DOCSLIB.ORG

Student Manual

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Student Manual Student Manual Academic Year 2021-2022 Chatham University Pittsburgh, PA 15232 Program office: (412) 365-1412 Program fax: (412) 365-2952 http://www.chatham.edu/mpas/ TABLE OF CONTENTS 1 Introduction……………………………………………………………………………… 3 Vision and Mission Statements………………………………… 3 PBL Model………………………...………………………………. 3 Program Competencies………………………………………….…4 Certification………. ………..…………………………………….. 6 Accreditation……………………………………………………… 6 Faculty and Staff…………………………………………………………………… 7 Lexicon……………………..………………………………………………………… 9 Curriculum…………………………………………………………………………… 12 Introduction………………………………………………..…….. 12 Course Sequence………………………………………………. 13 Class Schedule. ………..…………………………………….. 14 Course Outcomes……………………………………………… 15 Course Competencies and Objectives……………………… 15 Outcomes Assessment……………………………………...... 15 Clinical Education Assessments……………………………… 16 Book List…………………………………………………………………………. 17 Policies and Procedures………………………………………………………… 20 General Policies………………………………………………... 20 Exam Policy…………………………………………………….. 20 Counseling Policy……………………………………………...… 21 Harassment Policy…………………………………………..…… 21 Hazardous Exposure Policy……………………………..……… 21 Immunization Policy………………………………………..…… 21 Bereavement Policy……………………………………………. 22 Safety Policy……………………………………………….…. 22 Drug Screening Policy………………………………….……… 22 Clinical Rotation Policies………………………..……............. 23 Tuition and Fees…………………………………………..…… 24 Laptop Requirements………………………………………….. 24 Academic Policies……………………………………………..… 25 Honor Code and Academic Integrity Policy…………………… 27 Professionalism……………………………………………….… 27 Social Media Policy…………………………………………….. 33 E-mail Policy……………………………………………………. 33 Student Progress Advisory Committee……………………..… 34 Additional Information.………………………………………………………………… 3 7 PA Organizations………………………………………………………………………. 39 Common Disease and Illness………………………………………………………… 41 2 INTRODUCTION Chatham University is home to almost 2,300 undergraduate and graduate students. Chatham’s Shadyside Campus includes the historic, 39-acre Woodland Road arboretum campus, the Eastside campus at Fifth and Penn Avenues, and the Eden Hall Farm Campus is located on 388-acres in Richland Township and houses the School of Sustainability. The University is a private, selective, fully accredited, nonsectarian institution consisting of four distinct Colleges: School of Arts, Science and Business - offering baccalaureate and master’s degrees School of Health Sciences - offering baccalaureate degrees leading to health science careers Falk School of Sustainability – offering baccalaureate and master’s degrees in sustainability and food studies College for Continuing and Professional Studies - offering undergraduate, graduate, professional and continuing education online The University is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, PA 19104, (267) 284-5000; and the Pennsylvania Department of Education. The Master of Physician Assistant Studies Program (MPAS) at Chatham University provides academic and clinical training that will prepare its graduates to be certified and licensed to practice collaboratively with physicians, especially the primary care physician, in a competent, ethical, and reliable manner. Vision & Mission Statements Vision To strive for excellence in physician assistant education whose graduates are known as outstanding clinicians in the community and leaders in the profession trained by faculty who are recognized for developing and researching innovative curricular methods. Mission The Chatham University MPAS Program is dedicated to producing knowledgeable, compassionate, ethical, and clinically skillful graduates who are ready to provide health care services to all persons without exclusion and who are willing to become the future leaders and educators of the profession. This will be accomplished by: • Recruiting and retaining outstanding PA students from diverse backgrounds and educating them to practice as primary care providers to serve those in the communities they live and work; • Providing a student-centered curriculum which promotes self-directed and lifelong learning through the use of evidence-based medicine; • Promoting professionalism and service to the community; • Contributing to the advancement of knowledge in medicine and physician assistant education; • Encouraging students to serve local, national, and international communities through active involvement in service-oriented programs for medically underserved populations; • Involving students in interprofessional activities and encouraging the development of team skills and an appreciation of team-based, patient-centered care; • Promoting participation in professional organizations and the education of future PAs; • Supporting sustainability through health promotion, disease prevention, health literacy, cultural competency, and reduction of printed materials in and out of the classroom. PBL Model Chatham University utilizes hybrid model of Problem-Based Learning, lecture, and on-line activity that challenges students to be self-directed and prepares students for the evidence-based, problem-oriented world of clinical medicine. Through actual patient cases, students develop learning issues, research topics using the most up-to-date resources, work in teams and receive feedback on knowledge base as well as professionalism to prepare them for primary care, problem-focused clinical practice. 