Doctor of Physical Therapy

What is a hybrid DPT program?

Blending online education, hands-on lab immersions and clinical education, the Augustana DPT Program utilizes technology and hybrid learning strategies to reach students in their chosen communities from around the country. The hybrid learning model brings together students and faculty from diverse backgrounds to learn with and from one another.

Where are lab immersions located?

Hands-on lab immersions occur at the National Sports Center — a unique space in Blaine, Minnesota, providing the ability for students and faculty to interact with one another, refining hands-on skills and deepening the clinical reasoning developed through the didactic courses. The center is 30 minutes from Minneapolis–Saint Paul (MSP) International Airport and features free parking in close proximity to restaurants and night life, as well as affordable local accommodations.

What does clinical education look like?

Clinical education at Augustana University provides students with exposure to varied physical therapy practice settings and a wide range of patient populations across the lifespan. These full-time experiences occur during the second and final year of study and immerse students into clinical settings as they learn to excel as a Doctor of Physical Therapy.

Request more info on the Augustana Doctor of Physical Therapy Program.

Augustana University was nicknamed the “college on wheels” because of its willingness to be agile and move locations to follow the people. Today, we continue that rich history of meeting people where they are through our hybrid Doctor of Physical Therapy (DPT) program at Augustana University. The hybrid DPT program connects students and faculty from diverse communities across the country and makes DPT education accessible to students all around the US.

Augustana DPT Program Mission

The mission of the Augustana University Physical Therapy Program is to prepare innovative doctors of physical therapy who are empowered to: integrate career and service, devise novel solutions to critical problems, and embrace lifelong learning to improve the human experience in a diverse world.

The goal of the proposed curriculum is to develop innovative future Doctor of Physical Therapy who are:

• Dedicated to service in the community and profession.
• Committed to academic excellence.
• Passionate in their ongoing pursuit of knowledge and professional development.

Vision

Faculty, staff and students of the Augustana DPT Program are dedicated to the university’s Core Values and the Core Values of the physical therapy profession and reflect these in word and action. They seek to promote academic, personal and moral growth within a safe, challenging and responsive community. Their professional actions are rooted in science and open to the undiscovered opportunities for improvement of the health of a diverse population.

As part of the Network of ELCA Colleges and Universities (NECU) a common calling can be found in “Rooted and Open” to equip graduates who are: “Called and Empowered to serve the neighbor so that all may flourish.”

Augustana University’s principles serve as the foundation for assessing the quality of the program and individual performance in achieving the program’s mission.

Augustana is dedicated to an education of enduring worth. The Augustana DPT Program offers a two-year hybrid curriculum that is evidence based and evidence informed. As the physical therapy profession evolves, Augustana DPT graduates will be equipped to advance and lead with innovative curriculum threads and collaborations that incorporate telehealth, data science, genomics, and bioelectronics.

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

Augustana University is seeking accreditation of a new physical therapist education program from CAPTE. The program is planning to submit an Application for Candidacy, which is the formal application required in the pre-accreditation stage, on June 1, 2022. Submission of this document does not assure that the program will be granted Candidate for Accreditation status. Achievement of Candidate for Accreditation status is required prior to implementation of the technical/professional phase of the program; therefore, no students may be enrolled in technical/professional courses until Candidate for Accreditation status has been achieved. Further, though the achievement of Candidate for Accreditation status signifies satisfactory progress toward accreditation, it does not assure that the program will be granted accreditation.

Augustana University is committed to a holistic admission approach, welcoming students who are qualified and motivated. A Graduate Record Examination (GRE) is not required to apply. This program offers rolling admission, and students are encouraged to apply early so they can receive an admission decision sooner.

The Augustana DPT Program, inspired by Lutheran scholarly tradition and the liberal arts, highly values the Augustana graduates who have received an education of enduring worth that challenges the intellect, fosters integrity, and integrates faith with learning and service in a diverse world.  In affirmation of these graduates' high standards and integrity, we have developed several pathways by which highly qualified Augustana students and graduates can smoothly transition into the DPT degree.

The Augustana University DPT Program receives applications for admission through the Physical Therapy Centralized Application System (PTCAS). PTCAS allows applicants to use a single application and one set of materials to apply to multiple DPT programs. Application instructions can be found here or on the Augustana University directory page within PTCAS.
 

