Modified from: OMB No. 0925-0001 and 0925-0002 (Rev. 10/15 Approved Through 10/31/2018)
BIOGRAPHICAL SKETCH, Modified for the APTA Section on Pediatrics, Educational Summit II
.
Follow this format for each person. DO NOT EXCEED FOUR PAGES.
NAME:
POSITION TITLE:
EDUCATION/TRAINING (Begin with baccalaureate or other initial professional education, such as nursing,
include postdoctoral training and residency training if applicable. Add/delete rows as necessary.)
INSTITUTION AND LOCATION
DEGREE
(if
applicable)
Completion
Date
MM/YYYY
FIELD OF STUDY
NOTE: The Biographical Sketch may not exceed five pages. Follow the formats and instructions below.
A. Personal Statement
Briefly describe why you are well-suited for your role(s) in the Section on Pediatrics Education Summit II.
Please consider the objectives of the Summit in formulating your statement. The relevant factors may include
aspects of your training; your previous experimental work on this specific topic or related topics; your technical
expertise; your collaborators or scientific environment; and your past/current performance in this or related
fields (you may mention specific contributions or an active research agenda with intentions to contribute to the
Science of Teaching and Learning (SOTL) or scholarship that are not included in Section C). Also, you may
identify up to four peer reviewed publications and/or presentations that specifically highlight your experience
and qualifications for this project.
B. Positions and Honors
List in chronological order previous positions, concluding with the present position. Additionally, list any present
membership on any Section on Pediatrics committee or SOTL committees at your institution. Finally, list any
honors.
C. Contribution to Pediatric Physical Therapy Education and Scholarship of Teaching and Learning
Briefly describe your most significant contributions to entry-level pediatric physical therapy education and to the
Scholarship of Teaching and Learning (SOTL). For each contribution, provide a brief summary of your
research questions/purpose, the results/findings, and how these findings may influence education. For each of
these contributions, reference up to four peer-reviewed publications or other non-publication research products
(can include educational aids or curricula; instruments; models; protocols; and software or netware) that are
relevant to the described contribution.
D. Recent and Ongoing SOTL Research and Support
List both selected ongoing and completed scholarly works (broadly) or SOTL projects for the past three years,
including any funding or support for these projects. Begin with the projects that are most relevant to the
research proposed in the application. Briefly indicate the overall goals of the projects and your responsibilities
related to these projects.
Modified from: OMB No. 0925-0001 and 0925-0002 (Rev. 10/15 Approved Through 10/31/2018)
SAMPLE BIOGRAPHICAL SKETCH, Modified for the APTA Section on Pediatrics, Educational Summit II
.
Follow this format for each person. DO NOT EXCEED FOUR PAGES.
NAME: Jennifer Furze, PT, DPT, PCS
POSITION TITLE: Associate Professor
EDUCATION/TRAINING (Begin with baccalaureate or other initial professional education, such as nursing,
include postdoctoral training and residency training if applicable. Add/delete rows as necessary.)
INSTITUTION AND LOCATION
University of Scranton, Scranton, PA
Creighton University, Omaha, NE
DEGREE
(if
applicable)
Completion
Date
MM/YYYY
BS
05/1995
Biology
DPT
05/1998
Physical Therapy
FIELD OF STUDY
NOTE: The Biographical Sketch may not exceed five pages. Follow the formats and instructions below.
A. Personal Statement
Briefly describe why you are well-suited for your role(s) in the Section on Pediatrics Education Summit II.
Please consider the objectives of the Summit in formulating your statement. The relevant factors may include
aspects of your training; your previous experimental work on this specific topic or related topics; your technical
expertise; your collaborators or scientific environment; and your past/current performance in this or related
fields (you may mention specific contributions or an active research agenda with intentions to contribute to the
Science of Teaching and Learning (SOTL) or scholarship that are not included in Section C). Also, you may
identify up to four peer reviewed publications and/or presentations that specifically highlight your experience
and qualifications for this project.
I am interested in using educational research design methods to evaluate the clinical reasoning skills of
learners across the continuum (entry-level students – expert clinicians). This research can help to
determine the most effective teaching strategies to facilitate this critical skill in pediatric physical therapy. I
would like to work collaboratively with others to determine best educational practice in facilitating the clinical
reasoning skills of students and physical therapists in pediatric physical therapy practice. I have experience in
developing small qualitative studies at my institution to understand the development of clinical reasoning skills,
see publications below, but have not yet conducted multi-site studies to investigate this complex issue.
Given my experience in developing a scholarly project using an educational research design, I believe I can
contribute to the objectives of the Summit by possessing a familiarity with the skills and knowledge necessary
to develop research projects in this area. I am a faculty associate member of the Creighton University Office of
Interprofessional Service, Scholarship, and Education. This organization brings together like-minded faculty
across the university interested in developing scholarly projects to contribute to the scholarship of teaching and
learning. In addition, I have a research idea, effective teaching strategies to facilitate clinical reasoning skills,
that I am interested in exploring more collaboratively with others in a multi-site study. However, I am also
willing to work with others on a different research idea that could utilize my skills and expertise. My involvement
in ABPTS Pediatric Specialty Council and various elected and appointed positions in the Section on Pediatrics
as listed in Section B demonstrates my ability to effectively communicate and collaborate with others.
