College of Health Sciences

The Aging Studies program at the University of Indianapolis prepares students with the education and experience to work with, for, and on behalf of older adults and caregivers in the community.

The College of Health Science offers a 12-credit hour undergraduate certificate in Aging Studies. This program is designed for undergraduate students who wish to add aging studies to their body of knowledge for personal or professional reasons. A background in aging studies will give job seekers an advantage in many settings. Some professionals work directly with older adults, others may work on behalf of older adults, and still others provide goods and services to older adults. Courses are offered in a completely online format in either an accelerated 8-week or regular semester duration. Students enrolled in the UIndy Adult Learning Program also have the option to take the courses online and may earn the 18-credit minor in Aging Studies.

• Aging Studies certificate curriculum guide
• Aging Studies minor guide

Professor Jennifer VanSickle, Chair; Associate Professor Trent Cayot, Associate Professor Kara Cecil, Associate Professor Michael Diacin, Associate Professor Nathan Eckert, Assistant Professor Gary Long, Associate Professor Mindy Mayol, Associate Professor Isabell Mills, Professor of Practice Cad Odaffer, Assistant Professor David Paitson, Professor Heidi Hancher-Rauch, Associate Professor Richard Robinson, and Associate Professor Angelitta Spells.

The Kinesiology, Health & Sport Sciences Department promotes habits of proper exercise as a basis of sound physical and mental health. For professional career preparation, the following undergraduate majors are available in the department program offerings: (1) Exercise Science with option to add Health and Physical Education (K-12) & Secondary Education emphasizing exercise prescription and preparation for graduate studies, (2) Sport Management, designed to prepare students for management opportunities in sport/fitness clubs, interscholastic and intercollegiate athletics, professional sports, recreation, sport retailing, sport agencies, sport facilities, sport event management, and other sport or recreation-associated careers, and (3) Public Health Education and Promotion focusing on public health, health promotion, education and service. The department also offers three graduate programs: (1) Master of Science in Sport Management with an emphasis on intercollegiate athletics, (2), Master of Public Health with a concentration in health disparities, (3) Master of Exercise Science with a choice focus of clinical or sport performance. The department also offers an internship program in Dietetics with a focus on sport nutrition. Other departmental offerings include various electives such as American Red Cross CPR, First Aid, Lifeguarding, and Water Safety Instructor certifications as well as physical activity and teaching and coaching electives. The department also offers a Healthy Diploma Concentration, open to all majors, and a Health & Wellness Management minor.

In today's society, "wellness" is an all-encompassing term. Spiritual, physical, social, emotional, intellectual, and occupational wellness are all vital aspects of one's total well-being. Therefore, all degree-seeking students are required to successfully complete KINS-101 Wellness and Fitness for a Lifetime or KINS 104 Honors Wellness and Fitness for a Lifetime.

No curricular course in which the student earns lower than a C (2.0) may count toward the majors.

Exercise Science Major 

The mission of the Exercise Science program is to prepare students for employment in health, fitness and performance careers such as strength and conditioning, sports science,  corporate/commercial fitness centers, clinical exercise physiology (cardiac rehab, pulmonary rehab, exercise oncology) or  other allied health professions (athletic training, medicine, occupational therapy, physical therapy).

Exercise science  makes an excellent educational and experiential foundation for graduate work in fields such as exercise physiology, biomechanics, dietetics, athletic training, occupational therapy, physical therapy, gerontology, medicine or physicians assistant. Students also have the option to pursue an associate's degree in physical therapy assistant concurrently with their exercise science major if accepted into the physical therapy assistant  program.

The exercise science program is strongly grounded in the basic sciences and prepares students for employment, graduate school, and other advanced education and certification. A large assortment of internship opportunities are available for exercise science majors and are an essential part of the undergraduate curriculum. Students graduating with Bachelor of Science in Exercise Science are eligible to sit for two highly-regarded industry certifications: (1) Certified Exercise Physiologist (ACSM-EP) from the American College of Sports Medicine; and (2) Certified Strength and Conditioning Specialist (CSCS) from the National Strength and Conditioning Association.