In addition to the PTCAS application, applicants must submit the supplemental materials listed below:

• Official Transcripts from each college and university attended. For applicants with required coursework in process, final official transcripts showing completion of prerequisite courses and baccalaureate degree must be received prior to enrollment.
• A Personal Statement essay that addresses the provided prompt(s) and follows formatting criteria as directed.
• Letters of recommendation from two people who can speak to the applicant’s potential as a future physical therapist. One letter must be from a licensed physical therapist. Letters of recommendation are submitted by the referee directly via secure link within the PTCAS system.
• English Language Proficiency, when applicable. We invite international students, and those whose primary language is not English, to apply to Augustana. Admission is granted to those who have excellent academic promise and achieved a minimum score on one of the following English proficiency exams. TOEFL (550 PBT or 79 iBT), IELTS (6.0 overall band), Duolingo English Test (minimum 105/160) or equivalent scores on the, MET, PTE, GTEC CBT, or EIKEN exams. For applicants who earned a degree from an institution whose language of instruction is English, and those who earned a degree from an institution within the United States, the documentation of English proficiency requirement is waived.
• A non-refundable application fee of $50.00 is due at the time of application submission. The application fee may be waived if a student attends a qualified informational session.
• Graduate Record Examination (GRE) is NOT required.

The following tuition rates and associated costs are for 2023-2024 academic year and apply to students enrolled in the Doctor of Physical Therapy Program (DPT) program starting in 2023. The costs indicated below are only an estimate and may be different from the student's total expenditures. Variable costs of the program include lodging, food, and travel to/from lab immersions and clinical education rotations. In addition, textbooks, computer requirements (laptop computer & mobile device) and hardware/software will vary slightly based on individual student preferences.

Clinical education at Augustana University exposes students to varied physical therapy practice settings and a range of patient populations across the lifespan. These full-time experiences may occur in clinics across the country and immerse students into clinical settings as they learn to excel as a Doctor of Physical Therapy.

What makes our clinical education program different?

Curriculum Design — Unlike other traditional programs, students complete all foundational patient management coursework before the first clinical education experience, Physical Therapy Practice I. This didactic preparation allows students to enter their first clinical experience prepared to treat patients with musculoskeletal, neurologic, and cardiopulmonary dysfunction in various practice settings.

• Integrated Curriculum — Didactic courses taken concurrently during clinical education allow students to "bring the classroom into the clinic, and the clinic into the classroom.” Students directly apply the concepts learned in these didactic courses to their patients and then share these clinical experiences with their class during case-based discussions and assignments.
• Clinical Facilities — Augustana University currently affiliates with over 600 facilities across the nation. The nature of our hybrid learning platform allows students to live at home during most of their education. When possible, it will help students access clinical education sites within their community or state, allowing the student to maintain a professional connection to their community. Students are encouraged to relocate as necessary to gain experience in quality settings as they offer exceptional educational opportunities both as a student and potentially as a resident following graduation.
• Clinical Faculty — Clinical faculty are an integral part of our clinical experiences for students. Many clinical faculty are specialists in their field, have completed a residency or fellowship training, and are chosen for their expertise and eagerness to work with students.

Students complete 31 weeks of full-time clinical education as part of the DPT curriculum. Clinical education experiences allow students to apply their knowledge and skills to clinical situations under the direct supervision and guidance of experienced physical therapist clinicians. In clinical learning environments, students develop safe and practical skills in all aspects of patient care while also developing the ability to work as part of a healthcare team.

Contact the Clinical Education Team

Andrea Mierau, PT, DPT
Director of Clinical Education
Assistant Professor
605.274.5303
amierau@augie.edu

DPT 6111 - Human Anatomy I

• This course is the first of two human anatomy courses, focusing on the lumbar spine, pelvis, and lower extremities. The learner is introduced to the foundational knowledge of gross anatomy and neuroanatomy and a clinical application of embryology and histology. Functional anatomy is explored concerning human movement across the lifespan. Anatomy laboratory experiences include synthetic human anatomical models, three-dimensional anatomy software and models, and living/surface anatomy. 
   

DPT 6121 – Human Anatomy II

• This course is the second of two human anatomy courses, focusing on the cervical/thoracic spine, thorax and viscera, and upper extremities. The learner expands foundational knowledge of gross anatomy and neuroanatomy and the clinical application of embryology and histology. Functional anatomy is explored concerning human movement across the lifespan. Anatomy laboratory experiences include synthetic human anatomical models, three-dimensional anatomy software and models, and living/surface anatomy. 

