Concordia University Ann Arbor's Doctor of Physical Therapy program equips students to provide holistic care with an emphasis on primary care and preventive medicine.
103
28
On-campus, eight-week terms
We are committed to developing health care professionals who have a sound foundation in movement science and are prepared for safe, autonomous, and ethical practice as physical therapists within a changing health care environment.
Virtual TourThrough the Doctor of Physical Therapy program, you’ll receive the in-depth training for entry-level practice of physical therapy as a generalist clinician. Over the course of 30 months, you’ll explore not only the scientific underpinnings of this profession, but also the professional characteristics of a leader in health care. You’ll learn how to supervise PT staff and personnel, create programs that promote healthy living, and follow the legal and ethical standards of clinical practice.
Our comprehensive curriculum includes coursework in human anatomy and motion, therapeutic exercise, neuroscience, clinical decision making and problem solving, and musculoskeletal disorders, to name just a few. This learning will take place out in the field and in our state-of-the-art-facilities.
This accelerated graduate face-to-face program consists of 103 credits which is spread over 31 didactic courses, and three clinical experiences. These courses and clinical experiences are completed in seven semesters. Students will complete 1,280 hours of clinical education. The curriculum incorporates interprofessional learning experiences and simulation activities aimed at engaging the student in the rich professional content.
The DPT program at CUAA inspires a diverse student body for life-long service of patients in mind, body, and spirit grounded in evidence and best practices in rehabilitation and medicine.
The physical therapy program at CUAA is accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE). Click here to learn more about our accreditation status.
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The Physical Therapy Program at Concordia University Ann Arbor (CUAA) is committed to provide all person’s equal access to higher education without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, or sexual orientation status.
The PT Program at CUAA has established Technical Standards for its program delineating the minimum physical, cognitive, emotional, and social requirements necessary to participate fully in all aspects of academic and clinical education. The following essential functional requirements must be met by all students after acceptance into the PT program. In the event that a student is unable, or becomes unable, to fulfill these technical standards, with or without reasonable accommodation, the student cannot enroll or remain enrolled in the program. Reasonable accommodations may not:
With this in mind, all students must be able to meet the following technical standards with or without reasonable accommodations.
Students must possess the emotional health and stability required for the full utilization of their intellectual abilities; for the exercise of good judgment; for the prompt completion of all responsibilities of patient care; and for the development of mature, sensitive and effective relationships with patients/clients. Students must exhibit the ability to tolerate physically challenging environments and function effectively under stress. In order to prove that students are able to adapt to changing environments they must exhibit flexibility, compassion, integrity, motivation, interpersonal skills, and learn to function in the face of uncertainties inherent in the clinical problems of patients.
Concordia University Ann Arbor abides by the Americans with Disabilities Act, Section 504 of the Rehabilitation Act of 1973, and other applicable statutes and regulations relating to equal access for persons with disabilities. If a person believes they may require accommodation(s) in order to meet the technical standards, they may discuss their needs with the Director of Student Accessibility Services. A registration form can be found online at the Student Academic Resources webpage under the Accessibility Services tab. The Director will request and review documentation from a qualified licensing professional to determine eligibility for services. If eligible for reasonable accommodations, SAS will work collaboratively with the student and the DPT program to explore accommodation options. Accommodation may not be possible in some cases.
After being admitted to the program, all candidates for admission to the Physical Therapy program will be required to sign a Technical Standards certificate verifying they understand and meet these technical standards. Candidates must meet all the requirements for Physical Therapists as identified by the National Center for O*NET Development and the Dictionary of Occupational Titles. Identifying the possession of such skills as outlined above does not guarantee successful completion of the physical therapy educational program.The physical therapy program at Concordia University Ann Arbor started Fall of 2023. The cohort size is 28 students; the program is two-and-a-half years (30 months and 7½ semesters) long and upon successful graduation students will earn a Doctor of Physical Therapy (DPT) degree.
We anticipate three types of applicants:
All applicants will utilize the Physical Therapy Central Application Service (PTCAS). All qualified applicants will be considered for an interview. The Physical Therapy Admissions Committee is responsible for the review and recommendation of qualified applicants for admission to the Physical Therapy program. Applications are reviewed in the year prior to planned matriculation. The admission cycle typically opens in July and closes in October of the year prior to admission.
