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The DPT program is offered in a 4+3 year curricular format. Prospective students with an earned bachelor’s degree from Alvernia or another four-year accredited institution are welcome to apply. A 3+3 year, accelerated format is also available that allows Alvernia students who are admitted as undergraduate freshmen into one of three majors (Biochemistry, Biology or Healthcare Science) to begin the professional phase of the curriculum in their senior year.

The new application opens each year on July 1 in for the following fall admissions cycle. Interested students should contact the Associate Director of Admissions for Graduate Education, who may refer the potential applicant to the Chairperson of the DPT Admissions Committee or Department Chair.
 

Admission Requirements

DPT Program admission requirements and the admissions procedures can be found at academics/graduate-programs/dpt-doctor-physical-therapy/dpt-admission-requirements.
 

• Completed application for admission through the .
• Official transcript(s) from each college or university attended, demonstrating the achievement of a bachelor’s degree.
• A minimum of 100 hours of observation, which includes experience in both outpatient and inpatient physical therapy settings.
• Three letters of reference from a licensed PT, a professor from a completed course, and another non-family member.
• GRE scores taken within the past five years.
• One (1) written essay.
• Group virtual interview.
• Bachelor’s degree with cumulative GPA of 3.25 and a science and pre-requisite GPA of 3.0, or better.
• Successful completion of all pre-requisite courses.

There are options to assist in financing your education and making the tuition affordable. Visit for a detailed overview of the process, including a link to complete the FAFSA application, as well as more information about the tuition payment plan and the tuition deferment program we offer. Alvernia’s Title IV code for the FAFSA is 003233. The Office of Student Financial Services is available to help with any questions you may have. Call 610-796-8201 or email sfs@alvernia.edu.

View the Doctor of Physical Therapy Program Student Financial Fact Sheet. The data applies to students experiencing the program in academic year 2025 – 2026.

AY 26-27

AY 1 - SUMMER (MOD 6): 6 credits

• DPT500 Gross Anatomy & Histology: 5 cr.
• DPT590 Medical Terminology: 1 cr.

AY 1 - FALL (SEMESTER 1): 13 credits

• DPT503 Physiology for Physical Therapy 5 cr.
• DPT504 Practice Management I 2 cr.
• DPT508 Foundations of Patient/Client Management I 3 cr.
• DPT513 Critical Inquiry I 2 cr.
• DPT523 Clinical Practice I 1 cr.

AY 1 - SPRING (SEMESTER 2): 17 credits

• PT502 Kinesiology 4 cr.
• DPT509 Foundations of Patient/Client Management II 3 cr.
• DPT516 Musculoskeletal PT Practice I 3 cr.
• DPT520 Neuromuscular PT Practice I 4 cr.
• DPT528 Cardiopulmonary PT Practice I 3 cr.

AY 1- SUMMER (SEMESTER 3)

Course – Mod 5: 8 credits

• DPT505 Practice Management II 2 cr.
• DPT 510 Foundations of Patient/Client Management III 4 cr.
• DPT530 Pharmacological Management for PT Practice (online) 2 cr.

Course - Mod 6: 5 credits

• DPT524 Clinical Practice II (July-Aug, 6wks) 7/12/2027 - 8/20/2027 5 cr.
   

AY 27-28

AY 2- FALL (SEMESTER 4): 16 credits

• DPT616 Musculoskeletal PT Practice II 4 cr.
• DPT620 Neuromuscular PT Practice II 4 cr.
• DPT629 Cardiopulmonary PT Practice II 4 cr.
• DPT622 Clinical Practice III 2 cr.
• DPT643 Critical Inquiry II 1 cr.
• DPT643R Critical Inquiry II – Directed research 1 cr.

AY 2- SPRING (SEMESTER 5): 18 credits

• DPT608 Physical Therapy Procedures II 4 cr.
• DPT617 Musculoskeletal PT Practice III 4 cr.
• DPT621 Neuromuscular PT Practice III 4 cr.
• DPT631 Multiple Syst Influence w/in PT Practice 4 cr.
• DPT644 Critical Inquiry III 1 cr.
• DPT644R Critical Inquiry II – Directed research 1 cr.

AY 2- SUMMER (SEMESTER 6)

Course – Mod 5: 6 credits

• DPT624 Clinical Practice IV (May-June, 8 wks) 5/15/2028 – 7/7/2028 6 cr.

