APTA EDUCATION LEADERSHIP INSTITUTE FELLOWSHIP CLASS OF 2018-2019

APTA EDUCATION LEADERSHIP INSTITUTE
                        FELLOWSHIP

                  CLASS OF 2018-2019

  The mission of the APTA Education Leadership Institute (ELI)
Fellowship is to develop a community of visionary, innovative, and
  influential directors in physical therapist and physical therapist
      educational programs to advance the health of society.

APTA EDUCATION LEADERSHIP
 INSTITUTE FELLOWSHIP
    Class of 2018-2019

       FELLOWS
     Jennifer Blanchette
       Lori Bordenave
         Barry Dale
        Mia Erickson
     Cindy Flom-Meland
      Suzanne Giuffre
     Kristin Greenwood
       David Griswold
       Doug Haladay
      Mandy Johnston
         Dana Kahl
        Fran Kistner
        Patty Kluding
       Jim McKivigan
        Heather Ross
       Sara Scholtes
        Arvie Vitente
        Lexie Wright

Jennifer Blanchette, PT, DPT
Education Leadership Institute Fellowship Goals
1. Develop my leadership strengths to be able to adapt my leadership style as
   an active leader in physical therapy education.
2. Deepen my ability as a reflective leader so that I may positively influence and
   lead others.
3. Develop my leadership communication skills in order to consistently and
   effectively communicate to minimize misunderstanding and
   miscommunication, even in stressful situations.
3 Lessons Learned Through ELI Fellowship
1. Listening and understanding what “frame” a person is speaking through
   makes communication better and time more productive.
2. Understanding who I am is the first step to be a good leader so that I can
   then serve others.
3. As a leader, it is essential to see the BIG picture, allow the experts to work
   on the details.
Institutional Leadership Project Summary
      At Kankakee Community College (KCC), our mission is to Enhance Quality
of Life Through Learning. As an institution, we have identified the need and
established the goal to ensure all college-wide processes and initiatives align
with this mission. Driven by a commitment to improving academics at the course,
program, and institutional levels, KCC has been on a 3-year journey as a
member of the Higher Learning Commission’s Assessment Academy in order to
improve learning through assessment.
      When considering a learning project for me to develop, refine, and implement
that met the needs of KCC and achieved the objective for the ELI Fellowship
program, becoming the chair of the Student Learning Committee became a good
fit. As chair, I facilitated the committee, which was tasked with designing,
planning, and implementing a process for assessing KCC's 6 general education
outcomes. The committee's priority was to create a sustainable process that uses
promising practices for assessment; involves faculty, students, student services,
and other stakeholders; and meets KCC’s goals and mission.
      During the 2018-2019 academic year, the committee designed a 4-step
method of assessment for the general education outcomes and established a
timeline for assessing each outcome over a 5-year cycle. Starting with 1 general
education outcome, Ethical Reasoning, a cross-divisional faculty team
assembled during spring 2019 and completed the first step in the process,
developing the methodology for assessing the Ethical Reasoning outcome. In
summer 2019, the Student Learning Committee will work with student services
and marketing to promote activities to engage students and faculty in the next
steps of the assessment process. Implementation of the other 5 outcomes will
follow the established assessment cycle. We will continue to collect outcome
data, refine and evaluate this initiative as each outcome assessment is
implemented, and reflect on the outcomes to create a plan to sustain
improvements in our assessment of student learning at KCC.

Lori Bordenave, PT, DPT, PhD
Education Leadership Institute Fellowship Goals
1. Develop a deeper and broader understanding of issues in higher education,
   and specifically health profession’s education to be able to lead within the
   broader framework of my institution.
2. Build knowledge and develop skills in mentorship for supporting early career
   faculty.
3. Build relationships with other leaders in physical therapy education.
3 Lessons Learned Through ELI Fellowship
1. Finding time for reflection is not just important, it is absolutely necessary for
   leaders in education.
2. Encourage aspirational goals for the program. Find a way to measure those
   goals, so your assessment is relevant and meaningful to the growth of the
   profession.
3. Share your experiences and ask others to share. There is a treasure trove of
   knowledge and experience that you can learn from others in the physical
   therapy education community.
Institutional Leadership Project Summary
     In 2017 our university underwent a calendar change, and as such, our
program implemented an almost completely new curriculum. My project involves
the assessment of the curriculum as a whole and, specifically, the assessment of
the curriculum related to examination and evaluation. Assessment of the new
curriculum, including mapping, is in process, which has allowed us to see the
progression of the overall curriculum. With the graduation of the class of 2020 we
will be able to evaluate the impact of the curriculum on NPTE pass rates and
scores. Currently, my focus is on developing and implementing an assessment
plan for the components of the curriculum focused on examination and
evaluation. As part of the new curriculum the faculty developed a common
examination template, which was planned to be used across clinical courses.
The objective of implementing this common examination template was to assist
students in understanding the common elements of examination, regardless of
patient diagnosis or condition. The assessment plan will explore: how the
template has been used in clinical courses across the curriculum; the impact of
use of the template on students’ performance on assessments in the didactic
curriculum; the impact of the use of a common examination template on clinical
faculty and clinical instructors’ perceptions of students skills and knowledge
regarding examination and evaluation; and the impact of its use on NPTE scores
in the content area of physical therapy examination. Implementation of the initial
phase of this component of the assessment plan is expected to begin in fall
2019.