3 Program Competencies The program has adopted the Competencies for the Physician Assistant Profession, created by our professional organizations, as the Program’s Core Competencies or Goals. These competencies define the expected minimal and specific knowledge, skills, and attitudes required of physician assistants in order to practice. Medical Knowledge Medical knowledge includes an understanding of pathophysiology, patient presentation, differential diagnosis, patient management, surgical principles, health promotion, and disease prevention. Physician assistants must demonstrate core knowledge about established and evolving biomedical and clinical sciences and the application of this knowledge to patient care in their area of practice. Physician assistants are expected to demonstrate an investigatory and analytic thinking approach to clinical situations. Upon graduation our students are expected to: 1. Understand etiologies, risk factors, underlying pathologic process, and epidemiology for medical conditions. 2. Identify signs and symptoms of medical conditions. 3. Select and interpret appropriate diagnostic or lab studies used in primary care. 4. Manage general medical and surgical conditions to include understanding the indications, contraindications, side effects, interactions and adverse reactions of pharmacologic agents and other relevant treatment modalities. 5. Identify the appropriate site of care for presenting conditions, including identifying emergent cases and those requiring referral or admission. 6. Identify appropriate interventions for prevention of conditions. 7. Identify the appropriate methods to detect conditions in an asymptomatic individual. 8. Differentiate between the normal and the abnormal in anatomic, physiological, laboratory findings and other diagnostic data. 9. Appropriately use history and physical findings and diagnostic studies to formulate a differential diagnosis. 10. Provide appropriate care to patients with chronic conditions. Interpersonal and Communication Skills Interpersonal and communication skills encompass verbal, nonverbal, and written exchange of information. Physician assistants must demonstrate interpersonal and communication skills that result in effective information exchange with patients, their patients’ families, physicians, professional associates, and the health care system. Upon graduation our students are expected to: 1. Create and sustain a therapeutic and ethically sound relationship with patients. 2. Use effective listening, nonverbal, explanatory, questioning, and writing skills to elicit and provide information. 3. Appropriately adapt communication style and messages to the context of the individual patient interaction. 4. Work effectively with physicians and other health care professionals as a member or leader of a health care team or other professional group. 5. Apply an understanding of human behavior. 6. Demonstrate emotional resilience and stability, adaptability, flexibility and tolerance of ambiguity and anxiety. 7. Accurately and adequately document and record information regarding the care process for medical, legal, quality, and financial purposes. Patient Care Patient care includes age-appropriate assessment, evaluation and management. Physician assistants must demonstrate care that is effective, patient-centered, timely, efficient, and equitable for the treatment of health problems and the promotion of wellness. Upon graduation our students are expected to: 1. Work effectively with physicians and other health care professionals to provide patient-centered care. 2. Demonstrate caring and respectful behaviors when interacting with patients and their families. 4 3. Gather essential and accurate information about their patients. 4. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment. 5. Develop and carry out patient management plans. 6. Counsel and educate patients and their families. 7. Competently perform medical and surgical procedures considered essential in the area of
Load more

Recommended publications
  • Health Sciences Alumni
