Walsh University is a private non-profit, 4-year, Roman Catholic university in North Canton, Ohio, USA. In 2009, there were approximately 2,935 students.It was founded in 1960 by the Brothers of Christian Instruction, initially as a liberal arts college. Walsh College became Walsh University in 1993. The University offers more than 50 majors, and five graduate programs including a Doctorate of Physical Therapy. Walsh has satellite campuses in Medina, Canfield, Springfield Township, and its newest campus in Castel Gandolfo, Italy. It is endorsed by the The Newman Guide to Choosing a Catholic College. Wikipedia.
News Article | August 1, 2017
CHICAGO (August 1, 2017) – Walsh University has announced a partnership with Keypath Education, a leading provider of online program management (OPM) services, to launch new and grow existing online business and nursing programs. Walsh University is a private non-profit Roman Catholic university in Canton, Ohio, ranked #49 for Regional Universities Midwest and #29 for Best Colleges for Veterans by U.S. News & World Report. “The demand for nursing and business programs continues to grow year over year, especially at the postgraduate level. Enrollment in master’s Nursing programs grew by 39% between 2011 and 2016, while enrollment in RN-BSN programs grew by 62% during the same time period. We believe there is an opportunity for Walsh University to capitalize on these in-demand programs, extend their reach and lay a groundwork for future distance learning opportunities,” said Keypath Education CEO Steve Fireng. Walsh University is dedicated to educating its students to become leaders in service to others through a values-based education with an international perspective. Walsh University has the complementary goals of reinventing the university experience for adult learners while delivering the highest quality of instruction and retaining the one-to-one student and faculty interaction for which the university is known. Walsh University chose Keypath Education for their end-to-end online program expertise and reputation of working with similar institutions to expand access to working professionals while preserving instructional quality. The partnership entails collaboration with university leadership and faculty on all facets of the student lifecycle, including capital to fund the programs, marketing and recruitment, retention services, as well as course development and faculty support. The ten-year partnership supports the following programs: · Bachelor of Business Administration · Master of Business Administration · Registered Nurse to Bachelor of Science in Nursing · Master of Science in Nursing – Family Nurse Practitioner · Master of Science in Nursing – Nurse Educator “We realized we had to both prepare the university for future generations and extend the instruction and mission to those who might not have had access to Walsh University before,” said Provost Douglas Palmer. “We sought a partner that would be responsive to our unique culture and mission. Keypath has demonstrated their commitment to student experience and ability to deliver sustainable enrollment growth.” For more information about the partnership, contact Andrea McCaffrey, director of university relations, at amccaffrey(at)walsh.edu or 330.490.7296. For more information about Keypath or online program management services, please contact Chris Williams, director of marketing, at chris.williams(at)keypathedu.com or 847.616.8167. About Walsh University Walsh University is an independent, coeducational Catholic, liberal arts and sciences institution. Founded by the Brothers of Christian Instruction, Walsh University is dedicated to educating its students to become leaders in service to others through a values-based education with an international perspective in the Judeo-Christian tradition. Walsh University believes in the desirability of a small university that promotes academic excellence, a diverse community and close student-teacher interactions. The University provides its students a higher education that fosters critical thinking, effective communication, spiritual growth, and personal, professional and cultural development. Walsh University encourages individuals to act in accordance with reason guided by the example and teachings of Jesus Christ. Visit walsh.edu to learn more. About Keypath Education Keypath Education partners with higher education institutions worldwide to launch programs, grow enrollment, improve learning and connect education to careers, using a proprietary technology suite. The company has helped more than 4,000 higher education institutions better serve students and graduates, resulting in a strong reputation for its education mission and quality in the United States, Canada, the U.K. and Australia. Since its beginning more than 25 years ago, Keypath Education has been dedicated to changing lives through education. Visit keypathedu.com to learn more.
