Physical Therapy Student Handbook

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The purpose of this handbook is to provide Doctor of Physical Therapy (DPT) students with information about program policies, procedures, expectations, and resources. The handbook is intended to support student success and professional development throughout the program.

This handbook supplements, but does not replace, the following institutional resources:

• New York Institute of Technology Academic Catalog: Graduate Students
• New York Tech Student Handbook
• New York Tech Student Code of Conduct

Students are responsible for understanding and adhering to the policies contained in these documents listed above in addition to those described in this handbook.

This document reflects the collective efforts of the faculty and staff of the Doctor of Physical Therapy program at New York Institute of Technology. Portions of this handbook incorporate institutional policies and those used by other programs within the School of Health Professions. The DPT program acknowledges and appreciates this collaboration in maintaining consistency across programs where appropriate.

The New York Tech DPT program reserves the right to revise policies, procedures, and program requirements described in this handbook at any time.

Students will be notified of substantive updates through their New York Tech email account. At the beginning of each academic year, and when major revisions occur, students will be asked to acknowledge that they have reviewed and understand the current handbook by signing and submitting an Acknowledgment page included at the end of this handbook.

The curriculum is grounded in a student-centered, experiential learning philosophy that emphasizes the integration of foundational knowledge, clinical reasoning, and professional skill development. The program is designed to actively engage learners through progressive, scaffolded learning experiences that move from foundational scientific principles to applied clinical practice.

Instructional strategies are based on principles of active and collaborative learning, incorporating didactic instruction, laboratory practice, simulation, and clinical education to support the development of cognitive, psychomotor, and affective skills. Faculty, who are active clinicians and scholars, integrate contemporary clinical practice into the curriculum to ensure relevance and application of knowledge in real-world healthcare settings.

The curriculum emphasizes the development of reflective practitioners who are prepared to deliver patient-centered, culturally responsive care across the lifespan and continuum of care. Through integrated clinical experiences, simulation, and engagement with diverse patient populations, students develop the skills necessary for clinical decision-making, interprofessional collaboration, and ethical practice in an evolving healthcare environment.

This educational philosophy supports the development of lifelong learners who are prepared to adapt to changes in healthcare practice and contribute to the profession through leadership, scholarship, and service.

Welcome to the Doctor of Physical Therapy (DPT) program at New York Institute of Technology. It is my pleasure to share with you the heart of who we are, what we value, and how we prepare our graduates to become leaders in a dynamic and ever-evolving healthcare environment.

Since the program's opening in 1998 and with the graduation of our first DPT class in 2003, New York Tech has been committed to providing a contemporary, student-centered, and forward-thinking physical therapy education.

Our mission reflects these values:

"The Doctor of Physical Therapy (DPT) program at New York Institute of Technology develops compassionate, reflective, culturally responsive, and forward-thinking physical therapy professionals to deliver patient-centered, interprofessional care in an evolving healthcare environment. The program integrates rigorous and innovative academic instruction, comprehensive clinical education experiences, active participation in research and scholarship, and meaningful engagement in community service. Through this integrated approach, the DPT program fosters leadership and a commitment to lifelong learning."

One of the greatest strengths of our program is our faculty. Our core and adjunct faculty members are not only experienced educators and scholars; they are active clinicians who bring their real-world expertise into every aspect of the curriculum. Many hold advanced clinical specialties and practice in areas such as pediatrics, neurology, orthopedics, cardiopulmonary rehabilitation, geriatrics, sports physical therapy, and pelvic health. Their commitment to teaching, clinical excellence, and mentorship ensures that our students learn directly from experts who are deeply engaged in contemporary practice.

Students in our program participate in rich and varied learning experiences. High-impact practice opportunities with our clinical partners provide early and meaningful hands-on patient care. On campus, students train in our state-of-the-art biomechanics laboratory, Safe Patient Handling and Mobility Lab, and the Ferrara Center for Patient Safety and Clinical Simulation. They also engage in research, scholarship, and opportunities in global health, experiences that broaden their perspectives and prepare them to serve diverse communities locally and internationally.

Our curriculum is intentionally designed to develop clinicians who think critically, practice ethically, and understand the importance of treating the whole person. Through rigorous didactic instruction and 36 weeks of clinical education, students acquire the knowledge and skills necessary to excel in examination, evaluation, diagnosis, treatment interventions, health promotion, and injury prevention.

One of the hallmarks of our program is the strong sense of community that develops among each cohort. Our cohort size of 40, allows students learn, grow, and progress together, forming lifelong friendships and professional relationships that continue well into their careers.

For graduates seeking further specialization, New York Tech proudly offers a postgraduate Orthopedic Residency Program. This intensive, one-year experience prepares clinicians for advanced practice and eligibility for the Orthopedic Clinical Specialist (OCS) examination through the American Board of Physical Therapy Specialties.