 
DPT 6131 – Human Physiology

• Learners in this course study the physiologic responses to physical activity and exercise. This course covers physiological issues related to health and wellness, including the associated effects of physical activity on health and wellness across the lifespan. Physiology and pathophysiology of the cellular, integumentary, neuromuscular, musculoskeletal, cardiovascular, pulmonary, and endocrine systems are explored.  

 
DPT 6211 – Physical Therapy Fundamentals

• This course introduces a patient management framework used throughout the curriculum and introduces the student to fundamental physical therapy skills spanning various practice settings. Fundamental skills addressed in the lab include basic examination tests and measures such as goniometry, range of motion, manual muscle testing, and anthropometric testing. Techniques for interview, documentation, systems review, and measuring patient outcomes are introduced.

 
DPT 6221 – Movement Science

• This course introduces the foundation concepts of motor control, motor development and motor learning. Functional anatomy and biomechanical concepts are reinforced through analysis of simple and complex movements, including typical and atypical gait. Learners will be introduced to movement analysis constructs and learn to apply the International Classification of Functioning, Disability, and Health (ICF) model. Integration of theory, movement analysis, and use of the ICF model is emphasized to inform clinical decision-making in physical therapist practice. 

 
DPT  6811 – Professional Competencies

• Students are introduced to the professional roles and responsibilities expected of practicing physical therapists in a health care setting. Students will integrate learning styles, learning theories, and issues surrounding information and health literacy to practice effective and professional communication with patients and families. Students will learn about and assess their emotional intelligence and discover how to integrate emotional intelligence into effective clinical practice. Concepts of flourishing, communication issues, and barriers to accessing health care services are discussed. This course prepares students for the professional curriculum and clinical practice as effective communicators and life-long learners.

 
DPT 6231 – Therapeutic Interventions I

• This course introduces the principles of biomechanics, kinesiology, and movement. Biomechanical principles are integrated with joint structure and function, movement analysis, and therapeutic interventions. Learners are introduced to therapeutic exercise, manual therapy, and tissue healing response principles and learn to manage patients with pain, strength, and mobility impairments. Emphasis is placed on clinical decision making in the appropriate selection, instruction, and progression of interventions using current evidence.

 
DPT  6311 – Evidence Based Practice I

• This is an introductory course to evidence-based practice, research design, and statistics. Learners explore the most common research methodologies and statistical approaches used in health care research. The course examines the basics of evidence-based practice with the formulation of clinical questions, performing effective literature searches, critical appraisal of sources, evidence, and methodologies, and emphasizes evidence-based practice in clinical decision making.

 
DPT 6141 – Clinical Neuroscience

• This course explores foundational knowledge of the neuroscience of the movement system, specifically the motor and sensory systems and pathways that regulate typical movement. Emphasis will be placed on the structure and functions of the movement system that contribute to neurological dysfunction. Lab activities will focus on the essential elements of the neurologic examination, including assessment tools, clinical problem solving integrating neurological structure/function, and an introduction to standard outcome measures used in the neurologic population across the lifespan.

 
DPT  6241 – Therapeutic Interventions II

• This second therapeutic intervention course expands on clinical decision making in the appropriate selection, instruction, and progression of interventions using current evidence. This course focuses on the principles and application of selected physical agents, therapeutic exercise, and manual therapy for managing patients with pain and tissue injury, and with impairments related to mobility, strength, and motor control. 

 
DPT  6412 – Musculoskeletal Practice I

• This course is the first of four courses concentrated on the musculoskeletal system, with an emphasis on dysfunctions of the lumbar spine, pelvis and hip region. Students engage in clinical application of biomechanical and functional movement principles to regional differential diagnosis, examination (including psychomotor skills such as regional palpation, passive mobility testing and special tests), assessment, intervention planning/implementation, and establishing a physical therapy diagnosis and prognosis for patients with lumbar spine, pelvis and/or hip region dysfunction. Evidence-based interventions for the lumbar spine, pelvis, and hip region are taught, with emphasis on patient education, manual therapy (joint and soft tissue mobilization, trigger point dry needling), and therapeutic exercise in a patient-centered approach across the lifespan.  

 
DPT  6151 – Pharmacology

• Pharmacology principles and common uses of medications are introduced for the cardiovascular, pulmonary, neurological, gastrointestinal, musculoskeletal, urogenital, rheumatologic, endocrine, and integumentary systems. This course introduces students to the influence of medications on patient management across the lifespan, and the impact on patient presentations, physical therapy outcomes, and rehabilitation sessions is emphasized.

