UWS Stands in Solidarity

University of Western States

We express our extreme sadness and outrage over the senseless killing of George Floyd in Minneapolis. Our hearts grow heavier as we recall the names of the other friends, family, neighbors and community members whose lives have been cut short by racial violence. We try to fathom the immense heartbreak and despair that their families are enduring, as we commit to the dedication of justice for all.

As a university dedicated to improving the health and well-being of society, we have an obligation to engage in an honest evaluation of where we are, to plan for where we want to be, and to take action to create a just and equitable world.

This is a time when we must not only reaffirm our university core values of inclusiveness and equity—we must also take constructive actions to validate our commitment to embracing people from all backgrounds, beliefs, lifestyles and races. We stand united in our solemn support of our black students, our black patients, and our black alumni and friends. We affirm our ongoing commitment to the work of educating for justice. 

We must speak out against this hatred and bias, the gross injustices, and the structural racism that have plagued our society for far too long. We all have a duty to call for profound change, to end this systemic discrimination, and to create a community of inclusion and safety for everyone. 

This is both an intellectual and a moral calling. As members of the UWS community, we urge everyone to join in making these changes a reality. It will take our collective steadfast commitment, directed effort and invested time. It is often uncomfortable to confront the ugliness of racism and bias. There is not an easy way to make this cultural shift, and it is our responsibility to make it happen—on our campus, and in the world.

We stand in solidarity with our black students and all people of color in the UWS community and around the world. We invite you to stand with us. 

Together, we will make a difference.

In solidarity,

University of Western States

Administration, Faculty, Staff, Students, Alumni, Friends, and Trustees

Learn more about the University’s equity and inclusion task force and initiatives.
 

Investment in Equity: Cultural Innovation at UWS

In early 2018, University of Western States formed an equity task force with faculty and staff, and the effort is supported by new clubs such as ENGAGE (Ending Negative Generalizations and Growing Equality), the first-ever Pacific Northwest chapter of the Student American Black Chiropractic Association (SABCA), and the growth of the UWS Allies Club.

CEI logo

As the U.S. population becomes more racially and ethnically diverse, UWS is taking steps to ensure that the university fosters a culture of inclusivity and that curricula supports cultural competence as a key student learning outcome. These steps are an important way to minimize racial health disparities in the communities that UWS students and alumni serve.

“As health care providers and educators, we share a duty to promote cultural competence in health care education, to expand access for integrated health care services, and to increase educational and professional development opportunities for students from diverse and underserved communities,” said UWS President Joseph Brimhall, DC. “We are proud to deepen our commitment to creating an open and inclusive community for our students and employees, so that we are best positioned to fulfill our mission to advance the science and art of integrated health care through excellence in education and patient care.”

In early 2019, UWS partnered with Portland’s Center for Equity and Inclusion (CEI). This consulting agency focuses their efforts on long-term and sustainable organizational change; guiding organizations through a process to create a more inclusive and equitable work environment. Notable local partnerships include the Portland Trail Blazers, Oregon Public Radio, the Oregon Food Bank and the Portland Art Museum.

The CEI approach the equity work focuses around the idea that, “in order for meaningful sustainable change to occur in any environment, a transformative process that includes all people and aspects of an organization must take place.” To support this transformative approach, UWS convened an equity task force comprised of faculty, staff and university leadership, with input from ASB and other key student groups.

“As a university that focuses on health sciences, we have a responsibility to promote cultural sensitivity and humility in our students so that they can be responsive to their patients’ needs and values,” said Alisa Fairweather, UWS director of community engagement. “Having a transformative culture shift that becomes the foundation for the way our university operates will hopefully attract and maintain a diverse cross-section of students, faculty and staff to the UWS campus, which will benefit us all. There is a significant lack of diversity in the health care professions, so part of our goal is to improve those statistics.”

The UWS equity task force, facilitated by CEI, is working through a three-step curriculum including consciousness-raising, tool-building and strategic planning. By taking the time to shift the university culture, UWS hopes to create lasting and meaningful change throughout the organization.