Barry Dale, PT, DPT, PhD, MBA
Education Leadership Institute Fellowship Goals
1. Learn more about the business of higher education.
2. How to frame leadership in the context of physical therapy education.
3. Grow my leadership capabilities within our department and college.
3 Lessons Learned Through ELI Fellowship
1. The Composite Financial Index is a metric of the institution’s financial health
   and how to compute it.
2. Human resource departments are a valuable source of support for department
   chairs.
3. Kaizen: Work to improve every day, be open to learning new things, and
   appreciate the process of continual improvement.
Institutional Leadership Project Summary
    Activity-based costing is an accounting technique that attributes costs to
various activities within the department, and assigns overhead costs related to
those activities. This procedure estimates the costs associated with each faculty
member’s load, and provides a composite of the departmental costs for
administration, teaching, research, and service.
    Outcomes: This project quantified the costs associated with activities using
known faculty. Moreover, we were able to allocate overhead costs associated
with physical space. This allows for comparison and differentiation of associated
costs between different-sized departments. The goal is to complete this
evaluation for all 7 departments in our college.

Mia Erickson, PT, EdD
Education Leadership Institute Fellowship Goals
1. Improve my ability to lead a department through incremental change when
   there are people on multiple sides of an issue.
2. Improve in my ability to turn vision into action.
3. Identify ways to mentor and inspire others to achieve an established vision,
   while balancing workload.
3   Lessons Learned Through ELI Fellowship
1. It was very helpful for me to learn about the 4 frames of leadership. This has
   allowed me to examine problems in different ways.
2. I appreciated the information in the legal module and the confidence that I was
   able to gain through it.
3. The module on accreditation has forced me to reflect on my own style of
   curriculum and course development and delivery. All of these “lessons” have
   helped me to feel much more confident in accepting more leadership
   responsibility.
Institutional Leadership Project Summary
     I had the opportunity to serve as chairperson of a small committee to develop
a strategic plan for my department. We met twice monthly between December
and March. In our meetings we developed 6 strategic themes that served as the
framework for the strategic plan, and represented areas where we would like to
develop our program. These included research, postprofessional development,
interprofessional education, curricular innovation, enrollment management, and
public relations. Under each strategic theme, we outlined our objectives, tactics,
and outcomes measurement. A draft of the strategic plan was reviewed at 2
faculty retreats where we were able to seek input from all program faculty
members. On May 23 we finalized the strategic plan, and it will serve from 2019
to 2024. This project also fulfills a requirement for the Midwestern University
College of Health Sciences that asked all programs to develop a strategic plan to
be completed by the end of summer 2019.