Five of the seven prerequisite courses must be completed at the time of application.
Missing a prerequisite? See how Portage Learning or prereqcourses.com can help you complete your required courses online at your own pace.
All students applying for admission to the program must submit through PTCAS:
*Students with international transcripts must have them evaluated by a foreign transcript evaluation service, and the official scores must be submitted directly from the evaluation service to PTCAS.
**TOEFL is required for international applicants. Scored should be reported as follows for a single testing instance: Reading - 22, Listening - 21, Writing - 22, Speaking - 24
***Applicants with additional experience beyond 40 hours will not be granted preferential consideration.
Concordia University Ann Arbor Doctorate of Physical Therapy Program at Concordia University Ann Arbor is accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), 3030 Potomac Ave., Suite 100, Alexandria, Virginia 22305-3085; telephone: 703-706-3245; email: accreditation@apta.org; website: https://www.capteonline.org. If needing to contact the program/institution directly, please call 734-995-7431 or email physical.therapy@cuaa.edu.
Our clinical partners and members of the public that wish to share areas of concern with the program are encouraged to do so. Any and all complaints are reviewed by the Program Director and the outcome of that review will be communicated with the respondent. To submit a complaint please provide your contact information and a detailed description of the issue you wish to be addressed to susannah.steele@cuaa.edu. All complaints are kept confidential to the extent possible and any complainant is free from retaliation.
Assistant Professor
Office: Ann Arbor North Building 211A
Phone: (734) 995-7468
Assistant Professor
Office: Ann Arbor North Building 201L
Phone: (734) 995-7535
Assistant Professor
Phone: (734) 995-3466
Dr. Kieffer is a Board-certified specialist in Geriatrics with over 17 years of experience in physical therapy. She has worked in diverse clinical settings, including acute care, subacute, outpatient, and home care. She is passionate about a holistic approach to patient care as she specializes in managing complex health conditions. Dr. Kieffer is an Assistant Professor at Concordia University Ann Arbor, where she teaches Cardiopulmonary and Integumentary, Lymphatics, and Limb Loss content. She recently earned her PhD in Health Science from Youngstown State University, focusing on healthy aging and fall prevention.
Director of Clinical Education, Assistant Professor
Office: Ann Arbor North Building 210G
Phone: (734) 995-7511
I enjoy wellness adventures which includes being out in nature with my camera taking photos of landscape, wildlife, pets, and sports action shots.
Director - Physical Therapy Program (CUAA), Associate Professor
Office: Ann Arbor North Building 204H
Phone: (734) 995-7472
Dr. Steele has been a practicing clinical PT since 1999 largely focused on pediatrics and actively teaching in DPT and post-professional programs since 2014.
PLEASE NOTE: Due to the accelerated nature of the program, the CUAA DPT Program calendar does not always align with the University-wide academic calendar. Students are made aware of these changes at the beginning of each term.
Modifications have been made to the curriculum for the cohort beginning summer 2026 that are not yet reflected in the catalog. Please click here to view the current course sequence for the CUAA DPT Program.