“The equity work that we are undergoing is fundamental, because it is helping us to better reflect on and identify who we are as a higher education institution so we can convey these ideas to prospective students,” said Laura Burbano, UWS admissions advisor. “This work has been important to me, because I envision equity as an invitation to step out of our respective comfort zones, questioning assumptions about who we think we are. As a Latina woman of color, I welcome new opportunities for leaning and growth and I deeply appreciate my colleagues and all of those who are embarked in this journey towards institutional change.”

“The [CEI] curriculum that has been presented to us has given me a different and more substantive understanding of the cultural and racial systems that I have been a part of my entire life,” said Dr. Kara Burnham, UWS associate professor in the department of basic sciences. “Seeing these systems through the lens that has been presented has taught me a great deal and has enabled me to identify and discuss aspects of racism that I simply did not recognize prior to this training.”

The work UWS is engaged in with CEI through 2020 is just the beginning. Over time, UWS will engage more staff and key stakeholders in efforts to continue to embed the principle of equity, diversity and inclusion into all aspects of the organization, from admissions, program curricula, student services, communication, the clinic system, community engagement, alumni relations and beyond.

“My department typically interacts with students early doctor of chiropractic program,” said Dr. Burnham. “Having the framework in place to make equity and inclusion a natural part of our community will set an expectation for both faculty and new students. As an institution, we must create a culture of inclusion as we move forward. Our students and employees must feel that this community is one that welcomes everyone.”

“This work will create a more welcoming environment for everyone, not just for people of color or traditionally marginalized groups,” said Fairweather. “It sets the bar for what the institution’s expectations are around inclusivity. From a community engagement perspective, it will send a clear message that we are committed to creating a safe and comfortable space for all of our constituents to learn, work and thrive.”

Mental Health and Resiliency During COVID-19

UWS Sport and Performance Psychology Alumnus, Justin Tausig, EdD, CMPC, LMHC (Class of 2017)

Twitter/Instagram: @drjustintausig


Justin Tausig head shot

With sports being on hold worldwide currently, what are some things athletes can do in the meantime to remain sharp and competitive?

We humans thrive on structure. In the absence of our typical pre-global pandemic routines that imposed an external structure on us, we should impose structure on our own lives. I suggest one hour per day minimum of the following categories:

1. Something that stretches you physically.

2. Something that stretches you mentally.

3. Something that stretches you creatively or artistically.

This will also keep you being productive and give you a reason to get out of bed every day. COVID-19 is not the universe pushing the pause button. This is not the time to maintain. Stay focused on your development and growth.

For those struggling with feelings of loneliness and isolation, what are some resources you could offer?

One of the big problems right now is the way this time is perceived. Language is important and by recommending “social distancing” it feels like complete isolation is the notion. It is physical distancing which is important to maintain, but continue being social! Connect and reconnect with people via telephone, texting, Zoom, Skype, FaceTime and Google Hangouts. Arrange virtual meet-ups for meals, drinks or just a chat. Do NOT cut yourself off from others. It is also a great opportunity to get in contact with old friends or people we’ve lost touch with, to ask how they’re doing and to catch up.

While public gyms are closed, what are some tips/tricks for athletes to remain physically and mentally fit?

Consult your doctor before engaging in any physical fitness routine, but there are many things you can do at home to stay fit. Look online for workouts that work for you, your level of fitness and your environment. Search the app store for something that appeals to you. There are fun and motivating programs available which link to fitness bands, connect with other users, or give points for completing the day’s goals. Set-up online appointments with a workout buddy or set an alarm to remind yourself to do something physical.

What are some mental imagery that athletes could tap into if/when sports return without an audience?

Remember your “why.” The reason or reasons you compete in your sport. Your “why” is going to be unique to you and probably won’t have much to do primarily with spectators. 

Closing thoughts –

This time is singular in anyone’s experience. While many people have suggested hiding in your PJs and just binge-watching stuff on streaming services, I don’t agree with that approach. In addition to structure, we humans also love being productive. So, do ONE thing every day that moves a project forward in your life. The people who will be best off at the end of this global pandemic will be the ones who can find ways to adapt and be productive during it. Be innovative! Above all, be safe!