 
DPT  6711 – Primary Care Physical Therapy

• This course explores the physical therapist’s role as an interdependent practitioner working within a collaborative medical model considering culturally competent and motivational strategies. Students are presented with the clinical tools and decision-making processes necessary to perform a differential diagnosis and to begin developing proficiency in clinical decision making. An introduction to imaging of the major body systems and regions related to physical therapy practice emphasizing a systematic approach to identifying typical and pathological anatomy. Specific content areas covered include diagnostic ultrasound, magnetic resonance imaging, computerized tomography, nuclear medicine, radiographs, and medical diagnostic tests interpretation. Evidence-informed clinical reasoning to guide examination selection, utilization, referral/consultation, and patient/health care provider interactions are discussed.

 
DPT 6422 – Musculoskeletal Practice II 

• This is the second of four courses focused on the musculoskeletal system with an emphasis on lower extremity dysfunctions. Students engage in clinical application of biomechanical and functional movement principles to regional differential diagnosis, examination (including psychomotor skills such as regional palpation, passive mobility testing, and special tests), assessment, intervention planning/implementation, and establishing a physical therapy diagnosis and prognosis for patients with lower extremity dysfunctions. Evidence-based interventions for the lower extremity are taught, with emphasis on patient education, manual therapy (joint and soft tissue mobilization, trigger point dry needling), and therapeutic exercise in a patient-centered approach across the lifespan.

 
DPT 6721 - Integrative Pain Management

• This course covers the current evidence-based approaches for acute and persistent pain management using the biopsychosocial model framework. Students will be introduced to fundamental pain science concepts and models that incorporate the multidimensional nature of pain. Students will apply these concepts to patient-centered assessments, including screening for central sensitization, and measurement of pain with consideration for psychosocial factors, context, culture, and age. Collaborative and multidisciplinary approaches to developing a comprehensive and patient-centered pain management plan, with a diversity of treatment options including pain neuroscience education, will be emphasized.  

 DPT 6432 – Musculoskeletal Practice III

• This course is the third of four courses focusing on the musculoskeletal system with an emphasis on cervicothoracic, TMJ, and rib dysfunctions. Students engage in clinical application of biomechanical and functional movement principles to regional differential diagnosis, examination (including psychomotor skills such as regional palpation, passive mobility testing, and special tests), assessment, intervention planning/implementation, and establishing a physical therapy diagnosis and prognosis for patients with cervicothoracic, TMJ, and rib dysfunctions.  Evidence-based interventions for the cervicothoracic region, TMJ, and ribs are taught, with emphasis on patient education, manual therapy (joint and soft tissue mobilization, trigger point dry needling), and therapeutic exercise in a patient-centered approach across the lifespan.
   

DPT  6512 – Neuromuscular Practice I

• Learners explore the management of patients with neurologic health conditions, focusing on acquired brain injuries in this course. Emphasis is placed on utilizing the ICF model to examine the impairments in body structure and function, activity limitations, and participation restrictions that occur as a result of neurophysiological and pathokinesiological mechanisms of neurological health conditions. Students are taught to integrate and apply motor control and motor learning, theoretical constructs, evidence-based practice, and the patient/client management model. 

DPT  6612 – Cardiopulmonary Practice

• This course provides a comprehensive study of the cardiovascular and pulmonary systems to effectively manage patients with cardiovascular, metabolic, and pulmonary causes of movement dysfunction. The focus will be on evaluating and rehabilitating patients across the lifespan and the continuum of care. Lab activities include examination techniques including exercise testing, auscultation, lung function testing, and chest examination, with additional ECG analysis skills.

 
DPT  6442 – Musculoskeletal Practice IV

• This course is the last of four courses focusing on the musculoskeletal system with an emphasis on upper extremity dysfunctions emphasizing on exploring the clinical application of biomechanics and functional movement related to the upper extremities. Students engage in clinical application of biomechanical and functional movement principles to regional differential diagnosis, examination (including psychomotor skills such as regional palpation, passive mobility testing, and special tests), assessment, intervention planning/implementation, and establishing a physical therapy diagnosis and prognosis for patients with upper extremity dysfunctions. Evidence-based interventions for the upper extremity are taught, with emphasis on patient education, manual therapy (joint and soft tissue mobilization, trigger point dry needling), and therapeutic exercise in a patient-centered approach across the lifespan.