Cindy Flom-Meland, PT, MPT, PhD
Education Leadership Institute Fellowship Goals
1. To develop the necessary skills to be able to mentor future leaders in their
   own leadership development.
2. To develop the ability to be visionary, which will aid in strategic planning.
3. To be able to establish engagement that creates excitement, energy, and
   passion to move a department or organization forward.
3 Lessons Learned Through ELI Fellowship
1. The value of really getting to know other areas of campus (ie, student affairs,
   human resources); although I’m not in a chair role, the wealth of knowledge
   these individuals have can be and is so helpful with student and faculty/staff
   issues.
2. I found the frames of leadership style to be valuable in regard to
   understanding other leaders and where they are coming from, and also how
   this may change the way in how I approach other leaders.
3. Although not surprising and well understood, it really does take a village, just
   as so many other aspects of life. Leadership is a journey and we are all at
   different places and have different areas of strengths and opportunities for
   improvement. I have gained mentors and colleagues through ELI that will be
   great resources for years to come. Grateful!
Institutional Leadership Project Summary
     Our program is undergoing a series of changes due to a number of faculty
and staff retirements within a short period. Prior to this, our faculty was very
stable with all but one of us being on faculty at this institution for 20 plus years.
We have hired 4 new faculty members within the past 3-4 years, and we realized
we did not have any specific plan for mentoring of new faculty members within
our department. The rest of us learned as we went in a very individual manner.
We determined this is not in our best interest moving forward, as we have
additional faculty that will be retiring soon.
     For my leadership project, I have put together a collection of resources within
an online platform (Blackboard) that will aid new faculty members, and even
current faculty, in becoming familiar with the following: university and department
policies, campus resources for faculty and students, mentoring opportunities now
available on campus, information on portfolio development for promotion,
teaching development, and a template of a calendar/checklist to aid the
transference of all of this information through mentors within and outside of our
department. The goal of this information and mentoring process is to assist in a
smooth transition for new faculty members, most of who are transitioning from
clinic to academia.

Suzanne Giuffre, PT, EdD
Education Leadership Institute Fellowship Goals
1. To improve my communication skills to increase clarity and transparency, to
   lead the program successfully, without provoking defensiveness or imprecise
   perceptions.
2. To develop a more cohesive culture, bringing the faculty together as a “team,”
   so that we can make collaborative decisions and move the program toward a
   shared vision.
3. Enhance my leadership skills to manage the multitude of responsibilities
   required of a program director.
3 Lessons Learned Through ELI Fellowship
1. Do not hesitate to reach out to experts and leaders at the university. This
   builds your networks and maximizes your knowledge base about various
   academic processes.
2. To look at situations with different lenses (4 frames): political, human
   resources, structural, symbolic. A good leader needs to embrace all 4 frames
   and work at improving their weaker areas.
3. That a good leader facilitates the leadership of others. A program director
   cannot do it all. Mentoring and developing others to be the best that they can
   be will increase everyone’s job satisfaction.
Institutional Leadership Project Summary
     My project was to lead the faculty in exploration of a holistic admissions
review process. Faculty were voicing their dissatisfaction with our current
admission practices, which is solely based on test scores (GRE) and grade point
averages.
     I worked with my graduate assistant to find and digest articles related in
holistic admission in health care fields. Articles were posted in a share drive with
a summary PowerPoint that I prepared. Then I led a discussion at our winter
retreat. We developed goals for the admission process, which included in part,
increasing diversity of our student body. “Diversity” was discussed and a working
definition was drafted. Some initial changes to our formula were suggested. After
meeting with the school director and the university’s legal counsel regarding
these potential changes, we learned that some factors were appropriate;
however, others may not be “legally justifiable.” So one initial outcome was to
further adjust our formula in regard to diversity factors.
     Faculty decided to take one step at a time. With the initial change in our
admission formula as well as prerequisite changes and curriculum changes
starting in 2020, faculty members were concerned about making too many
changes at once. Therefore, this project is ongoing. We agreed to continue to
track program outcomes as well as new outcome measures. Discussion
regarding holistic admissions will be on our biannual retreat agenda, and any
new evidence will be reviewed. After program changes have been implemented
and outcomes appear stable, we will consider additional changes to our
admissions review process.

Kristin Greenwood, PT, DPT, EdD, MS
Education Leadership Institute Fellowship Goals
1. Strengthen my ability to adapt to ongoing changes in a rapidly changing
   institution.
2. Examine my leadership qualities and the infrastructure of my department
   and program through the lens of multiple educational leaders to ensure a
   sustainable successful future.
3. Develop sustainable leadership qualities that continue to impact physical
   therapist education at a national level.
3 Lessons Learned Through ELI Fellowship
1. Each program and program administrator have unique and common
   challenges that benefit from collaboration and investigation.
2. Leadership is an action not a person, and requires ongoing reflection,
   mentorship, and investigation.
3. Negotiation is strengthened with objective data, subjective interpretation,
   and benchmarking.
Institutional Leadership Project Summary
     My project entitled Making the Implicit Explicit, Development of Students to
Professional Physical Therapists seeks to uncover ways to assist each student
in the program to learn how to be and identify as a student physical therapist.
Through assisting students to develop in situational context, the goal of this
project is to increase student’s awareness that learning includes their entire
experience. The project aligned with best practice literature, implemented a 1-
day orientation at the start of the program, creation of a student professionalism
ambassador program who meet with the students and the department
leadership monthly to provide mentorship, and in-servicing of the department
faculty on the process. To measure the progress and success of this project,
feedback is collected from students and faculty at specific time points and
compared with multiple data points including students’ academic performance,
and self- and group reflection. The project can be measured over time through
use of the SAIL application at my institution, which facilitates and captures
integrated learning for all members of my institution community through a
computer application. This project, which started with our entering class in 2019,
will continue in future years.