Course – Mod 6: 6 credits

• DPT605 Health Care Policy & Advocacy for the PT 1 cr.
• DPT632 PT Practice through the Lifespan 4 cr.
• DPT645 Critical Inquiry IV 1 cr.
   

AY 28-29

AY 3- FALL (SEMESTER 7) – 6 Weeks

Mod 1 & 2: 15 credits

• DPT705 Legal & Ethical Issues for the PT 1 cr.
• DPT710 Comprehensive PT Practice 4 cr.
• DPT700 ISLE (International Service Learning Exp) [1]
• DPT805/6/7 Electives 2 cr.
• DPT724 Clinical Practice V (Oct-Dec) 10/16/2028 – 12/22/2028 8  cr.

AY 3- SPRING (SEMESTER 8): 10 credits

•  DPT725 Clinical Practice VI (Jan-Mar) 1/8/2029 – 3/30/2029 9 cr.
• DPT810 Comprehensive Examination 1 cr. (Comp Exam Dates: 4/11/29, 4/18/29, 4/25/29)

TOTAL PROGRAM CREDITS: 120

Program Mission

The mission of the �鶹��Ƶ Doctor of Physical Therapy (DPT) Program is to pursue academic excellence in preparing the next generation of autonomous physical therapist clinicians. By challenging students to think critically, act professionally, and serve altruistically, the Program endeavors to develop graduates who are life-long learners, reflective professionals, engaged citizens, and ethical leaders with moral courage. Graduates will be prepared to assume a leadership role in the ever-changing health care environment as Doctors of Physical Therapy who are committed to clinical competence and the application and perpetuation of evidence-based knowledge.

Achievement of this mission is accomplished through the promotion of a graduate who is self-reflective, service-oriented, and highly skilled. Self-reflective professionals are committed to lifelong learning and demonstrate the capacity to thoughtfully consider their actions and creatively solve problems. Service-oriented professionals are agents of change who understand their role within the health care continuum. Such practitioners are committed to making contributions to the profession and to the communities in which they live in the context of client and societal needs. Skilled professionals exhibit clinical knowledge and competence through the application of evidence-based principles and practices. Such practitioners are dedicated to achieving optimal outcomes through exploration of innovative strategies.

Program Philosophy

Learner-Directed Education: In a model of learner-directed education, instructors are viewed as facilitators who guide students through meaningful learning experiences.  The development of competent, critically-thinking graduates prepared to impact their profession and the lives of others requires an educational process that appreciates multiple learning preferences and one in which the onus of learning is placed upon the student.

Evidence-Based Performance: The content and organization of the curriculum is performance-directed and engenders a philosophical orientation toward competence in clinical practice.  In accordance with this initiative, content emphasizes evidence-based practice and encourages the pursuit of practice-based evidence.  The knowledge base and essential skills required to enable graduates to practice competently and autonomously will serve as the preeminent criterion for inclusion in the curriculum.

Community-Conscious Engagement: Incumbent on the physical therapist professional is the ability to see beyond one’s self and serve others altruistically, generously, and without prejudice.  A myriad of deliberate and sustained experiences provide opportunities for students to develop cultural competence.  This goal is achieved by changing attitudes and patterns of thought that precede behavioral adaptations.  Viewing disability through the eyes of those whom we serve infiltrates every aspect of the curriculum and demonstration of skill in appreciating diversity is expected and required.

Doctorally Prepared Education: Graduates receive explicit instruction in the personal requirements and professional responsibilities associated with their entrance into the doctoring profession of physical therapy.  As doctors of physical therapy, graduates will appreciate their role as leaders within the health care community and be fully equipped to pursue their rightful place as autonomous professionals in the service of those in need.  As citizens of a larger community, graduates will be prepared to practice ethically, honestly, and diligently for the better good of mankind in clinical practice, academic endeavor, and scientific inquiry.  Graduates will be dedicated to embracing the art and the science of physical therapy according to the ethical principles and practice act requirements as delineated elsewhere.  Associated with professionalism is the ability to altruistically serve those in need and to provide expert care that is founded upon the current best evidence.

The DPT Program endeavors to develop graduates who are lifelong learners, reflective professionals, and engaged citizens who use what they know and learn to transform the world and the lives of the people around them through Real World Learning Experiences.

The Doctor of Physical Therapy’s servant leadership program, ‘LEADS’ (Leadership through Excellence, Altruism, Determination and Service) provides opportunities for our students to improve the quality of life for our local and global community while cultivating a lifelong commitment to service as engaged citizens.