It is an honor to support our students as they develop into the next generation of physical therapy professionals. Should you have any questions about our program or wish to learn more, please do not hesitate to reach out. I look forward to welcoming you to the New York Tech DPT family.

Cheryl A. Hall, PT, DHSc, MBA
Associate Professor and Program Chair
Department of Physical Therapy

Welcome to the New York Institute of Technology Doctor of Physical Therapy program. Over the next few years, you will be presented with the tools, skills, and knowledge needed to become a knowledgeable and competent health care professional.

Becoming a physical therapist is exciting and challenging. The experience will test your academic and personal abilities. You will learn about grit, determination, and resilience, and you will see the value of your efforts, as you begin to experience real-life clinical practice. The feedback you receive from your patients will reinforce the benefits of your hard work and provide you with the focus needed to keep your goals in sight.

Learning is a lifelong process. In addition to developing the didactic and clinical skills necessary for success, you will gain insight into your own strengths and areas for personal and professional growth.

This student handbook is a supplement to the New York Institute of Technology Academic Catalog, and the New York Tech Student Handbook and Student Code of Conduct. It serves as an introduction to important information needed in order to succeed throughout this graduate program. It contains information about the faculty, the practice of physical therapy, the academic program and policies, professional development, professional associations, and student services. This handbook is a reference tool to be consulted during the course of your studies. It is designed to help you. Please feel free to discuss any issues or concerns you may have with any Physical Therapy faculty member or with your advisor.

We, as educators, mentors, leaders, and eventual colleagues, welcome the challenge to teach, mold, lead, and share with you. Your success is our highest priority.

The New York Tech Physical Therapy Faculty

The Doctor of Physical Therapy Program is supported by core faculty, clinical education faculty, and administrative staff who collectively provide instruction, mentorship, and program administration.

Cheryl Hall, PT, DHSc, M.B.A.
Associate Professor and Program Chair
Phone: 516.686.7670
Fax: 516.686.7699
chall@nyit.edu

• B.A. in Liberal Arts, SUNY Stony Brook
• B.S. in Physical Therapy, SUNY Health Science Center at Brooklyn
• M.B.A., New York Institute of Technology
• DHSc. in Physical Therapy, Nova Southeastern University

Clinical experience in pediatrics (acute and critical care, outpatient, school-based, and early intervention), Board-Certified Pediatric Clinical Specialist (PCS), APTA Level I Credentialed Clinical Instructor

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Lori Hochman, PT, M.S., Ph.D.
Assistant Professor and Director of Clinical Education
Phone: 516.686.7696
Fax: 516.686.7699
lhochman@nyit.edu

• B.S., Psychology, Tulane University
• B.S./M.S., PT, Long Island University
• Ph.D., Nova Southeastern University

Clinical experiences in neurologic settings include acute care, inpatient rehabilitation, and outpatient, LVST BIG®-certified, Board-Certified Neurologic Clinical Specialist (NCS), Vestibular Certified, APTA Credentialed Clinical Instructor Program Level 1 Trainer, APTA Level I and II Credentialed Clinical Instructor

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Eric Greenberg, PT, DPT, Ph.D.
Assistant Professor and Assistant Director of Clinical Education
Phone: 516.686.7696
Fax: 516.686.7699
egreenbe@nyit.edu

• B.S., Health Sciences, University of Florida
• DPT, Stony Brook University
• Ph.D., University of Cumberlands

Clinical experiences in pediatric orthopedics and sports injuries, running injuries, and musculoskeletal injuries, Board-Certified Sports Clinical Specialist (SCS), Certified Strength and Conditioning Specialist (CSCS), APTA Level I Credentialed Clinical Instructor

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Shaina Flanzraich, PT, DPT
Assistant Professor
Phone: 516.686.7715
Fax: 516.686.7699
sflanzra@nyit.edu

• B.S., Science, New York Institute of Technology
• DPT, New York Institute of Technology

Clinical experience in acute care, outpatient, inpatient cardiopulmonary rehabilitation, and adult neurological rehabilitation, Board-Certified Neurologic Clinical Specialist (NCS), Vestibular certification and Certified Stroke Rehabilitation Specialist

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Rosemary Gallagher, PT, DPT, Ph.D.
Professor and Director of Admissions
Phone: 516.686.7932
Fax: 516.686.7699
rgalla01@nyit.edu

• B.S., Physical Education, Colorado State University
• B.S., Physical Therapy, SUNY Stony Brook
• DPT, SUNY Stony Brook
• Ph.D., Rutgers University

Clinical experience in outpatient, acute, sub-acute and long-term care, geriatrics, adult neurological rehabilitation, LVST BIG®-certified, and Parkinson's Foundation Physical Therapy Faculty Scholar

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Mark Gugliotti, PT, DPT
Associate Professor
Phone: 516.686.7689
Fax: 516.686.7699
mgugliot@nyit.edu