| Code | Title | Hours |
|---|---|---|
| PT 5221 |
Introduction to Professional Formation
Students explore the foundational principles related to becoming a professional, an overview of the professional curriculum, learning sciences, reflective practice, relational coordination, communication, evidence-based culture, and ambiguity in practice. Students use knowledge of emotional intelligence to recognize personal emotional reactions during communication. Students begin their portfolio documenting professional growth and reflection on experiences. | 3 |
| PT 5350 |
Clinical Foundations in Anatomy, Physiology, and Palpation
Using a combination of dynamic lectures, anatomy/physiology software, cadaver lab access and active learning assignments, students learn to differentiate major anatomical tissues and cellular structures. This includes connective tissue – connective tissue proper, bone, cartilage, fascia, tendons, ligaments, and specialized connective tissue blood and adipose tissue; muscle – smooth, cardiac, and skeletal muscle; nerves both myelinated and unmyelinated in CNS and PNS; and epithelium, and organs. Palpation of key musculoskeletal structures is introduced using online videos and in synchronous lab sessions. The major physiological systems (nervous, endocrine, genitourinary, gastrointestinal, and supporting organs, musculoskeletal, cardiac, pulmonary, lymphatic, integumentary, and hematopoietic) are also presented. Pathologies related to each of the above tissues and systems are discussed. Students also analyze the impact of immobility, acute activity/exercise and chronic training on all body structures and physiological processes and explore the growing body of knowledge of exercise, epigenetics, and pain science. | 6 |
| PT 5431 |
Foundations of Patient Management
This course introduces frameworks to help students create a schema for physical therapist practice and clinical reasoning, including the International Classification of Functioning, Disability, and Health Framework (ICF), Guide to Physical Therapist Practice (Guide), Patient/Client Management Model, Patient-centered Care, Lifespan Perspectives, Interprofessional Collaborative Practice, and the Movement System framework. Relational coordination as applied to healthcare systems are also discussed. Principles of pharmacology and imaging are also introduced, as are the categories of tests/measures and interventions described in the Guide to PT Practice. Students learn the fundamentals of documentation as a legal record of patient care. | 3 |
| PT 5331 |
Health Literacy, Patient Education, and Prevention
The principles of teaching/learning, health literacy, and barriers/facilitators of learning are explored and applied to self and others. Students learn a patient-centered approach to patient education, including assessing readiness for learning, adapting instruction to the learner’s needs, and evaluating learning outcomes. Students compare/contrast behavior change theories/models as they apply to individual patients or communities. Historical examples of prevention campaigns (seat belts, helmets, infant sleeping positions, masks) are evaluated. Legal/ethical issues surrounding patient education and physical therapist scope of practice is analyzed as related to screening, health promotion, prevention, and wellness services. Appropriate referral to community resources (smoking cessation, AA, exercise programs) is discussed through case vignettes and/or community experiences. | 2 |
| PT 5432 |
Applied Patient Management
Through dynamic lectures, demonstration videos, active learning assignments and in-person labs, students engage as a novice in patient management, including physical therapy exam (history, systems review, and tests/measures of body structure/function, activity), evaluation (including prognosis and diagnosis), and interventions. Using a patient-centered and movement-oriented approach helps students integrate all domains of learning (cognitive, affective, psychomotor). Students document a patient history, examination, and interventions. | 4 |
| PT 5561 |
Mobility Training
Students integrate principles of motor control and motor learning to the instruction of psychomotor skills to patients. This course focuses on mobility training, including gait training with/without assistive devices and with/without orthotics, and instruction of transitional movements including transfers, sit to stand, stand to sit, bed mobility, and wheelchair navigation. Students learn to document mobility interventions in a manner that demonstrates skilled intervention. | 2 |
| PT 7222 |
PTs as Moral Agents and Influencers
Moral agents are responsible to act on the behalf of others and to protect society’s most vulnerable populations. Students learn to deeply value their professional obligation to become a moral agent, reflected in the profession’s code of ethics, core values, standards of practice, practice acts, and the impact of professional misconduct on the profession and society. Case studies and ethical scenarios are used to stimulate curiosity, analysis, and deep learning about the process of becoming a moral agent and advocating for elimination of policies that perpetuate systemic racism and unequal access to healthcare for underrepresented minorities. Vignettes and active learning assignments stimulate students to enhance relational coordination skills and understand their role as an influencer in health care, policies, and in society. An evidence-based culture is introduced through exploration of evidence search strategies, research ethics, principles of measurement, and statistical analysis. | 3 |
