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A Letter from the Training Director Fall, 2008
Dear Applicant:
Thank you for your interest in our internship program. The University Counseling Service (UCS) offers three full-time predoctoral internships in professional psychology. Our internship has been fully accredited by the American Psychological Association continuously since 1979. Our nine staff psychologists are licensed in the state of Iowa and provide supervision and training. We are committed to training and are proud of our internship program.
We provide a capstone for scientist-practitioner professional training, with an emphasis on evidence-based practice. We will encourage you to attend to professional literature and to information provided by your consumers. Some of the primary purposes of the internship are to help you develop further competence in your clinical work, outreach and programming, and supervision. One of our agency goals is to provide culturally relevant services and training to diverse groups of people. An important goal of the internship is to help interns gain multicultural competencies. We support your continuation of research as well. Across areas, a primary focus will be on the delivery of ethical service. We work to remain responsive to our interns' feedback, so that we can provide an environment conducive to your professional development and professional identity integration.
The UCS is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC). This internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept or use any ranking-related information from any intern applicant.
For complete application instructions, please see our "Selection Process." Please note that we use the APPIC Application for Psychology Internship (AAPI) Form
I hope that you will consider submitting your application. Our application deadline date is November 12, 2007. I wish you the best with your search process.
Sincerely,
Julie Madison Corkery, Ph.D.
Director of Training, Assistant Director
- Internship Setting
- Program Philosophy and Goals
- Training Methods
- Evaluation
- Business and Benefits
- Selection Process
- Intern Interviews
University Setting
The University Counseling Service (UCS) is an integral part of the Division of Student Services at The University of Iowa. With approximately 30,000 students, including graduates, undergraduates, and professional students, the University is a nationally and internationally recognized academic and research institution. Important resources to the UCS internship program are the APA-accredited Counseling Psychology program on campus and the close availability of the University of Iowa Hospitals and Clinics (UIHC). The nearby University Student Health Service, with psychiatric services, also provides an important resource for the internship.
The University of Iowa was the first public university in the nation to admit men and women on an equal basis and the first U.S. institution of higher education to accept creative work for advanced degrees in the arts. It had the first law school west of the Mississippi and broadcast the world's first educational television programs. For more information about The University of Iowa, visit the University homepage at http://www.uiowa.edu/.
Iowa City
Iowa City, in Johnson County, is a spirited, upbeat community of about 60,000 people that features the excitement of Big Ten athletics and the performing arts. The main attraction is The University of Iowa with its recognized programs in creative arts, medicine, and space science. The first permanent capitol of the state of Iowa has been restored to its original decor and is used as a University building. Iowa City has several museums, recreational facilities, shopping centers, a variety of light industries, and performing arts theaters. For more information about Iowa City, visit the web site at http://www.iowacity.com/communi.htm or http://www.iowacitycoralville.org.
University Counseling Service
The UCS is the primary mental health agency for students on campus. The UCS serves the remedial, developmental, and preventive needs of the student population through clinical services, outreach and program activities, training, consultation, evaluation, and research. Many of our clients are traditional-age University students with career, academic, developmental, and interpersonal concerns, although older students, couples, and individuals with severe psychopathology are also seen at the UCS. The average client age is 24 years. Approximately 2,000 students receive clinical services from the UCS each year. Approximately 5,000 students are reached yearly through outreach programs and consultations.
The UCS is housed in a spacious, well-appointed facility. Interns are provided with completely furnished individual offices that are located in the heart of the facility. Their offices have video recording equipment. Each of the three offices has a networked Windows computer with Internet access.
Intern Office # 1 Intern Office # 2 Intern Office # 3
Scientist-Practitioner Model
The internship is designed to provide the capstone of training for entry-level professional psychological practice. Belar and Perry (1992), in their report on the National Conference on Scientist-Practitioner Education and Training for the Professional Practice of Psychology, stated that the scientist-practitioner model involves the "application of scientific thinking and behavior to problem-solving and hypothesis-testing in practice." (p. 73). We strive to help our trainees integrate data based decision-making and interventions into clinical practice. We value attention and responsiveness to data from multiple sources, including published group research and individual consumers. We believe that attention to individual responses to interventions will enhance working alliances and therapy effectiveness. We hope that a commitment to scholarly inquiry will foster lifelong learning.