• B.S., Exercise Physiology, University of Connecticut
• B.S., Physiotherapy, Hogeschol Enschede, The Netherlands
• M.S., Orthopedic Physical Therapy, Touro College
• DPT, Touro College

Clinical experience in outpatient orthopedics, administration, spinal therapy, Board-Certified Orthopedic Clinical Specialist (OCS), certified orthopedic manual therapist

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John Handrakis, PT, DPT, Ed.D.
Professor
Phone: 516.686.7669
Fax: 516.686.7699
jhandrak@nyit.edu

• B.S., General Sciences, Fordham University
• Certificate in PT, Columbia University
• M.S., Exercise Physiology, LIU Brooklyn
• Ed.D., Teacher's College, Columbia University

Clinical experience in home care, orthopedics, cardiopulmonary, rehabilitation, Board-Certified Neurologic Clinical Specialist (NCS)

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Teresa Ingenito, PT, DPT
Assistant Clinical Professor
Phone: 516.686.7692
Fax: 516.686.7699
tingenit@nyit.edu

• B.S. in Rehab Counseling, Springfield College
• B.S./M.S., Physical Therapy, Long Island University
• DPT, Arcadia University

Clinical experience in cardiopulmonary medicine, out-patient orthopedics, manual therapy, acute care, cardiac and pulmonary rehab

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Matthew Masciandaro, PT, DPT
Assistant Professor
Phone: 516.686.7634
Fax: 516.686.7699
mmascian@nyit.edu

• B.S. in Life Sciences, New York Institute of Technology
• DPT, New York Institute of Technology

Clinical experience in outpatient orthopedics including experience treating a wide variety of conditions and surgical diagnoses for patients ranging from weekend warriors to elite athletes

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Michael Tautonico, PT, DPT
Assistant Professor
Phone: 516.686.7708
Fax: 516.686.7699
mtautoni@nyit.edu

• B.S. in Life Sciences, New York Institute of Technology
• DPT, New York Institute of Technology
• Ph.D.(c), Nova Southeastern University

Clinical experience in acute care, home health, orthopedics, adult neurological rehabilitation, and Board-Certified Neurologic Clinical Specialist (NCS).

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Program Administrative Staff

Maria Severance
Senior Specialist and Coordinator of Admissions
Phone: 516.686.7696
Fax: 516.686.7699
maria.severance@nyit.edu

The Doctor of Physical Therapy program at New York Institute of Technology is accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), the accrediting body of the American Physical Therapy Association.

Commission on Accreditation in Physical Therapy Education (CAPTE)
3030 Potomac Ave., Suite 100
Alexandria, Virginia 22305-3085
703.706.3245
accreditation@apta.org
capteonline.org

To contact the program directly, please call 516.686.7696 or email Maria Severance at maria.severance@nyit.edu.

The New York Institute of Technology Physical Therapy program was initially accredited in November 2000 and has maintained continuous accreditation since that time. The program's accreditation was most recently reaffirmed in June 2016 and is accredited through June 2027 (extended one year due to the COVID 19 pandemic). The program will undergo its next full accreditation review in the 2026–2027 cycle.

Accreditation by CAPTE signifies that the program meets nationally recognized standards for physical therapist education and prepares graduates for entry-level practice.

The Physical Therapy Program Advisory Board supports the continued development of the program by providing feedback on curriculum, professional trends, and healthcare workforce needs.

The Board includes practicing physical therapists representing diverse practice settings, healthcare administrators, and professionals from related disciplines. Members serve in an advisory capacity and meet annually to provide input on program development and student preparation for clinical practice.

Academic Year 2025–2026 Members:

In addition to the program's formal governance structure, the DPT program incorporates mechanisms to support student participation in program feedback and to provide access to external processes for addressing concerns related to accreditation standards.

The Doctor of Physical Therapy (DPT) program values student input as an important component of program governance and continuous quality improvement. Students are provided with multiple opportunities to contribute feedback regarding their educational experience.

Mechanisms for student input include:

• End-of-course and end-of-clinical education evaluations
• Program-level surveys and feedback instruments (360 evaluations of the program chair and clinical education faculty)
• Formal and informal communication with faculty, advisors, and program administration
• Student representation or participation in program-related committees or advisory activities, where applicable

Student feedback is reviewed by program faculty and administration and may inform curricular review, instructional practices, and programmatic decisions. Students are encouraged to provide constructive, professional feedback to support ongoing program improvement.

Students, faculty, clinical instructors, and members of the public may file a formal complaint directly with the Commission on Accreditation in Physical Therapy Education (CAPTE) if they believe that the program is not in compliance with CAPTE Standards and Required Elements or has violated CAPTE's expectations related to academic integrity.

