy, nursing and physician assistant studies students — will learn to apply Screening, Brief Intervention and Referral for Treatment (SBIRT) principles. Shenandoah will also partner with the Virginia Department of Health to identify and address related training needs for health care providers in the Lord Fairfax Health District.

“I think this is a wonderful opportunity for Shenandoah to use this grant not only to help the community address a major public health problem, but to allow our health professions programs to take our interprofessional education efforts to the next level,” said Associate Dean for Academic Affairs and Professor of Pharmacy Practice Penny Shelton, Pharm.D., who will direct the project.

“Interprofessional education is one of our highest priorities at Shenandoah University,” said Timothy Ford, Ph.D., dean of the university’s School of Health Professions. “This grant gives us the ability to grow our interprofessional education initiatives and strengthen the bonds that are already forming among our cutting edge health care programs.”

Educational program accreditors and health care experts are increasingly calling on institutions to prepare health professionals to learn to work collaboratively in teams with other disciplines to assure high quality care for patients.

In an October 2014 report to Congress, the Advisory Committee on Interdisciplinary, Community-Based Linkages stated, “Health professions education reform is critical to preparing the workforce to meet the health needs of populations…. To prepare future healthcare professionals to address these needs, their education must include high quality clinical experiences in community practices that utilize an interprofessional approach when providing health care services.”

“Dynamic partnerships involving universities, community practices, and other institutions are needed to provide students with innovative learning experiences in preparation for practice in the healthcare system of the future,” the report continued. Shenandoah’s new grant-funded project will be one of those dynamic partnerships.

In offering his support for the project, Health Director for the Lord Fairfax Health District Charles Devine, M.D., said, “The Lord Fairfax Health District is experiencing a substantial substance abuse problem resulting in increased numbers of deaths attributable to opiate overdose…. Too few professionals are prepared to provide their clients or patients who may be substance users with screening, brief intervention, and referral to treatment.”

In partnership with Cyril Barch, M.D., a board-certified geriatrician with Selma Medical Associates, a multi-specialty practice located in Winchester, Virginia, the grant project will also address the rising problem of substance use disorders among older adults, previously referred to by SAMHSA as a “silent epidemic.”

“I am excited to partner with the health professions programs at Shenandoah University in helping them to design and implement a ‘true’ interprofessional clinical experience in geriatrics,” said Dr. Barch.

The grant will lead to the development of an interprofessional clinical learning experience designed to train health professions students in a holistic approach to patient assessment, which includes screening for substance use disorders.

Shenandoah University Breaks Ground On New Health & Life Sciences Building

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Shenandoah University will officially break ground today on its 71,000 square-foot Health & Life Sciences Building. Designed by Earl Swensson Associates (ESa) of Nashville, Tenn., the building will serve as a new home to the university’s athletic training, biology, chemistry, nursing, respiratory care and pre-health programs. General contractor Howard Shockey & Sons of Winchester, Va., […]

University Celebrates Construction of Health & Life Sciences Building

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(PHOTO) During a foundation celebration on Aug. 22, Shenandoah University President Tracy Fitzsimmons (center), board of trustee members, alumni, donors, construction and architectural representatives, distinguished guests, students, faculty, staff and community supporters sign their names on one of the steel I-beams that will become the framework for the new Health & Life Sciences Building on […]

Ford Named Dean of Health Professions

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Timothy Ford, Ph.D., has been named Shenandoah University’s dean of the School of Health Professions. In this newly created position, Dr. Ford will oversee the divisions of Athletic Training, Occupational Therapy, Physician Assistant Studies and Physical Therapy. He will begin his new position on July 1, 2014. “It is with great pleasure we welcome Dr. […]

Beacon of Light – New Health & Life Sciences Building Opens

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A rotunda dome and tower roof made of shining copper dot the skyline of Shenandoah’s main campus. Soaring columns and decorative balusters adorn an elegant colonnade. An inside atrium, awash in natural light, showcases clean lines and welcoming areas where students meet and study. Shenandoah’s Health & Life Sciences Building anchors the south corner of main campus, providing a state-of-the-art […]
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