Ithaca College Will Make You Ready
With a vibrant community, professors who inspire, and the hands-on experience you need to dive into your field with confidence.
Jill Cadby loves to help people. So when this graduate of Ithaca College’s doctoral program in physical therapy was offered the opportunity to work at the Kessler Institute for Rehabilitation, she jumped at the chance. The institute is world-renowned for its work, which made it a perfect fit for Jill coming out of Ithaca’s highly rated program.
“Kessler is a really great learning environment because it has three floors and you get to rotate every year. Right now I head the program on our floor for those who have had strokes. I get to take them on the treadmill and assist them in walking. I really like it because I get to see the gains the patients make daily.”
At Ithaca College, Jill focused on the neurological aspects of the practice. She spent time doing fieldwork in Rochester and Buffalo, New York, and in Florida. But her most moving experience was in Malawi, Africa, where a group from Ithaca College set up medical clinics, assisted with disease testing, and provided $50,000 worth of medical supplies. Jill also trained local nurses in physical therapy, making sure her work with the people of Malawi would continue to have an impact long after she returned to the states.
“At each fieldwork location I gained a tremendous amount of experience, but Malawi was a true life-changing opportunity,” Jill says. “It made me appreciate my profession and how I can really help change the lives of others for the better.”
Jill credits Ithaca College with making everything possible. “This is right where I want to be right now. My professors made me feel as if I could be a good therapist, and they respected me not only as a student but also as a future colleague. I feel ready to continue my personal and professional growth on a daily basis.”
More on this story: Healthcare and Culture: An International Field Experience
“Imagine not being able to talk at all,” said Maritsa Sherenian. “And you’ll have an inkling of what life is like for people with speech disorders. Even telling someone they’re thirsty is very, very difficult. They’re isolated in their own skins. Imagine that.”
Maritsa has not only imagined that, at IC she’s confronted it.
“I had my first clinical placement as an undergrad at Ithaca,” she said. “It involved accent modification with a young boy. It appealed to me because I was one-on-one with someone who needed help.”
Maritsa also formed one-on-one relationships with faculty.
“I did research for a professor who was studying college students’ awareness of autism,” Maritsa said. “Like all the faculty, he was a great help. They all knew when to push me and when I needed a gentle hand.”
Though Maritsa applied to several grad schools, Ithaca was her first choice.
“I knew I’d thrive here, especially since I already knew the professors,” she said. “That was huge.”
Also huge was the revelation Maritsa had once she was in the grad program. It took place in a horse barn.
“Children with autism typically have trouble developing natural speech,” Maritsa said. “One of my professors, Tina Caswell, was addressing that issue with a therapy program that placed autistic children on horseback and equipped them with iPads containing speech-generating software.”
Maritsa assisted with the program. The children, she said, became different people.
“The horse’s gentle gait calmed them. In that better frame of mind, they focused on the iPads and sent messages to their parents—not just about basic needs but also about what they were feeling. Moms and dads told us that for the first time, they could have a conversation with their children.”
The experience was also a first for Maritsa.
“I’d ridden horses since I was 10 or 11, and it dawned on me that an activity I loved could be a treatment option. Before, I’d pictured speech therapy as sitting in a small room with a client. I was open to new directions.”
Though Maritsa’s other graduate school experiences didn’t take place around horses, neither did they happen in enclosed spaces. For example, she spent two semesters working with a 13-year-old girl with Rett syndrome, a rare form of autism.
“Rett syndrome robs children of their muscle control and therefore their ability to speak, but they often retain their cognitive faculties,” Maritsa said. “With help from assistive technology, the young lady was able to convey how she felt. When she let me know she liked to make jewelry, we began making jewelry. Rarely had she experienced that kind of interaction. The world had always seen her as some tiny little girl, but she was a teenager, and she knew full well what was going on around her.”
Maritsa spent the last semester of her graduate program in full-time externships, one with autistic middle schoolers and the other with pediatric patients at the Children’s Hospital of Philadelphia.
“Friends at other grad schools have told me they hadn’t gotten the hours of actual work I did at IC,” Maritsa said. “They were more in the classroom, listening to a teacher explain something, while I’ve worked in clinics and one-on-one situations.”
Those opportunities to observe and discover, she said, will serve her well as she begins her job as a speech therapist at an elementary school.
“Society needs speech pathologists. My six years at IC have given me the foundation to be a first-rate clinician.”
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