Other experiential learning opportunities include:

• Opportunities for interprofessional educational experiences with students from other programs — including occupational therapy, nursing, athletic training and medical imaging — provides students with an appreciation for the unique contribution of each discipline within the healthcare team.
• Active community engagement and service learning through various initiatives in the nearby city of Reading enables students to appreciate their role within the community and their responsibility to use their skills in the service of others.
• DPT students are required to participate in 36 weeks of full-time clinical experiences (internships). These experiences provide context for learning and develop students who demonstrate evidence-based clinical performance.
• Students participate in real-world learning experiences featured in the program’s “clinic without walls” model, providing physical therapy care under the direction of licensed physical therapists for community members in a variety of formats. Such experiences include:
   

               ✢  providing PT care during classroom laboratory experiences.
               ✢  providing wellness-related services through collaboration between the DPT Program and other organizations such as Reading Housing Authority, Tower Health (Rise and Shine and Rock Steady Boxing), Walk with Ease and Matter of Balance.
               ✢  providing PT care at the DPT student-managed Health & Wellness Center at Liggett Avenue, which is located at the Berks Community Health Center (BCHC) in the Oakbrook section of Reading.
               ✢  community/university service and advocacy events like the BCHC Community Health Fair, Legislative Advocacy Day in Harrisburg, and Interprofessional education experiences with nursing and athletic Training.
 

The following statement defines the DPT Program's expectations for students throughout the clinical education program:
 

The program expects all students to achieve entry-level performance in the management of patients/clients with diseases and conditions representative of those commonly see in practice across the lifespan, continuum of care, and in a variety of practice setting that are consistent with contemporary Physical Therapy practice.

Overview of the DPT Clinical Education Program

The DPT Clinical Education Program consists of:

• 36 weeks of full-time and part-time clinical education experiences.
• At Alvernia, the cornerstone of our program is our emphasis on clinical competence and skill that is facilitated through early and frequent immersion of the student into real-world clinical experiences.  At Alvernia, we believe that authentic learning transpires when students are able to connect classroom instruction with actual patient interaction.
• To accomplish our mission of developing clinical competence, students begin their clinical internship experiences within the first semester year of the program.  These initial part-time clinical experiences will serve to develop professional behaviors, connect classroom instruction with actual patient scenarios, and prepare students for full-time clinical internship experiences.
• Throughout the curriculum, students will engage in 2 part-time and 4 full-time clinical education experiences. Clinical sites offering innovative care by experienced and well-trained Physical Therapist clinical experts will be used to guide students toward entry-level clinical competence.  The ACCE will work closely to forge close relationships between clinical instructors and the DPT Program by establishing clear expectations and communicating anticipated outcomes.
• The final two 12-week full-time experiences are considered post-didactic and resemble the traditional residency model that is often used in medical education.  In this way, the program ensures that each student demonstrates entry-level proficiency prior to graduation. 

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Since 1967, the Middle States Association of Colleges and Schools has granted �鶹��Ƶ full accreditation. The most recent reaffirmation of accreditation was granted in 2025.

Entry-Level Doctor of Physical Therapy Program

Graduation from a physical therapist program accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), 3030 Potomac Avenue, Suite 100, Alexandria, VA 22305-3085; phone; 703-706-3245; accreditation@apta.org is necessary for eligibility to sit for the licensure examination, which is required in all states.
 

• The Doctor of Physical Therapy Program at �鶹��Ƶ is accredited by the Commission on Accreditation in Physical Therapy (CAPTE), 3030 Potomac Avenue, Suite 100, Alexandria, Virginia 22305-3085; telephone: 703-706-3245; email: accreditation@apta.org; website: . If needing to contact the program/institution directly, please email Department Chair Pamela G. Unger at pamela.unger@alvernia.edu.

  For more information regarding the process of accreditation, please contact the:

  Commission on Accreditation in Physical Therapy Education
  3030 Potomac Avenue, Suite 100
  Alexandria, VA 22305-3085
  Phone: 703-706-3245
  Email: accreditation@apta.org

The �鶹��Ƶ DPT Program is proud to partner with the following clinical affiliates in providing expert clinical education and experiences for our students:

• Advanced Physical Therapy & Fitness
• Aqua Sport Physical Therapy
• Cardin & Miller Physical Therapy
• Concentra Physical Therapy
• Cornerstone Physical Therapy
• CPRS Physical Therapy
• Drayer Physical Therapy Institute
• Easter Seals of Eastern Pennsylvania
• Easton Hospital
• Empower Physical Therapy
• Fox Rehabilitation
• Gary Lynch Physical Therapy
• Geisinger Medical Center
• Genesis Rehabilitation Services
• Gilbert Physical Therapy
• Good Physical Therapy
• Good Shepherd Rehabilitation Network
• HealthSouth Corporation
• Indy Fast Fitness and Sport Training- Physical Therapy
• Infinity of Care
• Inspired Physical Therapy
• Integrated Medical Group Physical Therapy
• Jefferson Health- Abington Hospital
• Jefferson Health- Abington Lansdale Hospital
• Lehigh Valley Health Network
• Life Fitness Physical Therapy
• Mishock Physical Therapy
• Mountain River Physical Therapy
• Neuroscience & Spine Associates Physical Therapy of Lancaster
• Novacare Rehabilitation Centers
• Penn Medicine- LGH Lancaster Rehabilitation Hospital
• Penn Medicine- Lancaster General Hospital
• Penn State St. Joseph Regional Health Network
• Penn State-Milton Hershey Medical Center
• Phoenix Rehabilitation and Health Services
• Pivot Physical Therapy
• Plumb Line Physical Therapy
• Premier Physical Therapy Associates
• PRO Rehabilitation Services
• Reading Housing Authority
• Riverside Physical Therapy
• Robbins Rehabilitation West
• Saint Luke's University Health System
• Select Medical/Select Physical Therapy
• Shannondell of Valley Forge
• South Mountain Physical Therapy
• Star Inc. Physical Therapy & Fitness
• Strive Physical Therapy
• Summit Health- Waynesboro Hospital
• Surgical Institute of Reading
• Tower Health- Phoenixville Hospital
• Tower Health- Pottstown Memorial Center
• Tower Health- Reading Hospital
• Tower Health- Reading Hospital Outpatient Physical Therapy Centers
• Tower Health- Reading Post-Acute Rehabilitation Hospital
• UPMC Pinnacle Health System
• Wellspan Health System- Ephrata Community Hospital
• Wellspan Health System- York, PA
• Wellspan Health System-Good Samaritan Hospital- Lebanon, PA
• Western Berks Physical Therapy

Essential Functions of a Physical Therapist

The DPT Program at �鶹��Ƶ, in compliance with the Americans with Disabilities Act (ADA), does not discriminate against qualified individuals with disabilities. A person qualified for the DPT program is one who has met academic standards and is able, with or without reasonable accommodations, to meet the essential functions of a physical therapist, in alignment with current practice as determined by several sources as referenced.

These essential functions are the activities that a student physical therapist must be able to perform, with or without accommodations, in partial fulfillment of the requirements for successful completion of the professional curriculum. They are applicable in the classroom, laboratories, simulated clinical settings, and on clinical education assignments. �鶹��Ƶ uses independent clinical education sites that may or may not be able to offer the same reasonable accommodations made available by the university.

The list of essential functions is designed to assist students interested in the DPT program to make informed decisions about career options. Additional requirements and competencies are outlined in course syllabi and on the clinical performance instrument. The Essential Functions must be completed in all settings, which include highly complex environments, and within a time frame that is consistent with actual clinical practice. If it becomes apparent that a student is unable to fulfill each essential function with reasonable accommodation, or if the needed accommodations are beyond what would be considered reasonable thus causing undue hardship to the university or harm to others, then the student will be unable to proceed within the program and may be counseled to consider pursuing an alternative career path.

The �鶹��Ƶ DPT Program Essential Functions document has been developed to achieve compliance with the following statutes: the Americans with Disabilities Act of 1990, the ADA Amendment Act of 2008, and Section 504 of the Rehabilitation Act of 1973. ADA records are maintained by the Disability Services Coordinator. Information related to ADA, Discrimination, and Title IX can be found on the University website at http://www.alvernia.edu/student- life/index.html. Questions should be directed to Accessibility Services, located in Bernardine Hall BH 105C, services@alvernia.edu and by phone at 610-568-1499/fax 484-335-4486. For questions, concerns, or to request review of a request for accommodations, students should contact:

Director, Office of Accessibility Services

• Bernardine Hall Room 105C (inside the Learning Center)
• Phone: 610-568-1499
• Fax: 484-335-4486
• Email: accessibility.services@alvernia.edu

Essential Functions in the Affective Domain

1.       Interact effectively and sensitively using appropriate verbal, nonverbal, and written communication skills with faculty, peers, other members of the health care team, and patients/clients, and caregivers.