Commission on Accreditation in Physical Therapy Education (CAPTE)
Department of Accreditation
American Physical Therapy Association
3030 Potomac Ave., Suite 100
Alexandria, VA 22305 3085
703.706.3245
accreditation@apta.org
capteonline.org/complaints

Complaints must be submitted in writing and signed; anonymous complaints are not accepted. CAPTE will review complaints according to its established process to determine whether the program remains in compliance with accreditation requirements

Students are encouraged to first utilize institutional and program-level procedures to resolve concerns. However, CAPTE provides this mechanism for complaints that allege violations of accreditation standards that have not been resolved through institutional processes.

The DPT program engages in a structured annual evaluation process that includes review of curriculum effectiveness, student learning outcomes, graduate achievement measures, clinical education data, and stakeholder feedback. Faculty evaluate outcome data each academic year and identify action items that inform curricular revisions, resource allocation, faculty development, and program planning. This process aligns with CAPTE's Standards for ongoing program evaluation and outcome achievement and is documented through annual meetings and continuous improvement reports.

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Definition

Physical therapy is a dynamic, evidence-informed profession grounded in science and clinical expertise that focuses on restoring, maintaining, and promoting optimal movement and function.

Contemporary physical therapy practice is guided by four key concepts:

1. The International Classification of Functioning, Disability, and Health (ICF); and the biopsychosocial model
2. Evidence-based practice
3. Professional values
4. Quality assessment

(Source: Guide to Physical Therapist Practice, APTA)

Role of Physical Therapists

Physical therapists:

• Examine, evaluate, diagnose, and manage movement dysfunction.
• Restore, maintain, and promote optimal function and quality of life.
• Prevent impairments and functional limitations related to injury, disease, or disability.
• Collaborate within healthcare teams to improve patient outcomes.

Practice Settings:

Physical therapists work in diverse settings, including:

• Clinical and healthcare settings: Hospitals, outpatient clinics, rehabilitation centers, skilled nursing and sub-acute facilities, hospices
• Educational and research settings: Schools, universities, research centers
• Fitness and sports settings: Fitness centers, athletic training facilities, corporate or industrial health centers
• Community and home settings: Patient homes, workplace environments, community programs

Institutional Mission

• Mission of New York Institute of Technology

School Mission

• Mission of the New York Tech School of Health Professions: "To provide qualified students with access to career-focused academic programs that produce skilled, technologically innovative scientists, researchers, and healthcare professionals."

Mission of Physical Therapist Professional Education

The mission of professional physical therapist education, as articulated by the American Physical Therapy Association, is to prepare practitioners who are:

• Knowledgeable
• Adaptable
• Reflective
• Service-oriented

Graduates are expected to:

• Apply critical thinking and ethical reasoning.
• Promote health and wellness.
• Contribute to the profession through practice, teaching, administration, and scholarship.

Program Mission

• The Doctor of Physical Therapy (DPT) program at New York Institute of Technology develops compassionate, reflective, culturally responsive, and forward-thinking physical therapy professionals to deliver patient-centered, interprofessional care in an evolving healthcare environment. The program integrates rigorous and innovative academic instruction, comprehensive clinical education experiences, active participation in research and scholarship, and meaningful engagement in community service. Through this integrated approach, the DPT program fosters leadership and a commitment to lifelong learning.

Vision Forward: Preparing Tomorrow's Physical Therapists

• The Doctor of Physical Therapy (DPT) program at New York Institute of Technology presents its 2025–2030 Strategic Plan: an innovative, forward-thinking roadmap aligned with New York Tech's institutional core pillars. This plan is a commitment to academic excellence, community engagement, and preparing graduates for success in a technology-driven healthcare environment.

1. Advance Academic Innovation and Curriculum Development
   Prepare graduates for contemporary practice through innovative teaching methods, emerging technologies, and evidence-based education.
2. Enhance Student Access, Engagement, and Success
   Strengthen recruitment, advising, mentorship, and student support systems to promote academic success and professional development.
3. Expand Research, Scholarship, and Community Impact
   Promote faculty and student scholarship while advancing community engagement and professional contributions.
4. Strengthen Clinical and Professional Partnerships
   Develop strong relationships with clinical affiliates, alumni, and professional organizations to support student learning and program excellence.

By the completion of the program the graduate will be able to:

• Determine the physical therapy needs of any patient or client through examination and evaluation.
• Develop a plan of action to meet the individual's physical therapy needs.
• Implement a physical therapy plan of action designed to: maintain and restore strength, endurance, coordination, and range of motion to improve or restore function, promote healing, and relieve pain.
• Communicate appropriately and effectively with patients and families, colleagues, and the public.
• Adhere to safe, ethical, and legal practices.
• Apply the administrative principles of planning, organization, supervision, control, and evaluation while working within or managing a physical therapy service.
• Apply the basic educational concept of teaching within the clinical practice of physical therapy.
• Apply the basic principles of statistics and research methodology within the practice of physical therapy.
• Contribute to the quality of health of the community and the improvement of the effectiveness of the healthcare system of the community.
• Accept that being a professional is a continuous process and assume responsibility for professional and personal growth and development.