| PT 7445 |
Musculoskeletal Lower Quarter: Spine, Pelvis, and Hip
A focus on anatomy, biomechanics, movement dysfunction, and common conditions of the thoracic, lumbar, and sacral spine along with pelvic floor and hip regions. Diagnostic testing, imaging, and pharmacological / surgical management are integrated with physical therapy patient management, including screening, examination, evaluation, diagnosis and prognosis, plan of care, and interventions. Students gain skills in clinical reasoning and psychomotor skills as applied to patient management across acute, sub-acute, and chronic stages of injury and healing. | 3 |
| PT 5425 |
Applied Exercise and Movement Science
Using dynamic lectures, instructional videos, physiology software, experiential learning assignments, and intensive labs, students gain knowledge and application of exercise as a critical PT intervention to enhance movement and function. This course focuses on addressing cardiovascular and pulmonary endurance, muscle endurance, muscle length, strength / power training across the lifespan. Students learn to assess cardiovascular risk factors and to monitor physiological responses of the cardiovascular and pulmonary systems to exercise. Movement science principles applied to analyze movement and hypothesize impairments and restrictions in activities and participation. Integrated Clinical Experiences or Immersion Experiences are used to incorporate theory with practice. | 2 |
| PT 5475 |
Health, Disease and Global Society
Students explore biopsychosocial aspects of health, disease, and society through a personal assessment of their physical (physical activity, exercise, nutrition, social habits), mental (mindfulness, stress, anxiety), emotional, and spiritual health in order to identify priorities for personal change. Evidence-informed strategies for enhancing mindfulness and managing stress and anxiety are discussed. Societal issues and current resources related to illness and death, disabilities across the lifespan, suicide, addiction, violence, and aging are explored. Through dynamic lectures, articles and web-based resources, students analyze US and global models of healthcare delivery, population health, and begin recognizing social determinants of health. Active learning assignments and discussions facilitate deep understanding of the quadruple aim of healthcare, the economic burden of chronic disease, and the role of physical therapists in optimizing movement to transform the human condition is integrated throughout the course. | 2 |
| PT 8446 |
Musculoskeletal Lower Quarter: Knee, Ankle, and Foot
This course focuses on anatomy, biomechanics, movement dysfunction and common conditions of the knee, ankle, and foot regions. Diagnostic testing, imaging, and pharmacological / surgical management are integrated with patient management, including screening, examination, evaluation, diagnosis and prognosis, plan of care, and interventions. Students gain skills in clinical reasoning and psychomotor skills as applied to patient management across acute, sub-acute, and chronic stages of injury and healing. Lifespan perspectives unique to management of pediatric and geriatric patients are presented. The course concludes with a series of cases that tie together all aspects of patient management for the entire lower quarter. | 3 |
| PT 7563 |
Treating Impairments of Body Structure/Function
This course builds skills needed to select and perform interventions addressing pain, weakness, and loss of joint/muscle mobility across the lifespan. Interventions include strengthening, joint mobilization, stretching, and physical agents across the lifespan. | 2 |
| PT 7800 |
Clinical Education I
This is a full-time, eight-week clinical education experience supervised by a licensed physical therapist in a clinical setting which focuses on the basic musculoskeletal, cardiopulmonary, and integumentary diagnoses and practice patterns. Clinical interpretation and analysis of the interprofessional healthcare team are explored. Students gain experience in all aspects of patient management including examination, evaluation, diagnosis, prognoses and plan of care. Students are expected to practice with integrity, compassion and demonstrating moral agency in all areas of practice. | 4 |
| PT 6120 |
Coaching and Collaboration in PT Practice
Case scenarios, clinical examples, and relevant research help expand students’ ability to collaborate with others to provide patient-centered care. Active learning experiences and simulations allow students to practice relational coordination skills with co-workers, teams, and patients/families to co-produce patient outcomes. Students also gain skills related to patient/client instruction, motivational interviewing, and coaching behavior change with individuals and communities. Students learn to apply principles of negotiation, conflict resolution, and relational leadership with patients, families, teams, and communities. Systems theory as applied to families and organizations provides a framework for navigating conflict and advocating for change. Class discussions and journal clubs guide students through the process of appraising diagnostic and prognostic evidence, comparing research methodologies, and interpreting systematic reviews, clinical practice guidelines (CPGs) and clinical prediction rules. | 2 |