David Griswold, PT, DPT, PhD
Education Leadership Institute Fellowship Goals
1. Improve my understanding of the various factors influencing higher education
   to improve the way physical therapy education can be delivered.
2. Learn more about my personal strengths and weakness as a leader and
   develop strategies for improvement.
3. Familiarize myself with the day-to-day challenges to being a program director
   and better understand what resources are available for managing
   programmatic issues.
3 Lessons Learned Through ELI Fellowship
1. I learned a lot about my leadership style and better accepted the facets of my
   leadership approach that needed further developing.
2. I learned a significant amount of information about the interrelationship
   between various departments functioning to run a university, such as human
   resources, student affairs, legal and ethical counseling, and budgeting.
3. I learned that relentless communication within a department is essential to
   establish a successful interdepartmental culture.
Institutional Leadership Project Summary
     The development of new graduate programs is an initiative of Youngstown
State University (YSU). Currently, there are 3 doctoral programs, but only 1 PhD
program at YSU. There is a significant need for terminal degree faculty in the
allied health fields. This program is intended to help address the terminal degree
faculty shortage and provide an additional graduate study opportunity in North
East Ohio.
     My ELI project was to create the student handbook for the PhD in health
sciences that is pending final Higher Learning Commission approval. The
handbook included program information, student policies and procedures,
academic expectations, and program operations. I approached this from a policy
and procedural hierarchy from university, to graduate studies, and then
departmental. Where policies did not exist in those domains, new ones were
created that fit the need of the program. There were a number of programmatic
policies that described within the handbook related to successful navigation
through the program. I reviewed several other PhD program’s student handbooks
with similar focus. The major items developed as part of this project included the
competency and dissertation processes. The competency examination includes 4
components of assessment: (1) teaching; (2) biopsychosocial model; (3) mental
and behavioral issues in health sciences; and (4) research design, statistics, and
methodology. Methods and standards for the competency exam were included in
the manual that includes both a written and oral examination. Regarding the
dissertation procedures, standards for dissertation committee members,
dissertation format, and procedures related to successful completion were all
included.

Doug Haladay, PT, DPT, PhD
Education Leadership Institute Fellowship Goals
1. Assess and further develop my personal leadership and management skills to
   enhance program and school operations.
2. Increase my knowledge of student affairs, legal/policy issues, human resource
   management, and financial management.
3. Gain knowledge and skills in order to become a leader who is able to
   anticipate and respond to an ever-evolving and competitive educational and
   health care environment
3 Lessons Learned Through ELI Fellowship
1. The importance of reframing in leadership during times of ambiguity (and even
   times that may seem clear to the leader).
2. Understanding and appropriately utilizing the resources within your institution.
3. Leaders have an ongoing need for development and reflection in order to
   grow.
Institutional Leadership Project Summary
     The purpose of this leadership project was to develop a proposal for an
interprofessional spine center within the Morsani College of Medicine to be
considered by the dean. A spine center would provide an opportunity for the
School of Physical Therapy and Rehabilitation Sciences to expand its clinical
mission and interprofessional collaborations across USF Health. The present
model for managing patients with back pain within our institution may be
considered inefficient and fragmented, as there is currently no shared mission for
the collaborative management of patients with spine-related pain. Presently,
departments that manage patients with spine-related pain are quite siloed with no
clear referral path and/or care management system. Therefore, I developed a
proposal including a virtual model for triage of acute and chronic back pain;
estimates of human, environmental, and fiscal resources; and potential for
scholarship. The proposal was presented to the dean and has been discussed
with other members of the leadership team.