Student achievement is assessed through a comprehensive evaluation framework including course-based assessments, practical examinations, clinical performance evaluations (CIET), NPTE performance, and graduate outcomes. Benchmarks for success are established and reviewed annually as part of the program's continuous quality improvement process.

In accordance with CAPTE's requirement for meeting specific achievement levels, the program systematically monitors the three U.S. Department of Education (USDE) mandated graduate achievement measures: graduation rate, National Physical Therapy Examination (NPTE) ultimate pass rate, and employment rate for graduates who seek employment as physical therapists.

These outcomes are collected, analyzed, and reviewed on an annual basis by program faculty as part of a comprehensive program evaluation and institutional Continuous Program Improvement (CPI) process.

Program faculty utilize these data to assess program effectiveness, inform strategic planning, and implement data-driven improvements to curriculum, student support, and clinical education.

Consistent with CAPTE requirements, these graduate achievement outcomes are made publicly available.

Program outcomes are systematically assessed on an ongoing and annual basis as part of the program's continuous quality improvement process. Assessment data are collected from multiple direct and indirect measures, which may include course-level assessments, comprehensive examinations, clinical education performance evaluations, licensure outcomes, and student and stakeholder feedback.

Program faculty review outcome data regularly to evaluate student achievement relative to established benchmarks and to identify areas for curricular and programmatic improvement. Findings from these assessments are used to inform curriculum review, instructional strategies, and strategic planning initiatives in alignment with institutional and program goals.

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New York Tech DPT program policy states:

Graduation from the program does not guarantee eligibility for licensure. Licensure requirements are determined by individual state licensing boards. Applicants are responsible for understanding licensure requirements in the state in which they intend to practice.

Licensure examinations are administered by the Federation of State Boards of Physical Therapy.

Degree Requirement

• Bachelor's or master's degree or its equivalent from an accredited college or university.

Minimum Academic Requirements

Applicants must demonstrate strong academic preparation, including:

• Minimum cumulative undergraduate GPA of 3.0
• An academic record that includes a balance of coursework in the humanities, social sciences, and natural sciences, including competency in English writing

Prerequisite Coursework

Applicants must complete the following prerequisite courses with grades of C+ or higher:

• Biological and Physical Sciences
  • Two courses in General Chemistry with laboratory
  • Two courses in General Physics with laboratory
  • Two courses in General Biology with laboratory (botany excluded)
  • Human Physiology with laboratory OR Anatomy and Physiology I and II with laboratories
• Behavioral Sciences
  • Introductory Psychology
  • One additional (upper-level) Psychology course
• Mathematics
  • College Algebra, Trigonometry, or Precalculus
  • Statistics

Transfer Credit/Advanced Standing

The DPT program does not offer transfer credit or advanced standing for professional coursework completed at other physical therapy programs. All students must complete the full prescribed curriculum in residence.

Applicants must also:

• Meet the Technical Standards required for participation in the program
• Complete all prerequisites
• Successfully complete a background check

Please note that this is a full-time, day program with a limited number of evening classes required. The professional phase of the program begins in May of each year.

Technical Standards for Matriculation

Admission to the program requires the ability to meet the program's technical standards, which are detailed in Section 12: Technical Standards. Applicants are expected to review and acknowledge these standards prior to matriculation.

All applicants offered admission to the Doctor of Physical Therapy (DPT) program at New York Institute of Technology are required to complete a criminal background check as a condition of matriculation.

Background checks are conducted through a designated third-party vendor and must be completed by the deadline specified in the admission offer. Results are reviewed in accordance with institutional policies and applicable laws. A prior criminal history does not automatically preclude admission; however, certain findings may affect a student's eligibility to participate in required clinical education experiences.

Students should be aware that clinical education sites may require additional or more stringent background checks, fingerprinting, or drug screening. Clinical sites retain the right to deny student placement based on their policies. Inability to secure or complete required clinical placements may delay progression or prevent completion of program requirements.

All information obtained through the background check process is handled in accordance with applicable privacy and confidentiality standards.

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The Doctor of Physical Therapy (DPT) curriculum at the New York Institute of Technology integrates foundational sciences, clinical sciences, and professional practice to prepare graduates for entry-level physical therapist practice.

The curriculum is designed to promote progressive development of knowledge, clinical reasoning, and professional behaviors through:

• Foundational biomedical and movement sciences
• Clinical science coursework across body systems
• Research and evidence-based practice
• Professional development and leadership education
• Clinical education experiences

The curriculum is structured to follow a progressive sequence that advances from foundational concepts in the basic sciences to intermediate clinical applications and ultimately to advanced, integrative clinical reasoning and practice. Didactic coursework, laboratory experiences, and clinical education are intentionally integrated throughout the curriculum, allowing students to apply and reinforce knowledge in increasingly complex and authentic patient care contexts. Content is revisited in a spiraled manner, with increasing depth and complexity across semesters to support the development of clinical competence and professional judgment.