    Health Sciences Alumni Updated: 11/15/17 Allison Stickney 2018 High school science teaching Teach for America, Dallas-Fort Worth Sophia Sugar 2018 Research Assistant Nationwide Children’s Hosp., Columbus, OH Wanying Zhang 2017 Accelerated BSN, Nursing MGH Institute for Health Professions Kelly Ashnault 2017 Pharmacy Technician CVS Health Ian Grape 2017 Middle School Science Teacher Teach Kentucky Madeline Hobbs 2017 Medical Assistant Frederick Foot & Ankle, Urbana, MD Ryan Kennelly 2017 Physical Therapy Aide Professional Physical Therapy, Ridgewood, NJ Leah Pinckney 2017 Research Assistant UConn Health Keenan Siciliano 2017 Associate Lab Manager Medrobotics Corporation, Raynham, MA Ari Snaevarsson 2017 Nutrition Coach True Fitness & Nutrition, McLean VA Ellis Bloom 2017 Pre-medical fellowship Cumberland Valley Retina Consultants Elizabeth Broske 2017 AmeriCorps St. Bernard Project, New Orleans, LA Ben Crookshank 2017 Medical School Penn State College of Medicine Veronica Bridges 2017 Athletic Training UT Chattanooga, Texas A&M, Seton Hall Samantha Day 2017 Medical School University of Maryland School of Medicine Alexandra Fraley 2017 Epidemiology Research Assistant Department of Health and Human Services Genie Lavanant 2017 Athletic Training Seton Hall University Taylor Tims 2017 Nursing Drexel University, Johns Hopkins University Chase Stopyra 2017 Physical Therapy Rutgers School of Health Professions Madison Tulp 2017 Special education Teach for America Joe Vegso 2017 Nursing UPenn, Villanova University Nicholas DellaVecchia 2017 Physical
    [Show full text]
  • Guidance Department & College/Career Planning
    College Matriculation 2014-2018 GUIDANCE DEPARTMENT & American University Johns Hopkins University Spelman College University of North Georgia COLLEGE/CAREER PLANNING Arizona State University* Johnson & Wales University St. Catherine University - St. Paul* University of Northern Iowa Auburn University (Providence) St. Cloud State University* University of Northwestern Augsburg College* Lake Forest College* St. Edward’s University University of Notre Dame* Augustana College Lawrence University St. Norbert College* University of Oregon* Barnard College Lehigh University St. Olaf College* University of Pennsylvania* Baylor University* Loras College St. Petersburg College University of Phoenix Belmont University* Louisiana State University Swarthmore College University of Pittsburgh Preparing for success starts as soon Bemidji State University* Loyola Marymount University* Syracuse University* University of Portland* as you walk through our doors. Bethel University-MN* Loyola University Chicago* Taylor University University of Puget Sound* Boston College* Loyola University Maryland Texas Christian University* University of Richmond Boston Conservatory at Berklee Luther College* The College of the Ozarks University of Rochester Boston University* Marietta College The Culinary Institute of America- NY University of San Diego* Bradley University Marist College* (Main Campus) University of Southern California* Brandeis University Marquette University* The Evergreen State College University of St. Thomas* Brown University Marymount California University The George Washington University* University of Utah Butler University* McGill University* The Ohio State University* University of Vermont* California Lutheran University McNally Smith College of Music* The University of Alabama* University of Washington* Carleton College* Miami University, Oxford* The University of Arizona* University of Wisconsin, Eau Claire* GUIDANCE DEPARTMENT Central Michigan University Michigan Technological University* The University of Georgia University of Wisconsin, La Crosse* Benilde-St.
    [Show full text]
  • S Ing 2018 Cours
    018 Cours Sing 2 Letter From the Executive Director Another year has begun, the Bayer Center’s nineteenth year of work and service to our vigorous, More than a village, it’s going to take a sector to solve these challenges. But let’s review what we active, questing nonprofit community…this year will be one in which we continue to explore the know about our fellow nonprofits. They are tenacious, resourceful, determined, on occasion fierce questions of leadership and efficacy of the nonprofit sector. In late January, we will release the in their service, ready to work against significant odds, filled with talented, educated, caring people. findings of our latest research, What Now? How will the impending retirement of nonprofit leaders This is only part of what I know from all my years working beside and with you. Like our Rosie the change the sector?. Although it clearly is also What’s Next?, we titled it What Now?. Because what Riveter icon, WE CAN DO IT…if we’ll talk about it and confront the challenges and rise to the needs we found was this huge story of change, loss and opportunity is not one that has received much of society one more time! attention. Although individual organizations may be confronting this reality, it does not seem that we as a group are figuring out strategies for replacing what could be 69% of our current workforce over Let us find common cause in the beauty of our missions, the necessity of our work and our love for the next ten years…nor are we effectively addressing how best to grow our younger leaders into each other and our beloved community.