2.       Read, write and interpret written and nonverbal communication at a competency level that allows one to safely function in classroom, laboratory, and clinical settings.

3.       Recognize the impact and influence of age, lifestyle, family or peer support, socioeconomic class, culture, beliefs, race, and abilities on faculty, peers, other members of the health care team, and patients/clients, and caregivers.

4.       Recognize the psychosocial impact of movement dysfunction and disability on the client and caregivers and integrate these needs into patient examinations, evaluations, assessments, interventions, discharges, and or referrals.

5.       Efficiently organize and prioritize multiple tasks, integrate and critically analyze information, and formulate applicable decisions.

6.       Practice in a safe, ethical, and legal manner, following guidelines for standard practice as established by federal, state, and local law, the College, clinical facilities, the APTA, and related professional organizations.

7.       Accept personal responsibility for all actions, reactions, and inactions.

8.       Demonstrate responsibility for self-assessment, professional growth and development.

9.       Effectively and consistently manage personal stress and appropriately respond to the stress of others.

10.    Speak and write effectively in English to convey information to other individuals and groups.

Essential Functions in the Cognitive Domain

1.        Comprehend, retain, recall, and apply complex information learned in required prerequisite courses to the program's professional course work

2.        Read, comprehend, integrate, critically analyze, interpret, and apply information from written materials, demonstrations, lectures, laboratory sessions, and research literature, and other pertinent sources to develop and support the rationale for appropriate patient examinations, evaluations, assessments, interventions, discharges, and or referrals.

3.        Collect, organize, prioritize and document information to make safe, appropriate and timely decisions regarding patient care for the purposes of examination, evaluation, assessment, intervention, discharge, and or referral for any patient.

4.        Demonstrate management skills including planning, organizing, supervising, and delegating.

Essential Functions in the Psychomotor Domain

1.       Possess sufficient mental and physical stamina, postural and neuromuscular control, and eye- hand coordination for extended periods of time in order to perform patient care tasks in a manner that does not compromise patient or therapist safety.

2.       Safely, reliably, and efficiently perform required physical therapy examination and intervention procedures to evaluate and treat the functional skills & limitations and gross motor system of patients across the lifespan. These include but are not limited to:

• Cognitive, mental, emotional status
• Cardiopulmonary status
• Segmental length, girth, volume
• Skin integrity & wound care
• Sensation
• Strength
• Joint mobility, motion, and play
• Pain
• Therapeutic exercises
• Prosthetics & orthotics
• Muscle tone and reflexes
• Coordination & balance
• Development skills & movement patterns
• Functional abilities
• Posture & gait
• Endurance
• Adaptive devices & assistive technologies
• Demonstrate the ability to perform CPR and emergency first aid.
• Safely and reliably read meters, dials, printouts, and goniometers.
• Demonstrate the ability to manipulate and operate physical therapy equipment and monitoring devices.
• React safely and appropriately in a timely manner to sudden or unexpected situations involving persons and or equipment

Sources

1.       American Physical Therapy Association. Minimum Required Skills of Physical Therapist Graduates at Entry Level. BOD G11-05-20-449.

2.       American Physical Therapy Association. Guide to Physical Therapist Practice. Alexandria, Virginia, 2008.

3.       AASIG Technical Standards, Essential Functions Document. Section on Education, September 1998.

4.       Ingram, D. (1997). Opinions of Physical Therapy Department Chairs on Essential Functions, Physical Therapy, 77(1).

Graduate Goal 1

Demonstrate competence in the examination, evaluation, diagnosis, prognosis, and intervention of the movement system across the lifespan within all available practice settings.

• Outcome 1: Graduates of the Program will demonstrate entry-level competence through the successful completion of the curriculum, including all written and practical exams as well as the comprehensive exam, and will demonstrate entry-level competence in all clinical skills upon completion of the clinical practice courses.
• Outcome 2: Graduates of the Program will demonstrate entry-level competence through the passage of the National Physical Therapy Examination (NPTE) 

Graduate Goal 2

Embrace best practice standards, that include the integration of best available research, clinical expertise, and patient centered values and goals.

• Outcome 1: Graduates will have demonstrated adherence to evidence-based principles and practices during formal clinical education experiences as determined by clinical faculty.
• Outcome 2: Graduates will consistently apply the current best evidence and best practice guidelines to the care of individual patients as per self/employer assessment 

Graduate Goal 3

Collaborate with other health professionals, consumers, and community organizations to address the health challenges of society as autonomous DPTs who are characterized by independent thinking, self-determination, altruistic service, and who embody the highest standards of ethical and moral practice.