| PT 7443 |
Musculoskeletal Upper Quarter: Head, Neck, and Shoulder
This course first introduces students to patient management principles for individuals with musculoskeletal dysfunction. A focus on anatomy, biomechanics, movement dysfunction, and common conditions of the cervical and thoracic spine, craniofacial, and shoulder regions. Diagnostic testing, imaging, and pharmacological / surgical management are integrated with physical therapy patient management, including screening, examination, evaluation, diagnosis and prognosis, plan of care, and interventions. Students gain skills in clinical reasoning and psychomotor skills as applied to patient management across acute, sub-acute, and chronic stages of injury and healing. | 3 |
| PT 7564 |
Assessing and Treating Activity Limitations
This course builds skills needed to select and perform interventions addressing activity restrictions related to bed mobility, sit-stand and transfers, gait, ADL's, and IADL's. Emphasis is on principles of motor learning including task-specific practice, types of instruction, practice schedules, variability of practice, and the use of auditory, visual, and tactile feedback. | 2 |
| PT 7444 |
Musculoskeletal Upper Quarter: Elbow, Wrist, and Hand
This course focuses on anatomy, biomechanics, movement dysfunction, and common conditions of the elbow, wrist, and hand regions. Diagnostic testing, imaging, and pharmacological / surgical management are integrated with patient management, including screening, examination, evaluation, diagnosis and prognosis, plan of care, and interventions. Students gain skills in clinical reasoning and psychomotor skills as applied to patient management across acute, sub-acute, and chronic stages of injury and healing. Lifespan perspectives unique to management of pediatric and geriatric patients are presented. The course concludes with a series of cases that tie together all aspects of patient management for the entire upper quarter. | 3 |
| PT 7446 |
Integrated Musculoskeletal Case Management
This course immerses students in case-based learning to bridge foundational musculoskeletal knowledge with real-world patient management. Using authentic patient scenarios across the lifespan, students integrate anatomy, biomechanics, pathophysiology, diagnostic imaging, pharmacologic considerations, and evidence-based interventions to develop comprehensive plans of care. Emphasis is placed on clinical reasoning and differential diagnosis as students progress through increasingly complex musculoskeletal case presentations. Learners apply examination findings - including movement analysis, special tests, and outcome measures - to formulate defensible clinical decisions that align with current best-practice guidelines. | 2 |
| PT 6225 |
Health Policy, Systems and Social Determinants
Using case scenarios, dynamic presentations, and small group discussions, students explore a variety of topics related to public health infrastructure, healthcare systems, accessibility to healthcare services, payment/insurance systems, value-based care, and growing movement towards preventive health. Social Determinants of Health (SDOH) are examined in context to the health of society and the provision of PT services, including the role of physical therapists to recognize and address the impact of structural racism on health and access to services. Students investigate and reflect on the impact of poverty, race, genetics, lifestyle, behavior, and the environment (air quality, global warming, water quality, pesticides, etc) on health and chronic disease. Students analyze the impact of health policies on the health of communities and populations, including rural, urban, and other entities (reservations, VA). Social justice and policy issues related to managing the health of people with chronic conditions across the lifespan are considered. | 2 |
| PT 8572 |
Participation in Life Roles & Sport
Students select appropriate participation standardized tests and interventions, including modifying activities or environments to assess and treat patient/client's ability to participate in life roles (work, play, sport, domestic, education, and social). Students use reasoning skills to write a letter of advocate for patients requiring specific equipment or services as well as to progress a plan of care in order to return a patient to sport using evidence-based interventions and a collaborative team approach. | 2 |
| PT 8451 |
Cardiovascular and Pulmonary I
Students relate the anatomical structure and physiological function of the cardiovascular and pulmonary systems to common cardiovascular and pulmonary disorders and their impact on human movement across the lifespan. Related cardiovascular and pulmonary diagnostic testing, imaging, and pharmacological/ surgical management across the lifespan are discussed. Students learn both clinical reasoning and psychomotor skills related to cardiovascular and pulmonary screening, history and review of systems; assessment of HR, BP, RR, breath sounds, hearts sounds, as well as the ability to differentiate normal from abnormal EKGs. Students explore continuum of acute to chronic disease, healthcare settings, and the spectrum of practice from health through palliative care related to cardiovascular and pulmonary systems. | 3 |