Because therapy effectiveness appears to be associated with therapist allegiance and treatment coherence (Wampold, 2001), we encourage our trainees to experiment with and adopt psychological theories that are consistent with their own worldviews. We prompt trainees to identify the conceptual underpinnings on which they base their psychological practice. They must identify the underpinnings to provide informed consent to their clients, broadly defined to include students, supervisees, consultees, audiences for programs or writing, research subjects, as well as clinical clients.
We believe that the data support the centrality of positive and collaborative working alliances between providers and consumers of psychological services (Ahn & Wampold, 2001; Asay & Lambert, 2002; Norcross, 2002; Wampold, 2001). Therefore, we train interns to effectively initiate and maintain positive relationships with consumers. We work to model behaviors that will contribute to collaborative relationships with our trainees. Additionally, we also train our interns to integrate empirically-supported treatments into their clinical repertoires.
A related, but separate overarching aim of the internship program is to instill a commitment to ethical and relevant services for diverse consumers of psychological services. Because value-laden assumptions affect how individuals frame research questions, deliver service, and train professionals, we encourage trainees to identify their own assumptions and values. To facilitate this process, we expose our interns to training about historical and sociopolitical contexts in which diverse groups of people live. We believe that if professional service, training, and research programs are to be relevant to a broad range of people, we must include diverse perspectives in the planning process. We expect interns to develop self-awareness and appreciation of difference. We strive to train in a manner consistent with APA's Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists.
__________________________________
Ahn, H., & Wampold, B.E.(2001). Where oh where are the specific ingredients: A meta-analysis of component studies in counseling and psychotherapy. Journal of Counseling Psychology, 48(3), 251-257.
American Psychological Association (2003). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. American Psychologist, 58, 377-402.
Asay, T.P., Lambert, M.J. (2002). The empirical case for the common factors in therapy: Quantitative findings. chap. 2, pp. 23-55. In Hubble, M.A., Duncan, B.L., & Miller, S.D. (Eds.), The heart and soul of change: What works in therapy. American Psychological Association: Washington, D.C.
Belar, C.D., & Perry, N.W. (1992). National conference on scientist-practitioner education and training for the professional practice of psychology. American Psychologist, 47(1), 71-75.
Norcross, J.C. (2002). Psychotherapy relationships that work: Therapist contributions and responsiveness to patients. Oxford University Press: NY.
Wampold, B.E. (2001). The great psychotherapy debate: Models, methods, and findings. Erlbaum: Mahwah, NJ.
Program Goals
The goals of the training programs are as follows:
- Interns will develop assessment and case conceptualization skills.
- Interns will develop and implement effective therapeutic contracts.
- Interns will establish entry-level clinical supervision capability.
- Interns will conduct programming needs assessment and implement programmatic interventions.
- Interns will continue to develop research skills that they have established in their graduate programs.
- Interns will incorporate awareness of and responsiveness to issues of human diversity throughout their professional work.
- Interns will base their professional decisions and behavior on ethical principles.
- Interns will develop a sense of identification with the profession of psychology.
The internship has been accredited by the American Psychological Association (APA) since 1979. To verify the current status, please feel free to contact the APA Committee on Accreditation at the following address:
Office of Program Consultation and Accreditation
American Psychological Association
750 First St NE
Washington DC 20002-4242
Phone: (202) 336-5979
FAX: (202) 336-5978
apaaccred@apa.org
Services Provided by Interns
Supervised experiences provide grist for the mill of all other training components. The largest proportion of time is spent providing clinical services. Interns are assigned ten cases, including individuals and couples. They conduct four initial contact clinical interviews weekly, serving in the role of consultant-on-duty (COD). They co-facilitate a 90-minute therapy group each week. In the Program and Consultation Services area, they provide approximately one hour of psychoeducational programming each week. They serve as liaisons to one of the six residence halls, and they establish at least one additional liaison with another University or community agency. In the Training area, interns provide clinical supervision to a doctoral-level practicum student during spring semester. For administrative experience, interns serve on at least one administrative committee within the UCS.