The New York Tech Doctor of Physical Therapy program meets CAPTE's required minimum instructional duration of at least 96 weeks of instruction across a minimum of six semesters, as defined in the 2024 Standards and Required Elements, effective January 1, 2026.

Students must complete the prescribed sequence of courses outlined in the DPT curriculum. The curriculum is delivered over three academic years and includes:

• Foundational and clinical science coursework
• Professional seminars
• Research coursework and capstone project
• Clinical education experiences

The official program curriculum is available in the New York Institute of Technology Academic Catalog.

Total Program Credits:
The DPT program requires completion of 100 total credits.

Total Clinical Education Duration:
Students complete approximately 36 weeks of full-time clinical education during the program.

The curriculum is designed to ensure that students demonstrate competence in all elements of entry-level physical therapist practice as defined by CAPTE's curricular standards prior to graduation. Competency is assessed through didactic coursework, laboratory experiences, clinical education performance, and comprehensive assessment measures integrated throughout the curriculum.

Students must complete the prescribed course sequence outlined in the DPT Degree Map.

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This section outlines academic expectations, grading standards, remediation, progression, and graduation requirements for students in the New York Tech Doctor of Physical Therapy program.

To remain in good standing, students must meet the following minimum academic standards:

• Maintain a 3.0 GPA, including summer sessions.
  • First-year students have until the end of the third semester to achieve a GPA of 3.0 (with no failing grades).
  • If the student does not have a cumulative GPA ≥ 3.0 after third semester (Spring, Year 1), the student will be dismissed from the program.*
• Earn no grade lower than a C in any course. In accordance with New York Tech graduate grading standards, any grade below a C constitutes a course failure and requires academic review.
• A student will be dismissed if:
  • Cumulative GPA < 3.0 after third semester (Spring, Year 1)*
  • Two consecutive semesters with GPA < 3.0 (after first year)
• Failure of two courses results in dismissal from the program without re-entry. This includes failure(s) of clinical education experiences.
• Successfully complete each clinical education experience with a grade of "Pass." Failure of a clinical education course will prompt a meeting with the Clinical Education Team Faculty (DCE/ADCE) and/or the Academic Review Committee to determine remediation, repeat clinical experience, and specific learning objectives. If a clinical site is unavailable or if there are conflicts with course scheduling, continuation in the program will be determined at the discretion of the PT chair, DCE team, and faculty.
• Students are financially responsible for repeat clinical courses.
• Complete all didactic coursework to meet the total program credit requirement of 100 DPT credits.

The Physical Therapy Academic Review Committee (ARC) provides guidance on academic, clinical, and disciplinary matters. Decisions are final.

The program follows New York Tech graduate grading standards. Letter grades correspond to standard grade points and are used to calculate GPA for academic standing.

Students will be placed on academic probation if:

• Semester GPA falls below 3.0
• Cumulative GPA falls below 3.0

Students may be dismissed for:

• Cumulative GPA < 2.3 after first semester (Anatomy and Kinesiology)
• Cumulative GPA < 3.0 after third semester (Spring, Year 1)
• Two consecutive semesters with GPA < 3.0 (after first year)
• Earning an F in any course
• Academic dishonesty or plagiarism
• Failure of Anatomy or Kinesiology in the first summer session

* Prior to dismissal, students will be informed of the basis for the action and afforded an opportunity to respond in accordance with program and institutional policies.

Students dismissed due to Anatomy/Kinesiology failure must reapply via PTCAS for consideration for re-enter the program. Reapplication does not guarantee admission.

See Student Academic Progression Tree in Section 6: Progression and Graduation Requirements.

Dismissal may occur for:

• Behavior endangering safety
• Disrespect or unprofessional conduct
• Unexcused absences or lateness
• Unprofessional conduct as defined by program professional behaviors
• Violations of the New York Tech Student Code of Conduct

Prior to dismissal, students will be informed of the basis for the action and afforded an opportunity to respond in accordance with program and institutional policies.

The Doctor of Physical Therapy (DPT) program maintains high expectations for student professionalism, ethical conduct, and academic responsibility. To support these expectations, the program uses a structured progressive discipline system to address concerns related to professionalism, academic performance, and behavioral conduct.

Concerns related to academic performance, clinical performance, or professional behavior are documented by faculty and may be addressed through progressive discipline processes and, when appropriate, referral to the Academic Review Committee (ARC).

Verbal Warning

Faculty identify the concern, counsel the student regarding expectations, and document the issue internally. This step provides early guidance to support improvement.