• Outcome 1: Graduates and students of the Program will engage in regular collaboration with other healthcare providers and the community to address society's healthcare needs.
• Outcome 2: Graduates and students of the Program will recognize health disparity and promote advocacy in practice, education, and research.
• Outcome 3: Graduates and students of the Program will perpetuate evidence to support the comparative effectiveness of physical therapy, to offer creative solutions to enhance health services delivery and to increase the value of physical therapy to society society 

Graduate Goal 4

Engage in the persistent, lifelong acquisition of authentic knowledge and skill to advance the art and science of Physical Therapy and its role in the delivery of health care and health promotion

• Outcome 1: Graduates will engage in self-reflective clinical practice that advances their knowledge and skill in the delivery of health care and health promotion.
• Outcome 2: Graduates will pursue new knowledge through continuing education that advances their knowledge and skill in the delivery of health care and health promotion.
• Outcome 3: Graduates and students of the Program will pursue a scholarly agenda, including dissemination, that advances their knowledge and skill in the delivery of health care and health promotion

In order to gain access to the NPTE, candidates must meet certain eligibility requirements from both 1) the state in which they seek licensure and 2) The Federation of State Boards of Physical Therapy (FSBPT). Students are encouraged to refer for updates and modifications regarding student eligibility and the process of applying for the NPTE.

For a complete list of jurisdiction requirements, visit the FSBPT website for the state in which you are seeking licensure. For PA licensure, .

Filing a Complaint Within the Realm of Due Process:

It is the practice of the University to direct formal complaints to the group best qualified to address the specific area of concern. Student or faculty complaints are directed to the grievance procedures in the student or faculty handbook; issues of ethics are directed to EthicsPoint; complaints concerning research are directed to the Institutional Review Board, complaints concerning Discrimination, Equal Employment or Harassment are directed to the Office of Student Life/Human Resources. Each of these bodies is responsible for following up on complaints and maintaining records of the disposition of each complaint. Student records related to formal complaints will be kept on file by the appropriate office within the University which includes the Provost’s office for student, faculty complaints or issues of ethics, the Chair of the IRB’s office for complaints related to research, and in the Human Resources office for any complaints related to discrimination, equal employment, or harassment. University policies related to the handling of complaints are presented and made available to students and faculty within the �鶹��Ƶ Faculty Handbook, �鶹��Ƶ Course Catalog, �鶹��Ƶ Graduate Catalog, �鶹��Ƶ Student Handbook, and �鶹��Ƶ Employee Handbook.

Filing a Complaint Outside the Realm of Due Process:

An individual or organization who experiences an unfavorable experience with any student, faculty member, or staff member of the �鶹��Ƶ Physical Therapy Department is able to file a written complaint. This complaint should be filed within 30 days of the offending incident(s) and should be addressed to the Physical Therapy Department Chair. Once the written complaint is received, the Department Chair will inform all of the parties involved, the College Dean, and the complaint will be referred to the university group best qualified to address the specific area of concern. An investigation will ensue that is conducted by the group most qualified to address the specific nature of the complaint. A full report of the findings related to the investigation of the complaint will be developed, that includes a specific action plan with behavioral objectives with timelines. The written complaint, any corrective action(s) that were taken, and the disposition of the complaint will be kept on file in a locked cabinet in the Department Chair’s office for a period of 5 years, after which they will be purged while maintaining confidentiality. Complaints should be addressed to: �鶹��Ƶ Physical Therapy Department Chair, 400 Saint Bernardine Street, Reading, PA 19607.

Student Grievance Policy/Procedure

The Graduate Student Grievance Committee attends to grievances of an academic nature. This Committee is comprised of all the Graduate Program Coordinators/Directors and a Graduate student representative appointed by the Graduate Academic Council. The Chair of the Committee is elected from the members at the start of each academic year and serves as Chair for the duration of that year, including summer months. Members can serve two (2) consecutive terms as Chair. Business days are defined as Monday through Friday, excluding holidays when the University is closed.