Furze J, Kenyon L, Jensen G. Connecting Classroom, Clinic & Context: Clinical Reasoning Strategies for
Clinical Instructors and Academic Faculty. Ped Phys Ther. 2015;27(4):368-375.
Furze J, Black L, Hoffman J, Barr JB, Cochran T, Jensen G. Exploration of Students’ Clinical Reasoning
Development in Entry-Level Physical Therapy Education. J Phys Ther Educ. 2015; 29(3):22-33.
B. Positions and Honors
List in chronological order previous positions, concluding with the present position. Additionally, list any present
membership on any Section on Pediatrics committee or SOTL committees at your institution. Finally, list any
honors.
Clinical:
1998 – 2000
Creighton University Medical Center (formerly Saint Joseph Hospital), Omaha,
NE, Staff Physical Therapist
2000 – 2002
Carl T. Curtis Health and Education Center, Macy Nebraska
2000 – 2014
Creighton University Medical Center (Neonatal Intensive Care Unit), Credentialed
physical therapist
2015 – present
Catholic Health Initiatives – Bergan Mercy Medical Center (Neonatal Intensive
Care Unit)
Academic:
2000
– present
Creighton University, Omaha, NE
 Director of Neurologic Physical Therapy Residency (2012 – present)
 Co- Director of Pediatric Physical Therapy Residency (2010 – 2015)
 Associate Professor (2012 – present)
 Assistant Professor (2000- 2012)
Positions Held in Scientific/Professional Societies:
American Physical Therapy Association
National Positions
2014 – 2018
Member - Pediatric Specialty Council, American board of Physical Therapy
Specialties (Appointed)
2013 – 2016
Chair – Academic and Clinical Education Special Interest Group, Section on
Pediatrics (Appointed)
2013 – 2016
Member - Section on Pediatrics Annual Conference Programming Committee
Awards and Honors:
National
2016
2006
School
2013
Stanford Award – Journal of Physical Therapy Education Award for the most
influential educational idea published
Emerging Leader Award - American Physical Therapy Association, Pediatric
Section
SPAHP Excellence in Teaching Award
C. Contribution to Pediatric Physical Therapy Education and Scholarship of Teaching and Learning
Briefly describe your most significant contributions to entry-level pediatric physical therapy education and to the
Scholarship of Teaching and Learning (SOTL). For each contribution, provide a brief summary of your
research question/purpose, the results/findings, and how these findings may influence education. Identify if you
were a primary contributor to this scholarly work or a secondary contributor.
Furze J, Kenyon L, Jensen G. Connecting Classroom, Clinic & Context: Clinical Reasoning Strategies for
Clinical Instructors and Academic Faculty. Ped Phys Ther. 2015;27(4):368-375.
 Our purpose in writing this manuscript was to help academic faculty and clinical educators understand
how to facilitate and assess the clinical reasoning skills of physical therapy students. We did this by
describing tools and strategies to both facilitate and assess these skills using both inductive and
deductive methods. We believe this paper can influence pediatric education by helping educators better
understand how to teach and assess a critical skill in pediatric physical therapy practice. I was a
primary contributor in this project beginning with developing the concept and ideas of the manuscript
and took a primary role in contributing to the writing of this paper.
Furze J, Black L, Hoffman J, Barr JB, Cochran T, Jensen G. Exploration of Students’ Clinical Reasoning
Development in Entry-Level Physical Therapy Education. J Phys Ther Educ. 2015;29(3):22-33.
 Our purpose of this study was to explore the clinical reasoning abilities of students across time in one
entry-level Doctor of Physical Therapy (DPT) curriculum. Qualitative methods were used to describe
the longitudinal development of students’ clinical reasoning skills.The results of this study demonstrate
a progression in the development of students’ clinical reasoning process around the dimensions of self,
context, and responsibility across the curriculum. Outcomes reveal these key aspects of the clinical
reasoning process: 1) it is a gradual developmental process across time; 2) the Dreyfus and Dreyfus
Model, a framework of skill acquisition, may apply to the development of clinical reasoning skills in
physical therapy students; and 3) increasing intensity and depth of the reflective process as may be a
critical component in the advancement of the clinical reasoning process. This paper can impact
pediatric education by describing the clinical reasoning process of students across time so educators
can develop appropriate teaching and learning strategies. I was a primary contributor in this project
beginning with developing the concept, applying for an internal grant, gathering and analyzing data, and
writing the manuscript.
D. Research Support
List both selected ongoing and completed scholarly works or SOTL projects for the past three years. Begin
with the projects that are most relevant to the research proposed in the application. Briefly indicate the overall
goals of the projects and your responsibilities related to these projects.
Assessment of Essential Clinical Reasoning Skills: Development of a Grading Rubric. Principal
Investigator, $1,500 (January 2012 – December 2012) Office for Academic Excellence and Assessment,
Creighton University. The goal of this grant was to develop a grading rubric to assess the clinical
reasoning skills of students that could be validated using national and international experts in clinical
reasoning. I served as the principal investigator on this project developing the internal grant proposal,
participated in creating the study design, developing the survey questions, interviewing participants, and
analyzing the results.