    [Show full text]
  • Organization Albright College Alvernia University American University Arcadia University Bridgewater College Bryn Athyn College
    Organization Albright College Alvernia University American University Arcadia University Bridgewater College Bryn Athyn College Cabrini University Cairn University California University of PA Cazenovia College Cedar Crest College Chatham University Clarion University of Pennsylvania Coastal Carolina University Delaware Valley University DeSales University Duquesne University East Stroudsburg University of PA Eastern University Elizabethtown College Flagler College Florida Institute of Technology Georgia Southern University Gettysburg College Goldey-Beacom College Green Mountain College Gwynedd Mercy University Harrisburg Area Community College - York Harrisburg University Hofstra University Hood College Immaculata University Indiana University of Pennsylvania Johnson & Wales University Juniata College King's College Kutztown University of Pennsylvania La Roche College La Salle University Lebanon Valley College Lock Haven University Loyola University Maryland Lycoming College Malone University Mansfield University Marywood University McDaniel College Messiah College Millersville University Misericordia University Montclair State University Moore College of Art & Design Moravian College Mount Aloysius College Mount St. Mary's University Neumann University Penn State University Pennsylvania College of Art & Design Pennsylvania College of Health Sciences Pennsylvania College of Technology Pittsburgh Technical College Point Park University Reading Hospital School of Health Sciences Regent University Robert Morris University Rosemont College
    [Show full text]
  • Head Coaches of Women's Collegiate Teams: a Comprehensive Report on NCAA Division-III Institutions, 2017-18
    Head Coaches of Women’s Collegiate Teams A Comprehensive Report on NCAA Division-III Institutions 2017-18 www.TuckerCenter. org www.GoCoaches.org Twitter: @TuckerCenter Twitter: @GoCoaches facebook.com/TuckerCenter facebook.com/AllianceofWomenCoaches This report was prepared by Nicole M. LaVoi, Ph.D., co-director, the Tucker Center for Research on Girls & Women in Sport, and member of the Alliance of Women Coaches Board of Directors, and Hannah Silva-Breen the 2017 Gender Equity Tucker Center Summer Research Intern. Please direct all inquiries to nmlavoi@umn.edu. Acknowledgments: Thank you to the following individuals for their role in producing this report: Hannah Silva-Breen, Jonathan Sweet, and Matea Wasend. Cover photo features: Amanda Beckwith, head volleyball coach, Massachusetts College of Liberal Arts (MCLA); Chelsea Shaughnessy, head soccer coach, Mitchell College; Donna Hodgert, head swimming coach, Sweet Briar College. Photo credits to: MCLA, Mitchell College and Sweet Briar College Athletics Departments. LaVoi, N. M., & Silva-Breen, H. (2017, December). Head coaches of women's collegiate teams: A comprehensive report on NCAA Division-III institutions, 2017-18. Minneapolis: The Tucker Center for Research on Girls & Women in Sport. The report can be downloaded free of charge at http://www.TuckerCenter.org © 2017 Regents of the University of Minnesota. All rights reserved. The University of Minnesota is an equal opportunity educator and employer. Opinions expressed herein belong entirely to the authors and do not necessarily represent viewpoints of the Regents of the University of Minnesota. Head Coaches of Women's Collegiate Teams A COMPREHENSIVE REPORT OF NCAA DIVISION-III INSTITUTIONS 2017-18 his longitudinal research series, now in its sixth year, is a partnership between the Tucker Center for Research on Girls & Women in Sport at the University of T Minnesota—the first research center of its kind in the world—and the Alliance of Women Coaches, an organization dedicated to supporting and increasing the number of women in the coaching profession.