Exercise Science Major curriculum guide

Health and Physical Education Major with Pre-Education Concentration/MAT 

The purpose of this major is to prepare teachers and coaches who promote the development of healthy and physically educated individuals. The department works in conjunction with the standards of the National Council for the Accreditation of Teacher Education, the Indiana Department of Teacher Education (IDOE), Office of Educator Licensing and Development, and the National Association for Sport and Physical Education. Students develop skills in health and physical education teacher preparation, motor learning, instructional strategies, communication, diverse learners, assessment, reflection and collaboration. Students are exposed to the classroom setting in the first semester of education coursework. Additionally, students are equipped to teach others in the use and effectiveness of utilizing current technology in the field. Familiarity with current technologies makes the graduate much more employable. Students are also offered the potential to become certified in water safety instruction, CPR, and first aid—all desirable teaching certifications.

Health and Physical Education major curriculum guide

Public Health Education & Promotion Major

Our mission of the University of Indianapolis Public Health Program is to prepare graduates with the foundational knowledge, skills, and dispositions to promote health and prevent disease within diverse communities, seeking to reduce health inequities through conscientious application of research methodologies, community service, and evidence-based public health strategies.

The vision of the University of Indianapolis Public Health Program is to eliminate health inequities through disease prevention, health promotion, and advocacy for the protection of all, with a focus on the underserved.

This mission is achieved by offering a high-quality education program centered on the key responsibilities and competencies for entry-level health educators defined by the profession, and through utilizing University affiliations with various community partners to offer students quality hands-on experiences, while providing needed health and wellness services within the community.

The curriculum is based on the core public health competencies outlined by the Council on Education for Public Health, as well as the eight areas of responsibility and competencies of health educators, as defined by the National Commission for Health Education Credentialing, Inc. Because of the strong scientific and theoretical foundation provided within this program, it makes it an ideal fit for students wishing to pursue graduate degrees in areas such as health, medicine, physical therapy, occupational therapy, law, etc. Strong job opportunities also exist for graduates with the undergraduate degree alone.

Students graduating from the PHEP program will be qualified to sit for certification as a Health Education Specialist (CHES), a desired credential in the public health education field. This exam measures proficiency in the eight responsibility areas of an entry-level health educator. Certified Health Education Specialists are professionals who design, conduct, and evaluate activities that help improve the health of all people. These activities can take place in a variety of settings: schools, communities, health care facilities, businesses, and colleges. Health educators are employed under a range of job titles such as patient educators, health program coordinators, trainers, community organizers, and health program managers. The Certified Health Education Specialists are those who have met the standards of quality established by NCHEC by successfully passing the CHES examination. The CHES designation after a health educator's name is one indication of professional competency.

The Public Health Education & Promotion major offers a core set of courses for all program majors, offered in both traditional four-year and accelerated (3-year or 4+1) options. Speciality curriculum guides also are available for those wishing to apply for the MPH, DPT, OTD, or ATG programs at UIndy.

Public Health & Promotion major curriculum guide

Sport Management Major

The mission of the sport management program is to comprehensively train students for successful careers in the sport industry through direct engagement with industry professionals and organizations. The program is active in the personal development of its students through this engagement with the local sport industry.Students are required to complete courses in both the Department of Kinesiology, Health, and Sport Sciences and the School of Business. Before graduation, students are required to complete two internships with sport organizations in the area of their desired career interest. The program is accredited by the Commission on Sport Management Accreditation (COSMA).

Sport Management Major curriculum guide

Health and Wellness Management 

Health and Wellness Management Minor curriculum guide

Healthy Diploma™ Concentration

The Healthy Diploma at the University of Indianapolis is designed to give graduates a healthy start on adult life and an advantage in the job market. Similar in concept to an honors diploma, this concentration combines 15 credit hours of health and wellness courses with yearly assessments and individual coaching to orient undergraduates toward a lifetime of positive behavior. Aside from the direct personal benefit to the student, the concentration will show prospective employers that the recipient is dedicated to a healthy lifestyle, which has been shown to benefit the workplace through lower healthcare costs, lower rates of injury and absenteeism, higher productivity, and improved morale and retention. The program also is expected to improve physical health, academic performance, social responsibility, and general satisfaction for students while still in the midst of the college experience.