News Article | May 9, 2017
LearnHowToBecome.org, a leading resource provider for higher education and career information, has released its list of the best colleges and universities in Ohio for 2017. 50 four-year schools were ranked, with Ursuline College, Xavier University, Ohio Northern University, Case Western Reserve University and John Carroll University coming in as the top five. Of the 29 two-year schools that also made the cut, Cincinnati State Technical and Community College, Belmont College, Sinclair College, Owens Community College and Columbus State Community College were in the top five. A complete list of schools is included below. “Earning a certificate or degree can be a major stepping stone for career development,” said Wes Ricketts, senior vice president of LearnHowToBecome.org. “These schools offer more than just educational opportunities, they represent Ohio’s best combination of education and employment resources that translate to strong post-college earnings for students.” To be included on the “Best Colleges in Ohio” list, institutions must be regionally accredited, not-for-profit schools. Each college is also ranked on metrics like the variety of degree programs offered, the number of employment and academic resources offered, financial aid availability, graduation rates and annual alumni earnings 10 years after entering college. Complete details on each college, their individual scores and the data and methodology used to determine the LearnHowToBecome.org “Best Colleges in Ohio” list, visit: http://www.learnhowtobecome.org/college/ohio/ Ohio’s Best Four-Year Colleges for 2017 include: Ashland University Baldwin Wallace University Bluffton University Bowling Green State University-Main Campus Capital University Case Western Reserve University Cedarville University Cleveland Institute of Art Cleveland State University Defiance College Denison University Franciscan University of Steubenville Franklin University Heidelberg University Hiram College John Carroll University Kent State University at Kent Kenyon College Lake Erie College Lourdes University Malone University Marietta College Miami University-Oxford Mount Saint Joseph University Mount Vernon Nazarene University Muskingum University Notre Dame College Oberlin College Ohio Dominican University Ohio Northern University Ohio State University-Main Campus Ohio State University-Mansfield Campus Ohio University-Main Campus Ohio Wesleyan University Otterbein University The College of Wooster The University of Findlay Union Institute & University University of Akron Main Campus University of Cincinnati-Main Campus University of Dayton University of Mount Union University of Toledo Ursuline College Walsh University Wilberforce University Wittenberg University Wright State University-Main Campus Xavier University Youngstown State University Ohio’s Best Two-Year Colleges for 2017 include: Belmont College Bowling Green State University-Firelands Central Ohio Technical College Choffin Career and Technical Center Cincinnati State Technical and Community College Clark State Community College Columbiana County Career and Technical Center Columbus State Community College Cuyahoga Community College Eastern Gateway Community College Edison State Community College Hocking College Lakeland Community College Lorain County Community College Marion Technical College North Central State College Northwest State Community College Ohio Institute of Allied Health Ohio State University Agricultural Technical Institute Owens Community College Remington College-Cleveland Campus Rhodes State College Sinclair College Southern State Community College Stark State College Terra State Community College University of Akron Wayne College Washington State Community College Zane State College About Us: LearnHowtoBecome.org was founded in 2013 to provide data and expert driven information about employment opportunities and the education needed to land the perfect career. Our materials cover a wide range of professions, industries and degree programs, and are designed for people who want to choose, change or advance their careers. We also provide helpful resources and guides that address social issues, financial aid and other special interest in higher education. Information from LearnHowtoBecome.org has proudly been featured by more than 700 educational institutions.
News Article | October 28, 2016
Athletes who regularly engage in overhead arm and shoulder throwing motions are all-too-familiar with the threat of a SLAP tear. SLAP, an acronym for “superior labrum, anterior to posterior”, refers to a torn labrum, the rubbery tissue ring surrounding the shoulder socket. A SLAP injury can run the gamut from mild to severe, with surgical interventions and rehabilitation required in many cases. One type of SLAP post-surgery rehab modality making headlines for its excellence is aquatic therapy. For Ryan Bitzel, MPT, San Diego Padres’ Rehabilitation Coordinator, SLAP tears among his athletes are always a possibility. To help his population of baseball players recover faster and with less chance of undue stress on their shoulders, he and his team use a variety of rehab techniques and tools, including an advanced hydrotherapy pool. Bitzel will share his experiences assisting athletes during a two-hour, CEU eligible (for athletic trainers) HydroWorx hosted webinar on October 26, 2016, from 1:00-3:00 p.m. E.D.T. Bitzel’s webinar is focused around a specific case study, However, the two-hour multi-faceted informational session will include comprehensive discussions of the anatomy of the shoulder, why SLAP injuries occur in overhead throwing athletes, clinical signs associated with labral tears and other injuries, and the stages of aquatic therapy post-op rehab for SLAP injury recovery. Additionally, Bitzel will share specific exercises that successfully advance the goals of SLAP surgical patients, as well as discuss the unique water properties that make hydrotherapy beneficial to shoulder rehab patients. “The Rehabilitation