Spring Term DC Student Blog No. 5

Spring Term Adjusting Lab Experiences

By: Caitlin Jones, Q7 UWS doctor of chiropractic and sports medicine student


Caitlin Jones adjusting with pillow drill

When we were first told that our hands-on labs were going to be online, I was really skeptical. Especially since I don’t have someone in my household that I can work on. But after having a couple full weeks of online labs, it is going much better than I had anticipated. It’s still not an ideal situation, but given the circumstances, our professors did an amazing job with the transition.

With this environment, it’s easy as a student to forget to practice our skills and let the labs take a back seat. Lecture classes are taking more time than normal and they’re better suited for online learning. That and being in quarter seven, we have a number of time-consuming and exhausting courses! I keep reminding myself that I’m going into a hands-on profession and will only have a short time next quarter to catch up with my skills. So while I can’t work on an actual person – trust me, I’ve tried doing some of the set-ups on my foot and it did not work out well – I can work on my speed and body mechanics. My friend may not be able to take me dropping on them for an hour, but my yoga bolster sure can! 

Going into this quarter online, I thought that extremity adjusting would be the most difficult to practice without a partner to work on. However, on the first day of class when I asked Dr. Hatch how to best work on these skills alone, he not only provided some great advice, but he made a video on impulse drills that we can do with resistance bands and pillows! I would have never thought to grab a pillow or a band to work on as a substitute for a foot and it has really helped me feel more confident in my speed. This way, when I finally do get to work on real person, I’ll just need to work on the actual feel, not necessarily the set-up.

You may have heard of the basketball visualization study that was conducted in 1996. There were three groups, one shot free throws, another envisioned shooting free throws, and the third group did nothing. The amazing thing was that the group that never touched a basketball and only envisioned shooting free throws improved almost as much as the group that shot them all of the time. It’s an important study to show that even during this time when we can’t work on each other in a normal hands-on lab environment, we can still improve if we put the effort in and talk to our professors about how to best work on our skills.

UWS Alumnus Named NBCE At-Large Director

UWS Alumnus Jason Young, DC, (Class of 2007) has been elected as an at-large director of the National Board of Chiropractic Examiners (NBCE) and will serve a two-year term.


Dr Jason Young headshot

“It’s an incredible honor to be considered, let alone elected to the NBCE,” said Dr. Young. “It’s rare that one has the opportunity to be in a position where you can impact so many lives for good and I plan to take advantage of this for that very purpose.”

On the NBCE Board of Directors, there are five district directors elected by state delegates, two Federation of Chiropractic Licensing Board (FCLB) appointed directors and four at-large directors.

Dr. Young is the second black chiropractic physician to serve as a member of the NBCE Board of Directors.

“Also, as one of the very few black chiropractic physicians in the world today, I recognize the importance of what I’m doing for other ethnic minorities in the profession,” said Dr. Young. “There are far too few of us and I feel like this fact makes every one of us a trailblazer, in some respect. When we get to see somebody who looks like us ascend to the highest levels of leadership, it is a catalyst for inviting more participation from minorities in the profession who have an incredible amount of good to offer. While I don’t think that race, ethnicity, gender, etc., is a good enough reason alone for somebody to step into positions like this, I know that there are some people who may feel excluded, for whatever reason, because they lack the role models. I’m happy and honored to have the opportunity to be one of the role models for future, and better, leaders in our profession.”

Previously, Dr. Young served the NBCE as an examiner for the Part IV exam and committee member for the Part III and Part IV tests.

“I have loved all of the experiences I have had with the NBCE leading up to this point in my career,” said Dr. Young. “I even liked taking the tests, because they were an opportunity to showcase that all the sacrifices I made, and my family made, were valuable,” said Dr. Young. “I’m very excited to continue a tradition of excellence in testing that has been the hallmark of the NBCE as well as helping to innovate and create new solutions to accomplish the mission at hand.”