Healthy Diploma Concentration curriculum guide

Assistant Professor Marjorie Britt, Director; Assistant Professor Donna Peterson, Assistant Director of Clinical Education; Assistant Professor Dr. Douglas Walker. 

The physical therapist assistant (PTA) program is designed to prepare students for assistant roles within the profession of physical therapy. We require that our PTA students exhibit excellent interpersonal communication skills and that they develop high levels of technical competence across those areas of physical therapy practice that are typically delegated to PTAs. Our curriculum reflects this by incorporating realistic laboratory activities into most classes, by requiring that students demonstrate their skills through an extensive set of “check-off” activities, and by challenging students to grow and develop in their professionalism. 

The Associate of Science in PTA requires that students complete at least 63 credit hours with 24 credits of supportive courses; and 39 PTA credit hours. Students may complete the PTA program on a part- or full-time basis. 

Students following an integrated curriculum pattern attend the University of Indianapolis full-time, completing supportive courses and PTA courses each semester during the academic year and the clinical education courses during the summer. Full-time students in the integrated curriculum can complete the PTA program in two years, including both summers. Supportive courses are offered during the day and evening; PTA courses are offered in the evening. 

Students following a sequential curriculum complete a portion or all of the support courses before enrollment in the PTA classes. Students may take the general education courses at the University of Indianapolis or from another regionally-accredited college or university. To ensure proper credit transfer for courses taken at another institution, students should discuss courses with the key advisor for the PTA program before enrolling in courses at another institution. Students in the sequential curriculum may take the support courses on a full-time or part-time basis. Students completing only a portion of the support courses before enrollment in the PTA classes should note that some support courses are prerequisites or corequisites for some of the PTA courses; see Technical Courses section in the PTA Major curriculum guide.

Admissions

To enroll in PTA classes, students must be admitted to both the University of Indianapolis and the PTA program. Admission is granted up to 28 students to begin each fall. Eligibility to apply for the PTA program requires:

• Completion of the application on the PTA program website through PTACAS. 

• Physical therapy experience: 30 hours of observation/volunteer/work experience in at least two physical therapy settings, supervised by a physical therapist or a physical therapist assistant documented on observation/work/volunteer forms. 

• All applicants must submit two recommendations. At least one recommendation must be from a licensed physical therapist or physical therapist assistant with whom the applicant has observed in patient care. One from a work supervisor, professor/teacher, or health professional, this should be someone that can attest to your ability to commit to the Physical Therapist Assistant Program and your adaptability. Recommendations are not accepted from family or friends. 

• All applicants are required to write a personal statement describing the applicant’s view of the role of physical therapy and the physical therapist assistant within the healthcare system. 

Academic Performance

•  For entering freshmen: high school cumulative grade point average at or above 3.0 on a 4.0 scale. 

•  For students with 12 or more college credits: college-level cumulative grade point average of at least 2.6. 

•  All students must demonstrate English proficiency through the 100-level.

•  All students must demonstrate math proficiency through the 105-level. 

• Applicants in which English is their 2 nd language must score a 61 on the Test of English as a Foreign Language (TOEFL) Internet Based Test. 

• Students who have completed all or part of the anatomy, physiology, and physics coursework with a grade of B or higher are given additional consideration based on credits completed and course grades. 

Eligible applicants are invited for an interview with CHS faculty members and/or a physical therapist or physical therapist assistant from the local community and a current PTA student.

PTA Major curriculum guide

Associate Professor Cynthia Bowers, Associate Dean

Assistant Professor of Practice Morgan Bessler, Assistant Professor Julie Blazek, Assistant Professor of Practice Jennifer Bosworth, Associate Professor Jennifer Carmack, Assistant Professor of Practice Miranda Cassity, Instructor of Practice Anthony Cory, Assistant Professor Amy Dant, Assistant Professor Laura Darnell, Assistant Professor Petra Davison, Assistant Professor of Practice Kelly Earls, Assistant Professor Christina Flint, Associate Professor Norma Hall, Assistant Professor Karen Hirsch, Assistant Professor Sarah Holmes, Assistant Professor of Practice  Gretchen Keeslar, Associate Professor Stephanie Alex Kemery, Assistant Professor of Practice  Kim Korn,  Associate Professor Caron MacPherson, Associate Professor Catherine Miller, Associate  Professor Shannon Moore, Associate  Professor Briyana Morrell, Associate  Professor Toni Morris, Instructor of Practice  Deidre Parsley, Instructor of Practice Hana Renshaw, Assistant Professor Cheryl Riwitis, Assistant Professor Krista Searles, Associate  Professor Diane Smith, Instructor of Practice Penny Strouse, Associate Professor Jane Toon, Assistant Professor Derek Trimmer, Associate Professor Aksana Waskosky, Instructor of Practice Janice Wellington, Assistant Professor of Practice Jenna Williams, and Associate Professor Julianne Wright.

