10 disabilities globally. She raised the human rights of children with disabilities as global concerns through her work with prominent international development organizations including UNICEF, UNDP, UN Women, and WHO, often as the first occupational therapist to be brought into those positions. Her current research examines school violence against students with disabilities in Zambia, an important topic because children with disabilities have the right to school, but violence, including bullying, is a barrier to their school participation, a phenom- enon not widely examined. As part of this research agenda, the first group for occupational therapists on addressing disability-based violence was established. Ending all forms of violence is a priority in international development but previously received little attention in our field. Overall, Dr. Njelesani’s work as a clinician, researcher, and educator has bridged the gap between occupational therapy and international development and raised the global profile of our field. Janet Christhilf O’Flynn, OTD, OTR/L Dean, Faculté des Sciences de Réhabilitation de Léogâne Léogâne, Haiti Leadership in Occupational Therapy Education in Haiti Dr. Janet Christhilf O’Flynn, born in Ohio in 1954 into a Lutheran missionary family, lived in British Guiana as a young child. She attended high school in Arlington, Virginia, and completed her BA at St. John’s College, Annapolis, Maryland, called the Great Books School. There she met Donnel O’Flynn, who is now an Episcopal priest. After graduation in 1974, they lived in Peru. Janet earned a post-baccalaureate certificate in OT at the University of Pennsylvania in 1981. The O’Flynns have lived in D.C., Maryland, Virginia, Connecticut, Massa- chusetts, New York, and Montana. In 2006, Dr. O’Flynn earned a master’s degree in Early Childhood Special Education at Syracuse University. In 1997, Reverend Donnel and Dr. O’Flynn became Friends of St. Vincent’s School in Haiti, the first Haitian school for children with disabilities, started in 1947. Dr. O’Flynn earned an OTD degree from St Catherine University in 2015, with the intent to start an OT and PT school in Haiti. Dr. O’Flynn has devoted the last seven years to cre- ating an innovative program involving 150 volunteers to deliver the curriculum both in person and online. The first cohort of occupational therapists educated in Haiti graduated in December 2019 thanks to Dr. O’Flynn’s dedication. Tracy Van Oss, DHSc, MPH, OTR/L, SCEM, FAOTA Quinnipiac University Hamden, Connecticut Engaging Students: Experiential Learning with Global Partners Dr. Tracy Van Oss is a clinical professor in the Occupational Therapy Department at Quinnipiac University in Connecticut. She has engaged students in events and presentations at the United Nations, the World Summit of Nobel Peace Laureates in Rome and Barcelona, as well as multidisciplinary conferences in Barbados. She regularly engages students to learn from partners in Barbados on health care issues related to chronic disease management. She has demonstrated a commit- ment to international health promotion and global health engagement for over a decade in her professional, academic, and service-related endeavors. Dr. Van Oss feels it is imperative to include students at every step of the process, from planning, to assessing need, to presenting and publishing, in order to promote student leadership. She has developed an interprofessional experiential learning academy to teach students about the United Nations Sustainable Development Goals and how to work towards meeting these goals through local community

11 engagement. The academy focuses on poverty and health/wellness linked to chronic disease management and its impact on quality of life. Dr. Van Oss also serves as a board member at a local homeless shelter and the Albert Schweitzer Institute at Quinnipiac University. Interprofessional Collaboration Award Regina F. Doherty, OTD, OTR/L, FAOTA, FNAP MGH Institute of Health Professions Boston, Massachusetts Leader in Interprofessional Practice, Education, and Scholarship In close to three decades as an occupational therapist, Dr. Regina F. Doherty, has demonstrated exemplary interprofessional collaboration in advancing compassionate client-centered care, implementing and evaluating innovative interprofessional educational models, and contributing impactful scholarship on ethics in the health professions. Dr. Doherty is an Associate Professor and the founding director of the Doctor of Occupational Therapy Program at the MGH Institute of Health Professions in Boston, Massachusetts. Her collaborative research and curricular innovations have spawned a variety of practice and ed- ucation initiatives including interprofessional student-led client service delivery models, interprofessional simulation-based learning, and models for interprofes- sional ethics deliberation. Dr. Doherty’s highly visible work in interprofessional education and practice (IPEP) and ethics has been disseminated at a wide variety of national and international professional conferences. She is the author of numerous peer-reviewed articles, book chapters, and textbooks in healthcare ethics, health professional-patient interactions, and IPEP. Dr. Doherty is an AOTA Fellow and a Distinguished Scholar in the National Academies of Practice. She is a proud mom and avid gardener. Kimberly Hartmann, PhD, OTR/L, FAOTA Quinnipiac University Hamden, Connecticut Excellence in Interprofessional Education of Future Practitioners Dr. Kimberly Hartmann developed the Quinnipiac University Center for Inter- professional Healthcare Education. As the director of this center, she works with four schools at the university and two schools at other universities to design and implement interprofessional learning activities. The case studies, seminars, and community service opportunities serve over 3,000 students annually in order to learn with-by-from each other for high quality team-based care. The Center for Interprofessional Healthcare Education also coordinates a program where students can earn graduation distinction in interprofessional healthcare education for an additional 80 hours of interprofessional learning. She oversees the four online modules in the foundations of interprofessional education (IPE) where 400 students per semester engage in interactive virtual learning activities to acquire knowledge of interprofessional practice. In her role she coordinates a program to build faculty capacity for developing IPE and scholarly endeavors including the program of Fellows in Interprofessional Healthcare Education in Nursing, Medicine and Health Sciences. Any award in this field represents the collective work of many professionals committed to interprofessional healthcare for improved health care outcomes. continued