    [Show full text]
  • Bryn Mawr College Graduate School of Social Work and Social Research
    - 1 -17 6/15/2015 BRYN MAWR COLLEGE GRADUATE SCHOOL OF SOCIAL WORK AND SOCIAL RESEARCH CURRICULUM VITAE Name: Toba Schwaber Kerson Telephone: 215-800-1500 EDUCATION Chatham College 1961-1964 B.A. Sociology Columbia University 1964-1966 M.S. Social Work University of Pennsylvania 1973-1975 M.A. Sociology University of Pennsylvania 1972-1976 D.S.W. Social Work University of Pennsylvania 1975-1978 Ph.D. Sociology PROFESSIONAL EXPERIENCE 2015 Bryn Mawr College Mary Hale Chase Professor Emeritus of Social Science 2008 -2014 Bryn Mawr College Mary Hale Chase Professor in Social Sciences and Social Work and Social Research (term chair) 1990 - 1993 Bryn Mawr College Director, Doctoral Program 1988 - Bryn Mawr College Professor 1982 - 1988 Bryn Mawr College Associate Professor 1976 - 1982 Bryn Mawr College Assistant Professor 1974 - 1976 University of Pennsylvania Teaching Fellow 1972 - 1974 University of Pennsylvania Research Assistant 1970 - 1972 Baltimore City Hospitals Follow-up Coordinator 1966 - 1970 Baltimore City Hospitals Senior Medical Social Worker HONORS AND AWARDS 2014 Chatham University Cornerstone Award for Social Services 2013-2018 Fulbright Specialist 2008 -2-14 Mary Hale Chase Professor of Social Sciences and Social Work and Social Research - 2 -17 5/21/20155/21/2015 2005 Lindback Award for excellence in teaching. 2003 Social Work in Health Settings selected as one of five winners of a Robert Wood Johnson award for excellence in end-of-life care textbook content. 1997 - 2009 Trustees’ Council of Pennsylvania Women, University of Pennsylvania. 1994 - Alumni Recognition Award, School of Social Work, University of Pennsylvania. 1974 – 1976 Teaching Fellow, School of Social Work, University of Pennsylvania.
    [Show full text]
  • 2014 Environmental Studies Newsletter
    THE ENVIRONMENTAL CONNECTION 2014 THE ENVIRONMENTAL CONNECTION ENVIRONMENTAL STUDIES ALUMNI NEWSLETTER 2014 Students in Professor Candie Wilderman’s Aquatics class examine their haul after trawling oyster beds near Smith Island, MD on a Chesapeake Bay Foundation Environmental Education Program. ENVIRONMENTAL STUDIES DEPARTMENT DICKINSON COLLEGE In This Issue A Note from the Chair Ash Nichols: Annual Report An Update from Candie Wilderman Professor Greg Howard reflects on his year A new book and a new spin on an ES intro- As she transitions into retirement, Candie as department chair as he prepares to pass ductory course—read more from Profes- has been working on analyzing data from the reins to Professor Tom Arnold from sor Nichols. ALLARM’s shale gas monitoring program Biology. and preparing for her last course offering. In Anticipation: James Balog Introducing, Professor Bedi In anticipation of the September visit by An Update from ALLARM The Environmental Studies Department is James Balog, recipient of the 2014 Rose ALLARM gives an update on their numer- happy to welcome Dr. Heather Bedi as our Walters Prize, CSE would like to invite ous activities, as well as, highlights from new environmental sociologist! alums to participate in the college’s One this past year. College, One Community initiative. Kristin Strock’s First Year College Cultivation Breaking the ice and making a splash— A Tribute to Michael Heiman From a new CSA model to FARMDATA Professor Strock has been keeping busy As Professor Michael Heiman heads into collection to a wood-fired pizza oven, the with student field trips and new research. retirement, Professor Candie Wilderman farm is cultivating crops, campus culture, offers this heart-warming testament to his educational experiences.