Clinical Specialty
Each intern selects a yearlong clinical specialty in which he/she spends six hours weekly learning specialized skills. The 2008-09 clinical specialty menu includes two external specialty placement options and one internal specialty option. Each year, we at the UCS, along with the external trainers, assess the value of the specialty training experiences to ensure quality options. Therefore, the 2009-10 internship class is likely, but not guaranteed to have identical options.
At The University of Iowa Hospitals and Clinics (UIHC) Behavioral Health Program in the Department of Psychiatry, the intern whill choose from activities that include experiences in treating patients with eating disorders, mood disorders, and/or anxiety disorders. The intern's schedule may include participation in multidisciplinary diagnostic interviews, individual counseling, and group counseling. Opportunities for involvement with outpatient, partial hospitalization programs, and inpatient treatment programs will be available, depending on interests and scheduling needs of the intern. Wayne Bowers, Ph.D., a licensed psychologist employed by the Department of Psychiatry, will provide weekly supervision.
A second clinical specialty option in pain management will take place at The UIHC UI Spine Center in the Department of Orthopaedics and Rehabilitation. The intern will work collaboratively with Valerie Keffala, Ph.D., a licensed psychologist who is employed by the Spine Center. The intern will have opportunities to attend staffing rounds and provide individual psychotherapy for patients who are coping with chronic back pain. The intern may also contribute to psychoeducational groups for patients who are participating in a two-week day treatment program designed to help patients cope with pain. If desired, the intern may have the option to co-facilitate a monthly cancer support group. Dr. Keffala will provide weekly supervision.
The third specialty, the Assessment of Learning Disabilities and Attention Deficit Disorders (LD/ADD), occurs within the UCS. In that specialty, interns learn about the process of assessing learning disabilities, attention deficit disorder, and possible head injury. Interns will learn conceptually about these disorders, conduct clinical interviews, and conduct psychological-educational diagnostic assessments. They will interpret and integrate test data, write psychological reports, and communicate results to students. Helen Vogel Brady, Ph.D., a licensed psychologist and member of the UCS staff, will provide weekly supervision.
Individual Supervision
For individual supervision, interns have primary supervisor(s) and a supervisor co-facilitator of group therapy. Interns meet with the primary clinical supervisor for two hours a week during fall and summer semesters. They meet for three hours each week during spring semester; the additional hour focuses on supervision of supervision. Interns meet for one hour of individual supervision of group therapy weekly throughout the year. Finally, they meet individually with a COD mentor/supervisor for 30 minutes weekly during the fall semester. Individual supervision of specialty placement ranges from one to one and one-half hours of weekly supervision. Interns are expected to be active participants in negotiating the goals and process of their supervision. For more information about our staff, please see the University Counseling Service Clinical Staff list.
Seminars
Interns meet as a group for seminars, which incorporate case conferencing, throughout the year. The task of negotiating productive professional relationships is considered to be an important part of the developmental work of the internship. Interns are encouraged to consider the contributions they make to the learning environment for themselves and for their peers.