of a Professional Baseball Player Post-Op SLAP Repair Incorporating the Use of Aquatic Therapy” is free to attend, but pre-registration is necessary to join the two-hour webinar. Athletic trainers can receive two (2) continuing education units (CEUs) through the BOC if they watch the live webinar in its entirety. Interested participants are encouraged to sign up as soon as possible at http://ww2.hydroworx.com/webinar-labral-repair-10-2016 to reserve a place. At the end of the webinar, Bitzel will hold a Q&A session to address attendees’ discussion points. About Ryan Bitzel Now in his 6th season as the San Diego Padres’ Rehabilitation Coordinator, Ryan Bitzel earned his master’s degree in physical therapy from Walsh University, North Canton, Ohio. He specializes in the rehab of athletes recovering from elbow UCL reconstructions and shoulder surgeries. Bitzel regularly utilizes aquatic therapy for rehab, cross-training and conditioning. About HydroWorx Since the late 1990s, HydroWorx has manufactured aquatic therapy products with built-in underwater treadmills to enable rehabilitation professionals to more effectively offer their patients and athletes the opportunity to increase range of motion, decrease risk of falls and joint stress, remain motivated through the rehab process and speed the return to play for athletes and every day normal activities. Products such as the HydroWorx 2000 and 500 Series therapy pools, along with the new construction-free HydroWorx 300 system have revolutionized the face of aquatic therapy; in fact, HydroWorx technology is used by world-class facilities like the renowned Kennedy Krieger Institute, Cleveland Clinic, Frazier Rehab Institute and The Andrews Institute, as well as many elite athletic programs including the University of Oregon, Kansas City Royals, Washington Redskins, The Ohio State University, Manchester United and Chelsea Football Clubs and hundreds more. HydroWorx offers a wide range of underwater treadmill pools and peripheral products and services. Every day, more than 29,000 athletes and patients use HydroWorx technology to recover from injuries and health conditions. More information about HydroWorx can be found at http://www.HydroWorx.com
News Article | February 17, 2017
The Community for Accredited Online Schools, a leading resource provider for higher education information, has ranked the best two- and four-year colleges with online programs in the state of Ohio for 2017. Among four-year schools a total of 41 made the list, with University of Akron, University of Toledo, University of Cincinnati, Ohio University and Ashland University coming in as the top five schools. The state’s top 18 two-year schools were also honored, with Sinclair College, Cincinnati State Technical and Community College, Belmont College, Edison State Community College and Columbus State Community College taking the top five spots. Schools were ranked based on over a dozen different data points. “Student enrollment in schools within the University System of Ohio has grown 8 percent over the past decade,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “As more students pursue post-secondary degrees, the schools on our list are providing more flexible, high-quality learning opportunities outside the traditional classroom.” To be included on the Best Online Schools list, colleges must meet specific base requirements, including being institutionally accredited and public or private not-for-profit institutions. Each college is scored based on additional criteria that includes its employment and counseling resources, student/teacher ratios, graduation rates and financial aid availability. For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: Ohio’s Best Online Four-Year Schools for 2017 include the following: Ashland University Baldwin Wallace University Bowling Green State University-Main Campus Case Western Reserve University Cedarville University Cleveland State University Defiance College Franciscan University of Steubenville Franklin University God’s Bible School and College Hiram College Kent State University at Kent Kent State University at Salem Kettering College Malone University Miami University-Oxford Mount Carmel College of Nursing Mount Saint Joseph University Mount Vernon Nazarene University Muskingum University Notre Dame College Ohio Christian University Ohio University-Main Campus Otterbein University Shawnee State University The University of Findlay Tiffin University Union Institute & University University of Akron Main Campus University of Cincinnati-Main Campus University of Dayton University of Mount Union University of Northwestern Ohio University of Rio Grande University of Toledo Urbana University Ursuline College Walsh University Wright State University-Lake Campus Wright State University-Main Campus Youngstown State University Ohio’s Best Online Two-Year Schools for 2017 include the following: Belmont College Bowling Green State University-Firelands Central Ohio Technical College Cincinnati State Technical and Community College Clark State Community College Columbus State Community College Cuyahoga Community College Edison State Community College Hocking College Lakeland Community College Lorain County Community College Marion Technical College North Central State College Northwest State Community College Rhodes State College Sinclair College Stark State College University of Akron Wayne College ### About Us: AccreditedSchoolsOnline.org was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable, quality education that has been certified by an accrediting agency. Our community resource materials and tools span topics such as college accreditation, financial aid, opportunities available to veterans, people with disabilities, as well as online learning resources. We feature higher education institutions that have developed online learning programs that include highly trained faculty, new technology and resources, and online support services to help students achieve educational success.