    [Show full text]
  • Art & Design Brochure
    A full spectrum of academic programs. Visual Arts The visual arts major prepares students to work as visual communicators and artists in a complex, rapidly changing global culture. Through the integration of technical applications and critical theory, students gain marketable skills that allow them to assume creative, scholarly, and leadership roles in the visual arts field, and to promote an understanding of the role STUDIO ARTS that the visual arts play in Students are introduced to fundamental hands-on skills, technical all facets of contemporary processes, theory, history, and culture beginning in art historical life. Students concentrate instruction and entry-level foundation classes to contemporary visual theory and advanced studio practices such as ceramics, sculpture, in either studio arts or art painting, drawing, and printmaking. & history. ART HISTORY The art history concentration grounds students in the trends and traditions of major art movements across the globe. Students are trained in analysis of images, from the traditional fine arts of painting, sculpture, and architecture to newer forms including photography, film, video, and electronic media. Emphasis is placed on understanding at (and around)works within a historical, social, political, and cultural context. Students interested in the arts and design have a lot of options. Why pick Chatham? Simple. We’re: • Small enough to not only ensure plenty of individual attention in studio courses, but also to allow the department to adapt its offerings to reflect students’ interests. • Mighty enough to host not only a collection of over 600 works of African art, but also an award-winning Artist Collective. • Quite near enough to many of Pittsburgh’s best loved arts institutions and organizations, including the Carnegie Museum of Art, Pittsburgh Filmmakers, Carnegie Music Hall, and Frick Fine Arts Museum (see the off-campus section for more).
    [Show full text]
  • Pre-Health Program Alumni Locations
    Pre-Health Program Alumni Locations Professional Schools Attended by Dickinson’s Alumni Medical School, Allopathic Albert Einstein College of Medicine of Yeshiva University Boston University School of Medicine Case Western Reserve University School of Medicine Columbia University Vagelos College of Physicians & Surgeons Drexel University College of Medicine Duke University School of Medicine East Carolina University Brody School of Medicine Eastern Virginia Medical School Geisinger Commonwealth Medical School George Washington University School of Medicine Georgetown University School of Medicine Indiana University School of Medicine Johns Hopkins University School of Medicine Sidney Kimmel Medical College at Thomas Jefferson University LSU Health New Orleans School of Medicine Mount Sinai Medical School New York Medical College New York University NYU School of Medicine Northeast Ohio College of Medicine Ochsner University School of Medicine (joint program with the University Of Queensland School Of Medicine, Brisbane, Australia, and the Ochsner Health Services, New Orleans, LA) Oregon Health & Sciences University School of Medicine Quinnipiac University Frank H. Netter School of Medicine Rosalind Franklin University Chicago Medical School Rowan University Cooper Medical School Rutgers University Robert Wood Johnson School of Medicine Rutgers University New Jersey Medical School St. George’s University School of Medicine Stanford University School of Medicine State University of New York Downstate College of Medicine State University
    [Show full text]
  • Test Optional Schools in the Top 100 U
    FairTest National Center for Fair & Open Testing 320+ “Top Tier” Schools that Deemphasize the ACT/SAT in Admissions Decisions per U.S. News & World Report Best Colleges Guide (2018 Edition) from http://www.fairtest.org/university/optional -- updated August 24, 2018 -- National Liberal Arts Colleges 3. Bowdoin College (ME) 68. Earlham College (IN) 112. Goucher College (MD) 6. Middlebury College (VT) “Test Flexible” 68. University of Puget Sound (WA) 112. Hanover College (IN) 12. Colby College (ME) “Test Flexible” 71. Knox College (IL) 117. Ripon College (WI) 12. Smith College (MA) 71. Muhlenberg College (PA) 117. Elizabethtown College (PA) 18. Hamilton College (NY) “Test Flexible” 71. Wofford College (SC) 117. Marlboro College (VT) 21. Wesleyan University (CT) 76. Beloit College (WI) 123. Birmingham-Southern College (AL) 23. Bates College (ME) 76. Kalamazoo College (MI) 123. Presbyterian College (SC) 23. Colorado College (CO) “Test Flexible” 76. Lewis and Clark (OR) 128. Whittier College (CA) 32. Bryn Mawr College (PA) 76. St. John’s College (NM) 134. McDaniel College (MD) 33. College of the Holy Cross (MA) 76. Wheaton College (MA) 134. Siena College (NY) 33. Pitzer College (CA) 82. Allegheny College (PA) 134. Sweet Briar College (VA) 36. Mount Holyoke College (MA) 82. Willamette University (OR) 138. Illinois College (IL) 36. Union College (NY) 85. Gustavus Adolphus (MN) 138. Roanoke College (VA) 39. Franklin and Marshall College (PA) 87. Bennington College (VT) 141. Hiram College (OH) 41. Sewanee -- University of the South (TN) 87. Cornell College (IA) 141. Susquehanna University (PA) 41. Skidmore College (NY) 87. Transylvania University (KY) 147. Bard College at Simon’s Rock (MA) 41.