-
Brief Dynamic Therapy Seminar: Interns read about brief dynamic approaches, discuss case conceptualization, and make case presentations. (1 hour weekly, spring and fall)
-
Empirically Supported Treatment Seminar: Interns read about empirically supported treatments and related treatment issues. They are introduced to some of the ESTs, at least one of which they are required to implement under individual supervision. (10 hours, fall)
-
Professional Issues Seminar: Interns meet with the Director of Training to discuss professional issues. Initially, meetings focus on empirical support for treatment and the empirical base for the aspects of training that the program emphasizes. Later, the focus turns to support for interns' research and job search processes and progress. (approx. twice monthly)
-
Assessment Seminar: Interns read about initial assessment interviews. They discuss their assessment cases and make case presentations. They gain exposure to the use of the MMPI and cultural considerations in case conceptualization. (1 hour weekly, fall)
-
Program/Consultation Seminar: Interns use a group format to discuss issues related to program development, implementation, and evaluation as well as receive supervision for ongoing campus consultations. (6 hours over fall and spring semesters)
-
Diversity Seminar: Interns are exposed to identity development models and multicultural theory. They present cross-cultural clinical cases with the goal of providing more culturally-sensitive services. During the fall, the seminar focuses on racial and ethnic identity development. During the spring, the focus is on broad aspects of diversity, including gender, sexual orientation, social class, spirituality/religion, and disability. (1 hour every other week, spring and fall)
-
Supervision Seminar: Interns discuss supervision models, techniques, and issues in conjunction with their supervision of practicum students. (1 hour weekly, spring)
- Psychiatric Consultation: Interns join UCS clinical staff in meeting regularly with a psychiatrist from Student Health Services to discuss referrals for medication, diagnostic issues, and continuity of care. (1 hour monthly)
Workshops
Workshops generally take place between semester breaks. They address topics less directly addressed in semester seminars, orient interns to Iowa laws and procedures (e.g., child and elderly dependent abuse, suicide assessment), or introduce semester service activities (e.g., supervision workshop). Interns also participate in regularly scheduled staff development continuing education activities.
Support of Scholarly Inquiry
The UCS provides resources for research. Three hours of the workweek are allocated for professional development; interns generally use this time to work on the dissertation. Alternatively, interns may propose another project (e.g., drafting an article for publication). Each intern office has a computer with Windows and Microsoft Office Pro package installed. The computers are connected to the Internet via a fiber optics cable system, and they are networked within the UCS. Depending on their research projects, interns are invited to apply to collect dissertation data at the UCS.
Developmental Sequencing
While interns function quite autonomously, the curriculum sequence incorporates increasing complexity of tasks and greater independence within each task over the course of the year. The developmental sequencing is incorporated in several ways.
The internship begins with a three-week orientation program. During the first week, interns spend much of their time with the Director of Training, working to get acquainted with agency policies and procedures. They begin to gather information relevant to supervision and liaisons. During the second week, the emphasis is on further exposure to the entire training staff and to some closely-related University agencies. During the third week, they participate in workshops.
During the fall semester, interns are paired with consultant-on-duty (COD) "mentors" who provide modeling, consultation, and supervision for the interns' initial assessment interviews. For half of fall semester, mentors work with their assigned mentees for the weekly four-hour clinical consultation shift, in addition to a half-hour weekly supervision time.
Interns provide primary clinical supervision for practicum students during the spring semester. The task of balancing client welfare with responsibility for facilitating growth in the supervisee is a highly complex task. Thus, supervision is introduced after interns are familiar with the UCS.
During the fall semester, the intern is paired with an outreach mentor to help facilitate the intern's entry to University organizations. Throughout the remainder of the year, interns initiate and develop their own programs and projects. Interns have opted to translate our brochures, develop programs, or organize resources relevant to a programming topic. Additionally, interns have increasing influence in the seminar topics over the course of the year.
Infusion of Diversity
The UCS is committed to recruiting and maintaining a diverse staff in order to provide a rich training environment. We have incorporated a staff diverse in race, ethnicity, national origin, sexual orientation, religion and spirituality, age, language, and gender.
To retain diverse staff and promote the development of diverse trainees, the UCS strives to recognize expertise, support projects, honor differences, and provide professional development opportunities. Diverse staff members are sought out for seminar presentations, supervision, clinical referral, and programming on the basis of their professional specializations, which often overlap with personal identities. Staff meetings always provide a designated time for sharing information about campus and community cultural events and special diversity programs. Annual staff retreats include a multicultural sharing, reflection, or educational component. Professional development time each semester is dedicated to sharing cultural knowledge and experience.