Philosophy

The University of Indianapolis School of Nursing seeks to prepare its students to practice holistic nursing care in an increasingly complex and rapidly changing healthcare environment. Consistent with all majors within the University, the curricula of the School of Nursing reflect a commitment to Christian values and encourage development of the total person, including intellectual, physical, psychosocial, moral, and spiritual aspects. Within nursing coursework, students become competent with a variety of skills, learn to reason with judgment, develop respect for the inherent worth of every human being, reflect on personal values and attitudes, and demonstrate commitment to lifelong learning and to the profession.

The faculty members support Bachelor of Science in Nursing, an Accelerated Master’s Program, and Master of Science in Nursing programs within a private, comprehensive university. The faculty are committed to providing programs of learning that meet the needs of a diverse student population, including both traditional and nontraditional learners. They believe that educational methods that are supportive of students in teaching/learning situations are essential. Recognizing the unique worth of each student, the faculty members support individualized attention to assist students as they develop and work toward the attainment of their individual goals.

Mission Statement

Our mission is to be the leader in professional nursing education. We are grounded in Christian values and committed to developing competent, caring, and compassionate servant leaders who provide holistic care in a complex and changing healthcare environment. To achieve this mission, the school:

1. provides a Bachelor of Science in Nursing curriculum that includes courses that focus on spoken, written, and technological communication; critical thinking; and social and biological science bases for nursing; and provides and directs the delivery of holistic care to ill and well individual, family, and community health care recipients in a variety of health care settings;
2. provides a Master of Science in Nursing curriculum that builds on knowledge and competencies of the Bachelor of Science in Nursing. The Christian-based master’s program prepares nurses to be caring professionals in expanded roles and provides a foundation for doctoral studies;
3. provides high-quality programs that are reviewed at regular intervals and maintained, developed, or redirected as needed;
4. provides an Accelerated Master’s Program that combines an accelerated track to licensure as a registered nurse in the baccalaureate nursing format with a master’s program;
5. provides opportunities for full-time and part-time study by traditional and nontraditional students;
6. recruits and retains qualified faculty members who are sensitive to developments in nursing and who demonstrate a professional commitment to nursing education;
7. seeks mutually beneficial relationships with city, state, national, and international health care and professional communities; and
8. responds to changing circumstances through the continuous improvement in nursing education programs, supporting initiatives consistent with the mission of the School of Nursing.

 Policies for admission, progression, and graduation, as well as the curriculum guide for the Bachelor of Science in Nursing program are included in the School of Nursing catalog, which is available in the School of Nursing or Office of Admissions. Nursing students must earn a C grade or higher in those major and support courses designated on the curriculum guides.

The community-based BSN program prepares students to become professional nurses who assume nursing roles in a variety of settings and are responsive to diverse populations in a complex and rapidly changing healthcare environment. Graduate BSN students have a broad knowledge of the humanities, physical and behavioral sciences, and the art and science of nursing. The BSN program prepares leaders in nursing who collaborate with other professionals, assume responsibility for competent practice, and promote professional development. The BSN curriculum provides the foundation for students to pursue a graduate nursing education.

• BSN Major curriculum guide
• Primary Care Nursing Minor curriculum guide

The 2nd Degree Accelerated Bachelor of Science in Nursing provides a pathway into nursing for second bachelor’s degree students. The student will obtain the BSN degree in 15 months after being admitted to clinical courses. The total program also includes prerequisite courses that the student must complete prior to being admitted to clinical nursing courses. Graduate BSN students have a broad knowledge of the humanities, physical and behavioral sciences, and the art and science of nursing.