Written Warning

A formal written notice is issued when concerns persist or rise in severity. The written warning outlines:

• The behavior or academic issue of concern
• Required corrective action
• Expected timeline for improvement
• Steps for follow up

Academic Review Committee (ARC)

The Academic Review Committee (ARC) is the program's formal mechanism for review of academic, clinical, and professional behavior concerns. Except where referenced for context, all ARC policies and procedures are governed by this section.

In fulfilling this role, the ARC conducts a formal review when concerns are repeated, persistent, involve multiple faculty, negatively affect learning or clinical environments, or rise to a level requiring comprehensive intervention. The ARC may recommend remediation, probation, modification of clinical placement, or other actions up to and including dismissal.

Academic Review Committee (ARC) Authority and Actions

The ARC, in consultation with program faculty and leadership, will determine appropriate actions, which may include the development of a professional behavior remediation plan. This plan may include specific behavioral expectations, required reflective activities, mentoring, or other corrective measures designed to support student development.

The ARC may also impose conditions on continued enrollment, progression, or clinical placement eligibility based on the nature of the concern.

Students will be notified in writing of concerns referred to the Academic Review Committee and will be provided with an opportunity to respond to the concerns and submit relevant information for consideration prior to final decisions.

Case-by-Case Escalation

Depending on the severity or pattern of the infraction, the program may modify or accelerate the progressive discipline sequence. Examples include:

• multiple verbal warnings from different faculty about similar issues
• behaviors that compromise patient safety, academic integrity, or the learning environment
• unprofessional conduct requiring formal intervention

In such situations, the program may bypass the written warning stage and refer the student directly to the ARC.

Documentation Requirement

Any modification, acceleration, or deviation from the standard progressive discipline steps must be clearly documented by faculty or program leadership. Documentation must include:

1. The nature and severity of the infraction
2. The rationale for modifying the disciplinary sequence
3. The actions taken

This documentation ensures fairness, transparency, and consistent application of program policies.

Students may appeal a grade per the School of Health Professions Grade Appeal Policy.

Deadlines and criteria are strict; appeals must be submitted according to posted procedures.

Students are encouraged to first address concerns with the involved faculty member. If unresolved, concerns may be escalated to the program chair and, if necessary, through formal institutional grievance procedures found at Resolve a Problem: Student Complaint Policy | New York Tech.

• Advises PT chair and faculty on academic, clinical, and disciplinary matters
• Membership includes PT faculty, SHP faculty, and clinicians (as appropriate)
• Decisions of the ARC are final

• Written request submitted to PT chair (copy to dean).
• Students can withdraw at any time; however, only students with no outstanding academic, disciplinary, or financial obligations may reapply to the program.

• A student requesting a leave of absence, not to exceed 12 months, must do so in writing, addressed to the physical therapy chair, with a copy to the dean of the School of Health Professions.
• In the case of a medical leave of absence, a letter from a licensed clinician must accompany the request describing the nature of the medical condition for which the leave is requested and the estimated length of time needed for recovery (not to exceed a total of 12 months).
• The Physical Therapy chairperson, upon consultation with the dean, will recommend whether the leave is to be granted and conditions under which the student may return to school.
• Before a student may be reinstated, a written request must be submitted to the Physical Therapy chairperson by May 15 for September (for the next academic year) and September 15 for January of the same academic year.
• If a medical leave of absence was granted, a letter from a licensed clinician stating that the student is cleared to return must accompany the reinstatement request. In addition, the health care provider must review and evaluate the student's capability to meet program technical standards on a form to be supplied by the department chairperson.
• If the student requires a leave longer than 12 months, the student will be required to withdraw from the program and seek re-admission, the student must reapply as per the criteria below.

• Any student who has withdrawn from the program or failed to return from a prolonged leave of absence at the designated time may reapply for admission to the program.
• To be considered for re-admission, the student must meet the following conditions in addition to any applicable admission criteria in effect at the time of reapplication:
  • The student withdrew in good standing (financially, as per Bursar).
  • The student had no outstanding disciplinary actions.
  • The student must apply through PTCAS. Re-application does not guarantee that the applicant will be granted an interview and/or re-admission to the program.

If the student is readmitted after reapplying, the student will be required to take and pass all courses in the curriculum for a grade, beginning with Gross Anatomy. No course grade or course credit from prior PHTH courses will be transferred upon readmission. Space availability and ARC/faculty discretion govern re-entry.

A student who fails one course, but is otherwise not on academic probation, must sit out the remainder of the academic year until the course is offered again in the curriculum. A student may return one year later to repeat the course that was failed.