Whetstine L.M.,Walsh University
Seminars in Pediatric Neurology | Year: 2015
In this article I provide an overview of the moral and medical questions surrounding the use of cognitive enhancers. This discussion will be framed in light of 4 key considerations: (1) is there a difference between therapy and enhancement? (2) How safe are these interventions? (3) Is the use of nootropics cheating? (4) Would enhancers create a further divide of social inequality where only the very wealthy have access to them? © 2015 Elsevier Inc.
Young J.M.,Walsh University
Journal of clinical oncology : official journal of the American Society of Clinical Oncology | Year: 2013
To investigate the effectiveness of a centralized, nurse-delivered telephone-based service to improve care coordination and patient-reported outcomes after surgery for colorectal cancer. Patients with a newly diagnosed colorectal cancer were randomly assigned to the CONNECT intervention or usual care. Intervention-group patients received standardized calls from the centrally based nurse 3 and 10 days and 1, 3, and 6 months after discharge from hospital. Unmet supportive care needs, experience of care coordination, unplanned readmissions, emergency department presentations, distress, and quality of life (QOL) were assessed by questionnaire at 1, 3, and 6 months. Of 775 patients treated at 23 public and private hospitals in Australia, 387 were randomly assigned to the intervention group and 369 to the control group. There were no significant differences between groups in unmet supportive care needs, but these were consistently low in both groups at both follow-up time points. There were no differences between the groups in emergency department presentations (10.8% v 13.8%; P = .2) or unplanned hospital readmissions (8.6% v 10.5%; P = .4) at 1 month. By 6 months, 25.6% of intervention-group patients had reported an unplanned readmission compared with 27.9% of controls (P = .5). There were no significant differences in experience of care coordination, distress, or QOL between groups at any follow-up time point. This trial failed to demonstrate substantial benefit of a centralized system to provide standardized, telephone follow-up for postoperative patients with colorectal cancer. Future interventions could investigate a more tailored approach.
Amjad Z.,Walsh University
Desalination and Water Treatment | Year: 2011
The inhibition of gypsum precipitation by homo- and copolymers has been examined in aqueous solution. It has been found that polymer performance as gypsum inhibitor depends upon polymer architecture. The influence of surfactants containing different functional group on gypsum inhibition has also been investigated. Inhibition data on the evaluation of surfactants suggest that compared to polymers, surfactants perform poorly as gypsum inhibitors. Results on the impact of cationic surfactant (e.g., cetyltrimethyl ammonium chloride, CTAC) suggest that CTAC exhibits an antagonistic effect on the efficacy of polymers. It has also been found that cationic polymer (e.g., diallyldimethyl ammonium chloride) shows much stronger antagonistic effect than CTAC on the performance of polymers used as gypsum inhibitors. The antagonistic behavior shown by cationic surfactant and cationic polymer on the performance of polymers has been explained in terms of cationic-anionic interactions. © 2011 Desalination Publications. All rights reserved.
Agency: NSF | Branch: Continuing grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 593.75K | Year: 2014
Through the STAR Chemistry project the Principle Investigator team at Walsh University seeks to increase the number of economically disadvantaged students who complete a degree in chemistry. A cohort model is used to facilitate the retention of 16 participants. The students participate in activities that strengthen their self-identity as chemists, live and take classes within a learning community, and build relationships with faculty mentors. A unique feature of the project is the innovative chemistry curriculum which integrates the American Chemical Society (ACS) criteria for a certified degree with coursework and internships in order to produce graduates with expertise that fits the workforce needs of the region. In order to attract eligible candidates and broaden participation, a comprehensive recruitment plan that involves interacting with students at high schools, on-campus science workshops, and local and regional science fairs, using student database providers, and hiring a project-specific Admissions Advisor is initiated.