| PT 8453 |
Integumentary, Lymphatic, and Limb Loss
Students relate anatomical structure and physiological function of the integumentary, lymphatic, and endocrine systems to their impact on human movement and function. Etiology of limb length (amputation) disorders and resulting changes to biomechanics/kinesiology and function are also addressed. Students apply clinical reasoning and psychomotor skills to engage in patient management of complex system involvement, including patient history, review of systems, examination, evaluation, interventions, and outcomes of patient management. Relevant diagnostic testing, imaging, and pharmacological/ surgical management, and prevention are discussed. Considerations for managing patients across the lifespan as well as across the spectrum of health care settings, acute-chronic conditions, and simple to complex (multi-system) involvement utilizing clinical practice guidelines and emerging evidence is applied to patient management decision making. | 4 |
| PT 8573 |
Rehab and Oncology
Students explore patient/management of persons with cancer, including unique nutritional and exercise needs, precautions and contraindications, as well as the value of interprofessional teams collaborating to enhance function and quality of life for persons with cancer across the lifespan. | 2 |
| PT 8425 |
Leadership Development of Self, Teams, and Organizations
To begin their journey of leadership development, students navigate presentations, self-assessment tools, and engage in interactive sessions with peers and faculty to identify their personal leadership style and personal leadership plan. Activities include promoting mindfulness needed to support resilience and change. Students are challenged to seek feedback from others and to identify implicit biases and motivators impacting professional growth. Leadership skills needed to lead teams, organizations, and collaborate across organizations requires advanced skills and self-reflection. Students apply leadership principles to team and organizational behavior and policy analysis with an emphasis on influencing change and facilitating social justice. Unique skills sets required for rural, urban, and other distinct communities are discussed. Students examine case reports, platform and poster presentations related to physical therapist education and practice. | 2 |
| PT 8452 |
Cardiovascular and Pulmonary II
Students advance their clinical reasoning and clinical skills in managing patients with cardiovascular and pulmonary dysfunction. Students focus on PT examination, evaluation (diagnosis and prognosis), interventions, and outcomes for patients with cardiovascular and pulmonary disorders across the lifespan and health-care settings. Students consider the range of practice from prevention through palliative care, from acute to chronic care, and relevant fiscal and regulatory resources or constraints. Cardiopulmonary clinical practice guidelines, available evidence, and interprofessional practice opportunities are incorporated. | 3 |
| PT 8574 |
Progression of Care
Patient cases across multiple settings drive student learning regarding providing PT services across all healthcare settings, including the ICU, acute care, sub-acute and rehabilitation hospitals, skilled nursing and assisted living facilities, and home care as well as the use of telehealth. Students use clinical reasoning to adapt patient care skills to different settings and with patients across the lifespan and with varying degrees of mobility and independence, as well as progression in documentation skills using electronic medical records. Students apply interventions from Cardio-Pulmonary I-II in context of various settings and with a variety of teams. | 3 |
| PT 8880 |
Clinical Education II
This is a full-time, eight-week clinical education experience supervised by a licensed physical therapist in a setting appropriate to allow synthesis of the musculoskeletal, cardiopulmonary, and integumentary practice patterns. Experience with patient/client education, neuromuscular practice patterns, and practice management are also explored. Students participate in all aspects of patient management including examination, evaluation, diagnosis, prognoses and plan of care, as well as interventions and outcome assessment. Students utilize electronic documentation, improve time management, engage in delegation/supervision, and demonstrate the ability to work as a member of an interprofessional teams. Students are expected to practice with integrity, compassion and demonstrating moral agency in all areas of practice. | 4 |
| PT 8461 |
Applied Neuroanatomy
This course provides an in-depth exploration of neuroanatomy with a strong emphasis on identifying structure and function of the human neurological system. Students will examine the structure and function of the nervous system using multimodal learning strategies including dynamic lectures, problem-based learning, and cadaveric exploration. Students will develop a solid foundation of neuroanatomical structures and functions in preparation for clinical application to physical therapy patient management. | 2 |
| PT 8462 |
Neuromuscular I