DPT 6522 – Neuromuscular Practice II

• Learners continue to study the management of patients with neurologic health conditions. This course’s condition focus includes spinal cord injury, vestibular disorders, multiple sclerosis, Parkinson’s disease, neuromuscular disorders, and central nervous system cancers. Emphasis is placed on utilizing the ICF model to examine the impairments in body structure and function, activity limitations, and participation restrictions that occur because of neurophysiological and pathokinesiological mechanisms of neurological health conditions. Students are taught to integrate and apply motor control and motor learning, theoretical constructs, evidence-based practice, and the patient/client management model.

 
DPT  7622 – Management of Complex Patients

• This course is designed to help students develop their clinical reasoning, perform thorough differential diagnosis, physical therapy examinations, and develop effective care plans for medically complex patients. Building upon an understanding of the relevant pathophysiology, the learner will be challenged to integrate the findings of laboratory tests, diagnostic testing, medical treatment, and procedures, as well as information gained from the patient, their families, other members of the health care team, and current evidence into the clinical decision-making process. Students will examine the physical therapy implications of the medically complex patient across all continuums of care including inpatient, outpatient, home based, and institutional settings. Students will design patient centered individual and community-based interventions for effective disease management across the lifespan.

 
DPT  7913 – Physical Therapy Practice I

• This course is a full-time eight-week clinical experience that takes place in a community-based physical therapy setting. The student develops examination, evaluation, and intervention skills supervised by a licensed physical therapist. The student utilizes interpersonal communication, professional socialization, and critical thinking skills with patients/clients, family members, and health care staff. This is a beginner-level course and is the first in a series of three courses. 

 
DPT  7251 – Health Promotion & Fitness Management

• Students integrate principles of health promotion, wellness, fitness, and physical activity. Topics relating to injury prevention, nutrition, fitness testing, exercise prescription, physically active lifestyles in healthy and chronically ill populations are the focus of this course. Learners are introduced to mindful and behavioral practices to implement as physical therapists. The ability to adapt the exercise program to various healthy and chronically ill populations using proper clinical procedures and culturally competent practices is emphasized. 

 
DPT  7532 – Management of the Pediatric Patient

• This course provides an entry-level approach to providing physical therapy services to pediatric patients/clients in a variety of settings. The patient/client management model is applied to multiple pediatric diagnoses and conditions. Abnormal development, therapeutic play, family-centered care, advocacy, and assistive technologies are covered as essential components of pediatric physical therapy. Ethical, legal, and legislative issues affecting this population are addressed.

 
DPT 7542 Bracing & Support Technologies

• Students integrate orthotics, prosthetics, and braces typically encountered in physical therapy into practice management of patients with multiple movement disorders across the lifespan. Functional and surgical anatomy of upper and lower limb amputations and conditions requiring lower quarter orthotic and prosthetic intervention are presented. Lab activities emphasize gait analysis, movement analysis, residual limb management, orthotic and prosthetic management, amputee rehabilitation, and gait training.

 DPT 7552 – Management of the Aging Adult

• This course provides information on current issues that impact healthcare delivery for the aging adult population. Theory of normal aging processes, sociocultural, environmental factors, psychosocial issues, and systemic changes are discussed concerning health promotion, prevention and wellness, optimal daily function, and quality of life. Interprofessional collaboration, the role of the physical therapist in the community, and family resources are addressed. Learners apply the patient/client management model to the specific needs of the aging adult population. Lab activities focus on management skills for the aged adult patient.

 
DPT  7321 – Evidence-Based Practice II

• The second of two courses in the Evidence Based Practice series reinforces concepts learned in DPT 7311 (Evidence Based Practice I) through application to current literature. Students are fostered to become intelligent consumers of research through critical review and analysis of the scientific literature in small group journal clubs. A focus is on translation of research findings into clinical practice for integrating current best evidence into individual practice patterns.  

 
DPT  7331 – Capstone 

• This course culminates the student's clinical and professional development by integrating academic knowledge, clinical experiences, and evidence-based principles. The creation of a professional portfolio and a professional development plan will be one of the tools to prepare the students in becoming an entry-level practitioner and a lifelong learner.

 
DPT  7923 – Physical Therapy Practice II

• This course is a full-time eight-week clinical experience that takes place in a community-based physical therapy setting. The student progresses examination, evaluation, and intervention skills supervised by a licensed physical therapist. The student utilizes interpersonal communication, professional socialization, and critical thinking skills with patients/clients, family members, and health care staff. Emphasis is placed on evidence-based patient management and clinical reasoning skills as an adult learner and a medical professional. This is an intermediate level course and is the second in a series of three courses.