The S-STEM scholars take part in a redesigned program of study that addresses the existing gap in skills needed by chemistry graduates and those identified by local industry. The new curriculum includes a Career Seminar Series, a Chemistry Internship, and courses in Materials, Environmental, and Fuels and Energy Chemistry. The academic program is augmented with evidence-based strategies for retention such as a learning community grounded in five essential topics (community building, diversity, integration, active-learning, and reflection/assessment), motivational faculty mentoring, a first year seminar, and optional undergraduate research. Data generated through assessment and evaluation support the rationale that employment-motivated students who are provided with an applied curriculum and co-curricular assistance become self-identified chemists who are retained through graduation. Formative and summative evaluation focuses on whether or not the program objectives of (a) identifying and recruiting a diverse population of academically talented students, (b) increasing chemistry major retention, and (c) preparing students with skill to enter the workforce are met. Assessment of students progress and preparedness is performed. The students are surveyed about the effectiveness of the projects components. Dissemination of the project results provides a model for using an industry-centered curriculum as a means of retaining STEM students. The project team presents their work through annual meetings of the ACS and the Ohio Academy of Sciences and through publication of evaluation findings in journals such as the Journal of Chemical Education and the Journal of College Science Teaching. Project deliverables include results of summative evaluation and the course materials developed for the new curriculum.
Mendenhall E.,Walsh University
Medical Anthropology Quarterly | Year: 2015
This article examines the comorbidity concept in medical anthropology. I argue that the dearth of articles on comorbidity in medical anthropology may result from the rise of syndemic theory. Syndemics recognize how social realities shape individual illness experiences as well as distribution of diseases across populations. I discuss synergistic interactions foundational to the syndemics construct through my research of depression and diabetes comorbidity in vulnerable populations from urban United States, India, and South Africa. I argue that social and economic factors that cluster with depression and diabetes alone and together exemplify the biosocial processes that are at the heart of syndemics. In doing so, I illustrate how social, cultural, and economic factors shape individual-level experiences of co-occurring diseases despite similar population-level trends. Finally, I discuss the relevance of syndemics for the fields of medicine and public health while cautioning what must not be lost in translation across disciplines. © 2015 by the American Anthropological Association.
News Article | December 22, 2016
Stop Hunger Now and the North Carolina State University Center for Student Leadership, Ethics and Public Service have named Jonathan Chin, a student at New York University, as the 2017 President William Jefferson Clinton Hunger Leadership Award recipient. The award will be presented at the Universities Fighting World Hunger Summit March 24-25 at Walsh University in North Canton, Ohio. Each year, students across the globe with a passion to end hunger are invited to apply for the award, named in honor of President Bill Clinton for his commitment to humanitarian causes, including the eradication of hunger. The award was first presented by President Clinton in 2009. Since then, the N.C. State Center for Student Leadership, Ethics & Public Service (CSLEPS) and Stop Hunger Now, a non-profit hunger relief organization, have presented the award to students from colleges or universities around the world. "For many people, college is really the last time that they're asked to think critically. If we can catch them at this crucial juncture and show them that being responsible for the people around them is powerful and fulfilling, then when they go out to become the leaders of tomorrow, they'll have that compassion with them," said Chin. When Chin discovered that many of his fellow students at New York University (NYU) did not have enough to eat, he used his coding skills to design a web platform connecting hungry students to those who had extra swipes available on their meal cards. His platform was the launching pad for his organization and subsequent mobile app, Share Meals. Chin’s next step was to conduct a study to find out how many students on campus were food insecure, as well as to determine how much food was being wasted in the form of expired meal card swipes. He found that 18.8% of students surveyed did not have enough to eat, while 523 students surveyed left $438,910.30 unused on their meal plans. Through collaboration with various university departments and students, Chin has dedicated himself to fighting hunger at NYU. In addition to the creation of Share Meals, he has played a lead role on a committee that is working to establish food pantries on campus. Chin has led cooking classes at NYU, teaching students how to create nutritious, affordable meals. He recently delivered a TEDx Talk at the University of Missouri, and his efforts have been featured in the New York Times. The Share Meals app was the winner of NYU’s 2016 Global Hackathon. Chin has advised students, faculty and staff from universities across the U.S. and the UK on how to implement programs to combat hunger on their own campuses. He hopes to expand Share Meals to other universities. Previous Clinton Award winners are: Balanding Mennah, Arizona State University (2016); Maria Rose Belding, American University (2015); Azeem Ahmed, Auburn University (2014); Brendan Rice, University of Alabama (2013); Ryan O’Donnell, NC State (2012); Gavin Armstrong, University of Guelph (2011); Sarah Nam, Harvard (2010); and John Coggin, NC State University (2009) About Stop Hunger Now Stop Hunger Now works to end hunger by providing food and life-changing aid to the world’s most vulnerable people, and by creating a global commitment to mobilize the necessary resources. Based in Raleigh, NC, Stop Hunger Now operates meal packaging programs in 20 U.S. cities and in six international locations. For information, visit http://www.stophungernow.org.