ACCREDITATION STATUS
Clarkson University is accredited by the Commission on Higher Education of the Middle States Association of Colleges and Schools, 3624 Market St., Philadelphia, PA19104-2680, 215-662-5606. The
University is accredited by the United States Civil Service Commission, and its curricula are approved by
the New York State Board of Regents. All Clarkson degree programs are approved by the New York
State Division of Veterans Affairs for the training of veterans and other eligible persons. Clarkson’s
physical therapy professional curriculum is an accredited program, leading to the Doctor of Physical
Therapy (DPT) degree.
The Commission on Accreditation in Physical Therapy Education (CAPTE) accredited Clarkson
University's graduate physical therapy professional curriculum on October 24, 2001. The next
accreditation Self-Study submission and site-visit by CAPTE will be February and April, 2009,
respectively.
The New York State Education Department of the University of the State of New York approved
Clarkson University’s graduate physical therapy program as the Master of Physical Therapy (MPT) on
April 21, 1999, and the Doctor of Physical Therapy (DPT) on May 18, 2005.
REGISTERING A COMPLAINT WITH THE
COMMISION ON ACCREDITATION IN PHYSICAL THERAPY EDUCATION
Students have the right to register a complaint concerning the institution (Clarkson University) or the
program (Department of Physical Therapy). Such complaints should be addressed to the:
Commission on Accreditation in Physical Therapy Education
American Physical Therapy Association
1111 North Fairfax St.
Alexandria, VA 22314
A staff contact list for CAPTE is available on the web site of the APTA at
http://www.apta.org/AM/Template.cfm?Section=Staff_Contact_List&Template=/TaggedPage/TaggedPag
eDisplay.cfm&TPLID=48&ContentID=51036.
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POLICIES
GENERAL
Clarkson’s policies on Equal Opportunity, Campus Crime Statistics, Protection of Privacy, Nonimmigrant Alien Students, and Changes in Curricula, are available on the University web site at
http://www.clarkson.edu/catalog/documents/2007_08_catalog.pdf (p.228)
CLARKSON REGULATIONS
Clarkson’s Regulations handbook is available at www.clarkson.edu/studentaffairs/regulations. Printed
copies of Clarkson Regulations can also be obtained from the Office of the Vice President for University
Outreach & Student Affairs.. Students who have questions about Clarkson University Regulations, as
stated in the Regulations Handbook, should address these questions to their advisor or to the Vice
President for Student Affairs, located at room 106 Price Hall, telephone (315) 268-7105.
PRE-PHYSICAL THERAPY AND PHYSICAL THERAPY STUDENTS
Clarkson’s statement of University rights and responsibilities are available in the University Catalog,
available at http://www.clarkson.edu/catalog/documents/2007_2008_catalog.pdf.
The rights, responsibilities, admission requirements, and admission procedures of the Department of
Physical Therapy pertaining to pre-physical (undergraduate) students are contained in the Physical
Therapy Student Handbook: Pre-Physical Therapy.
The rights, responsibilities, curriculum, and graduation requirements of the Department of Physical
Therapy pertaining to students in the graduate physical therapy professional program are contained in the
Physical Therapy Student Handbook: Academic, and the Physical Therapy Student Handbook: Clinical.
ENVIRONMENT
THE UNIVERSITY
Clarkson Mission
Clarkson University is an independent, nationally recognized technological university whose faculty of
teacher-scholars aspires to offer superior instruction and engage in high-quality research and scholarship
in engineering, business, science, health, and liberal arts. Our primary mission is to educate talented and
motivated men and women to become successful professionals through quality pre-collegiate,
undergraduate, graduate, and professional continuing education programs, with particular emphasis on the
undergraduate experience. Our community and campus settings enhance the quality of student life and
afford students access to the interaction with their faculty. We value the diversity of our University
community, and we strive to attune ourselves and our programs to our global, pluralistic society. We
share the belief that humane economic and social development derives from the expansion, diffusion, and
application of knowledge.
The faculty, staff, and administration of the Department of Physical Therapy Department are committed
to upholding and promoting the Clarkson Mission.
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Vision of a Clarkson Education
The Clarkson University educational experience is designed to provide talented and ambitious students
with the knowledge and skills necessary to achieve positions of leadership within their chosen profession.
The combination of Clarkson’s strong technologically rich curricula and state-of-the-art teaching and
research facilities, coupled with an unparalleled commitment to a friendly learning environment and to
students’ personal development, uniquely prepares Clarkson graduates to excel in their chosen
professions and to lead rewarding and creative lives.
In addition to a mastery of the core knowledge within his or her field, a Clarkson education provides each
student with the opportunity to:
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Solve real-world, open-ended problems that require creativity and risk taking, including
participation in state-of-the-art research under the direction of distinguished faculty;
Develop and refine exceptional communication skills with an awareness of potential cultural
differences;
Work within and lead disciplinary and multidisciplinary teams possibly composed of members
with diverse interests and backgrounds;
Obtain outstanding capabilities in utilizing computing and other 21st century technologies; and
Learn through instruction and guidance by nationally recognized faculty whose commitment to
both teaching and research has made Clarkson a nationally ranked university.
A Clarkson student’s education is greatly enhanced by a personal and friendly learning
environment within a small, residential, nationally recognized University, which:
Places students at the center of the educational process and where all employees have a
commitment to creating an environment that contributes positively to students’ overall
educational experience;
Draws undergraduates, graduate students, faculty and staff together into a cohesive and
stimulating learning community, wherein an atmosphere of scholarship and spirit of research is
cultivated;
Supports the acquisition of knowledge through advanced electronic and information technology
and innovative instructional approaches;
Provides personal advising and interaction with faculty and staff as well as supportive
relationships among students;
Offers many leadership opportunities through co-curricular groups and activities; and
Respects, and learns from its community of diverse people, backgrounds and cultures.
Together, these provide a unique educational experience that is directed toward developing the whole
person.
The faculty, staff, and administration of the Department of Physical Therapy are committed to upholding
and promoting the Vision of a Clarkson Education.
Clarkson Values
“Lead By Example and Others Will Follow”
The courses leading to a Clarkson Degree can vary widely in content from one program to another.
Nevertheless, at the heart of our educational process is a core of values that define a fundamental,
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common learning experience. These shared ideals, which shape the growth of every student, have been
defined as follows:
Caring:
Diligence:
Diversity:
Integrity:
Growth:
Service:
Teamwork:
Vision:
A positive and friendly atmosphere is created when we care about each other, when we
are open to constructive criticism, and when we show appreciation for a job well done.
“A workman that needeth not to be ashamed.” Initiative and hard work are key
ingredients in getting the task done.
The mutual appreciation of differences and a plurality of opinions, beliefs, and cultural
traditions inform and enrich our lives.
Honesty and accountability in one’s actions and words form the foundation of our
relationships with others.
Educational experiences in and out of the classroom enliven our minds, broaden our
horizons, and facilitate dialogue and consensus. Learning is a lifelong activity.
Offering our time and skills for the good of our fellow citizens leads to the prosperity of
the community and to the character development of the individual.
Effective teamwork encourages creativity and self-initiative in our respective roles and
partnerships. It is essential in getting the task done and in developing the skills needed
to meet future challenges.
Having a vision of what we want the future to be helps us prepare for it. Embracing the
inevitable changes in our world as opportunities allows us to anticipate, promote, and
facilitate change.
A value statement becomes a reality when we live it. The Clarkson community is rightfully proud of our
first hundred years, and we look forward to the next century with a commitment to academic excellence,
continuous improvement, and quality.
The faculty, staff, and administration of the Department of Physical Therapy are committed to upholding
and promoting Clarkson Values.
Equal Opportunity Policy
Clarkson University does not discriminate on the basis of race, gender, color, creed, religion, national
origin, age, disability, sexual orientation, veteran, or marital status, in provision of educational
opportunity or employment opportunities.
Accommodating Persons With Disabilities
Clarkson University is committed to providing educational opportunities for person with disabilities.
Students should work with Clarkson University’s Office of Accommodative Services to make necessary
arrangements.
Clarkson University Rules and Regulations
All Clarkson faculty, staff and students are responsible for being familiar with Clarkson University rules
and regulations as stated in the Regulations Handbook. Topics discussed in the Clarkson Regulations
include (but are not limited to):
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Student rights and responsibilities
Course selection and registration
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Academic regulations
Academic integrity
Code of student conduct
Maintenance of public order on campus
Grievance procedures
Policy statements, including drug and alcoholic beverages, acceptable use of information systems,
and sexual harassment
Residence regulations and Village of Potsdam ordinances
THE DEPARTMENT
Mission
The mission of the Department of Physical Therapy at Clarkson University is:
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To graduate physical therapists who are autonomous practitioners1 who emulate the core values2
of the profession; and
For faculty, graduates, and students to contribute to the profession, community, and society,
through education, research, and practice.
Vision
The vision of the Department of Physical Therapy at Clarkson University is that:
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Physical therapists are practitioners in an autonomous doctoring profession;
The Department provides a superior educational experience through Problem-Based Learning,
leading to a commitment to life-long learning; and
Faculty seek, generate, and apply, knowledge that fosters innovative education, research, and
practice individually and through collaboration within the Department and external communities.
Philosophy
We believe that the domain of physical therapy is the application of human movement science to maintain
or enhance activity level and social participation.
Environment
The Department of Physical Therapy at Clarkson University works to achieve its Mission in an
environment in which:
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Faculty facilitate and foster a superior learning atmosphere;
Interdisciplinary activities are encouraged through team development and maturation; and
The rural location provides opportunities for mutually beneficial collaboration with external
communities.
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Multi-cultural Curriculum
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As persons we must study race and culture and develop cultural sensitivity in our rapidly
changing society.
As health professionals we must study cultural diversity in health and illness and become
sensitive to a patient’s unique culture and socialization process.
We must become more aware and involved in the complexity that surrounds the delivery of
health care from the patient’s viewpoint.
We must assume responsibility for the recruitment of more minorities into the health professions.
We must actively participate in making health services more accessible and available to person’s
and communities that are under-served and not served at all.
Goals
Faculty, staff, and students in Clarkson University’s Department of Physical Therapy shall demonstrate
the core values,1and the pillars2 of autonomous physical therapy practice encompassed in
APTA’s Vision 2020, such as:
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Caring, diligence, diversity, integrity, growth, service, teamwork, and vision, which provide a
foundation for the core values of the profession; and
Accountability, altruism, compassion/caring, excellence, integrity, professional duty, and social
responsibility.
Faculty members are, and students will be, competent professionals who shall demonstrate:
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Effective contribution to the profession through clinical practice, research, education, or
professional service;
Effective communication in a variety of environments, capable of using various modes of
communication;
Reflective professional activity, examining their practice to ensure the highest quality outcomes;
Awareness of values, beliefs, and capabilities that provide optimal health care delivery;
Knowledge, skills, and integrity, to contribute to the health and wellness needs of a diverse
community in a changing society;
Technological competence in fulfilling their professional roles effectively; and
Skills in collaboration, teamwork, and mentoring.
Expected Outcomes
Faculty, and graduates of Clarkson University’s physical therapy professional curriculum, shall
demonstrate ability to practice as competent professionals by:
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Practicing as a Doctor of Physical Therapy;
Providing evidence based care;
Recognizing the need for consultation with, and referral to, appropriate providers;
Participating in direct access to physical therapy services; and
Demonstrating values and actions of ethical patient care.
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Persons with Disability
Clarkson Hall meets all relevant guidelines for use by individuals who are physically challenged. Federal
laws, including the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, require
equal access to facilities, and equal educational opportunity.
A person with a disability who is eligible for consideration should contact Student Development Center,
Price Hall, (315) 268-2327. Students must meet with the Director of Accommodative Services to request
the provision of accommodations from the Office of Accommodative Services. Appropriate paperwork
will then be completed and be kept in strict confidence. For additional information, please visit the Office
of Accommodative Services in person or call the Director at (315) 268-7643.
The Department of Physical Therapy is committed to upholding and promoting Clarkson’s commitment
to serving persons with disabilities by working with students and the Office of Accommodative Services.
The Department of Physical Therapy faculty will discuss and consider all requests for accommodation by
applicants who wish to enter, students entering, or students already matriculated in the graduate physical
therapy professional program, with such students and Clarkson’s Office of Accommodative Services.
The Department faculty will determine the potential for safe and adequate physical therapy practice
during the program and in clinical practice following graduation when considering accommodation and
approval of such requests. The faculty decision, upon approval by the Associate Dean for Health
Sciences, will be considered the final decision.
Equal Opportunity Policy
The Department of Physical Therapy is committed to upholding and promoting Clarkson’s Equal
Opportunity Policy.
FACILITIES
CLARKSON HALL – RULES AND RESPONSIBILITIES
Hours of Operation
Clarkson University and Clarkson Hall will be staffed during the normal working hours of 8 AM until
4:30 PM, Monday through Friday [8 AM until 4:00 PM Summer hours]. Faculty are assigned keys for
access to the academic and research areas within Clarkson Hall. Faculty keys will not to be provided to
students for access to the building, and should not be accepted if offered. Faculty keys may be provided
for access to certain areas once inside the building, and must be returned immediately after access has
been attained.
Students in the graduate physical therapy professional program will be provided (upon payment of a
$20.00 security deposit) keys for access to Clarkson Hall and academic areas within Clarkson Hall.
These keys are provided by the Department during DPT Orientation. Loss of a key requires notification
of the Department within 24 hours. A new security deposit is required for a replacement key. Failure to
return keys upon leaving the Department (graduation, withdrawal, or Separation) will cause a student not
to have completed the necessary requirements for graduation, withdrawal, or Separation.
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Because each student has a key to Clarkson Hall and the Department areas necessary for learning, student
keys are not to be provided to others, including other students, for access. Doors are not to be left
unlocked or propped open after business hours. Such actions endanger the security and safety of each
individual (students, staff, faculty, and others) who has appropriate reason to be in the building. Safety
and security of the individual and others is each person’s responsibility. Failure to adhere by these safety
and security requirements may lead to Separation from the Department.
There may be circumstances in which student projects may require Clarkson Hall to be unlocked after
normal business hours. In such cases, the Assistant to the Associate Dean of Health Sciences must be
notified at least 72 hours prior to this need. The Assistant to the Associate Dean will make arrangements
with Campus Security to ensure that the building remains open as requested, and is checked for being
locked at the end of a day’s activities. There is a specific protocol for such activities, which is obtained
from the Assistant to the Associate Dean when notification is made initially. Students are not permitted
to open the building to others except under arrangements made specifically under this protocol.
To support the asynchronous nature of the PBL learning environment, Clarkson Hall (second floor
student work areas) will remain open during regular Business Hours, and for extended hours when
announced or posted. After hours access will only be permitted from the entrance at the back right-hand
side of the building (closest to Old main). Students are responsible for contacting the Departmental
Office or the appropriate faculty member in advance regarding use of equipment or supplies after normal
working hours. All persons will be responsible for maintaining the safe, clean working environment of
the building and equipment as described below.
Maintenance
Clarkson Hall is in compliance with all Federal and New York State guidelines for appropriate and safe
use in effect at the time of renovation. All applicable exits are marked, and directions for safe evacuation
from the building are posted. Fire notification equipment has been installed to warn all occupants of any
fire emergency. State law and Clarkson regulations require that all occupants of a building evacuate the
building when a fire alarm sounds, or when directed by a public safety officer, faculty member, or staff
member. There is no consideration as to whether the alarm or direction is a “drill.”
Clarkson’s physical plant has specific departments responsible for various components of Clarkson Hall –
Grounds; Custodial; Electrical, Elevators, Locksmiths; Plumbing, Heating, HV/AC, Carpenters; Safety;
Duplicating/Receiving; Purchasing – and responsible for maintaining Clarkson Hall, and keeping it clean
and free from ordinary obstacles and hazards. Maintenance staff request that faculty and students assist
them in keeping all rooms and hallways orderly and litter free. The University and its physical plant are
committed to compliance with OSHA Hazard Communication Standards relating to each employee and
student’s right to know regarding the actual or potential hazardous substances in the workplace (Clarkson
Comprehensive Operations Manual, section 7.5). Any questions regarding Clarkson Hall should be
directed to Assistant to the Associate Dean, who serves as “building superintendent.”
Students are not to make efforts to change heating/cooling settings in the building.
Any
problems/complaints concerning heating/cooling in the building should be reported to the Assistant to the
Associate Dean.
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To maintain safety and building upkeep, the following rules must be followed by all students.
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There is no smoking permitted in any area within Clarkson Hall. Smoking is permitted outside of
Clarkson Hall provided it is done no closer than 40 feet to the building.
All users of the facilities have the responsibility for the appearance and upkeep of the
instructional environment.
No food or beverage is permitted at any time in the anatomy laboratory, dry/wet laboratory, or
clinical laboratory.
No food or beverage, other than water in spill-proof containers is permitted at any time in the
amphitheater unless prior arrangement has been approved by the Department Chair.
Food and drink are allowed on the second floor. Areas in which food and/or drink has been
consumed must be cleaned immediately following consumption. Food may not be left out on the
second floor. Food remaining in the building must be stored in sealed containers that are labeled,
and will not attract insects or rodents.
Spill-free covered beverage containers only are allowed in carpeted areas.
Only drink may be consumed in class unless prior arrangement has been approved by the
instructor, and does not conflict with other rules regarding food and beverage.
Student Use/Security/Liability
Students may use Clarkson Hall as appropriate during approved hours of operation. Clarkson Hall is
locked after normal working hours, but is accessible to students who have obtained keys from the
Department. Because each student has keys permitting access to Clarkson Hall, each person using
Clarkson Hall has a responsibility for their own security, and the security of any others who may be using
the building. If all rules are followed, all interior portions of the building, except for the elevator lobbies,
will remain secure.
To maintain this security, the following rules must be followed by all students.
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Only students registered in Department courses, may be in Clarkson Hall. No spouses, parents,
children, friends, or significant others, may be in the building unless specific permission, or a
scheduled visiting time, has been approved by the Chair of the Department, or the Associate Dean
for Health Sciences.
Only students registered in Department courses may serve as “subjects” or “patients” for clinical
practice.
No doors may be left unlocked or blocked/wedged open after normal working hours. If someone
is to access the building, it must be a faculty member, staff member, or student, all of whom have
access to keys. Therefore, there is no reason for doors to be unlocked or blocked/wedged open
after normal working hours. Doing so significantly decreases the security of all persons in the
building, and the building itself.
Only studying and practice of skills are allowed in the building. The building is not for social or
other non-academic, use.
Campus Safety
The Office of Campus Safety (OCS) works to provide a safe environment in which to live, work and
learn. The OCS exists to meet the specialized safety needs of the University. These needs include the
maintenance of public order, traffic and parking supervision, emergency first aid, and other related
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activities. Campus Security provides all students and faculty with pertinent literature regarding: Security
Policies and Procedures; Access to Campus facilities; Security in residence halls; Alcohol and Drug
Policy; Personal Responsibility and Crime Prevention. Refer to the “Working Together For A Safe
Campus,” brochure.
Security phones are located at each end of the Clarkson Hall (student entrance and main faculty staff
entrance. Red security telephones are located through-out the Hill Campus. Students wishing an “afterhours” escort from campus safety should call 268-6666.
Further information about Campus Safety can be obtained either from the Dean of Students at 315-2686620 or through Campus Security at 315-268-6666.
Parking
All student vehicles must be registered with Campus Safety and display a Clarkson parking permit.
Students are to park in the parking lot behind Old Main where posted, and not in the area behind Peyton
Hall. The first row of parking spaces closest to Old Main are reserved for Canton-Potsdam Hospital staff,
and are not to be used during the hours of 6:30 AM and 6:30 PM.
CLARKSON HALL – LEARNING AREAS AND RESOURCES
The academic space has been developed specifically for Problem-Based Learning. The following
provides a brief description of the various areas and resources on the second floor of Clarkson Hall.
Administrative Wing (Rooms 201 – 216)
The administrative wing houses the administration, faculty, and support staff for the Department. The
administrative wing consists of faculty offices and the Faculty/Staff lounge.
Faculty office hours, schedules, email addresses and other contact information are posted outside the
office wing in Clarkson Hall. Students may meet with faculty during office hours, may arrange alternative
times, or may contact faculty by telephone or e-mail.
Faculty/Staff Lounge (Room 207)
The Faculty/Staff Lounge also serves as a faculty resource room, which houses select texts, journals and
other professional resources. Faculty and staff use the room for eating and socialization. Students may
access books while in the Faculty/Staff Lounge Resource Room, but may not remove books from this
room. The Faculty/Staff Lounge is not to be scheduled for meetings.
Small Meeting Room (Room 215)
The Small Meeting Room in the administrative wing is often used by student workers. It may be used for
private faculty/student/parent meetings as needed and available. This room may also be referred to as the
Interview Room.
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Amphitheater
The Amphitheater is located on the first floor near Canton Potsdam Hospital’s physical rehabilitation
services, and people must respect the clinical environment. Access to the Amphitheater should be
directly from the student entrance to Clarkson Hall, or by stairwell at the Amphitheater end of the
building. Moving through the Canton-Potsdam Hospital clinic area on the first floor is to be avoided
unless circumstances require use of the elevator.
The room can serve as a traditional lecture hall, or as a telemedicine transfer point to transmit and receive
various types of curriculum content. Physical therapy students, practitioners, other health care providers,
and community based organizations may reserve it through the Department by contacting Department
staff.
Absolutely no food or beverage, except water in spill-proof containers is allowed in the Amphitheater.
For meetings that include food and beverage, areas outside the Amphitheater will be designated.
Anatomy Laboratory (Room 255)
The anatomy laboratory contains the cadavers and supportive materials for dissection. The lab serves as
the primary resource area for anatomy dissection. The anatomy laboratory is licensed by New York State,
and is subject to stringent guidelines. Strict guidelines must be followed by each student when dissecting
cadavers. Failure to follow such rules may result in the loss of dissection privileges for a student. Failure
to follow such rules may result in the loss licensure of the anatomy lab for the Department, which can
lead to loss of dissection privileges for all students. Students have access to models, slides and other
laboratory resources in dry lab areas. The following policies must be followed by all students in both the
anatomy/dry laboratory areas.
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Access to the laboratory is limited to students in the physical therapy professional curriculum,
tutors, select students whose professors have made special arrangements for access to the lab with
the faculty member responsible for the dissection laboratory, or students who are touring
Clarkson Hall as part of their college decision-making visits.
Friends and family are not allowed in the anatomy lab for any reason. Students have access to
the laboratory providing policies and procedures are followed.
Utmost respect and care must be displayed for the cadavers at all times. Respect for the deceased
and their families must be considered at all times. Disrespect or lighthearted actions will not be
tolerated, and inappropriate behaviors may result in loss of anatomy laboratory privileges, or
Separation from the Department.
All regulations apply at all times (including evenings, weekends, and holidays).
Students must follow written protocol for laboratory clean-up the laboratory after each session.
Remnants of the cadaver must be placed in specially designated containers identified for the
remnants of each cadaver. Remnants must not be intermingled as the remains and dissected
remnants of each cadaver remain segregated and are returned to the family for burial.
Embalming fluid contains phenol, formaldehyde and ethyl alcohol. Students are required to
familiarize themselves with the proper handling, safety precautions and first aid related to the use
of these chemicals. The relevant information may be found in the Clarkson University laboratory
Health and Safety Manual 19A, which is available in the dissection laboratory.
Cadavers, cadaver parts, models, bones, and dissection instruments must not be taken out of the
dissection laboratory.
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Safety regulations related to the use of sharp instruments must be observed at all times. Scalpel
blades must be disposed of immediately after use into the sharps container.
Parts of the cadaver which are not being worked on should be covered to minimize formation of
hazardous chemical vapors.
Gloves must be worn at all times while working in the laboratory. Skin or mucous membranes
contaminated with the embalming fluid must be rinsed immediately. Students must dispose of
gloves and wash their hands before leaving the laboratory area.
Students must wear protective clothing (scrubs, close toed shoes) while working in the lab. Outer
clothing must not be brought in the lab area. Laboratory scrubs and shoes must not be worn
outside of the lab except for clothing changes in the nearest restroom or student lounge. Scrubs
must be washed periodically.
All injuries (including minor ones) must be reported immediately to the laboratory supervisor.
There are four bone boxes for student use. Two of them are located inside the dissection lab and
may be used during cadaver dissection. These must not be removed from the lab. The other two
bone boxes are in the library area. They contain clean bones that may be used without glove
protection. These bones must not be taken into the dissection lab.
Bones that are brought to the tutorial or clinical lab must be returned to the appropriate bone box.
Students are required to use proper microscopic techniques in order to avoid damage to the
microscope and histology slides. Slides and microscopes must not be removed from the dry lab
area.
After using the microscope the light must be turned off, and the microscope secured in its plastic
cover. All slides should be returned to the appropriate box. Damage to any slides must be
reported immediately.
Tutorial Rooms (Rooms 147, 227, 231/233, 232/234, 235/237, 236/238, 239/241, 240/240)
Tutorial Rooms provide a place for tutorial groups to meet and work. Each tutorial group in the graduate
physical therapy professional program assigned a Tutorial Room for the semester. These rooms are to be
kept clean and organized throughout the semester. Use of tutorial rooms not assigned during a semester
may be used as additional study areas, but must be cleaned and organized before you leave the tutorial
room. Tutorial rooms assigned to another tutorial group may not be used as an additional study area
except by members of the tutorial group to which the tutorial room is assigned. On occasion the
Conference Room (room 223) may be used as a tutorial room, but this will be done infrequently. Other
than the times when room 223 is not assigned as a tutorial room it may not be used by students as this is
the conference room used for faculty and small group faculty meetings.
Clinical Practice Laboratory (Room 228/230)
The Clinical Practice Laboratory may be used for 1) formal individual/group demonstrations of learned
clinical skills, 2) tutorial group projects requiring greater space, and 3) practice and testing of clinical
skills. The Clinical Laboratory space may be divided into two rooms with the accordion doors. This
allows different activities in the two practice area. The clinical laboratory can be utilized for patient
demonstrations and other clinically oriented activities.
Use of the Clinical Practice Laboratory for activities other than usually scheduled clinical laboratory
teaching must be scheduled separately. Scheduled clinical laboratory teaching will take precedence over
other activities. Scheduling the Clinical Practice Laboratory is to done through the Department office.
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Policies for using the Clinical Practice Laboratory are posted in the laboratory. Student wishing to take
supplies or equipment from the Clinical Practice Laboratory for a professional activity (research, PT Club
activities, etc.) must submit a written request to the Assistant to the Associate Dean two weeks in advance
so upcoming needs for laboratory instruction can be determined.
Computer Connectivity
Clarkson provides faculty, staff, and students email addresses and access to computers and the Internet on
campus. Students should contact Clarkson’s Office of Information Technology (OIT) for information
concerning Internet access for their residence. E-mail provides an important means of communication
and should be checked daily. The Department and University will use only a student’s Clarkson
University e-mail address for sending messages.
Clarkson’s Office of Information Technology (OIT) provides a campus-wide, high speed network that
interconnects computers on campus, connects to the internet, and to library resources. OIT maintains a
Help Desk at (315) 268-4357. The Help Desk can address concerns about hardware, software, and
networking. The Library/Resource Center in Clarkson Hall is the primary repository for hard copy texts
and journal holdings for the Department. Department staff can help students learn how to use the
Library/Resource Center effectively and efficiently.
There are two locations for the computer workstations – in the Library/Resource Center on the 2nd floor,
and on the 3rd floor. A networked printer, which can also be used as a photocopier, is available for
student use through use of codes assigned to students when they enter the graduate physical therapy
professional program. As for all Clarkson students, physical therapy students are provided an account of
$24.00 at the beginning of each semester, and are charged $0.08 per page of printing or copying until the
$24.00 account is completely used. Per Department policy, after this account reaches a balance of $0.00,
students are charged $0.025 per page of printing or copying, and are billed by the Department
periodically.
Each student is provided a code for use of the printer/photocopier at the time they matriculate in the
graduate physical therapy professional program. Use of codes other than those assigned to a student shall
be cause for a demand by the Department for full restitution, and may be cause for a change in academic
status to Probation or Separation. Failure to provide full restitution constitutes non-payment University
charges, and will block students from registration for the next semester and graduation.
A scanner is also available for student use through the Department staff.
considerate and cooperative when using shared resources.
All persons should be
In addition to desktop computers on the 2nd and 3rd floor areas of the Library/Resource Center, the 2nd
floor is set up for wireless computer connection.
Students must adhere to Clarkson’s policies for appropriate use of computers. The Office of Information
Technology will pursue all cases of inappropriate computer use. Students are not allowed to add personal
programs on the computers and may not save personal files (including school work) on the computers.
Any such material is subject to deletion without warning.
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Conference Room (Room 223)
The Conference Room is used primarily by faculty and staff for Departmental Meetings and course
meetings. When not scheduled for Department activities, the Conference Room may be used for
presentations, clinical staff meetings, faculty, or community meetings. Scheduling use of the Conference
Room is to be done using departmental procedure. Contact any Department staff member to determine
this procedure. On occasion the Conference Room may be assigned as a tutorial room.
Library/Resource Center (Room 246)
Introduction
Orientation to Library/Resource facilities occurs during DPT Orientation. Additional assistance can be
provided by Department staff. Please contact a Department staff member at 268-3786.
The Library/Resource Center (LRC), primarily housed on the 2nd floor, contains reference texts, journals,
and on-line and internet access to reference materials. There is also an extension of the LRC on the third
floor.
Students have access to a printer/photocopier and other tools for preparing learning materials. Books and
journals must be signed out of the Library/Resource Center. Some reserved materials are for on-site use
only, and may not be checked out of the LRC. Policies for signing out materials, and for the return of
materials, are posted in the Library/Resource Center.
Borrowing privileges and procedures are posted in the Library/Resource Center.
Database Available On-Line
Students may access the main Library website from any Clarkson computer. Students can perform most
book and journal searches from this website at http://www.clarkson.edu/cis/library.
Interlibrary Loan
Interlibrary loan is available by contacting one of the Department staff.
Mobile Learning Ports
Mobile Learning Ports are mobile carts for instructional technology and computer access at sites other
than designated technology centers. These are available on the second floor.
Research Areas (Rooms 225, 317, VA space)
Research areas consist of the Research Lab (Room 225) and the Motion Analysis Lab (Room 317). These
may also be used for patient evaluation. Students must have permission and faculty supervision to use
research laboratory facilities. VA Research Space on the 3rd floor is not available to students unless
participating in VA-sponsored research. Once students are familiar with equipment use, supervising
faculty may not need to be on site. Any compromise to safety or function requires immediate notification
of the Department office and discontinuance use until proper testing and/or repair is ensured.
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Student Locker Rooms
Locker rooms are provided for both male and female students in the basement. Student’s are expected to
keep lounge and locker rooms clean. Students are expected to hang their outer clothing in the locker
room and use the locker room and lounge to reduce clutter on second floor.
Student Lounge
The student lounge is located in the basement. This area is for all students in the physical therapy
professional curriculum, and is to be used for eating purposes. There is a refrigerator, coffee maker and a
toaster oven for the student use. It is the responsibility of the student to clean up after themselves.
ADMISSION
GRADUATE (DPT) DEGREE GRANTING CURRICULUM
Clarkson University and the Department of Physical Therapy adhere to all Federal and State laws, and
Clarkson regulations regarding non-discrimination in the recruitment, admission, and retention of all
undergraduate and graduate applicants and students.
FINANCIAL
PROGRAM COSTS
Graduate physical therapy professional program (DPT) costs are based on standard Clarkson graduate
costs. When available, merit-based Partial Tuition Assistantships, which require no work commitment to
the Department, are made available to accepted DPT students, and are applied to graduate tuition costs.
When available, Departmental Assistantships, for which six (6) hours of work per week for the
Department, are made available on a competitive basis to accepted DPT students, and are applied to
graduate tuition costs.
There is one endowed scholarship, the Melissa A. Walsh (’03, ’05) Memorial Endowed Scholarship,
available to students enrolled in the graduate physical therapy professional curriculum. Eligible
applicants are those who have graduated from a high school in northern New York (Clinton, Essex,
Franklin, Jefferson, Lewis, and St. Lawrence counties), and who have successfully completed a minimum
of two semesters in the graduate physical therapy professional program. This scholarship is for one year
only, and the funds may be applied to any educational cost associated with the graduate physical therapy
professional program. Information and applications are made available during the third semester in the
program, and the scholarship recipient receives funds at the beginning of the Fall (fourth) semester.
Assistance is also provided, when possible and appropriate, in seeking and obtaining external financial
support for graduate students.
In addition to tuition, and room and board, there are additional expenses related to the graduate physical
therapy professional curriculum. These expenses include, but are not limited to:

Transportation expenses for traveling to clinical internship sites.
appropriate registration and insurance, is of significant importance.
15
A personal vehicle, with
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Professional liability (malpractice) insurance is required of all students in the graduate physical
therapy professional curriculum. Insurance coverage is arranged, and must be purchased by each
student through the Department. Payment is made to the Department each Fall semester in a
timely manner upon request from the Department.
Health insurance coverage, an annual physical examination, and specific immunizations are
required of all Clarkson students. Specific additional medical requirements may be necessary for
assignment to selected clinical internship sites. These additional medical requirements are made
known to students before choosing clinical internship sites. The cost of fulfilling these
requirements is the responsibility of the student.
In some cases, a criminal background check may be required by a clinical internship site. This
additional requirement is made known to students before choosing clinical internship sites. The
cost of fulfilling this requirement is the responsibility of the student.
Professional books, and clinical and laboratory tools, will be required in the graduate physical
therapy professional curriculum.
Physical therapy professional students are strongly urged to become student members of the
American Physical Therapy Association (APTA). The cost of APTA membership may be paid
by the Department if a student provides two days of weekend work (open house days, weekend
conferences, etc.) for the Department for each year of membership dues payment. Students are
not required to join the APTA, nor required to commit to weekend work for the Department.
STUDENT EMPLOYMENT OPPORTUNITIES
Students are not constrained, other than accepting full-time employment, in making personal decisions as
to the amount of employment they choose during their time in the program. Students are not to
undertake full-time employment positions while in the graduate physical therapy professional program.
The curriculum is a full-time curriculum, requires extended classroom hours, clinical internship hours,
and study time. It is not feasible to maintain any significant amount of on-going employment while in the
physical therapy professional curriculum. Each student is responsible for her/his academic, clinical, and
professional performance during the curriculum. Exceptions to policies, procedures, course requirements,
and course activities will not be made as a result of employment responsibilities taken on by any student.
During the course of an academic year, jobs may become available within the Department beyond those
associated with Departmental Assistantships. Such positions may include, but not be limited to: teaching
assistants, tutors, research assistants, or clerical work. When a job position may be available, an
announcement will be available to all physical therapy professional students on an equal basis. Each job
announcement will include a detailed job description. Job positions and announcements for positions
within the Department must be approved by the Associate Dean for Health Sciences.
Once a job announcement has been posted:
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Interested students may apply to the appropriate person listed on the job description.
All applicants will be reviewed, and interviews may be required.
All applications will be handled appropriately to all Federal and State laws, and with regard to
Clarkson’s Equal Employment Opportunity commitments.
The student selected to fill the position will be notified by supervising faculty or staff member
posting the position.
To complete the hiring process, the student selected must see the Assistant to the Dean to
complete all appropriate paper work.
16
Once work is initiated:


Time cards are due in the Department office by noon on Thursdays. Submission of accurate time
cards is the responsibility of the student employee.
It is the students’ responsibility to submit time cards on time. Failure to do so will delay payment
until the next pay period following submission of a completed time card.
ACADEMIC STANDING AND PROGRESSION
INTRODUCTION
All issues pertaining to student performance in meeting Department expectations are brought to the
Department faculty under the auspices of Group Review of Academic Standing and Progression
(GRASP). Failure to adhere to any Department expectation of academic performance, clinical
performance, and/or personal or professional behavior, as indicated below, shall be covered within the
realm of academic standing and progression. GRASP meetings held at mid-semester, and at the end of
each semester or clinical internship. Mid-semester GRASP meetings review current student performance,
and end-of-semester (or internship) GRASP meetings include formal review of Academic Standing and
Progression, and clinical readiness for the next clinical internship assignment.
Department expectations include:
 Academic standards.
 Clinical, patient, and student safety standards.
 Clinical readiness for up-coming internship assignments.
 Attendance standards.
 Participation requirements.
 Professional, ethical, and legal behaviors.

Professional standards include appropriate performance/adherence to:

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Classroom, clinical, clinical laboratory, laboratory, and tutorial outcomes.
Classroom, clinical, clinic laboratory, laboratory, and tutorial outcomes that indicate clinical
readiness for up-coming clinical internship assignments.
Safety standards with respect to patients, classmates, faculty, and self, when applying
interventions in clinical laboratory.
Safety standards with respect to patients, clinical staff, classmates, faculty, and self, when
applying interventions in clinical settings.
Safety standards with respect to classmates, faculty, and self, when working in basic science
laboratories.
Department policies and requirements, and course syllabus statements, regarding expected
attendance at all classroom, clinical, laboratory, and tutorial learning experiences.
Department policies and requirements, and course syllabus statements, regarding expected
participation requirements during all classroom, clinical, laboratory, and tutorial experiences.
Professional standards of conduct, based on American Physical Therapy Association policies and
documents, University regulations, and public laws and regulations (village, town, county, State,
and Federal).
17