 
DPT 7831 Board Preparation
 

• This course assists students in completing licensure examination preparation and exam simulation to validate comprehension and curricular content.

 
 DPT  7933 – Physical Therapy Practice III

• This course is a full-time fifteen-week clinical experience that takes place in a community-based physical therapy setting. The student advances to entry-level patient management skills, including examination, evaluation, and intervention, supervised by a licensed physical therapist. The student refines interpersonal communication, professional socialization, and critical thinking skills with patients/clients, family members, and health care staff. Students develop evidence-based patient management and clinical reasoning skills as an adult learner and a medical professional. This is an advanced level course and is the third in a series of three courses. 

 
DPT – 7821 Innovation & Entrepreneurship

• This course provides an overview of practice management fundamentals and applies principles to various aspects of leadership and personal development, strategic planning, and business operations.  Students gain knowledge in health care management, leadership, strategic planning, human resources, finance, organizational structures, and fiscal management related to physical therapy practice.

Matt Volansky, PT, DPT, PhD, MBA, FAMIA 
Program Director
Matt.Volansky@augie.edu

Dr. Volansky comes from a strategically diverse background with experience in patient care, teaching, technology, and leadership within large business organizational units and universities. Dr. Volansky earned his BS in Physical Therapy from the Medical College of Ohio. He holds his healthcare MBA from Baldwin Wallace College and a Doctor of Physical Therapy degree from Northeastern University.  Dr. Volansky earned his Ph.D. in Biomedical Informatics at Rutgers University.  His dissertation was titled "Electronic Phenotyping via the Anchor and Learn Framework with Physical Therapy Emphasis". 

Dr. Volansky holds the honor of being the first physical therapist to be named as a fellow of the American Medical Informatics Association.  Dr. Volansky was in private practice for 23 years and has been an educator for the past 13 years.  He was an ABPTS board certified orthopedic clinical specialist for 10 years.  He currently holds advanced certifications as a Team STEPPS master trainer and a six-sigma green belt.  Additionally, he has certifications as a Hybrid Teaching and learning educator, Equitable, Engaging and Inclusive Online Learning educator, telehealth practitioner and diversity advocate.  Dr. Volansky has lectured on numerous topics on both a national and international level as an invited speaker and an industry expert.  Dr. Volansky’s teaching responsibilities are within the four innovation threads of Genomics, Telehealth, Data Science, and Bioelectronics.

His research interest involves innovation within the science of informatics in the discovery and management of new knowledge that defines the evolution of physical therapy clinical practice and education. Dr. Volansky loves to cook, autocross race his Porsche, fly fish, golf and drink good wine.  Not necessarily in that order! 

Andrea Mierau, PT, DPT
Director of Clinical Education
Andrea.Mierau@augie.edu

Dr. Mierau earned her BA in Biology with a minor in Psychology from Luther College in Iowa. She earned her Doctor of Physical Therapy degree at St. Catherine University in Minnesota. Dr. Mierau is working on her Doctor of Education (Ed.D.) in Healthcare Professions at the College of Graduate Health Studies at A.T. Still University, with anticipated completion in the spring of 2023. Her research interests include investigating factors that contribute to successful clinical education experiences, including professional behavior, quality of life, self-efficacy , and empathy of DPT students and clinical instructors. Dr. Mierau’s clinical interests include central and peripheral vestibular disorders, concussion, Parkinson’s disease, balance disorders, migraine, and cervical spine dysfunction.

Dr. Mierau is a certified LSVT BIG therapist for treating Parkinson’s disease and is currently working on the advanced vestibular physical therapist certification through the University of Pittsburgh. She also has credentials as a hybrid teaching and learning educator and diversity advocate. Dr. Mierau serves as the chair of the Abstract of the Week committee in the APTA vestibular special interest group and continues to practice monthly in a private practice vestibular rehabilitation clinic.  Dr. Mierau teaches professional competencies, clinical education, and neuromuscular rehabilitation. Her teaching philosophy is grounded in andragogy, or the theory of adult learning, and is informed by a mix of the learning theories cognitivism and constructivism.

Dr. Mierau lives in Minnesota with her husband, son, and daughter. Dr. Mierau can be found doing her own coursework, reading for pleasure, gardening, playing outside with the kids, crafting, traveling, and spending time with friends and family in her spare time.  