Through dynamic lectures, demonstration videos, cases, active learning assignments and in-person labs, students relate neuroanatomy and neurophysiology to existing knowledge on normal human movement, development, and function. Using patient cases across the lifespan, students explore the impact of peripheral and central nervous system disorders on motor control and function and on neuromotor development. Related diagnostic testing, imaging, and pharmacological/ surgical management are discussed. Students engage in movement analysis of patients with a variety of neurologic disorders to hypothesize underlying impairments, activity restrictions and participation restrictions across the lifespan. | 4 |
| PT 8575 |
Managing Complex Patients
Students apply clinical reasoning, patient management skills, delegation/supervision skills, time management, and interprofessional practice skills to work with patients with highly complex medical conditions. Emphasis is also on accurate, thorough, and concise documentation of patient care regardless of patient complexity, setting, and patient age. Students investigate community resources designed to support the management of complex cases at home or in residential living centers across the lifespan and diagnostic conditions. | 2 |
| PT 8335 |
Clinical Leadership and Community Planning
Through active learning strategies including case scenarios, small group discussions, community immersion experiences and dynamic in-class activities, students learn and apply community health promotion principles practice management skills required in clinical practice in a meaningful way. Students will conduct a needs assessment that informs community-based program planning and evaluation, with an emphasis on preventative strategies such as increasing physical activity, reducing obesity, fall prevention, and minimizing work-related injuries. Student will also learn and apply skills necessary for successful clinic management including human resources, fiscal accountability, billing and payer systems, project management, marketing, and health information technology. By the end of the course, students will be able to design and evaluate community-based health programs and demonstrate the knowledge and adaptability required for effective practice management. The course emphasizes the role of physical therapists as leaders, advocates, and change agents within the community, the profession, and society. | 3 |
| PT 8463 |
Neuromuscular II
Through dynamic lectures, demonstration videos, cases, active learning assignments and in-person labs, students advance their clinical reasoning and clinical skills in neurologic patient management. Students learn clinical reasoning, use of practice guidelines, and psychomotor skills related to patients with neuromuscular dysfunction, including history and review of systems, examination, evaluation, interventions, and outcomes. This course is organized by types of movement problems, including impaired strength and motor control, impaired balance and coordination, abnormal functional mobility and gait, and loss of life roles needed for self-care, play, and work. | 4 |
| PT 8464 |
Neuromuscular III
Through cases, video demonstrations, labs, patient experiences, and active learning assignments, students continue to advance their clinical reasoning and clinical skills in neurologic patient management. Students further enhance clinical reasoning, use of practice guidelines, and psychomotor skills related to patients with neuromuscular dysfunction with an emphasis on greater complexity of care. Progression across the continuum of care and managing varying levels of acuity is emphasized for patients across the lifespan, as is practice across healthcare settings. Lab sessions include understanding the physical therapist’s role in coordination and collaboration with interprofessional teams. Opportunities to work with assistive/adaptive/ orthotic devices and collaborate with community partners is facilitated. Emerging evidence in neurologic rehab is applied to patient management decision making. | 4 |
| PT 8890 |
Clinical Education III
This is a full-time, sixteen-week clinical education experience supervised by a licensed physical therapist in a setting appropriate to allow synthesis of the neuromuscular, musculoskeletal, cardiopulmonary, and integumentary practice patterns. Experiences across a variety of health care settings including in-patient environments (acute, sub-acute, rehab, or skilled nursing) and out-patient settings (hospital out-patient, free-standing, and specialty clinics) and/or home health. Students are expected to become more independent with complex cases (management including examination, evaluation, diagnosis, prognoses and plan of care, as well as interventions and outcome assessment), document effectively, demonstrate accountability and effective time management, engage in delegation/supervision, and demonstrate the ability to work effectively with interprofessional teams. Students are expected to practice with integrity, internalizing the core values of the profession and demonstrating moral agency in all areas of practice. During clinical experiences, students apply their knowledge of management, finance, payer systems, regulatory requirements, and quality management to real-world scenarios in a variety of settings. As master adaptive learners, students will continually reassess their gaps in knowledge and seek ways to address the gaps. | 8 |
| Total Hours | 103 | |
The Doctor of Physical Therapy program at CUAA is 2½ years (7½ semesters) of accelerated learning delivered in a flipped classroom format.