Department policies and requirements, and course syllabus statements, regarding fulfilling all
administrative requirements during all classroom, clinical, laboratory, and tutorial learning
experiences in a timely manner.
PROFESSIONAL RED-FLAG BEHAVIORS
There are “red-flag” (printed as black italics in this document) professional behaviors for which all
students are responsible. Demonstration of one or more of these behaviors is an indication for faculty
discussion and action. Such discussion and action will occur under the purview of the faculty acting
within GRASP. Specified behaviors must be mastered by the end of the semester indicated below. A
lack, or breach, of certain behaviors at the dedicated levels should indicate a red flag for faculty
discussion and action.
Lack/breach of a red flag behavior within the timeframe in which the student is developing the specified
behavior set will warrant immediate intervention with the student, documentation of intervention in the
student’s file, and notification of the Department Chair. All instances and interventions in this area will
be brought to the attention of the faculty during a GRASP meeting, which may be a normally scheduled
meeting, or a meeting called specifically as a result of red-flag behaviors.
Lack/breach of a red flag behavior past the expected timeframe for mastery of a specified behavior will
result in intervention with the student, documentation of intervention in the student file, and discussion by
the entire faculty under the auspices of a GRASP meeting, which may be a normally scheduled meeting,
or a meeting called specifically as a result of red-flag behavior. Lack/breach of these behaviors may
result in a change of academic status, up to and including Separation.
Behaviors Expected to be Mastered Upon Entrance to the Program: Honesty and Academic Integrity
Behaviors Expected to be Mastered by the End of the Second Semester: Beginning Level Behaviors
Behaviors Expected to be Mastered by the End of the Sixth Semester: Developing Level Behaviors
Behaviors Expected to be Mastered by the End of the Eighth Semester: Entry Level Behaviors
Communication Skills1
Integrity, Compassion/Caring, Excellence and Communication Skills
Beginning Level
( ) Expresses ideas articulately
Developing Level
( )
Adapts communication to known
Entry Level
( ) Reflects code of ethics and professional
learning/communication styles of others
values in all interactions
( ) Demonstrates understanding of basic English
( ) Provides appropriate feedback to fellow
( ) Effective in active listening
(verbal, written, grammar, spelling, expression,
classmates
including appropriate referencing)
( ) Communicates regularly in the classroom
environment
( ) Demonstrates effective active listening in various
( ) Modifies written and verbal communication to
meet needs of various audiences
environments
( ) Respects individual, cultural, social, other
( ) Projects a professional image in all
( ) Communicates professional needs and
differences
environments
concerns
( ) Recognizes differences in communication
( ) Demonstrates quality in assignments and clinical
( ) Maintains open and constructive
styles
documents
communication
( ) Demonstrates active listening in the
( ) Abides by rules, regulations, and laws in all
classroom
communications (verbal, non-verbal, written, etc.)
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Interpersonal Skills1
Social Responsibility, Altruism, and Interpersonal Skills
Beginning Level
Developing Level
( ) Respects differences in others
( ) Demonstrates empathy
( ) Appropriately discusses a grade on an exam,
( ) Puts needs of classmates equal to or higher
practical, or assignment with the appropriate faculty
than their own
Entry Level
( ) Talks about difficult issues with sensitivity
and objectivity
( )
Responds effectively to unexpected situations
member
( )
Recognizes impact of non-verbal
( ) Modifies non-verbal behaviors based on
( ) Delegates to others as needed
communication
feedback
( ) Attentive behavior in tutorial, inquiry seminars,
( ) Establishes trust and motivates others
( ) Effectively advocates for just health care
( ) Collaborates with classmates and clinicians to
( ) Provides successful community leadership
and labs
( ) Engages others in discussion
maximize effectiveness
( ) Recognizes situations in which personal
( ) Approaches others to discuss differences in
problems impact interpersonal skills
opinion
( ) Communicates appropriately how personal
issues may impact performance in advance
Critical Thinking1
Excellence, Critical Thinking, Problem Solving, and Effective Use of Time and Resources
Beginning Level
Developing Level
Entry Level
( ) Formulates appropriate questions
( ) Uses multiple evidence-based resources
( ) Reconciles conflicting information
( ) Recognizes gap in knowledge base
( ) Distinguish fact vs. opinion vs. assumptions
( ) Determines the effectiveness of applied
( ) Articulates ideas/problems
( ) Formulates alternate hypotheses
solutions
( ) Justifies solutions selected
( ) Tolerates ambiguity
( ) Critique hypotheses and ideas
( ) Contributes to formal quality assessment of
programs
( ) Appropriately utilizes relevant resources
( ) Distinguishes relevant information in a case
( ) Recognizes resource limitations
( ) Assesses issues raised by contradictory ideas
( ) Seeks solutions to community health-related
problems
( ) Uses relevant resources
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( ) Recognizes when problems are unsolvable
Working Relationships1
Accountability, Excellence, Professionalism, Use of Constructive Feedback, Responsibility,
and Effective Use of Time/Resources
Beginning Level
Developing Level
Entry Level
( ) Awareness of the professional role of a physical
( ) Accepts the diverse roles of a physical
( ) Effectively promotes the profession of
therapist
therapist
physical therapy
( ) Team player – identifies collaborative
( ) Open to feedback about professional skills
( ) Seeks feedback from others routinely
( ) Implements a plan of action in response to
( ) Reconciles differences with sensitivity
opportunities
( ) Displays positive attitude to feedback
feedback
( ) Demonstrates the ability to say ‘no’ if request
made does not add to priorities, or if the activity is
in conflict with the set goals
( ) Demonstrates effective multitasking to meet
the needs of all
parties
( ) Accepts constructive feedback
( ) Accepts consequences of own actions
( ) Coordinates schedule appropriately
( ) Provides constructive feedback to the
demonstrating flexibility
appropriate person
( ) Demonstrates timeliness in all
( ) Provides a safe and secure environment for
( ) Assists others in recognizing stressors for the
interactions/meets deadlines
classmates,
betterment of the relationship
( ) Follows through on commitments made
( ) Encourages colleague accountability
( ) Assumes responsibility for own
( ) Acts in a leadership role when needed
patients, and others
( ) Builds community relationships
actions/outcomes
Personal Balance1
Integrity, Stress Management, and Use of Constructive Feedback
Beginning Level
Developing Level
Entry Level
( ) Balances commitments
( ) Assesses own performance accurately
( ) Balances persona/professional values
( ) Recognizes own stressors or problems
( ) Accepts constructive criticism appropriately
( ) Considers employment consistent with values
( ) Prioritizes needs effectively
( ) Demonstrates the ability to say ‘no’ if request
made does not add to priorities, or if the activity is in
conflict with the set goals
( ) Establishes outlets to cope with stressors
( ) Recognizes when problems are unsolvable
( )
Demonstrates knowledge of personal
limitations
( ) Seeks assistance as needed
effectively
( ) Establishes a support network
( ) Maintains balance between professional and
personal life
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Professional Development1
Professional Duty, Excellence, Commitment to Learning, Professionalism, and Use of Constructive Feedback
Beginning Level
Developing Level
Entry Level
( ) Recognizes ones limitations & strengths
( ) Critiques own performance accurately
( ) Shares knowledge willingly
( ) Strives for excellence rather than settling for
( ) Consistently applies new information from
mediocrity
self and others and re-evaluates performance
( ) Values learning opportunities
( ) Participates actively in professional
organizations
( ) Shows enthusiasm about new ideas/concepts
( ) Sets personal and professional goals
( ) Supports research in physical therapy
( ) Seeks new learning opportunities
( ) Seeks out professional literature
( )
( ) Critiques own performance
( ) Accepts and integrates feedback from others
( ) Demonstrates a commitment to lifelong
learning
( )
Demonstrates a positive attitude toward
learning
Utilizes constructive feedback in establishing
pre- professional goals
( )
Participates in outside learning opportunities
( ) Assumes responsibility for own actions
GROUP REVIEW OF ACADEMIC STANDING AND PROGRESSION (GRASP)
The purposes of on-going Group Review of Academic Standing and Progression are to:
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Follow each professional student’s academic standing through each semester, and through the
entire physical therapy professional curriculum.
Identify, at the earliest possible time, issues of student performance with respect to Department
expectations that may place a student at risk with respect to successful completion of, and
graduation from, the physical therapy professional curriculum.
Provide an opportunity for full faculty review, discussion, and decisions with respect to issues of
student performance.
Provide an opportunity for full faculty review, discussion, and decisions with respect to clinical
readiness for up-coming clinical internship assignments.
Provide a mechanism for timely feedback to students who may be at risk with respect to
successful completion of, and graduation from, the physical therapy professional curriculum.
Provide guidance or direction to resources for students who may be at risk in an individual
course, or for demonstrating a lack of professional, safety, ethical, or legal behaviors.
Provide guidance or direction to resources for students who may be at risk for successful
completion of, and graduation from, the physical therapy professional curriculum.
21
GRASP meetings are held:
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At mid-semester for informal review leading to communication with students whose student
performance is unsatisfactory at mid-semester.
Within five (5) business days of the last final examination of a semester for formal review of
academic standing and progress for the purposes of determining;
a)
Academic status for the semester just completed;
b)
Academic status for the entire physical therapy professional curriculum;
c)
Awarding recognition of successful completion of a semester’s work; and
d)
Awarding recognition of exceptional academic, personal, or professional achievement for
the semester just completed.
At any time during the year that a faculty member deems a student performance issue to be of
importance for full faculty review before the next scheduled GRASP meeting.
Issues of student performance may be brought to a GRASP meeting by:
Submission of a request by one (1) or more faculty members to the Department Chair with a
concise description of the issue.
Development of a potential solution/outcome for presentation to the full faculty by the faculty
member(s) raising an issue of student performance if/when requested during a meeting.
The Chair of the Department bringing the student issue to the next scheduled meeting, or
scheduling a special GRASP meeting to occur within three (3) business days of a student issue
becoming known to the Department Chair.
GRASP meetings are chaired by the Department Chair, or designee in her/his absence, who shall be a
non-voting member. Meeting procedures include:
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Preparation of a written statement by the faculty member(s) indicating the issue, and background
information. All documentation used in preparation of written statements shall be dated and
signed.
Faculty member(s) responsible for a specific student’s performance shall inform the student that
faculty review of her/his performance will occur, and that the student may prepare written
information/evidence or statements pertinent to the issue that will be disseminated to the faculty.
Faculty and student information shall be disseminated at the meeting.
Students are not permitted to attend GRASP meetings.
Students may provide written documentation that they believe speaks to the issue under
consideration.
Faculty decisions shall include a specific statement of faculty action with respect to academic
standing, plan of remediation if approved, criteria required to fulfill successfully conditions of
remediation or academic standing, and a timetable for successful completion of remediation or
change of academic standing.
Faculty decisions shall be communicated to the specific student by the Chair of the Department
within one (1) business day of the faculty decision.
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An initial GRASP faculty decision may be appealed. The appeal is to the Department faculty for reconsideration. The appeals process consists of:

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Submission by a student, in writing to the Chair of the Department, of an appeal within two (2)
business days after being informed of the faculty decision by the Department Chair. The appeal
shall be in writing, and should include a statement concisely stating and supporting the grounds
for appeal, additional information/evidence, and/or a proposal of an alternative action that might
be taken by faculty.
The Department Chair scheduling a new GRASP meeting to occur within three (3) business days
after receiving a student’s written appeal.
Faculty decisions concerning a student’s appeal being communicated to the specific student by
the Department Chair within one (1) business day of the faculty decision.
An appealed GRASP faculty decision may be appealed. The appeal is to the Dean of the School of Arts &
Sciences. The appeals process consists of:

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Submission by a student, in writing to the Dean of the School of Arts & Sciences, of an appeal
within two (2) business days after being informed of the faculty decision by the Department
Chair. The appeal shall be in writing, and should include a statement concisely stating and
supporting the grounds for appeal, all previous information/evidence, and correspondence
between the student and Department faculty and Department Chair concerning the specific issue
and faculty decisions to the Department Chair.
Individual review by the Dean of the School of Arts & Sciences, or designee in his/her absence,
of the issue and faculty decision within three (3) business days after receiving a student’s written
appeal.
The Dean’s decision concerning a student’s appeal being communicated to the specific student by
the Department Chair within one (1) business day of the Dean’s decision.
Because such decisions relate to academic performance, or professional behavior within a professional
program, further appeal of a GRASP decision may be made to the Provost, the highest administrator of
academic affairs.
All notifications shall be in writing, and must be:

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Initiated within the indicated time frame.
Sent or delivered in such a manner that they are received within the stated time span required by
GRASP regulations.
Sent by students to the Department Chair by hand delivery, fax, mail, express mail service, or email.
Sent by the Department Chair to the student’s current official residence listed by the University
by a telephone call, with a copy placed in the student’s mailbox within the Department, and a
notice by e-mail.
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STANDARDS
Academic Integrity
Students must adhere to all ethical principles in pursuing their academic work. Unless otherwise
informed, all work is to be performed individually. This does not mean that students should not work
with their classmates in learning material. Individual effort for assignments and examinations, however,
must be done individually. Breaches of academic integrity will be viewed by Department faculty, and
may lead to a change in academic status, up to, and including, Separation from the graduate physical
therapy professional curriculum.
Plagiarism is not acceptable. Citation of information sources must be documented in AMA style. If a
student is not familiar with this style of citation, it is the student’s responsibility to become acquainted
with the appropriate method of citation, and to ensure that it is used correctly for all assignments.
Incorrect citation of the work of others may cause a suspicion of plagiarism, which will be considered a
breach of academic integrity.
Inappropriate sharing of information between classmates and classes is not permitted. Inappropriate
sharing undermines current and future learning experiences, and is considered a breach of integrity.
During examinations faculty strive to provide equitable opportunity to every student to assess each
student’s knowledge objectively. Therefore, before each examination, students may not bring papers,
notes, books, cell phones, or any other device that may be perceived to be able to transmit information to
a student, into the room in which the examination is to be given. Last-minute studying must be done in a
different room than the one in which the examination is to be given.
During examinations students must:

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Follow the directions of the person supervising the examination at all times.
Hand in their question and answer sheets to the person supervising the exam at the end of the
examination.
Direct and questions only to the person supervising the examination.
and must not:

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Change any laboratory set-up, position of any specimen, or specimen tag
Carry question sheets or answer sheets out of the examination room
Communicate with other students
Use any education materials
Disturb in any way other students taking the exam
Knowingly making a false statement in the realm of academic or clinical requirements, or
professional behavior may cause a student to be subject to Separation regardless of current
Academic Standing. Such decisions are made through a GRASP meeting and following faculty
decision.
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Individual student issues, including, but not limited to, health and disability, finances, and academic
standing, are privileged and private matters. Students shall not inquire of classmates or others in the
professional program about issues relating to health, disability, finances, and academic standing. Students
should not share with classmates or others in the professional program information concerning health,
disability, finances, and academic standing.
Grading of examinations, papers, or projects is the sole responsibility of the instructor, and such
information is a privileged communication between instructor and each individual student. This privilege
and privacy must not be compromised by:

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Seeking personal information from another student, whether or not the information applies to that
student. Students may share their own information if they so desire. Knowledge of such
information is to be considered privileged and personal, and should not be disclosed to any other
student.
Seeking to know another students graded performance on an examination, paper, or project.
Changing information on graded examinations, papers, or projects, to improve a grade, unless
permitted under the course syllabus or by the course instructor
Sharing information that may help or hinder another student in the course of their studies in the
physical therapy professional curriculum.
Entering a classmate’s mailbox, with or without permission to retrieve privileged documents,
such as examinations.
Attendance
Self-directed learning is essential to Problem Based Learning (PBL). PBL involves a serious commitment
on the part of students, faculty and clinicians. Attendance in all scheduled classes, laboratories, and
clinical internships is required throughout the physical therapy professional curriculum. Attendance may
be a fraction of the course grade, and failure to meet the attendance expectations for any course may
result in a lower grade or failure of that course, even if students have completed other assignments for that
course. Each course syllabus specifies attendance requirements and consequences.
Regulations regarding attendance and absence as described in the Clarkson Regulations Manual (Section
III-F) apply. An unexcused absence is any absence that occurs without prior approval of the instructor.
For scheduled absences students must fill out a Notification of Student Absence Form available in the
Department office. Students must consider carefully reasons for which they are absent from class,
laboratory, or internship. Scheduling an absence does not make such an absence “excused.” Only the
course instructor may excuse an absence.
The following are considered legitimate reasons by Clarkson University for absence from class:

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Personal or family illness.
Personal or household emergency such as car accident, emergency surgery, etc. (These events
should be very rare).
Religious beliefs (as described in the Clarkson Regulations Manual).
Death in the immediate family.
25
Students must inform the Department office (315-268-3786) prior to any unscheduled class(es) missed;
the office will inform the instructor(s) for the day. Two or more late arrivals will also be considered an
unexcused absence. Unexcused absences may result in grade penalty or failure of that course. Informing
the instructor of an absence does not guarantee that the absence is excused.
Student policies and procedures for clinical internships are covered in detail in the Physical Therapy
Student Handbook: Clinical, and administered the Department’s Director of Clinical Education (DCE), at
(315-268-3786). Requests for changes or exemptions concerning clinical internships must be approved
by the DCE. Changes in student clinical policies and procedures are not to be initiated by students
directly to any clinic or clinical instructor.
There may be occasions in which students have notified instructors that they will be absent, or an
instructor may have made a change in class schedule to accommodate a student’s need for absence.
Should the student’s need for absence change, the instructor must be notified immediately. Students shall
not take advantage of such notification or change should the original reason for absence change. Lack of
adherence to this policy will lead to an immediate GRASP meeting, and may result in an immediate
faculty decision of a change of academic status up to and including Separation.
In cases of absence, students are responsible for obtaining and demonstrating knowledge of any missed
material. Students are also responsible for obtaining and completing assignments as required by the
instructor. In the case of tutorial, students should try, whenever possible, to share information they have
obtained with their group prior to class. For example, students may e-mail key points to others in the
tutorial. In case of an anticipated absence, an instructor may require specific action that demonstrates a
student’s knowledge or participation. Course syllabi specify attendance policies as well as requirements
for making up work and examinations.
Lack of attendance will have an effect on a student’s ability to treat patients, thus affecting more than just
a student or a student’s grade. Repeated absences of any kind may risk a student’s Academic Standing
and Progression.
Attire and Grooming
The appearance of all physical therapy professional students must conform to standards of cleanliness,
safety and presentation. As professional students, you represent Clarkson University, the Department, the
profession of physical therapy, and yourself. The Department requires that these standards be upheld.
Students are expected to demonstrate professionalism by wearing appropriate professional attire during all
laboratory and clinical experiences. Laboratory attire usually includes T-shirts, halter tops for women,
and shorts of respectable length. The purpose is to provide necessary and appropriate access to areas of
the body, while maintaining individual privacy and decency. Specific attire for each semester is defined
in the semester syllabus. Dangling earrings, facial piercings (eyebrow, nose, or tongue), and rings with
sharp edges that may scratch partners/patients are not to be worn during clinical practice laboratory
experiences or internships.
Nametags will be provided to all new students. Students are responsible for the cost of replacing a lost
nametag.
26
The Department faculty has identified specific items as unacceptable for presentation at clinical
experiences and internship assignments. These are listed in the Clinical Education portion of the Student
Handbook. Certain items are considered unacceptable for wear during tutorial, classroom, inquiry
seminar, or clinical practice laboratories. The items deemed unacceptable are:



Tank tops/short shirts/see through blouses
Hats or caps
Body odor or strong perfumes
When in doubt about appropriate dress or grooming, assume, a stricter interpretation of requirements
should be assumed.
Hats or caps are not to be worn by either gender during class, laboratory, seminars, etc.
Clinical Practice Laboratory Behaviors
Students are expected to behave in a responsible, respectful, and professional manner during all clinical
laboratories. This includes:








Arriving on time, prepared for the laboratory.
Arriving in lab wearing appropriate laboratory clothing. Students should not be wearing any
sharp articles of clothing, such as metal belt buckles, jewelry or keys, hats, or cellular telephones.
Arriving with good personal hygiene
Not talking or disrupting class while an instructor or other student is demonstrating or presenting
information.
Not chewing gum.
Cleaning the laboratory and all equipment used.
Returning equipment to its proper storage place.
The laboratory should be left in the condition it which it should be, whether or not it was in the
appropriate condition when the laboratory class was started.
Development of professional skills requires physical contact to hands-on practice, including students
practicing on others, as well as allowing others to practice upon them. Students are expected to
participate in clinical laboratory practice with fellow students, treating fellow students with respect and
care when practicing skills. Students must be prepared to practice with fellow students regardless of
gender, sexual orientation, religion, physical or mental ability, political beliefs, or racial or ethnic origin.
Participation Behaviors
Clarkson Hall, as all of campus, exists for educational purposes. Clarkson Hall specifically exists for
professional education. Therefore, professional behaviors are required whenever students are on campus,
and specifically in Clarkson Hall.
Students are required to participate in all components of the curriculum, and are expected to behave in a
professional manner in all environments. Students are expected to treat one another, faculty, staff, and
patients with respect and integrity, and to maintain safe conduct at all times. Students are expected to
demonstrate professional behavior whenever representing Clarkson University, the Department, and
themselves during patient care, professional conferences or meetings, and in public. Unprofessional
behavior can result in Department faculty action, up to, and including, Separation.
27
Cellular telephones are to be turned off during class, laboratory, seminars, etc. The Department staff has
been instructed to bring appropriate in-coming emergency messages directly to class for delivery. Outgoing emergency messages can be made by turning a cellular telephone on when such a call is necessary.
Students are not allowed to eat or chew gum in any laboratory, or clinical environment during instruction.
Food and beverage may be consumed in teaching areas when permission of the instructor is granted, or
when class is not in session. Food and beverage, other than water in spill-proof containers is not
permitted at any time in the Amphitheater. Beverages must be in non-spill containers. Care must be
given to not creating crumbs, stains, or odors from food brought into Clarkson Hall. All food and drink
must be secured in packaging and removed from teaching areas when not being consumed. Removal of
food and beverage from teaching areas includes removal from tutorial rooms when students are not
studying in tutorial rooms, unless permission has been granted by the instructor.
Patient Contact and Confidentiality
Students are responsible for behaving in a professional manner at all times when interacting with patients
or mock patients. When students interact with patients as part of their clinical program, students shall
treat all information and knowledge about these patients as confidential, complying with all regulations of
the Health Insurance Portability and Accountability Act (HIPAA) and the American Physical Therapy
Association’s (APTA) Code of Ethics. Patient information is confidential, except when such information
can be shared appropriately with professional peers and colleagues for the purpose of learning and
providing optimal patient care. Students are to treat all patients with dignity and respect at all times.
Problem-Based Learning encourages use of demonstration patients and subjects within the physical
therapy professional curriculum. Such subjects must always provide informed consent prior to
participation in educational activities. All persons associated with the Department must respect the
dignity and privacy of all such participants. No images, photographic or video, may be used without
prior written patient consent.
Lack of professional behavior may result in removal from the clinical internship assignment, failure of the
clinical experience or other course, and up to Separation.
Professional/Ethical/Legal Behaviors
Students must meet all professional and ethical expectations described in the Student Handbook. Student
performance in meeting Department expectations are reviewed periodically, and contribute to Department
faculty decisions concerning academic status. Unsatisfactory professional, ethical, or legal behavior may
result in consequences beyond a course grade. Licensure as a physical therapist in all jurisdictions of the
United States is limited by legal and drug/alcohol abuse stipulations. The Department maintains the right
and responsibility of action related to professional, ethical, and legal issues for notifying students of such
limitations, and potential actions up to, and including, Separation of a student from the program.
Safety
Specific safety requirements for each semester are described in each course syllabus. Demonstration of
appropriate safety behaviors is cumulative throughout the physical therapy professional curriculum, and
not related only to current course requirements. Lack of safe behavior in any academic or clinical
environment or setting may result in Department action, up to, and including, Separation from the
physical therapy professional curriculum.
28
Students learn safety procedures for foundation and clinical practice laboratories through inquiry
seminars, tutorials, clinical laboratory practice, and assigned reading. Student understanding of safety is
evaluated through mastery learning of clinical skills and written examination. Safety includes essential
patient handling skills, knowledge of contraindications and physical safety issues, and knowledge of
essential ethical and legal issues. Safety is often tested using mastery learning, in which students have
opportunities to demonstrate safety knowledge or skills more than one time. This will be specified in
each course syllabus in which safety is addressed. The safety requirement for clinical skills is 100%.
Students must meet these safety requirements to continue into the next semester or clinical internship
assignment. Demonstration of appropriate safety behaviors is cumulative throughout the physical therapy
professional curriculum, and not related only to current course requirements.
Students must achieve mastery learning standards and safety prior to being allowed to participate in
patient care in the clinic, as determined by GRASP decisions of clinical readiness. Students who do not
pass safety and ethical examinations will not be allowed to participate in clinical experiences. Students
may be allowed to study and repeat testing, to a maximum of three (3) repeats, to qualify to participate in
clinical education experiences. The number of repeats allowed is in the domain of the instructor, and is
not subject to appeal. Only an outcome of testing may be subject to appeal. Students who are not able to
achieve the requirements may be unable to complete their scheduled clinical experience. This may
prevent the student from continuing in the physical therapy professional curriculum on schedule.
Students who have passed all safety components of a course, but about whom faculty have concerns will
be identified prior to being allowed to begin a clinical internship. The DCE and the student’s advisor will
meet with such students prior to the end of the semester to focus on clinical objectives, and to identify
learning strategies for successful clinical experiences.
Students are responsible for informing their Clinical Instructor (CI) when asked to perform a task for
which they have not yet learned safety procedures. Students who demonstrate marginal but passing
performance at clinical will meet with the DCE and their advisor upon returning to campus to discuss
future clinical objectives and learning strategies.
Students are expected to report any safety violations, accidents, or malfunctioning equipment to the
proper person (instructor or course coordinator, or when necessary to public safety officers) immediately.
Incident Report Forms are available in the Department.
A phone is located in the student area between tutorial rooms.
Campus Safety: 268-6666/Canton-Potsdam Hospital:265-3300
Potsdam Police/Rescue Squad/Fire Department: 911
Self-Care Behaviors
Physical contact is inherent in physical therapy. In academic and clinical settings students must be aware
of potential health risks, and take appropriate actions for maintaining personal safety, hygiene, and health
precautions in clinical laboratory experiences, and in all patient care situations. These are safety issues
upon which students will be tested during the academic and clinical laboratory components of the
curriculum. Students are responsible for being alert to such dangers during clinical practice, for following
procedures, or for asking for assistance in cases where a student does not know appropriate procedures.
In the event of an emergency in a clinical setting, follow the clinic’s normal procedure and contact the
DCE as soon as possible. If possible exposure occurs in clinical laboratory practice, contact the
laboratory or course instructor, and seek assistance at the Student Health Center at 268-6633.
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Clinical Practice Laboratory
Students are expected to recognize their limitations as they develop clinical skills so that they practice in a
safe manner at all times. Similarly, students acting as patients during clinical skills practice should pay
attention to their bodies, recognize their limitations, and communicate such limitations to fellow students.
Students should discuss concerns with their practice partners, lab instructors, or advisor, as appropriate.
Family members and students who are not graduate physical therapy professional students may not be
used as subjects when practicing clinical skills on campus unless there is direct Department faculty
supervision.
GRADING, GRADES, AND GRADE POINT AVERAGES
Introduction
Department grading policies are based on Clarkson University grading policies as described in the
Clarkson University Undergraduate/Graduate Catalog, the Clarkson Courses booklet, and on-line
regulations. Additional policies have been developed by the Department to ensure that graduates meet
standards set by Clarkson University and the Commission on Accreditation for Physical Therapy
Education (CAPTE).
Each course has a syllabus which is given to students at the beginning of each semester. Each course
syllabus states the course objectives, course schedule, grading criteria, assignments, expected due dates,
standards, and expectations for that semester. Each course syllabus is developed prior to the beginning of
a course, and is subject to change by the course instructor as needed to enhance learning activities or
environments. Changes in course syllabi are disseminated by the course instructor to students as quickly
as possible, and students are required to meet schedule changes and course requirements as promulgated
by the course instructor.
Each course has specific components (such as didactic, clinical, etc.). To pass a course, students must
meet the minimum passing grade in each component, as well as the minimum passing grade for the entire
course. The components of a course, and the minimum passing grade for each is contained within the
course syllabus.
Physical therapy professional students are required to meet these standards for successful completion of
that semester. During each semester, students are repeatedly evaluated in a variety of ways. Students are
regularly evaluated by peers and tutors with regard to tutorial behaviors. These performance data are
used to conduct a formal assessment of academic performance in each course periodically during each
semester. Students at risk of failing to meet course requirements are monitored on an ongoing basis and
given feedback as to their “at risk” status, and meet with their tutor, the course coordinator, and advisor
when appropriate, to discuss methods for improving performance. Students may develop strategies
stating what action they will take to improve their performance.
Students who fail to meet the passing requirements for any course are informed within 72 hours of the last
day of that course. A student who does not earn “C+” may request an opportunity for remediation.
Approval of remediation is at the discretion of the faculty, based on a Group Review of Academic
Standing and Progression. A student requiring remediation can earn no better than a “C+” for that course.
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Upon formal consideration at a GRASP meeting, faculty will take actions that place students within one of
the four (4) groups of academic standing defined below – Good Standing, Warning, Probation,
Separation. Letters are sent to each student in the physical therapy professional curriculum following
each post-semester GRASP meeting, indicating their current academic standing.
Academic Status
Academic status in the Department of Physical Therapy is related to both academic and professional
behaviors. Therefore this includes performance in course work, and performance in displaying
Department expectations of professional behavior. Expectations of professional behavior include, but are
not limited to, timeliness of submitting required documents whether or not they are required for a specific
course or in general by the Department, appropriate dress related to the multiple environments in which
physical therapy education occurs, meeting scheduled commitments to the individual/classmates/faculty,
adherence to Federal and State laws/University regulations/Department rules with regard to individual
privacy, to Federal and State laws/University regulations/Department rules with regard to societal
behavior, and respect for all individuals.
The Department faculty is responsible for a multi-faceted professional education. Such an education
includes all aspects of professionalism, including academic course performance, clinical performance, and
adherence to professional and ethical expectations. Because of this, issues brought to the attention of the
Department faculty may lead to decisions that include Warning, Probation, or Separation. Severity of the
issue and the degree of student culpability may affect the level of academic standing applied to a student.
Therefore, the hierarchy of Warning, Probation, and Separation is presented in this Student Handbook
only in ascending order of severity. Faculty decisions, however, may lead directly to Probation or
Separation without a student being assigned to any intervening level of academic standing.
Good Standing
Students who have met all Department expectations, with at least minimal acceptable grades in academic
courses, shall be considered to be in Good Standing. The faculty may vote to include recognitions or
commendations, based upon academic, professional, or personal, achievement in their post-semester
Group Review of Academic Standing and Progression (GRASP) letter.
Warning
Students who have been cited for one (1) or more issue(s) in not meeting Department expectations at any
GRASP meeting prior to the end of a semester, may be issued a written Warning, or may incur penalties
more severe than a Warning. Students will receive a letter from the instructor or Department Chair
indicating the issue(s) brought to the faculty’s attention, the action of the faculty, any conditions that must
be met by the end of the current semester, and a timetable for any required student actions with respect to
being placed on Warning.
Failure to meet the content or time requirements of conditions placed on a student under Warning may be
cause for Department faculty to take further action, up to, and including, Separation from the physical
therapy professional curriculum.
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Probation
Students who have been cited for one (1) or more issue(s) in not meeting Department expectations at a
post-semester GRASP meeting, may be placed on Probation. Students will receive a letter from the
Department Chair, or his/her designee, stating the issue(s) that has(ve) been brought to the faculty’s
attention, the action of the faculty, any conditions that must be met, and a timetable for any required
student actions with respect to being placed on Probation.
Failure to meet the content or time requirements of conditions placed on a student under Probation may
be cause for Department faculty to take further action, up to, and including, Separation from the physical
therapy professional curriculum.
Any student who remains on Probation for two consecutive semesters will automatically be reviewed
within the GRASP structure for potential Separation from the physical therapy professional curriculum.
Separation
Any student who does not meet Department expectations may face Separation from the physical therapy
professional curriculum. A Department faculty decision of Separation in this context removes a student
from the physical therapy professional curriculum, but not necessarily from the University. Separation
from the University may entail additional steps at the University level.
A student who has been separated from the program may request to meet with the Department faculty,
and petition to re-enter in to the following year.
Leave of Absence
Students in the physical therapy professional curriculum may take a leave of absence with permission
from the Department Chair and the Associate Dean for Health Sciences. Such leaves of absence may be
granted upon review and recommendation of the Department faculty.
Withdrawal From the Physical Therapy Professional Curriculum
Students in the physical therapy professional curriculum who wish to withdraw from the physical therapy
professional curriculum must provide a letter to the Department, addressed to the Department Chair
stating their desire to withdraw. Such students must follow all Clarkson policies regarding withdrawal as
stated in Clarkson Regulations – III.O. Failure to provide all notifications to the University and
Department may lead to course failures which may be reflected on a student’s transcript, or financial
implications. All paperwork must be completed before withdrawal is considered complete.
Students may incur a change in academic status if they do not meet Department expectations with respect
to:
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Academic standards
Clinical, patient, and student safety standards
Attendance standards
Participation requirements
Professional, ethical, and legal behaviors
Administrative requirements
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Grade Requirements
Students in the graduate physical therapy professional program must meet three (3) academic
requirements to remain in Good Standing:

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
No grade below C+ in a semester
A semester grade point average of B (3.0 on a 4.0 scale)
A cumulative grade point average of B (3.0 on a 4.0 scale)
Clarkson regulations state that all graduate students must have at least a cumulative grade point average
of at least 3.0 (on a scale of 4.0) to graduate. Students who fail to meet the minimum semester and
cumulative grade point averages will be reviewed within the structure of GRASP. Such decisions will be
made with the greatest amount of information of all performance and behaviors previously observed that
are available to Department faculty. Decisions will be applied in an equitable manner for all students.
Remediation
In some cases, a student who has not met program requirements may petition for remediation. Requests
for remediation must:


Be submitted in writing, within 48 hours of a student being informed that he/she has not met
course requirements.
Should justify precisely and concisely why a student believes he/she should be given an
opportunity to remediate.
Requests for remediation are handled within the structure of Group Review of Academic Standing and
Progression (GRASP). Such decisions will be made with the greatest amount of information of all
performance and behaviors previously observed that are available to Department faculty. Decisions will
be applied in an equitable manner to all students.
If remediation is permitted, the course coordinator, with input from the faculty, determines a method for
repeating assessment. Students may repeat testing no more than two times for successful remediation.
Remediation must be completed within two weeks of the end of the course in question. A student who
does not complete remediation successfully will be separated from the physical therapy professional
curriculum immediately.
Administrative Requirements
Demonstration of professional behavior is based, in part, on meeting administrative requirements. Such
administrative requirements are necessary for the Department to provide appropriate classroom,
laboratory, and clinical learning experiences while maintaining adherence to Federal and State laws,
Clarkson University rules and regulations, and contractual agreements. The Department faculty has
determined that meeting all administrative standards in a timely manner contributes to, and will be
evaluated as part of, Academic Standing and Progression.
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CURRICULUM
INTRODUCTION
The Department strives to meet all standards set forth by the Commission on Accreditation for Physical
Therapy Education (CAPTE). To achieve this, the Department has developed the curriculum based on
the APTA’s Normative Model of Physical Therapist Professional Education (Versions 97, 2000, 2004),
The Guide to Physical Therapist Practice (APTA, 1997 and 2001). Professional behaviors, developed for
this PBL environment, are based on Generic Abilities for Health Care Professionals described in the
”Model for Ability-Based Assessment in Physical Therapy” (May, et al., Journal of Physical Therapy
Education, Vol. 9, No. 1, pg. 3-6, Spring 1995).
PROBLEM-BASED LEARNING (PBL)
What is Problem-Based Learning?
Problem-Based Learning (PBL) is an educational model that uses active, small group discussions of
clinically relevant problems (case studies) to provide context and motivate learning. Through carefully
designed problems, the PBL process strives to expose students to commonly encountered patient cases, to
help students acquire a comprehensive and integrated knowledge base, and to provide a model of expert
clinical reasoning. PBL was developed approximately 30 years ago at McMaster University in Ontario,
Canada in response to concerns expressed by the academic and health care communities about the
educational preparation of new medical graduates. PBL has been applied to medical education and, more
recently, to physical therapy education, to create competent, autonomous health care practitioners.
Many physical therapy educators believe that the dimensions of the PBL model closely match the
required and desired characteristics of health care professionals. Examples include:
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
Critical inquiry: PBL problems are challenging real world scenarios that afford multiple
solutions. They stimulate and demand viable hypotheses, critical inquiry, curricular knowledge
and skills, and iteration.
Cognitive flexibility and integrated knowledge and skills: The “need to know” generated by
the problem drives the learner to gain new knowledge, recall previous information, then
reinterpret and assimilate it in a meaningful, contextual and flexible way.
Lifelong, self-directed learning: Students are encouraged to identify, select and critique
appropriate learning tasks and resources, and shape new knowledge towards an optimal resolution
of the problem.
Collaboration: In a PBL environment, group support, with respect to sharing and evaluation, is
expected. Students collaborate freely to identify learning issues and share information and useful
resources. They are motivated to learn by a need to understand real patient problems.
Student driven learning: Within PBL, students assume responsibility for their own learning.
Student driven learning encompasses decisions around knowledge, resources and group
dynamics.
Self-reflection: Self-reflection, an integral component of the PBL process, is the capacity to
combine self-appraisal with action, for example, when planning learning tasks.
To facilitate professional autonomy, and foster critical thinking and clinical reasoning skills, tutors guide
students through problem identification, analysis, and evaluation processes. A tutor’s role is as a “guide
by the side,” rather than the traditional lecturer who is a “sage on the stage.” Goals for a tutor are to
34
create a fluid and transparent interface with the tutorial group through modeling, coaching, and ultimately
fading from, the interaction as students become autonomous. In a world where medical knowledge and
technology change almost daily, it is not appropriate merely to teach students facts that will become
outdated. PBL processes teach students about the thinking process, so formal education is just the
beginning of a lifelong learning process.
Characteristics of Problem-Based Learning Students
PBL students in a clinical environment exhibit the following professional characteristics and abilities:
students:
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Know about, and are comfortable with, the dual academic/clinical nature of a physical therapy
learning environment, including clinical education from the outset of a professional curriculum.
Understand and explain learning objectives and learning issues at a high level because students
are active (as opposed to passive) in both the academic and clinical environment. Therefore,
Clinical Instructor training is essential, and emphasized.
Have a level of memorized detail that may not be as in-depth as traditional students. PBL
students, however, demonstrate practical insight, knowledge of where to find information,
listening closely, and appreciating principles and learning processes.
Are inquisitive students, tending to ask more, higher-level, and contextual questions,
demonstrating preparation. PBL students can easily frame questions in cost/benefit terms.
Develop life-long learning skills that allow them to seek answers independently, rather than being
guided at every step by clinical instructors.
Expect ongoing feedback, are comfortable with feedback, and react to, and follow up on,
feedback in a professional manner.
Continually practice intervention strategies and treatment through skill labs, and through safety
and handling skills exercises, to master necessary content.
See patients in a significantly broad context, and consider the economic and cultural issues that
coincide with intervention and care.
Commitment to Problem-Based Learning
By accepting a place as a student in the graduate physical therapy professional program at
Clarkson University, each student has made a commitment to maintaining and supporting the
process of problem-based learning for their professional education. It is expected that each
student will adhere to the processes of problem-based learning throughout her/his tenure in the
graduate physical therapy professional program.
SEMESTER SCHEDULES
The entire graduate physical therapy professional program takes eight (8) semesters to complete.
Matriculation is for the Fall semester only in any given year. The eight semesters encompass Fall,
Spring, Summer, Fall, Spring, Summer, Fall, Spring. Graduation is in May with the regular University
Commencement.
Because academic and clinical work is intertwined throughout the program, the start/end dates of
semesters, and the breaks provided between/within semesters do not coincide with the University’s
published dates. The start/end dates of semesters, breaks, and clinical internships are published by the
35
Department. The Department is the only source of valid dates for planning. It is required that
travel/holiday plans be made in accordance with the program’s published dates, and will not request
unreasonable changes to accommodate holiday/travel needs. Plans contradictory to Departmentpublished schedules may subject a student to an Academic Status of Warning, Probation, or Separation.
CURRICULUM CONTENT
Semester Courses
Fall — Semester 1
PT 505 Foundational Sciences for Physical Therapy
PT 506 Professional Foundation for Physical Therapy
PT 508 Principles of Measurement
Cr. Hrs.
9
2
1
Spring — Semester 2
PT 515 Cardiopulmonary/Exercise Science
PT 517 Professional Practice I
PT 518 Evidence-Based Practice
9
2
1
Summer — Semester 3
PT 525 Musculoskeletal Physical Therapy
PT 527 Professional Practice II
PT 528 Physical Therapy Research Design
9
2
1
Fall — Semester 4
PT 537 Professional Practice III
PT 605 Neuromuscular Physical Therapy I
PT 607 Professional Practice IV
PT 608 Physical Therapy Data Analysis
6
3
2
1
Spring — Semester 5
PT 606 Neuromuscular Physical Therapy II
PT 615 Physical Therapy for Multiple Systems Disorders I
PT 617 Professional Practice V
PT 618 Research Data Collection
6
3
2
1
Summer — Semester 6
PT 616 Physical Therapy for Multiple System Disorders II
PT 627 Professional Practice VI
6
9
Fall — Semester 7
PT 645 Practice Management in the Autonomous Environment
PT 648 Writing & Presenting Research
PT 657 Advanced Clinical Skills
PT 665 Social Responsibility & Advocacy
8
2
1
1
Spring — Semester 8
PT 667 Professional Practice VII
PT 677 Professional Practice VIII
7
7
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Course Descriptions
PT 505: Foundation Sciences for Physical Therapy
Credit hours: 9
Offered:
Every fall
Pre-requisite(s): Admission to graduate physical therapy professional curriculum (DPT)
Co-requisite(s): PT 506, PT 508
Gross anatomy of the musculoskeletal, peripheral nervous, and vascular systems. Relationship of
anatomy to kinesiology, function, and dysfunction associated with common injuries and illness.
Addresses concepts such as bone, muscle, and nerve physiology, anatomical and physiological changes
related to normal growth and development from infancy through old age, as well as selected
pathophysiological conditions such as facture healing, and physical therapy examination procedures such
as strength testing. Development of the concepts of communication, cultural diversity and sensitivity,
critical inquiry and life-long learning, education, ethics, and interpersonal and professional issues.
Professional behaviors are developed through participation, collaboration, critical thinking, and
professionalism in a variety of classroom environments. The course is taught in a Problem-Based
Learning (PBL) format using cases studies (problems) to promote student learning via tutorial, cadaver
laboratory, clinical skills laboratory, inquiry seminars, and self-directed learning.
PT 506: Professional Foundation for Physical Therapy
Credit hours: 2
Offered:
Every fall
Pre-requisite(s): Admission to graduate physical therapy professional curriculum (DPT)
Co-requisite(s): PT 505, PT 508
Completion of prerequisites for Professional Practice courses. Exploration of the structure of the health
care system and the evolving role of physical therapy as a primary participant. Topics integrate history,
ethics, politics, sociology, and economics, drawing from assigned readings and students’ life experiences.
Seminars use seminal articles to encourage information sharing and discussion. Acquisition of skills in
using multiple resources to develop a strong foundation for seeking, organizing, and using information.
PT 508: Principles of Measurement
Credit hours: 1
Offered:
Every fall
Pre-requisite(s): Admission to graduate physical therapy professional curriculum (DPT)
Co-requisite(s): PT 505, PT 506
Different types and methods of measurement (subjective vs. objective; qualitative vs. quantitative;
nominal, ordinal, interval, and ratio), principles of measurement error, reliability, and validity are
presented and used in examples. Discussion of the basics of epidemiology related to commonly used
measurements in physical therapy and epidemiology. Presentation and discussion of current literature,
collection of data for selected measurement, and completion of an independent project analyzing these
data.
37
PT 515: Cardiopulmonary-Exercise Science
Credit hours: 9
Offered:
Every spring
Pre-requisite(s): PT 505, PT 506, PT 508, and appropriate academic status in the DPT curriculum.
Co-requisite(s): PT 517, PT 518
Anatomy, physiology, exercise physiology, biomechanics, pharmacology, and pathology as applied to
patients/clients with cardiopulmonary and renal involvement, and as applied to the health and fitness of
patients/clients in a variety of physical therapy environments. Application of 1) patient information,
medical test results, physical therapy tests and measures, 2) applied physiology, pathophysiology
pathology, biomechanics, kinesiology, and pharmacology, and 3) evidence-based practice, to analyze and
interpret patients’ signs and symptoms, and response to interventions, and to use screening procedures for
conditions requiring referral to, or consultation by, other practitioners. Development of skills in
examination, evaluation, diagnosis, prognosis, and intervention planning and implementation for a variety
of pathology and impairment of the cardiopulmonary and renal systems. Development of the concepts of
communication, cultural diversity and sensitivity, critical inquiry and life-long learning, education, ethics,
and interpersonal and professional issues. Professional behaviors are developed through participation,
collaboration, critical thinking, and professionalism in a variety of classroom environments. The course
is taught in a Problem-Based Learning (PBL) format using cases studies (problems) to promote student
learning via tutorial, cadaver laboratory, clinical skills laboratory, inquiry seminars, and self-directed
learning.
PT 517: Professional Practice I
Credit hours: 2
Offered:
Every spring
Pre-requisite(s): PT 505, PT 506, PT 508, and appropriate academic status in the DPT curriculum.
Co-requisite(s): PT 515, PT 518
Participation in planned small group part time professional practice experiences. Observation and
participation in Phase II and III cardiac rehabilitation, pulmonary rehabilitation, and acute care, with
emphasis on examination and intervention for patients with cardiac and pulmonary illness or disease.
Emphasis on addressing administrative and professional issues inherent to such clinical environments.
Integration of these professional practice experiences with the case studies used in PT 515
Cardiopulmonary-Exercise Science.
PT 518: Evidence-Based Practice
Credit hours: 1
Offered:
Every spring
Pre-requisite(s): PT 505, PT 506, PT 508, and appropriate academic status in the DPT curriculum.
Co-requisite(s): PT 515, PT 517
Presentation and development of concepts of evidence-based practice (EBP), and skills for critical
evaluation of physical therapy research literature. Evaluation of both qualitative and quantitative research
designs. Each student selects an EBP question to pursue throughout the semester. Emphasis on learning
how to search for, identify, and obtain appropriate literature, analyze different types of evidence critically,
and summarize findings. Individual research articles are critiqued, and a comprehensive review of
literature related to the topics chosen are developed. This course culminates in a mock professional
meeting at which each student presents his/her findings in a formal Poster Presentation.
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PT 525: Musculoskeletal Physical Therapy
Credit hours: 9
Offered:
Every summer
Pre-requisite(s): PT 515, PT 517, PT 518, and appropriate academic status the DPT curriculum.
Co-requisite(s): PT 527, PT 528
Analysis of musculoskeletal and neuromuscular conditions commonly seen by physical therapists in
orthopedic practice. Muscle and joint structure contributions to function, response to injury or illness,
and intervention. Application of 1) patient information, medical test results, physical therapy tests and
measures, 2) applied physiology, pathophysiology, pathology, biomechanics, kinesiology, and
pharmacology, and 3) evidence-based practice, to analyze and interpret patients’ signs and symptoms, and
response to interventions. Use of screening procedures for conditions requiring referral to, or consultation
by, other practitioners. Development of skills in examination, evaluation, diagnosis, prognosis, and
intervention planning and implementation for a variety of musculoskeletal disorders. Development of the
concepts of communication, cultural diversity and sensitivity, critical inquiry and life-long learning,
education, ethics, and interpersonal and professional issues. Professional behaviors are developed
through participation, collaboration, critical thinking, and professionalism in a variety of classroom
environments. The course is taught in a Problem-Based Learning (PBL) format using cases studies
(problems) to promote student learning via tutorial, clinical skills laboratory, inquiry seminars, and selfdirected learning.
PT 527: Professional Practice II
Credit hours: 2
Offered:
Every summer
Pre-requisite(s): PT 515, PT 517, PT 518, and appropriate academic status in the DPT curriculum.
Co-requisite(s): PT 525, PT 528
Two week full-time professional practice experience in an acute care, cardiopulmonary, or orthopedic
setting. Focuses of this experience are 1) orientation of students to the clinical setting they will attend in
PT 537, 2) exposure to examination and interventions primarily for patients in acute care,
cardiopulmonary, or orthopedic, environments, and 3) to observe professional parameters of clinical
practice in such environments. Discussion of clinical practice and administrative issues pertinent to
orthopedic environments. Integration of these clinical experiences with the case studies used in PT 525
Musculoskeletal Physical Therapy.
PT 528: Physical Therapy Research Design
Credit hours: 1
Offered:
Every summer
Pre-requisite(s): PT 515, PT 517, PT 518, and appropriate academic status in the DPT curriculum.
Co-requisite(s): PT 525, PT 527
Research ethics, subject selection, experimental design, budget, and planning are the focus of this course.
Non-experimental, quasi-experimental, and qualitative research models are also addressed. Assignments
focus on the process of project selection, review of relevant literature, planning, and proposal
development. Development of a research proposal provides an understanding of scientific method, issues
related to clinical research, and the ethical and scientific basis for evidence-based practice in physical
therapy. Under the direction of a faculty research advisor, groups develop project proposals which are
implemented in future semesters.
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PT 537: Professional Practice III