Mandy Johnston, PTA, MEd
Education Leadership Institute Fellowship Goals
1. Enhance leadership skills necessary for physical therapist assistant program
   faculty.
2. Develop a better understanding of assessing financial factors related to
   physical therapist assistant education in a community college.
3. Establish a network of PT and PTA educators throughout the country.
3 Lessons Learned Through ELI Fellowship
1. I have learned to apply different leadership styles based on the setting and
   people involved.
2. I have learned that discussing challenges allows a variety of viewpoints to be
   incorporated and allows a more thorough end result.
3. I have learned that connecting with faculty and staff on my campus is just as
   important as connecting with others within physical therapist and physical
   therapist education. A large network is a powerful tool.
Institutional Leadership Project Summary
     My leadership project is in line with the vision of San Diego Mesa College to
be the leading college of equity and excellence, educating students to shape the
future. Due to the rigor of the Physical Therapist Assistant Program at San Diego
Mesa College, some students are faced with the decision of completing their
education or supporting outside responsibilities. Being a community college,
nontraditional student populations are prevalent, which brings additional
completion challenges. In order to provide an equitable means to education, my
leadership project is to create a second physical therapist assistant cohort in a
part-time hybrid format.
     The second part-time hybrid cohort would consist of lecture content being
delivered through an online platform and lab courses being completed in the
evening 2 to 3 nights a week. The decreased time in the classroom will allow
students a means to complete responsibilities outside of the classroom, while
lengthening the delivery of required content and opportunity for successful
completion, licensure, and employment.
     Expected outcomes include increased access to education that results in a
living wage, improved retention rates, and increased quantity of graduates and
licensed PTAs entering the regions work force.

Dana Kahl, PT, DPT
Education Leadership Institute Fellowship Goals
1. Enhance and refine my ability to see challenges thought all frames to find
   the best solutions.
2. Learn how to effectively contribute as a member of the administrative team
   in an academic institution.
3. Challenge myself to develop my leadership skills through participant-
   observer strategies as well as self-reflection.
3 Lessons Learned Through ELI Fellowship
1. I have a better understanding of what it takes to be an authentic leader.
   “Leadership is much more an art, a belief, a condition of the heart, than a
   set of things to do.” -Max Dupree
2. I understand the importance of having a network of colleagues to discuss
   challenges with. Learning from my mentors, small group, and entire cohort
   has enhanced my own ability to be an effective leader at my institution.
3. I know that the end of the ELI fellowship is just the beginning of my journey
   in leadership development in higher education.
Institutional Leadership Project Summary
       Northwest Arkansas Community College is situated near rural areas in
Arkansas, Missouri, Kansas, and Oklahoma. These 4 states have over twice
the number of rural counties that the average in the US. Rural residents tend to
be older, poorer, and have higher rates of chronic disease and disability than
their urban or suburban counterparts. Rural communities also struggle with
recruitment of health care providers. In addition to being a health care desert,
many rural areas are educational deserts as well. Students from rural
communities tend to leave home to attend college several hours away and do
not return home after graduation. The closest community college may be a 2-
hour drive away. But the news isn’t all bad. Physical therapist assistants are
the one exception to the trend of health care providers settling in urban and
suburban areas, they have a greater distribution in rural areas than urban
areas. Many opportunities exist in rural communities for physical therapists and
physical therapist assistants to have a significant impact on the quality of life of
those in the community. Rural health care professionals can earn more than
their urban counterparts, enjoy a lower cost of living, and can see a broad and
diverse patient case load.
       My leadership project involved conducting and writing a needs
assessment for initiating a hybrid cohort of students in addition to our current
traditional cohort. This hybrid program will benefit the surrounding rural
communities by enhancing student recruitment from surrounding rural areas,
and offering rural clinical sites. Program admission criteria will take into
account distance from our community college. Applicants from rural
communities will be given the opportunity to study at home during the week
and travel to the NWACC campus 1 weekend a month for face-to-face lab
intensives. I have contacted more than 25 rural clinics in the 4-state area with a
questionnaire and information regarding a letter of intent to support program
change from CAPTE, and the program director and I plan to visit many of these
rural clinics in person later this summer.