The UCS has a long history of working to incorporate multicultural awareness. We have integrated multicultural training within the intern curriculum and have included multicultural competency in the performance criteria for all clinical staff. The clinical forms have been updated to be more inclusive, and our brochures have been translated into several languages. The UCS has offered services in Spanish for over 20 years.
UCS staff members have worked in recent years to develop a physical and emotional work environment that affirms people of color; gay, lesbian, bisexual, and transgendered individuals; and people with disabilities, religious diversity, and international ties. We are continuing on our journey of becoming an inclusive and welcoming environment. We have selected artwork to display at the UCS in an effort to communicate inclusion.
- Clinical Roles. In their clinical roles, interns may request case assignments to broaden exposure, competence, or specialization in working with individuals from specific cultural or identity groups. All clinical staff members, including interns, are expected to evaluate the way that identities of the staff members and clients may affect the relationship process. Interns may have the opportunity to co-facilitate therapy groups that focus on cultural identity.
- Programming and Consultation. Interns select a Programming and Consultation/Diversity Mentor, focusing on race/ethnicity, nationality, or disability. They accompany their senior staff mentors to relevant meetings and programs, initiate their own relationships with other offices on campus, and develop programs and consultation relevant to the areas they select. They may join senior staff in their roles as liaisons to various University departments and programs such as the Office of International Students and Scholars, the Latino/Native American Cultural Center, the Afro-American Cultural Center, the Asian/Asian-American Cultural Center, or the Women’s Resource and Action Center. Interns may join senior staff in developing or implementing programs dealing with multicultural issues.
- Supervision and Training. In supervision and training, interns have requirements and options for the development of cultural competence and sensitivity. Diversity issues are explicitly incorporated into all seminars, and are a focus for several workshops (e.g., multicultural identity awareness, disability awareness day). Diversity Seminar is held every two weeks throughout fall and spring semesters. During the fall, Diversity Seminar focuses on race and ethnicity. During the spring, the focus is broader and attempts to incorporate difference in sexual orientation, class, gender, religion, and disability. Diversity within supervision dyads is discussed within the Supervision Seminar; discussion of difference is encouraged within all supervisory dyads. Interns also have the opportunity to participate in a clinical specialty in assessment of students with learning disabilities and attention deficit disorder.
For more information about diversity within the University Counseling Service, please see the UCS Diversity Statement.
Sample Training Contract
(minimum hours)
*The following is an estimate of interns' weekly time commitments and activities
Clinical Services
Individual/Couples 10.0
Intake/Crisis Intervention 4.5
Group Psychotherapy 1.5
Program and Consultation Services
Residence Hall Liaison 0.5
Outreach and Consultation 1.0
Supervision Received
Individual Clinical Supervision (3.0 spring) 2.0
Intake/Crisis Intervention Supervision (fall) 0.5
Individual Supervision of Group Work 1.0
Seminars and Case Conferences 3.5
Other Activities
Supervision of Practicum (spring) 1.5
Clinical Specialty 7.0
Professional Development 3.0
Agency Meetings 2.5
Preparation for Counseling, Programs,
and Seminars/Case Conferences 2.0*Total to maximum of 40 hours per week.
Interns are systematically evaluated in all areas in which they work. Interns, in turn, evaluate their supervisors and the training program. This evaluation process, including both written and oral components, takes place every semester. Diversity competencies and issues are integrated into all aspects of the evaluation process. Two evaluations of intern progress are sent to the student's academic program during the year.
Two advisory meetings are held each fall and spring semester during which the intern meets with all supervisors in order to review goals and activities. The supervisory team for each intern provides feedback to the intern and assists in generating methods for reaching the intern's goals.
The most frequent type of first employment setting for UCS internship graduates is the university or college counseling center. Other graduates hold positions in academia, hospital settings, private practice, community mental health centers, or other community agencies.
- Stipend:
The stipend is $25,250 per year. Checks are issued on the first day
of each month.