Dr. Young, who was named the 2016 UWS Alumnus of the Year, is also a graduate of the UWS human nutrition and functional medicine master’s program (Class of 2014). He currently manages a successful private practice in Corvallis, Ore., and serves as the chiropractic physician for the Oregon State University athletic department. He previously served two three-year terms as a member of the Oregon Board of Chiropractic Examiners (OBCE), two years as president.

“When I was a member of the OBCE, I worked to protect the public,” said Dr. Young. “I’m excited that now as a member of the NBCE I can work to protect and promote the chiropractic profession.”

Spring Term DC Student Blog No. 4

Tips from Dr. Lester Partna and Dr. Cortny Williams

By: Caitlin Jones, Q7 UWS doctor of chiropractic and sports medicine student

If you’re a current University of Western States (UWS) doctor of chiropractic (DC) student, don’t forget to check out the course “Navigating Your Spring Term DC Courses” that you’ve been enrolled in via webCampus! There are a ton of great tips including a “Quick Guide” created by student services. They reiterate much of the advice our professors are giving us along with other helpful tidbits!

And to help you succeed even more, here is some advice from Dr. Partna and Dr. Williams.


Q&A No. 1

Dr. Lester Partna, chiropractic sciences associate professor

lester partna

How are you adapting your lecture material for online learning?

Instructors have been using a number of different formats to deliver material for their lecture courses. I started off by using recordings supplemented by optional Zoom meetings. Hopefully, this allows for the clearest presentation of the material and gives some flexibility to the students for convenient viewing times. The optional follow-up Zoom meetings provide an opportunity for discussion and questions about the material.

Do you have any recommendations for how students can succeed in your class this term?

I recommend staying up-to-date with the material and not falling behind in viewing the lectures and reading the notes. I think that attending the Zoom meetings is also helpful, even for those who don’t have pending questions.

With labs being postponed, are there any at-home, hands-on activities that students can do to help reinforce your material?

This is the most difficult question. Students could definitely work on impulse drills and other things that they learned back in their adjustive skills class. I’m hesitant to recommend that students—at least those who are third through seventh quarters—practice adjustive setups unsupervised. Without appropriate instructor supervision and feedback, I would be worried that students might develop bad habits that would have to be corrected later.

That being said, I think that it might be beneficial for sixth quarter students to look through the adjustment videos for my sixth quarter cervical class and become familiar with the names of the adjustments and what they look like. That might speed up the process of learning those adjustments when we’re back in class again. The only drawback to that idea is that we might have to abbreviate the number of adjustments that we teach due to the contracted amount of time that we will have to teach them, and any pre-class preparation might go unrewarded.


Q&A No. 2

Dr. Cortny Williams, basic sciences professor

Cortny Williams

How are you adapting your lecture material for online learning? 

I chose to give all my lecture hours as synchronous, because I believe that having structure and purpose in a day promotes wellness. I use webcast, a live recording that allows discussion forum postings during the lecture for Q&A. After the webcast, I open a Zoom session so that we can have an interactive discussion that begins with polling questions and dives into open-ended questions to explore the material.

Do you have any recommendations for how students can succeed in your class this term?

My learners need to embrace self-directed learning and be open to asking questions and providing feedback when the learning outcomes or directions for tasks are not clear. Students need to be prepared to do the work. My expectations for learning did not change with the transition online. I did alter the way we engage with the material by removing high-stakes exams and creating essay assignments instead.

With labs/team recitation being postponed, are there any at-home, hands-on activities that students can do to help reinforce your material?

I have been trained in online team-based learning and I am excited to use my new skills! My course is entirely online this term. I refer to preparation in question two to help learners reinforce the material.

And for fun, what did you do during the quarter break?

I have two daughters and I have become a third grade teacher, a sixth grade teacher, a maestro and a physical education (PE) coach! My favorite is PE time because rain or shine, we go outside and run around our neighborhood and do calisthenics in the driveway full of laughter. This is a very special time for me, because I have an opportunity to engage with my family and develop our relationships in so many new ways.  

Next time, we’ll hear from Dr. Mia Crupper and Dr. Beth Dominicis!