Fran Kistner, PT, PhD
Education Leadership Institute Fellowship Goals
1. To develop a better understanding of my leadership and management style,
   especially when I need to deal with difficult people and difficult conversations,
   to develop resources and strategies for improvement in my leadership, and to
   improve my communication within my workplace.
2. To develop a deeper understanding of the scope of the administration of my
   program, my role, and how to support my faculty, students, and program
   within the university structure.
3. To meet and develop relationships with others who are learning the same
   processes, and thus develop a strong network of amazing mentors and
   colleagues.
3 Lessons Learned Through ELI Fellowship
1. I have learned that leadership is a constantly evolving process, where one can
   develop skills and abilities to become a better leader, and that it requires
   practice and reflection.
2. Get out of my office more. Go and talk with faculty, staff, and students – but
   more importantly, listen.
3. I learned a great deal about the other departments within an institution, such
   as HR, student affairs, legal, and especially finance, and that it is important to
   develop relationships with them so you have a variety of resources when you
   need them.
Institutional Leadership Project Summary
     My leadership project was to develop a workload model to be used with the
School of Physical Therapy, and potentially by other graduate health care
programs at our university (once all the bugs are worked out). The current
workload policy of the university is very general, and it doesn’t address all the
various aspects of academia that faculty are responsible for in a doctor of
physical therapy program. This workload model would account for the multitude
of teaching, service, and scholarship responsibilities expected for both promotion
and accreditation as determined by the university and CAPTE, respectively.
Having been a faculty member, I appreciate how much of the faculty workload is
not captured by a policy of “XX credits per year.” The model I am developing
captures didactic classroom effort as well as the out-of-classroom work, such as
advising, practical exams, and clinical site visits that all of our PT faculty are
involved in at our university. I am also collecting data on service activities and
time demands, to ultimately clearly assess each faculty’s workload, and
ultimately facilitate a more equitable balance of workload throughout the faculty.
As many responsibilities are similar for the graduate health care programs at our
university, I believe that these programs may also be able to use this model to
assess and redistribute faculty workload.

Patty Kluding, PT, MPT, PhD
Education Leadership Institute Fellowship Goals
1. Model a strong work-life balance and promote a positive workplace culture.
2. Develop greater skill in fiscal management and learn about value-based
   budgeting approaches.
3. Develop a professional leadership plan for myself for long-term career
   development.
3 Lessons Learned Through ELI Fellowship
1. There are many different approaches to leadership, none are right or wrong,
   but it is important to be flexible and use the 4 leadership frames to provide
   different perspectives and develop creative solutions.
2. Conflict is not a bad thing! Disagreements, stress, and challenges can be an
   important part of resolving issues with a creative, intelligent, and passionate
   team. It is essential for leaders to work through these issues with
   professional and respectful communication. According to Parker Palmer,
   “the only way out is through.”
3. “Follow the money” – finances are an essential part of any initiative. The
   more we know and understand about finances at our institution, the more
   successful our programs will be.
Institutional Leadership Project Summary
     The University of Kansas Medical Center has a mission to serve rural
health needs. There is an opportunity to establish an expansion doctor of
physical therapy program (DPT) in a rural community (~175 miles from main
campus). My leadership project goals were to (1) research existing rural
expansion DPT programs across the country; (2) clarify expectations and
resources with institutional leadership; and (3) develop a proposal for the rural
expansion program.
     I compiled information about other DPT rural expansion programs and
personally interviewed 2 program directors to learn more about their
organizational structure and educational approach. I visited the proposed
campus site to examine the instructional resources available in the proposed
building and learned that there were significant financial barriers to creating
suitable educational space. I met with several PTs in this rural community and
learned that there was an exceptional level of support and the potential for
strong clinical partnerships.
     This program has the potential to address an important community need.
However, it would require a significant financial investment to launch, and the
return on investment will be limited because the available space will only
accommodate a small number of students. The next step is to develop a
detailed financial proposal that identifies the necessary number of students to
be financially viable.