- Benefits:
- UI health insurance (single coverage)
- discretionary personal leave (20 days maximum)
- leave for illnesses (18 days maximum)
- holidays (9 days)
- professional development leave (6 days maximum)
- discretionary time for dissertation or other scholarly work (3 hours per week maximum)
- University library privileges
- computer account available (email)
- private office with Windows personal computer with Internet access via fiber optics cable
- University recreational,
etc., facilities, 15% discount in UIHC cafeteria
- Application
Deadline: November 12, 2008
- Start of
Internship: August 10, 2009
- End of Internship: August 6, 2010
University Counseling Service Clinical Staff
Audrey Bahrick, Ph.D.
2008-09 Psychology Interns
Andrew J. Fields, M.S., University of Denver
Noemi P. Ford, M.A., Illinois School of Professional Psychology
Robin Peterson, M.S., Spalding University School of Professional Psychology
1. Qualifications
Candidates must have completed all coursework toward the doctoral degree in a clinical or counseling psychology program. Enrollment in an APA-accredited program is required. Completion of a dissertation defense and of comprehensive examinations is highly desirable. Although the minimum number of practicum hours is 600, recent successful applicants have had at least 1,000 hours. Our search committee will be reviewing essay responses for evidence of growth and development from practicum experiences. Counseling center experience is highly desirable.
Intern applicants are expected to have good skills in individual counseling, psychotherapy, and diagnostic assessment and testing. In addition, investment in self-examination of one's own values and willingness to grow in knowledge about the full range of human diversity is expected.
Intern Selection Process Dates
November 12, 2008
UCS Application Deadline
December 15, 2008
Selection and notification by email of candidates for interviews
January 6, 7, 8, 2009 Telephone Interviews January 9, 12, 2009
Onsite interviews
February 23, 2009
APPIC Match Day
APPIC Match Registration
The University Counseling Service is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC). We will participate in the APPIC Match Program. To apply at The University of Iowa Counseling Service (UCS) and other participating internship sites, applicants must register separately with the National Matching Service. You may request the APPIC Matching Program registration materials from the National Matching Service Web Site. Their telephone number is (416) 977-3431. Their email address is: psychint@natmatch.com.
APPIC Match Policy
The UCS is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC). This internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept, or use any ranking-related information from any intern applicant.
The APPIC policies for internship offers and acceptances are available at the APPIC Web Site at http://www.appic.org. At the APPIC site, click on Match Policies (on the right side of the page). You will also receive a copy of these policies with your APPIC Match registration materials.
2. Instructions for Completing Internship Application
Interested applicants should submit the following information no later than November 12, 2008:
a. APPIC Application for Psychology Internship (AAPI) Form. This is available from the APPIC Web Site at http://www.appic.org.
b. Official graduate transcripts.
c. Three letters of recommendation. Highly prefer letters from academic advisor and one or more practicum supervisors.
d. Copy of your vita.
The University of Iowa Counseling Service requests the above information for the purpose of processing your application. No persons outside the University are routinely provided this information. Responses to all items on the application form are required. If you fail to provide the required information, the Counseling Service may not consider your application.
Applications from candidates representing all aspects of diversity (especially women and minorities) are encouraged. The University of Iowa is an equal opportunity and affirmative action employer. If you are interested in making an application to our training program, we hope the above information will be helpful to you. Please inform us if you need TDDY services to enable telephone contact.
If you have questions about the internship at the UCS or about the application process, contact:
Julie Madison Corkery, Ph.D.
Director of Training
University Counseling Service
The University of Iowa
3223 Westlawn S
Iowa City, IA 52242-1100(319) 335-7294
E-mail: julie-corkery@uiowa.edu
Candidates for the 2009-10 internship class who are invited for interviews may choose to interview either on site or over the telephone. We provide the option to interview on site, so that candidates who want to meet our staff members in person and to see our center may do so. We made the on-site interview option available for the first time in January, 2001. Subsequently, our highest ranked group of candidates has always included several people who interviewed over the telephone and several who interviewed on site, in approximately the same proportion of those who visited to those who telephoned.