No. GRE is not required for admission into the program.
A cumulative GPA of at least 3.2 is required, and the Science prerequisite requirement is 3.2 as well for post baccalaureate applicants. Candidates who identify physical therapy as their major in their freshman year at CUAA will be enrolled in an accelerated program with a prerequisite of 3.4 and will be guaranteed an interview.
No. We use a holistic admission process that assesses the candidate's eligibility and ability to be successful in the program based on many aspects (personal statement essay, focus essay, letters of recommendation, volunteer/community service hours, observation hours, in-person interview).
Three letters of recommendation are required: one from a licensed Physical Therapist, one from a professor, and a third from anyone of your choosing.
The following prerequisite courses are required for admissions:
We now accept online courses with labs that meet the requirements, such as Portage Learning.
Applicants are encouraged to complete all courses before the application deadline. However, with communication with admission administration, exceptions may be made for up to two courses to be completed prior to the commencement of the program.
The highest score earned in a course is counted toward GPA. Prior lower scores are disregarded.
Complete an application through PTCAS.
We conduct an in-person interview and a group interview, which takes place on campus for a full day. During this interview, you will meet the professors, tour the campus, engage in activities with others, and speak with current students for Q&A.
Typically, after the in-person interview, you will receive an email notification of acceptance into the program within one week. To hold your spot after verbal acceptance, a $1000 deposit will be requested within two weeks. This deposit is put towards tuition once a student begins the program.
Observation hours are considered hours spent with a physical therapist observing aspects of the career of being a physical therapist. We require at least 20 hours with a physical therapist in any practice environment (outpatient, inpatient, subacute rehab, etc.). At least 20 volunteer hours are required and recommended for an underserved and/or underrepresented population.
Once accepted into the program, an eight-week introductory course and orientation as well as an optional anatomy prefresher course begins in late June.
Yes. There will be a White Coat ceremony within the first few weeks of the semester. Family is encouraged to attend and celebrate this momentous occasion.
You’ll engage with expertly designed online lectures and skills labs that capture both verbal and non-verbal cues critical to clinical mastery. Concise, focused segments with clear objectives and interactive checkpoints mean you arrive in class ready to apply what you’ve learned. On campus, CUAA faculty guide you through advanced skill practice, challenging clinical cases, simulations, and community service - so every session builds confidence, deepens clinical insight, and prepares you to lead with skill and purpose.
An accelerated, hands-on DPT experience that empowers you with clinical excellence, leadership, and faith-driven purpose
*Graduation rate according to the formula in the Annual Accreditation Report
** The two-year average first-time pass rate
***Licensure examination pass rate consistent with the information published by the Federation of State Boards of Physical Therapy
****Employment rate: % of graduates who were employed within 6 months of passing the licensure examination
| Graduation Year | Graduation Rate * | 2-year Graduation Rate | First-Time Pass Rate | 2-year average 1st time pass rate** | Ultimate Pass Rate*** | 2-year average ultimate pass rate | Employment Rate **** | Number of Students per Cohort | Number of Concordia Undergraduates in Cohort |
| 2025 | 90.48% | n/a | 26.3% | n/a | 57.9% | n/a | 26.3% | 21 | 5 |
| 2026 | n/a | n/a | 100% | 63.2% | 100% | 79% | n/a | 17 | 3 |
Learn what CUAA is doing to improve the program's NPTE pass rate.
| Fee Type | Cohort 2024-25 | Cohort 2025-26 | Cohort 2026-27 |
|---|---|---|---|
| Semester Tuition | $21,960 | $22,725 | $23,520 |
| Yearly Tuition | $43,920 | $45,450 | $47,040 |
| Total Program Tuition (semester tuition x 5 semesters) | $109,800 | $113,625 | $117,600 |
| Institutional fees per year | $322 | $378 | $378 |
| Additional expenses | $2875 | $2875 | $2875 |
| Total (approx.) | $112,997 | $116,878 | $120,853 |
Our team is standing by to assist you with additional program details, financial aid options, and admissions questions.
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