Credit hours: 6
Offered:
Every fall
Pre-requisite(s): PT 525, PT 527, PT 528, and appropriate academic status in the DPT curriculum.
Co-requisite(s): PT 605, PT 607, PT 608
Seven weeks full-time professional practice experience in a cardiopulmonary/acute or orthopedic care
setting. This experience occurs in the same clinic that the student oriented to in PT 527. The focus of this
experience is on the examination, evaluation, diagnosis, prognosis, and intervention for patients/clients in
the treatment setting. Synthesis of knowledge of musculoskeletal and cardiopulmonary disorders, and
development of an appreciation for managing multiple patients and responsibilities. Comparison of
predicted prognosis with actual patient progress. Integration of these experiences with the case studies
used in PT 515 Cardiopulmonary-Exercise Science and 525 Musculoskeletal Physical Therapy.
PT 605: Neuromuscular Physical Therapy I
Credit hours: 3
Offered:
Every fall
Pre-requisite(s): PT 525, PT 527, PT 528, PT 537, and appropriate academic status in the DPT curriculum.
Co-requisite(s): PT 537, PT 607, PT 608
Development of the nervous system, neuroanatomy, neurophysiology, neuropathology, and neural
adaptation to injury and recover of function as applied to patients/clients of all ages with pathology of the
central nervous system. Application of 1) patient information, medical test results, physical therapy tests
and measures, 2) applied physiology, pathophysiology, pathology, biomechanics, kinesiology, and
pharmacology, and 3) evidence-based practice, to analyze and interpret patients’ signs and symptoms, and
response to interventions. Use of screening procedures for conditions requiring referral to, or consultation
by, other practitioners. Development of skills in examination, evaluation, diagnosis, prognosis, and
intervention and implementation for a variety of neurological disorders. Development of an awareness
and understanding of the complex nature of neurological injury including the psychosocial aspects of loss
of function, dependence, role changes, wellness and preventions issues and the road to recovery.
Development of the concepts of communication, cultural diversity and sensitivity, critical inquiry and
life-long learning, education, ethics, and interpersonal and professional issues. Professional behaviors are
developed through participation, collaboration, critical thinking, and professionalism in a variety of
classroom environments. The course is taught in a Problem-Based Learning (PBL) format using cases
studies (problems) to promote student learning via tutorial, cadaver laboratory, clinical skills laboratory,
inquiry seminars, and self-directed learning.
40
PT 606: Neuromuscular Physical Therapy II
Credit hours: 6
Offered:
Every Spring
Pre-requisite(s): PT 537, PT 605, PT 607, PT 608, and appropriate academic status in the DPT curriculum.
Co-requisite(s): PT 615, PT 617, PT 618
Development of the nervous system, neuroanatomy, neurophysiology, neuropathology, and neural
adaptation to injury and recover of function as applied to patients/clients of all ages with pathology of the
central nervous system. Application of 1) patient information, medical test results, physical therapy tests
and measures, 2) applied physiology, pathophysiology, pathology, biomechanics, kinesiology, and
pharmacology, and 3) evidence-based practice, to analyze and interpret patients’ signs and symptoms, and
response to interventions. Use of screening procedures for conditions requiring referral to, or consultation
by, other practitioners. Development of skills in examination, evaluation, diagnosis, prognosis, and
intervention and implementation for a variety of neurological disorders. Development of an awareness
and understanding of the complex nature of neurological injury including the psychosocial aspects of loss
of function, dependence, role changes, wellness and preventions issues and the road to recovery.
Development of the concepts of communication, cultural diversity and sensitivity, critical inquiry and
life-long learning, education, ethics, and interpersonal and professional issues. Professional behaviors are
developed through participation, collaboration, critical thinking, and professionalism in a variety of
classroom environments. The course is taught in a Problem-Based Learning (PBL) format using cases
studies (problems) to promote student learning via tutorial, cadaver laboratory, clinical skills laboratory,
inquiry seminars, and self-directed learning.
PT 607: Professional Practice IV
Credit hours: 2
Offered:
Every fall
Pre-requisite(s):PT 525, PT 527, PT 528, PT 537, and appropriate academic status in the DPT curriculum.
Co-requisite(s): PT 537, PT 605 PT 608
Part time professional practice experiences with patients/clients with a variety of neurological diagnoses.
This experience focuses on the examination, evaluation, diagnosis, prognosis, and intervention techniques
unique to the neurological patient, as well as documentation skills. Professional/legal/ethical issues
inherent to the treatment environment. Understanding the parameters of developing community based
prevention projects, and integration of this knowledge into a proposal for a community-based project to
be carried out in PT 617 Professional Practice V. Integration of these clinical experiences with the case
studies in PT 605 Neuromuscular Physical Therapy I.
PT 608: Physical Therapy Data Analysis
Credit hours: 1
Offered:
Every fall
Pre-requisite(s): PT 525, PT 527, PT 528, PT 537, and appropriate academic status in the DPT curriculum.
Co-requisite(s): PT 537, PT 605 PT 607
Statistical concepts and tests that are used in physical therapy research are considered. Selection and
application of specific statistical tests relevant to physical therapists. Under the direction of a faculty
research advisor, finalization of a group research proposal and submission to Clarkson University
Institutional Review Board.
41
PT 615: Physical Therapy for Multiple System Disorders I
Credit hours: 3
Offered:
Every Spring
Pre-requisite(s): PT 537, PT 605, PT 607, PT 608, and appropriate academic status in the DPT curriculum.
Co-requisite(s): PT 606, PT 617, PT 618
Integration and application of knowledge of all bodily systems to the comprehensive management of
patients/clients with complex medical conditions, secondary pathologies and multi-system disease
processes such as diabetes mellitus, lymphedema, cancer, and rheumatoid arthritis. Identification of
medical co-morbidities or complications that may impact the rehabilitation of such patients/clients
through knowledge of screening tools, nutrition, laboratory values, diagnostic imaging, and
pharmacology. Addresses the team approach to the care and case management of medically complex
patients. Development of the concepts of communication, cultural diversity and sensitivity, critical
inquiry and life-long learning, education, ethics, and interpersonal and professional issues. Professional
behaviors are developed through participation, collaboration, critical thinking, and professionalism in a
variety of classroom environments. Problem-Based Learning format using cases studies to promote
student learning via tutorial, clinical skills laboratory, inquiry seminars, and self-directed learning.
PT 616: Physical Therapy for Multiple System Disorders II
Credit hours: 6
Offered:
Every Summer
Pre-requisite(s): PT 537, PT 605, PT 607, PT 608, PT 615, and appropriate academic status in the DPT
curriculum.
Co-requisite(s): PT 627
Integration and application of knowledge of all bodily systems to the comprehensive management of
patients/clients with complex medical conditions, secondary pathologies and multi-system disease
processes such as diabetes mellitus, lymphedema, cancer, and rheumatoid arthritis. Identification of
medical co-morbidities or complications that may impact the rehabilitation of such patients/clients
through knowledge of screening tools, nutrition, laboratory values, diagnostic imaging, and
pharmacology. Addresses the team approach to the care and case management of medically complex
patients. Development of the concepts of communication, cultural diversity and sensitivity, critical
inquiry and life-long learning, education, ethics, and interpersonal and professional issues. Professional
behaviors are developed through participation, collaboration, critical thinking, and professionalism in a
variety of classroom environments. The course is taught in a Problem-Based Learning (PBL) format
using cases studies (problems) to promote student learning via tutorial, clinical skills laboratory, inquiry
seminars, and self-directed learning.
PT 617: Professional Practice V
Credit hours: 2
Offered:
Every Spring
Pre-requisite(s): PT 537, PT 605, PT 607, PT 608, and appropriate academic status in the DPT curriculum.
Co-requisite(s): PT 606, PT 615, PT 618
Six weeks of community-based activities in one of the following areas: prevention, wellness, fitness, or
health promotion. Activity is modeled after the project developed in PT 607 Professional Practice IV.
Participation for seven weeks as a clinical laboratory instructor to students in lower level physical therapy
courses, developing the basic skills of clinical instruction they will use in PT 657 Advanced Clinical
Skills. Integration of these professional practice experiences with case studies used in PT 615 Physical
Therapy Multiple System Disorders I.
42
PT 618: Research Data Collection
Credit hours: 1
Offered:
Every Spring
Pre-requisite(s): PT 537, PT 605, PT 607, PT 608, and appropriate academic status in the DPT curriculum.
Co-requisite(s): PT 606, PT 615, PT 617
Implementation of IRB-approved research proposals. Document several milestones (such as subject
recruitment and data collection), as well as problems and potential sources of error during the semester
using standard ‘progress report’ format. Demonstration of professional interactions among students and
participants. Development of teamwork and equitable distribution of work tasks among team members.
Subject recruitment and data collection may not begin until the proposal has been approved by Clarkson’s
Institutional Review Board. Collection and analysis of data as planned in proposals.
PT 627: Professional Practice VI
Credit hours: 9
Offered:
Every Summer
Pre-requisite(s): PT 606, PT 615, PT 617, PT 618, and appropriate academic status in the DPT curriculum.
Co-requisite(s): PT 616
Twelve weeks of full time professional practice with an emphasis on implementation of the physical
therapy patient/client management process to persons with a variety of diagnoses. Increased appreciation
for the effect of impairments, functional limitations, and/or disabilities on patients/clients. Development
of time and resource management skills in the professional practice environment. Located in any of our
contracted sites within the US. Integration of clinical experiences with case studies used in PT 616
Physical Therapy for Multiple System Disorders II.
PT 645: Practice Management in the Autonomous Environment
Credit hours: 8
Offered:
Every Fall
Pre-requisite(s): PT 616, PT 627, and appropriate academic status in the DPT curriculum.
Co-requisite(s): PT 657, PT 665, PT 648
Builds upon the elements of professionalism and clinical exposure of the previous five semesters. Case
studies are used to explore management of care delivery, consultation, business development and
management, reimbursement, and regulatory and legal requirements for the practice of physical therapy.
Showcasing integration of this knowledge with human resource management, creation of policies and
procedures, mission statement, and a comprehensive business plan. Demonstration of the ability to create
a positive culture for autonomous practice is emphasized. Prepares facilitators and practitioners of
autonomous practice. Development of concepts of communication, cultural diversity and sensitivity,
critical inquiry and life-long learning, education, ethics, and interpersonal and professional issues.
Professional behaviors are developed through participation, collaboration, critical thinking, and
professionalism in a variety of classroom environments. The course is taught in a Problem-Based
Learning (PBL) format using cases studies (problems) to promote student learning via tutorial, clinical
skills laboratory, inquiry seminars, and self-directed learning.
43
PT 648: Writing and Presenting Research
Credit hours: 2
Offered:
Every Fall
Pre-requisite(s): PT 616, PT 627, and appropriate academic status in the DPT curriculum.
Co-requisite(s): PT 645, PT 657, PT 665
Elements of research journal articles, the process of writing to publish in standard journal formats, and the
peer review process. Interpretation and writing of research or case reports in Physical Therapy journal
format. Presentation in a Platform Presentation at the end of the semester. Participation in peer review.
PT 657: Advanced Clinical Skills
Credit hours: 1
Offered:
Every Fall
Pre-requisite(s): PT 616, PT 627, and appropriate academic status in the DPT curriculum.
Co-requisite(s): PT 645, PT 648, PT 665
Emphasis is placed on advanced clinical skills that progress, refine, and expand skills previously
acquired. Includes topics such as: pediatrics, geriatrics, neurological treatment, exercise progression, postsurgical care, alternative modalities, manual therapy. Didactic presentations of evidence-based practice
literature and clinical laboratory skills. Presentations by students who have had the opportunity to
develop advanced clinical skills under mentorship during their clinical experiences. Application of
principles of professional practice education through planning, supervising and assessing peers’ clinical
skills practice. Integration of professional practice experiences with case studies used in PT 645 Practice
Management in the Autonomous Environment.
PT 665: Social Responsibility and Advocacy
Credit hours: 1
Offered:
Every Fall
Pre-requisite(s): PT 616, PT 627, and appropriate academic status in the DPT curriculum.
Co-requisite(s): PT 645, PT 657, PT 648
Forty hours of individual volunteer experiences in areas that promote social responsibility, and advocacy.
Volunteer experiences will be designed such that the students can hone their socialization skills by
participating in activities at the local, state, or national level involving membership (APTA or major
organizations affiliated with physical therapy delivery), governance, and/or advocacy. Preparation for
this course, including the development of individual specific practice objectives, occurs during PT 645
Practice Management in the Autonomous Environment.
PT 667: Professional Practice VII
Credit hours: 7
Offered:
Every Spring
Pre-requisite(s): PT 645, PT 648, PT 657, PT 665, and appropriate academic status in the DPT curriculum.
Co-requisite(s): PT 677
Eight weeks of full time professional practice experience in one of a variety of practice settings
(orthopedic, neurological, cardiopulmonary, etc….). Professional practice employing critical thinking and
clinical decision making strategies includes participation in all aspects of the physical therapy
patient/client management process, including case management and administration. Professional practice
sites are selected from a list of contracted sites within the US.
44
PT 677: Professional Practice VIII
Credit hours: 7
Offered:
Every Spring
Pre-requisite(s): PT 667, and appropriate academic status in the DPT curriculum.
Co-requisite(s): PT 667
Eight weeks of full time professional practice experience in one of a variety of practice settings
(orthopedic, neurological, cardiopulmonary, etc….). Professional practice employing critical thinking and
clinical decision making strategies includes participation in all aspects of the physical therapy
patient/client management process, including case management and administration. Professional practice
sites are selected from a list of contracted sites within the US.
CLINICAL CONTRACTS
Clarkson University/Canton-Potsdam Hospital Contract
Clarkson University and Canton-Potsdam Hospital (CPH) have a contract to share facilities and resources
within Clarkson Hall. CPH may reserve for use the amphitheater, upstairs conference room or clinical
practice laboratory. Faculty and students may reserve clinical facilities or equipment from CPH. Patient
care will always take precedence in use of CPH resources, and teaching will always take precedence in
use of Clarkson resources. When using Clarkson Hall, Clarkson students, faculty and staff should avoid
disrupting patient care or patient flow on the first floor. Unless there is a need to use the elevator,
students moving from the amphitheater on the first floor to the Department of Physical Therapy facilities
on the second floor should use the stairs at the amphitheater end of the building, and should not walk
through the CPH clinic area on the first floor.
Clarkson University and Canton-Potsdam Hospital have formally stated their respective responsibilities,
obligations and expectations in a contract. Hospital and University personnel and students are responsible
for adhering to this contract.
Canton Potsdam Hospital (CPH) physical rehabilitation services on the first floor of Clarkson Hall serve
as valuable resources for students. Students and faculty may use clinical facilities belonging to CantonPotsdam Hospital when approved and scheduled in advance and when supervised by faculty or delegated
persons. The CPH environment enhances students’ appreciation, demonstration, and application of
learned skills. When utilizing CPH areas, students are to adhere to standards of conduct documented in
this handbook. Students wishing to utilize CPH equipment or supplies for a professional activity (e.g., PT
Club) must submit a written request to the Department office at least two weeks in advance. Request
forms are available in the Department office.
Affiliation Contracts for Internships
The Department and Clarkson’s Risk Management office work together to acquire, monitor, and maintain
clinical internship sites. Clarkson University maintains contracts with adequate clinical sites to meet the
needs of its physical therapy professional curriculum. These contracts assure the rights and safety of
persons involved in clinical education. Contracts are maintained in the Department. The Department
DCE and Senior Departmental Secretary are responsible for maintaining clinical contracts. Students may
not initiate contacts for Affiliation Agreements. All such contacts must be made by the Department’s
Director of Clinical Education (DCE). Students may suggest potential affiliation sites, but all contact and
subsequent decisions must be performed by the DCE.
45
STUDENT ADVISING
All students in the physical therapy professional curriculum have a physical therapy advisor assigned to
them. Advisors provide continuity for students throughout their graduate work by 1) helping students adapt
to the PBL process, 2) providing an opportunity for assistance with academic and non-academic issues, and
3) guiding students’ thought processes in the design of their professional goals and objectives. Graduate
students are to meet with their advisors at least once each semester throughout the physical therapy
professional curriculum.
Students may request a change of physical therapy advisor at any time.
DOCUMENTATION
There are several pieces of documentation required by the University and/or the Department for students
matriculating in the graduate physical therapy professional program. Below is a list of documents
required for academic participation in the graduate physical therapy professional program. Certain of
these requirements, and additional requirements, are also presented in the Physical Therapy Student
Handbook: Clinical.
Health Information
Students are required to have an annual physical examination completed each year. Some clinical sites
have more stringent requirements. Information regarding individual clinics’ requirements is contained in
the Clinical Site Information Form (CSIF). New York State requires proof of the following:




Tetanus immunization (within the past 10 years).
PPD (Mantoux – within the past 12 months).
MMR (proof of immunization, documented evidence of having had the disease, or Titer
demonstrating immunity).
Meningococcal disease immunization, or a signed statement indicating that the student has been
informed of risks associated with meningococcal disease and their waiver in lieu of
immunization.
Hepatitis B immunizations are not required, but are strongly recommended.
A copy of the completed physical and documentation of immunizations listed above must be on file in the
Health Center, and may be put on file in the Department if a student wishes to do so. The Department
will take all reasonable measures to ensure security and privacy of this information.
All students must ensure that all medical/health requirements (immunizations, annual physical, and other
documents) are up to date prior to starting each academic year and each clinical internship assignment.
Additional immunization or documentation may be required by specific clinics. On occasion such
documentation will include drug screening and a background check.. Obtaining such immunizations and
documents are the responsibility of the student, as is the cost of obtaining such immunizations or
documentation. A specific date will be set by the Department for completion in a timely manner for each
clinical internship assignment. Documentation, in the form required, must be provided to the Senior
Departmental Secretary by the assigned date (usually one to two months prior to starting an internship
assignment). Expenses for the physical are the students’ own responsibility. Failure to do so could result
in expulsion from a clinical site and failure of the clinical internship.
46
Professional Liability Insurance
Clarkson’s Office of Risk Management, in cooperation with its vendors, oversees student health and
professional liability (malpractice) issues. The Department DCE provides the Office of Risk
Management with appropriate professional liability insurance information.
All students are required to have liability insurance prior to initiating clinical experiences and internship
assignments. This form of risk management minimizes risks to students and the University, while
providing students opportunities to learn and develop during clinical experiences and internship
assignments. A policy is purchased by the Department that covers each student in the physical therapy
professional curriculum at the time the student matriculates in the physical therapy professional program.
The fee for this professional liability coverage must be paid during DPT orientation.
Student Contact Information Form
Students are required to submit up-to-date contact information to the University and the Department
whenever a student has changes in this information. Such information must be submitted to both the
University and the Department within ten (10) days of such a change.
Student contact information at clinical sites during clinical internship assignments must be submitted to
the Department prior to leaving for each clinical internship assignment.
Registration
Each student in the physical therapy professional curriculum, must be registered for study at Clarkson,
with all fees paid.
STUDENT ACTIVITIES AND SERVICES
ACTIVITIES
Research
Research provides the foundation upon which the future of physical therapy is built. Clarkson strives to
graduate professional students who are comfortable with evidence-based practice and research methods.
To achieve this goal all students in the graduate physical therapy professional program are required to
participate in a research project. Faculty mentor and supervise student research.
Undergraduates may also participate in ongoing faculty research projects.
All research involving human subjects, including questionnaires and surveys, must be approved by the
students’ research advisor, and Clarkson’s Institutional Review Board or other appropriate office of
administration. Students must ensure confidentiality of all human subjects, and adhere to all Federal and
State laws, and Clarkson regulations related to research. Information about use of human subjects for
research can be found on the Division of Research web site at www.clarkson.edu/research/humsub.html.
All students engaging in research using human subjects must complete the on-line training course,
available on the Division of research website.
47
Faculty orient students in essential safety information prior to student participation in hands-on research
activities. Students are responsible for seeing that all appropriate safety measures are followed during
their research. Clarkson’s Safety Supervisor assists the Department in establishing and maintaining safe
procedures.
Clarkson Hall research areas are located on the second and third floors, and consist of the Clinical
Practice Laboratory, Research Laboratory, Motion Analysis Lab, Human Performance Laboratory, and
shared-lease space for research and development under a collaborative agreement with the Veterans
Administration Medical Center – Syracuse (NY). Facilities and equipment used in teaching are available
for research when not in use for teaching. These may also be used for patient evaluation. Students must
have permission and faculty supervision to use research laboratory facilities and equipment. Students are
responsible for learning proper use of research equipment prior to use in data collection. Once students
are familiar with equipment use, supervising faculty may not need to be on site. This decision is at the
sole discretion of the supervising faculty member.
Committee Service
Students may participate in University Committees as outlined in the Clarkson Catalog (Clarkson Student
Life), and may be included on committees within the Department that make decisions affecting student
policies and procedures.
Student Board
A Student Board exists within the Department to provide a formal conduit for bi-directional
communication between the Department and students. The Student Board shall consist of seven (7) fulltime members – two (2) student representatives elected by their peers from each of the three (3) classes,
and the Department Chair. Ad Hoc members may be appointed by invitation of the formal Student Board
members as appropriate.
The Student Board shall meet at least once annually, within two (2) weeks of all three classes being on
campus following the start of the Fall semester. Subsequent meetings shall be held as needed, or as
requested by any member of the Student Board.
Clubs and Organizations
There are many opportunities at Clarkson to enhance your educational experience through participation in
the broad range of extracurricular activities sponsored by the University and community. For more details
see the Clarkson Undergraduate/Graduate Catalog.
Physical Therapy Club
All undergraduate Pre-Physical Therapy Concentration students and graduate physical therapy
professional program students are considered members of Clarkson University’s Physical Therapy Club.
There is no fee required to be a member of the Physical Therapy Club. There is a bulletin board listing
activities across from the mailboxes in Clarkson Hall. A core faculty member serves as advisor to the
Physical Therapy Club. Undergraduate and graduate students are eligible for leadership positions.
Meetings are usually held on a monthly basis during the academic year (September – May).
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STUDENT SUPPORT SERVICES
Introduction
Clarkson is committed to helping all its students develop personally and professionally. A complete
listing of Student Support Services can be found in the Clarkson Catalog under Student Life.
Student Health Center
Clarkson’s Student Health Center provides students with high-quality, comprehensive health care and
patient education. The Health Center supports both physical and mental well being.
The Health Center’s hours are Monday-Friday 8 a.m.-4 p.m.
The telephone number is 315-268-6633.
Counseling Center
The Counseling Center can help Clarkson students adjust to college life and set immediate and long-range
goals. Counselors provide workshops that teach skills and provide insights important to the development
process. Personal counseling is also available. The telephone number is 315-268-2327.
Academic Support Center
The Academic Support Center can assist students in improving learning strategies, dealing with anxiety,
motivation, time management or conquering stress. The Academic Support Center also offers student
support services for those who qualify under Department of Education criteria. This program offers
consultation on a variety of academic concerns. For further information contact the Academic Support
Center. Tutoring and educational development assessments are available to qualified students. The
telephone number of is 315-268-7643.
Writing Center
The Writing Center is located in the new Snell Hall, and provides peer tutoring for students who seek to
improve their writing skills. Other services include, assistance with graduate school applications, resume
and cover letter writing, and thesis consultation. The telephone number is 315-268-4439
Pipeline of Educational Programs – HEOP, CSTEP, McNair
The PEP objective is to develop and maintain programs at the pre-collegiate, undergraduate, and graduate
levels that will provide opportunities and support for underrepresented groups, or economically
disadvantaged or first generation college students.
The Pipeline provides an educational continuum through a variety of programs pathways and partnerships
with community colleges, national laboratories, Historically Black Colleges and Universities (HBCU’s),
Federal and State agencies, and corporations.
Student programs are available at the undergraduate level. Students seeking more information on
available programs should contact the PEP office directly. The telephone number is 315-268-3785.
49
REFERENCES
1
http://www.apta.org/AM/Template.cfm?Section=Policies_and_Bylaws&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=36073
2
http://www.apta.org/AM/Template.cfm?Section=Vision_20201&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=285&ContentID=3
2061
DISCLAIMER
This Student Handbook represents faculty expectations on the date produced. Changes may be made
by the Department as necessary for educational reasons. Any changes will be communicated to
students at the earliest possible time.
This document is produced for educational purposes through Clarkson University’s Department of
Physical Therapy by faculty working for Clarkson University. This document is copyright by Clarkson
University, Division of Health Sciences, Department of Physical Therapy. Use or reproduction of this
document without the express written consent of the Department of Physical Therapy is prohibited.
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APPENDIX A
Clarkson Hall 1st Floor Plan – Canton-Potsdam Rehabilitation Services
51
Clarkson Hall 2nd Floor Plan – Department of Physical Therapy Academic Area
52