Erika Nelson-Wong, DPT, PhD
Director of Admission
enelsonwong@augie.edu 

​​​​Dr. Nelson-Wong has a unique background with a BSc in Engineering Physics from the Colorado School of Mines, MSPT and DPT from Regis University, and PhD in Spine Biomechanics from the University of Waterloo where she studied predictive factors for low back pain development during prolonged postures. Her research agenda continues to focus on early identification, prevention and management of musculoskeletal disorders in a variety of populations. Her clinical practice has included outpatient orthopaedics, home health care, and industrial rehabilitation. She is active in multiple professional associations including the American Physical Therapy Association, American and Canadian Societies for Biomechanics, and United States Association for the Study of Pain.

She is currently serving as an Associate Editor for the Journal of Applied Biomechanics, and is very active as a peer reviewer for multiple scientific journals. She is passionate about the outdoors, and also serves on the Board of Directors for the Boulder Climbing Community in Colorado. Dr. Nelson-Wong teaches in the content areas of Evidence Based Practice, Pain Science and Musculoskeletal Management, where she practices her teaching philosophy of engaging students to follow their curiosity, apply evidence to real-world scenarios, and hone their critical thinking skills through self-directed inquiry. In her free time Dr. Nelson-Wong enjoys being outside rock climbing, trail running, bicycling and horseback riding. 

Alexis Ortiz, PT, PhD, SCS, CSCS, FACSM 
Director of Curriculum
alexis.ortiz@augie.edu 

Dr. Ortiz is a physical therapist originally from Puerto Rico. He received his B.S. in physical therapy from the University of Puerto Rico-Medical Sciences Campus and his master’s and PhD in physical therapy from Texas Woman’s University in Houston, TX. He has been a professor at the University of Puerto Rico (UPR), Texas Woman’s University (TWU), UT Health San Antonio (UT), The University of The Incarnate Word (UIW), and now at Augustana University. He has held the position of Program Director at both UPR and UT Health and director of residencies at UIW.

He is a board-certified sports physical therapist, a certified strength and conditioning specialist, Fellow of The American College of Sports Medicine, and 2020 graduate of the APTA Educational Leadership Fellowship. He counts with diverse publications in physical therapy, specifically sports medicine, physical activity for people living with chronic diseases such as cancer and HIV, and academic disparities in physical therapy. He has presented his research at regional, national, and international level.

Preparation for Professional Licensure

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

National Physical Therapy Examination (NPTE)

• Below is the U.S. Department of Education (USDE) rule change which allows students enrolled in institutions with Candidate for Accreditation or "pre-accreditation" status to sit for the licensure exam immediately upon graduation. Further, because of this rule change, initial accreditation status is no longer required to sit for the exam. Additionally, cohort number two (2026 graduating class) may complete the program and take the exam if initial accreditation is not granted. A third cohort may not be accepted if initial accreditation is not granted.
• According to the USDE Federal Register page 58924 602.23(f)(2), effective July 01, 2020, "All credits and degrees earned and issued by an institution or program holding pre-accreditation from a nationally recognized agency are considered by the Secretary to be from an accredited institution or program." 

Diversity, Equity & Inclusion Admission Statement

• The Augustana University DPT Program utilizes a holistic application review process.  Augustana admits students without regard to sex, race, age, color, disability, gender identity, sexual orientation, religion, or national or ethnic origin to all programs and activities generally afforded to or made available to students at the university. Persons with bachelor’s degrees from accredited institutions, who meet the prerequisites, technical standards and essential functions established by the Augustana DPT Program and demonstrate promising scholastic standing, along with professional potential, will be considered for admission.

National Council of State Authorization Reciprocity Agreement (SARA)

• Augustana University is a member of the National Council for State Authorization Reciprocity Agreement (SARA). SARA is an agreement among member states, districts, and territories that establishes national standards for interstate offering of postsecondary distance education. 

Complaints to the Accrediting Body

• Any individual who would like to file a complaint with CAPTE regarding what appears to be the Augustana DPT Program’s inability to meet an evaluative criterion may do so by following the directions provided on the CAPTE website (capteonline.org/Complaints/) or may call the Department of Accreditation of APTA at 703.706.3245. 

Complaints Outside of Due Process

• Any individual may file a complaint regarding aspects of the Augustana University DPT Program. Complaints that fall outside of due process should be referred to the DPT program director without fear of retaliation. Contact DPT Program Director Dr. Matt Volansky at 605.274.5882 or matt.volansky@augie.edu. The DPT program director will determine the appropriate course of resolution with consultation from the Directors within the DPT program. In instances where there is a clear or perceived conflict of interest, individuals may recuse themselves from the proceedings. In instances in which the program director is the source of concern or complaint, issues should be referred to Provost & Executive Vice President Dr. Colin Irvine at 605.274.5417 or colin.irvine@augie.edu.