Jim McKivigan, PT, DPT, MBA, PhD
Education Leadership Institute Fellowship Goals
1. Develop my strategic thinking understanding by collaborating with intramural
   and extramural mentors to develop and implement a project by the end of the
   fellowship.
2. Learn more about organizational and change management by interacting
   with my cohort mentors, members, and university leaders during the next
   year.
3. Gain an improved ability in the understanding of problem-solving and
   decision making by attending training sessions and receiving feedback from
   mentors and cohort members.
3 Lessons Learned Through ELI Fellowship
1. The institutional leadership and management portion of this program have
   shown me that a good leader can be anywhere within the institution, and they
   help others lead within their position in the organization.
2. The student affairs section of the ELI curriculum helped me to understand that
   one of our purposes is to support the students’ journey in higher education,
   and help those students manage the challenges involved with work, family,
   and school.
3. The human resource management module gave me a better appreciation of
   the importance of documenting employee performance, employee
   development, and resolving conflict to improve employee satisfaction.
Institutional Leadership Project Summary
     The leadership project I decided on was to introduce the Anatomage Digital
Anatomy Table into the anatomy curriculum at my university. While this might
seem to be a simple task, it is not. A previous dean at my university wanted to
use this particular digital anatomy table for his research, and he wanted to use it
in a few programs. The majority of the anatomy faculty did not want to have the
table introduced into the curriculum.
     The problem is that the dean has left and we have 2 digital anatomy tables
that cost the university $184,000 and are not being used. To me, this represents
a waste of resources. I am the primary individual who wishes to incorporate this
table into the curriculum, but some influential people oppose me. I am a faculty
member, and I have no positional authority at the university, such as being a
departmental director. I believe this project fits into the ELI program, as it helps
me to interact with internal and external stakeholders to accomplish this project.
It involves me being a facilitator and a strategist to achieve the desired result,
which is improving the students’ understanding of anatomy. It also requires me
being a visionary, change-agent, and influencer to convince people that this
digital anatomy table will be an asset. I will need to be a listener so that I can
address concerns and objections to the digital anatomy table.

Heather Ross, PT, PhD
Education Leadership Institute Fellowship Goals
1. Learn to use the political frame more effectively.
2. Work more effectively with nonacademic units.
3. Mature in my dealings with complex situations.
3 Lessons Learned Through ELI Fellowship
1. I am more balanced across the leadership pillars than I initially appreciated!
2. Our peers have so many shared experiences, yet in diverse environments
   with varied approaches to respond. Our network is a resource that is both
   deep and wide.
3. While being a leader means I are no longer the peer and advocate I used to
   be, it does not mean I cannot amend those relationships and qualities to
   promote advocacy in others and good peer work within my unit.
Institutional Leadership Project Summary
     In collaboration with the provost’s office, the leadership project I have
chosen is to research and form a faculty leadership team (FLT) at my
Institution. The purpose of the FLT planning team is to ascertain the best way
to facilitate faculty communication and operations surrounding the governance
of the curriculum at Brenau University. It is an advantageous time to pursue
this work, in that we are in a time of institutional transition, and it is a natural
time to critically assess how we communicate about and govern the curriculum.
     The project met several outlined outcomes. I was able to design and
deliver a tool to first survey all faculty about their thoughts and beliefs regarding
faculty meetings and advisory and governing bodies. Using these data, we
worked together to form a FLT planning team to study the structure of our
meetings and how to convey important information to and from our committees
at that meeting. Finally, we were able to hold an inaugural open forum to
provide some education and rules of engagement and begin a discussion that
will guide our next academic year. This discussion will focus on the structure
and content of our faculty meetings and how we engage each other and our
administration. We have named our standing FLT committee for the next
academic year. Finally, we will provide infrastructure in the form of bylaws and
communication tools, so faculty have excellent channels to request or provide
information. The ultimate expected outcome is to retool our meetings over the
year as to more effectively communicate the right information to the right
people at the right time, thus improving faculty engagement and satisfaction,
which will be assessed by survey after academic year 2019-2020.

Sara Scholtes, PT, DPT, PhD
Education Leadership Institute Fellowship Goals
1. To develop a better understanding of my leadership style, including strengths
   and opportunities for improvement.
2. To develop effective strategies for engagement with all department
   stakeholders.
3. To develop a better understanding of all aspects of higher education, including
   the influence on and differences within physical therapy education.
3 Lessons Learned Through ELI Fellowship
1. To develop a better understanding of my leadership style, including strengths
   and opportunities for improvement.
2. To develop effective strategies for engagement with all department
   stakeholders.
3. To develop a better understanding of all aspects of higher education, including
   the influence on and differences within physical therapy education.
Institutional Leadership Project Summary
      Workload is often an important topic to faculty. In our department, the
previous workload calculations were unclear and did not provide equity in
personal workload or personnel assigned to assist in lab-based courses. This
made it difficult to meet the needs of the department, while also addressing fiscal
responsibility and university requests for justification of department personnel
needs.
      For my leadership project, I evaluated how different workload policies
collected through a variety of resources might meet the needs of the department.
I initially worked with faculty to explore the impact of different policies. As I
progressed through my project, the conversation about workload navigated up to
the college level, where we are now starting a conversation about a potential
college level workload policy. Given the amount of cross-department teaching
and variability in teaching needs across departments, a college level policy could
be beneficial to all college faculty. For the next academic year, I am able to utilize
one of the workload policies I evaluated. Going forward, I will continue to share
the knowledge gained from this project in college level conversations about
workload in hopes of creating a broader workload policy that provides greater
equity across the college.