During the interviews, candidates will be presented with a set of standardized questions. Two members of the search committee will talk with each candidate, either here in a staff office or over the telephone. They will ask about competencies, experiences, and interests. This process will last between 30 and 45 minutes.
For those who opt to interview on site, we will hold group meetings during the morning and formal interviews during the afternoon. Starting at 9 a.m., candidates will meet with the Director of Training, with the training staff, and with current interns. We will also tour the agency. Candidates will then meet for box lunches. During the afternoon, we will meet for standardized interviews on the half-hour. For those waiting for their formal interview appointments, we will provide reading materials and the option to tour our campus.
We will send email invitations for interviews by Monday, December 15. Invited candidates will be asked to call us by Monday, December 22 to make specific arrangements.
If you wish to visit, we encourage you to use the days that we have dedicated for that purpose. If you have schedule conflicts that preclude your coming on either of those two dates, please contact the Director of Training, Julie Corkery. She will attempt to schedule an agency tour and a meeting with a member of our training staff.
Travel Directions
Map and Driving Directions to Westlawn (where the UCS is located)
- From Interstate 80
- Exit at the Dubuque Street interchange. (Exit 244)
- Turn south onto Dubuque Street.
- Turn right (west) on Park Road.
- Cross the Iowa River on Park Road and proceed up the hill.
- Turn left (south) on Riverside Drive.
- Riverside Drive joins Highway 6 at the first stop light; proceed to the next intersection.
- Turn right (west) on Newton Road.
- Proceed up the hill, past two buildings on the right side of the road. The first is the Nursing Building; the second is our U-shaped Westlawn Building.
- The Newton Road
Parking Ramp is the next structure on the right. Enter the far end
for longer-term parking.
- From U.S. Highway
6
- Follow U.S. Highway 6 to Newton Road.
- Turn west on Newton Road.
- Proceed up the hill, past two buildings on the right side of the road. The first is the Nursing Building; the second is our U-shaped Westlawn Building.
- The Newton
Road Parking Ramp is the next structure on the right. Enter the
far end for longer-term parking.
- From U.S. Highway
218
- Exit east on Hwy 1 (Exit 91).
- Follow the Highway 1 route, turning left (north) on Riverside Drive.
- Remain on Riverside Drive, which runs parallel to the Iowa River, when the Highway 1 route diverges at the Burlington Street Bridge. Remain on Riverside Drive until the next intersection.
- Turn left (west) on Newton Road.
- Proceed up the hill, past two buildings on the right side of the road. The first is the Nursing Building; the second is the U-shaped Westlawn Building. The Newton Road Parking Ramp is the next structure on the right. Enter the far end for longer-term parking.
Nearest Airport
Eastern Iowa Airport, Cedar Rapids, Iowa (approximately 1/2 hour from Iowa City).
Airport Shuttle Services
| Airport Express | 1-800-814-8008 |
| Airport Transportation | 1-800-383-2219 |
| Airport Shuttle Services | 1-800-725-8460 |
Iowa House Hotel
Lodging is available at the Iowa House Hotel. The Iowa House is located in the Iowa Memorial Union, which is about a 15-minute walk from the UCS. Please see their web site for a map and driving directions to the Iowa Memorial Union. For reservations, please call the Iowa House Hotel at (319) 335-3513, or contact them through their website. For a reduced single room rate of $54, identify yourself as a member of the UCS interview group.
Information About Other Local Accommodations
Please see the Iowa City/Coralville Convention & Visitors Bureau. for additional information about accommodations.
Iowa City/Coralville Area Bus Information
The free Pentacrest bus route links the Iowa Memorial Union and the Westlawn Building, in which the University Counseling Service is housed.
University of Iowa Cambus: (319) 335-8633.
Coralville Transit System: (319) 351-7711
Iowa City Transit System: (319) 356-5151
Learn more about Coralville and Iowa City Transit Systems at their web site.