Protection Against Retaliation

• Augustana University prohibits any retaliation against any person making a report or against any person cooperating in the investigation of an incident including witnesses. Retaliation includes intimidation, threats or harassment. Acts of alleged retaliation should be reported immediately and will be promptly investigated. Augustana is prepared to take appropriate steps to protect individuals who fear that they may be subjected to retaliation.

The Augustana University DPT Program does not require a specific undergraduate major of study. Undergraduate coursework in specific areas that provide a foundation for graduate study in physical therapy is required, with other courses being strongly recommended.

Full Prerequisite Course List

Transfer of Credit & Advanced Placement

All courses required for the DPT degree, both didactic and clinical, must be completed with the Augustana University DPT Program. Augustana's program does not grant advanced placement, credit for experiential learning, or transfer credits from another program or institution.

Students accepted into the Augustana DPT Program must meet the following criteria:

Complete a baccalaureate degree with a minimum cumulative GPA of 3.00 on a 4.00 scale from a regionally accredited institution. Conditional acceptance may be granted, with full admission pending completion of the degree.

Conditional acceptance may be granted, with full admission pending completion of the degree. 

• If the cumulative GPA is less than 3.00 on a 4.00 scale, an applicant may still be eligible for admission if a cumulative GPA of 3.50 or higher has been achieved over the last 60 semester/ trimester- or 90 quarter-hour credits of coursework.
• The Augustana DPT program recognizes the unusual challenges that applicants may have faced during their undergraduate educational experience due to the COVID-19 pandemic. Many undergraduate institutions implemented temporary grading policies such as awarding pass/fail grades during 2020-21 academic years. Such policies may adversely impact both the prerequisite and cumulative GPAs of applicants. The Admissions Committee is committed to considering these extenuating circumstances. Pass/fail grades will not be included in the calculation of cumulative GPAs.

Complete all required prerequisite courses with a minimum grade of ‘C’ or higher in each course and a prerequisite course GPA of 3.00 or higher on a 4.00 scale.

Conditional acceptance may be granted if prerequisite coursework is in progress, with full admission granted pending course completion. A list of prerequisite courses.

• For prerequisite courses that are repeated, prerequisite GPA will be determined using the highest grade recorded on the transcript; however, both grades, if registered on the transcript, will be calculated into the cumulative GPA.
• Pass/fail grades given for prerequisite courses due to COVID-19 related circumstances, will not be included in the prerequisite GPA calculation.
• Prerequisite courses with a ‘fail’ grade on a pass/fail system will not be accepted towards course requirements.

Ability to fulfill the technical abilities required for physical therapists.

These include skills and abilities in the following areas: perceptual, observational, communication, interpersonal, motor and psychomotor abilities, intellectual, social/behavioral, professionalism, as well as capacity to perform specific work activities.

• No qualified person with a disability shall be excluded from admission, participation, or denied benefits or subjected to discrimination solely by reason of their disability. It is the responsibility of the student with disabilities to request accommodations that they feel are reasonable are needed to execute the essential requirements described.
• Applicants are encouraged to observe practicing physical therapists performing the essential functions of the job to make an informed decision prior to applying to the program. Students who feel they can complete these essential functions are encouraged to apply. If applicable, please inform the program of any reasonable accommodation(s) that may be required. 
• Applicants who cannot complete the tasks listed in the Technical Abilities Document, even with reasonable accommodation, are not eligible for admission. Any previously made offer of admission may be withdrawn if it becomes apparent that the student cannot complete essential tasks even with accommodation, or that the accommodations needed are not reasonable and would cause undue hardship to the institution or that fulfilling the functions would create a significant risk of harm to the health or safety of others.
• Students will be asked to attest to their ability to meet the technical standards (or have arranged necessary and reasonable accommodations with the program) prior to enrollment.

Completion of an approved criminal background check prior to enrollment in the program.

An additional background check and/or drug screening test may be required before beginning clinical experiences in year two of the program. Applicants should be aware that a prior criminal background could restrict the ability to obtain professional state licensure. Applicants are responsible for knowing the regulations for the state(s) in which they hope to practice. Admission into the DPT program does not imply or guarantee that a student will be able to obtain such licensure.