The process for appeal of a course grade is as follows:

1. The student discusses situation /grade with the course instructor within 20 business days from issuance of the grade.
2. If no accord is reached or if the student provides evidence that s/he has contacted the instructor via Alvernia email at least twice without response, the student has seven (7) business days from the issuance of the grade to submit an appeal to the Graduate Program Coordinator/Director of the appropriate graduate program.
3. A meeting between the student and the Graduate Program Coordinator/Director must be held within seven (7) business days of receipt of the student’s written appeal. The Coordinator/ Director must provide written notification to the student of the decision within seven (7) business days of that meeting.
4. The student may appeal the decision of the Graduate Program Coordinator/ Director to the Department Chair; or, if the Program does not have a Department Chair, to the respective College Dean (College of Arts & Sciences or College of Professional Programs). The student has seven (7) business days to submit this appeal.
5. A meeting between the student and the Department Chair or College Dean must be held within seven (7) business days of receipt of the student’s written appeal. The Department Chair or College Dean must notify the student of their decision within seven (7) business days of that meeting. The decision of the Department Chair or College Dean is final as to a course grade.
6. The student may appeal the decision of the Department Chair or College Dean to the Graduate Student Grievance Committee. The student has seven (7) business days to submit this appeal.
7. The Graduate Student Grievance Committee may independently request separate documentation from the student and the course instructor(s) outlining their perspectives on the events leading to the appeal within seven (7) business days of the grievance notification. If the grievance pertains to academic dismissal from a program or from the University, the student’s Academic Advisor will also be asked to submit a letter indicating their disposition recommendation. The Graduate Student Grievance Committee reserves the right to request further information/documentation or to meet with the student or course instructor as required to thoroughly review the appeal/ student issue.
8. The Graduate Student Grievance Committee issues a written recommendation of a resolution to the Dean of the School of Graduate and Adult Education within seven (7) business days. The Dean reviews the decision and notifies the student of the decision in writing within seven (7) business days. The Committee maintains a complete file of the grievance and Committee proceedings.

The process for appeal of dismissal from an academic program is as follows:

1. The Program Coordinator/Director verifies that the student has met the criteria for dismissal from the specific academic program and notifies the student in writing via electronic mail with ‘return receipt requested’ and followed by certified land mail.
2. The student may appeal the decision to the Department Chair or the respective College Dean. This appeal must be filed within seven (7) business days of receipt of the dismissal notification.
3. The Department Chair or College Dean must meet with the student within seven (7) business days of receipt of the written appeal. The student is notified of the decision within seven (7) business days of that meeting.
4. The student may appeal the decision to the Dean of the School of Graduate and Adult Education within seven (7) business days of receipt of the Department Chair/College Dean decision. The School Dean must meet with the student within seven (7) business days of receipt of the appeal.
5. The School Dean notifies the student the decision regarding the dismissal appeal within seven (7) business days of the meeting with the student.
6. The student can appeal the decision to the Graduate Student Grievance Committee within seven (7) business days of the School Dean notification. The Graduate student Grievance Committee will review the appeal and submit a final decision regarding dismissal within seven (7) business days of receiving the appeal from the student.
7. The Graduate Student Grievance Committee may independently request separate documentation from the student and the course instructor(s) involved, outlining their perspectives on the events leading to the dismissal within seven (7) business days of the grievance notification. The student’s Academic Advisor will also be asked to submit a letter indicating their disposition recommendation. The Graduate Student Grievance Committee reserves the right to request further information/documentation or to meet with the student or course instructor(s) as required to thoroughly review the appeal/student issue.
8. The Graduate Student Grievance Committee issues a written decision recommendation with 30 business days of receipt of the appeal and forwards it to the Dean of the School of Graduate and Adult Education. The School Dean reviews the decision and notifies the student and the Provost of the decision in writing within seven (7) business days. The Committee maintains a complete file of the grievance and Committee proceedings.
9. The Provost issues a final determination on the appeal within seven (7) business days.
    

Filing a Formal Complaint �鶹��Ƶ the Program with CAPTE

CAPTE has a mechanism to consider formal complaints about physical therapy education programs (PT or PTA) that allege a program is not in compliance with one or more of CAPTE's Evaluative Criteria (for complaints about events occurring before Dec. 31, 2015) or the Standards and Required Elements (for complaints addressing events occurring Jan. 1, 2016, and thereafter) or has violated any of CAPTE's expectations related to academic integrity. CAPTE will consider two types of complaints: those that involve situations subject to formal institution/program due process policies and procedures and those that involve situations not subject to formal due process procedures:

• If the complainant is involved with an institution/program grievance subject to formal due process and procedure, CAPTE requires that the process be completed prior to initiating CAPTE's formal complaint process, unless the complaint includes an allegation that the institution/program process has not been handled in a timely manner as defined in the institution/program policy, in which case CAPTE will consider the complaint prior to completion of the grievance process. Evidence of completion of the institutional process or of the untimely handling of such must be included in the complaint materials.
• If the complaint is related to situations that fall outside of formal due process policies and procedures, the complaint may be filed at any time.

