The Plymouth State University Doctor of Physical Therapy (DPT) program (see important note regarding DPT accreditation), is the first public institution of higher education in New Hampshire to offer the DPT degree. The program features early opportunities for clinical practice sustained throughout the program. This is aligned with the mission and vision of Plymouth State University, including our motto: Ut Prosim (That I may serve).
Graduates will be positioned to enter the field ready to practice and for life-long learning, leadership, innovation, and transformation.
Angela Marino-Boynton, firstname.lastname@example.org, 603-535-2890
The Mission of the Physical Therapy Program is to provide a vibrant scholarly community for physical therapy in New Hampshire through teaching, research, service, and practice contributing to the American Physical Therapy Association’s vision of “transforming society by optimizing movement to improve the human experience.” The program’s focus is on the education of physical therapists to serve the community in the fields of movement and rehabilitation to provide competent care as autonomous providers, leaders, collaborative team members, and innovators while being respectful, culturally sensitive, and socially responsible.
Educating physical therapists and advancing the profession so that they may contribute to positive societal transformation by assisting individuals to achieve their goals through movement and enhance the human experience
The Physical Therapy Program adopts the educational philosophy of Plymouth State University based on academic excellence, learner-centered teaching, experiential learning, applied research, regional service, and leadership. Along with the University, the program embraces the complementary relationship between liberal arts and professional studies, between academic and professional development, between service and individual growth, and between the University campus and the larger community.
The program embraces a critical realist philosophy of science and its associated consequences that ontology determines epistemology, and the stratification of reality. We fully support the use of evidence-based empirical observations in the development of knowledge, and the subsequent rational development of knowledge for use in practice, a framework we describe as knowledge-based practice. We believe the best representations of knowledge for practice are causal structures, including models and networks from which logical inferential rules can be applied in clinical decision-making.