    [Show full text]
  • WINTER2017 KATY WOZNIAK ’98 EDITOR-IN-CHIEF Bill Campbell
    WINTER2017 KATY WOZNIAK ’98 EDITOR-IN-CHIEF Bill Campbell MANAGING EDITOR Cara Gillotti DESIGN Brown Advertising and Design, Inc. DESIGN CONSULTANT Krista A. Terpack, MBA ’09 CONTRIBUTORS Cara Gillotti Charles Rosenblum PHOTOGRAPHY Ric Evans Annie O’Neill Phil Pavely Paul A. Selvaggio CORRECTION A feature in the Spring 2017 issue of this magazine titled “Chatham Celebrates Over Ten Years of Nursing” incorrectly implied that nursing programs at Chatham began in 2005. In fact, Chatham offered a nursing program in cooperation with Allegheny General Hospital from 1939-1958, and it was the online nursing programs that began in 2005. Our sincere apologies for this mistake, and gratitude to the alumnae who brought it to our attention, including Nancy Wallace Bridges ’56, Eleanor Skinner Wainwright ’57, Betty McCrory McBride ’46, and Martha McLaughlin Ellers ’52. The Chatham Recorder is published biannually by the Office of Marketing and Communications, Dilworth Hall, Woodland Road, Pittsburgh, PA 15232. Letters or inquiries may be directed to the managing editor by mail at this address, by e-mail at communications@chatham.edu, or by phone at 412-365-1335. 2 6 University Fallingwater News & FSC Logo Events IN THIS ISSUE New, 100-student classroom at Chatham Eastside, part of 30,000 square feet of renovations completed this summer. 10 14 16 20 26 30 36 David Finegold Chatham Katy Wozniak ’98 Tony Miga, SBIRT Reunion 2017 In Memoriam Inauguration Strategic Plan MSUS ’14 Recap 1 UNIVERSITY NEWS CHATHAM PROFESSOR AND ALUMNA/ FALK SCHOOL PROVIDES FELLOWSHIP BOARD MEMBER RECEIVE FELLOWSHIP OPPORTUNITIES FOR RETURNING PEACE News Chatham Professor Britney Brinkman and CORPS VOLUNTEERS alumna and Board of Trustees member Chatham is partnering with the Peace Corps Dr.
    [Show full text]
  • WENDY E. RAYMOND T H E S I X T E E N T H P R E S I D E N T
    THE INAUGURATION OF WENDY E. RAYMOND t h e s i x t e e n t h p r e s i d e n t September 7, 2019 161752.indd 1 8/26/19 4:43 AM averford College was founded in 1833 by Quakers representing the intellectual wing of Guerneyite Orthodox Friends. To the College’s founders, academic excellence, offered in a setting of tolerance and mutual respect, served a larger goal of developing students who would be “not more learned, but imbued with better learning,” as they put forward in the College’s Latin motto. HThough Haverford is nonsectarian today, Quaker values continue to guide the community and its stewardship. The College’s distinctive, values-infused approach to education foregrounds consensus-based decision-making and confict resolution, open-mindedness, critical thinking and questioning, integrity, respect for diverse ideas and backgrounds, and ethical engagement with the campus community and the wider world. An ethos of trust, concern, and respect for every individual resonates throughout Haverford’s history and serves as the basis of the student-governed Honor Code. The Honor Code, in tandem with a long-standing tradition of self-governance within a diverse, residential community, plants in Haverford’s 1,350 students the seeds of lead- ership and responsibility. Our campus culture engenders an immediate sense of colleagueship between students and professors. Haverford’s 135 faculty members are internationally recognized researchers, teachers, and thought leaders, who, through close collaboration and mentorship, empower students to engage in an intense academic program that requires them to be original thinkers.
    [Show full text]