CAPTE will not consider complaints that fall outside its jurisdiction/authority as expressed in the Evaluative Criteria (or Standards and Elements, as appropriate) and the academic integrity statements. When appropriate, complainants will be referred to other organizations to pursue their concern(s).

CAPTE will not intervene on behalf of individuals or act as a court of appeal for faculty members or students in matters of admission, retention, appointment, promotion, or dismissal. CAPTE will take action only when it believes practices or conditions indicate the program may not be in compliance with the Evaluative Criteria for Accreditation (or the Standards and Required Elements, as appropriate) or the statements listed above.

In order for CAPTE to consider a formal complaint, several conditions must be met:

• The complaint must be specifically linked to the relevant Evaluative Criteria (or Standards and Elements, as appropriate) (PT or PTA) or to the integrity statements.
• The complainant must have exhausted all remedies available through the institution, if appropriate.
• The complaint must be submitted in writing, using the format prescribed by CAPTE, and must be signed by the complainant.
• The event(s) being complained about must have occurred at least in part within three years of the date the complaint is filed.

In reviewing and acting on a complaint, CAPTE cannot and does not function as an arbiter between the complaint and the institution. Should CAPTE find that a complaint has merit and that the program is out of compliance with the Evaluative Criteria (or the Standards and Elements, as appropriate) or the integrity statement(s), CAPTE can only require the program to come into compliance with the Evaluative Criteria (or the Standards and Elements, as appropriate). CAPTE cannot force a program into any specific resolution of the situation that resulted in the complaint.

To obtain the materials necessary for submitting a complaint, contact the APTA Accreditation Department at 703-706-3245 or accreditation@apta.org.

Complaints will ordinarily be reviewed at the next meeting regularly scheduled CAPTE meeting. In order for the process to be completed in time for considered review by CAPTE, complaints must be received no later than 90 days prior to a meeting. At its discretion, CAPTE may choose to consider complaints between its regularly scheduled meetings. Ordinarily, such consideration will occur only when delay in consideration of the complaint could have a serious adverse effect on either the complainant or the institution.
 

Complaints �鶹��Ƶ CAPTE

Anyone may file a signed complaint about the agency with CAPTE. Complaints about the agency's criteria, its procedures, or other aspects of the agency's work, including its staff and volunteers, will be considered by CAPTE. To be considered as a formal complaint against CAPTE, however, a complaint must involve issues other than concern about a specific program action.

Complaints must be submitted in writing. The event(s) being complained about must have occurred at least in part within one year of the date the complaint is filed. The complaint must be identified as a complaint and submitted independent of any other documentation submitted to CAPTE. The complaint must 1) set forth and clearly describe the specific nature of the complaint; 2) provide supporting data for the charge; 3) specify the changes sought by the complainant; and 4) identify the person making the complaint.

Complaints are submitted to the Department of Accreditation, APTA, 3030 Potomac Ave., Suite 100, Alexandria, VA 22305-3085. CAPTE acts on these types of complaints at its next regularly scheduled meeting following receipt of the complaint.

The 2-year graduation rate (2024-25 average) = 91.8%

The 2-year aggregate NPTE pass rate (2023-24 average) = 96.3%

The 2-year employment rate (2023-24 average) = 100%

• Physical Therapy Department Policies and Procedures Manual
• Physical Therapy Department Clinical Education Manual

For Physical Therapy workforce data, job opportunities, and general career-related information including the benefits of a career in PT, career overview and career profiles, see the “Careers and Education tab” .

The program has determined that its curriculum meets the state educational requirements for licensure or certification in all states, the District of Colombia, Puerto Rico, and the U.S. Virgin Islands secondary to its accreditation by the Commission on Accreditation in Physical Therapy Education, based on the following: CAPTE accreditation of a physical therapist or physical therapist assistant program satisfies state educational requirements in all states, the District of Columbia, Puerto Rico, and the U.S. Virgin Islands. Thus, students graduating from CAPTE-accredited physical therapist and physical therapist assistant education programs are eligible to take the National Physical Therapy Examination and apply for licensure in all states, the District of Columbia, Puerto Rico, and the U.S. Virgin Islands. For more information regarding state qualifications and licensure requirements, refer to the Federation of State Boards of Physical Therapy website at .