Arvie Vitente, PT, DPT, MPH, PhD
Education Leadership Institute Fellowship Goals
1. Perform a self-assessment of my leadership style and apply effective
   leadership models that are appropriate in my current role in the university.
2. Develop a great network of colleagues who are future leaders in physical
   therapy education.
3. Understand the fundamental structures involved in physical therapy
   education and how these structures function in harmony with each other.
3 Lessons Learned Through ELI Fellowship
1. There is a life outside academia. As leaders, we need to model a great
   work-life balance to our colleagues.
2. Building a harmonious relationship among colleagues that are leaders in the
   profession is an important aspect of a great leadership. I strongly agree that
   this is a strategy that will allow you to build an effective support system to
   facilitate your leadership growth.
3. It is hard to act as a program director in a role-play! The role-plays we did
   during the fellowship allowed the fellows to have moments of self-reflections
   that made us realize that there are numerous factors to consider in critical
   decision-making processes. Indeed, self-reflection is a crucial component of
   an effective leadership.
Institutional Leadership Project Summary
     My ELI project is entitled Development of Professionalism Monitoring
System in a Doctor in Physical Therapy Program. To assess the readiness of
the doctor of physical therapy (DPT) students in their clinical rotation, training
of the students’ affective skills must be given an extra attention, given the fact
that most of the DPT programs have the tendency to focus more on the
students’ cognitive and psychomotor skills training. The mission of the
University of St Augustine for Health Sciences is to develop health care
practitioners through a system that is guided by the core values of the
university, which are (1) students first; (2) professionalism; (3) promoting
excellence and innovation in education; (4) collaboration; (5) integrity; (6)
health and wellness; (7) responsiveness; and (8) creative and critical thinking.
The sample indicators of the American Physical Therapy Association core
values will help in the process of identifying the indicators of professionalism as
applied in a DPT program’s monitoring system. In this project, we are
expecting to arrive at a consensus among DPT academic faculty and clinical
instructors as to which indicators of the physical therapist professionalism core
values are important to be included in a DPT program’s professionalism
monitoring system. The result from that assessment will be the basis of the
development of the said system, which is novel in the physical therapy
profession. The acceptability of the developed system among academic faculty
and clinical instructors will also be an output of this project.

Alexis Wright, PT, DPT, PhD
Education Leadership Institute Fellowship Goals
1. Learning to build trust and rapport amongst faculty and colleagues who
   may have different communication styles.
2. Understand how to navigate conflict management.
3. A better understanding of managing departmental budget.
3 Lessons Learned Through ELI Fellowship
1. Effective leadership requires an ability to actively seek understanding of
   others thoughts and feelings, effective communication, and an
   intentional response.
2. Oftentimes behavioral change requires a SEE moment! Significant
   Emotional Event!
3. Know when it is time to let go and seek outside support. Don’t try to fix
   everything!
Institutional Leadership Project Summary
     As chair of the student admissions committee, the primary aim of my
project was to investigate our current admissions processing, including
academic pedigree and noncognitive attributes and determine what
variables are responsible for determining student success.
     As expected, much of our data is limited due to the inherent limitation of
how does one define success? As a candidate for accreditation without
graduation rates or board exam rates, we defined success or nonsuccess
using a number of outcomes, including overall GPA, top 25% of class rank,
cumulative end-of-year exam passing rate, referral to the academic review
committee, and faculty survey of those students faculty identified as a
successful doctor of physical therapy (DPT) student.
     While further investigation is certainly needed, early results suggest
that noncognitive attributes are more predictive of a successful DPT
student, as defined by faculty survey and top 25% of class rank.
Specifically, those students identified as successful demonstrated slightly
higher and statistically significant GRIT scores. Additionally, those students
identified as successful demonstrated a greater number of extracurricular
hours as reported in PTCAS compared with their peers. Academic pedigree
continues to fail to predict success in a DPT program. Further investigation
is needed to better reflect how much weight DPT admissions committees
should be placing on academic pedigree as compared to noncognitive
attributes. We will continue to investigate such variables in the coming
years and hope to better refine and weight variables as part of admissions
processing.