• First-year students granted re-entry will progress with the newly admitted cohort. The student will be required to attend all courses taken and passed and demonstrate proficiency in all required elements of those courses (including Anatomy and Kinesiology). The student must pass the course previously failed in order to continue in the program. A second "F" at any time in the program will result in immediate dismissal without possibility of returning.
• Second-year students granted re-entry will be required to attend all second-year courses in the curriculum. They must demonstrate proficiency in all required elements of courses already taken and passed. The student must pass the course previously failed in order to continue in the program. A second "F" at any time in the program will result in immediate dismissal without possibility of returning. It is expected that the student will engage in paid or voluntary clinical work and/or remediation as recommended/required by the department Academic Review Committee.
• Retaking a failed course is the financial responsibility of the student. The student must register, pay for, and pass the failed course. If the student does not pass the course, they will be dismissed, without the possibility of returning.
• If the student was already on probation at the time they failed the course or would be on academic probation after failing the course, they may not return to the program the following year.
• If a student fails two courses throughout the curriculum (including clinical education experiences), they will be dismissed immediately without the possibility of returning.
• Re-entry is not automatic. It may be offered to the student if:
  • Space is available in the professional courses of the requested year.
  • The student submits their request to return in writing to the physical therapy chairperson by February 15 for September (for the next academic year) and September 15 for January of the same academic year.
  • A letter requesting consideration for re-entry and outlining remediation activities performed since leaving the DPT program.
  • A minimum of two letters of recommendation, which must address why the student should be allowed to re-enter the program.
  • The program reserves the right to deny re-entry if the requirements listed above are not satisfactory as determined by the Academic Review Committee and program chair.

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Students must follow the DPT Degree Map and complete all required courses in sequence. To progress to the next academic year, students must:

• Meet GPA and course grade requirements outlined in Section 5: Academic Standards and Policies.
• Successfully complete prior clinical education experiences (Clinical Education I–IV).
• Demonstrate readiness for subsequent clinical rotations as assessed by faculty and the DCE team.

Physical therapy students are required to complete a total of thirty-six (36) weeks of full-time clinical education across a variety of practice settings as part of the curriculum.

Clinical education experiences are sequenced to align with didactic content, ensuring progressive integration of knowledge, skills, and professional behaviors across the curriculum, and to ensure achievement of entry-level competence.

Clinical education experiences typically require 8–12 hour days, for 8–12 weeks per rotation, excluding travel time.

Students must be available for the full schedule established by the clinical site and coordinated by the Director of Clinical Education (DCE). Clinical schedules will not be modified to accommodate outside obligations.

Due to the intensity and time demands of clinical education, students are strongly discouraged from outside employment during these experiences.

Students must successfully meet all clinical education objectives and performance expectations at the conclusion of each clinical experience.

To ensure appropriate professional role development and objective evaluation, students may not be placed at clinical sites where they have previously been employed or served in any capacity (e.g., aide, assistant, volunteer).

All clinical placement decisions are made by the Director of Clinical Education (DCE/ACCE) in collaboration with program leadership.

Students are assessed for readiness prior to each clinical experience. Students may be identified for Enhanced Clinical Support (ECS) based on:

• Professional behavior concerns
• Practical examination performance deficits
• Academic probation status
• Difficulty in prior clinical experiences
• Students with prior Academic Review Committee (ARC) involvement. ARC procedures and decisions are outlined in Section 5: Academic Standards and Policies.

Students identified for ECS receive additional support and monitoring from the DCE team, which may include individualized learning plans, targeted remediation, and increased communication with clinical instructors.

• Total Clinical Education: 13 credits (36 weeks)
• Completion of all clinical education experiences is mandatory for progression and graduation.
• Students must achieve a passing performance in each clinical education course.
• Failure of a clinical education experience will result in faculty review and implementation of remediation or re-entry pathways, as outlined in Section 5: Academic Standards and Policies.

Clinical performance is formally assessed using the Clinical Internship Evaluation Tool (CIET), a standardized instrument used to evaluate student performance across defined clinical competencies and progression benchmarks. CIET outcomes are used to determine successful completion of each clinical education experience and readiness for subsequent clinical placements, as outlined in Clinical Education Manual.

Consistent with required CAPTE Standards, students must demonstrate entry-level competence in all required domains of physical therapist practice to be eligible for graduation. Entry-level readiness is determined through cumulative performance across didactic coursework, clinical education experiences, practical examinations, and professional competency assessments.

All degree requirements must be completed within the program's maximum allowable timeframe, as established by the program and the institution. Failure to meet this requirement may result in dismissal from the program.

To be eligible for graduation, students must meet all academic, clinical, and programmatic requirements, demonstrating readiness for entry-level physical therapy practice.

Students must:

1. Maintain a minimum cumulative GPA of 3.0.
2. Successfully complete all required didactic and clinical courses, totaling 100 DPT credits, including 13 clinical education credits.
3. Demonstrate successful completion of all required clinical education experiences, as determined by program-defined performance standards and clinical evaluations.
4. Satisfactorily complete all program assessments and requirements used to evaluate student achievement and progression.
5. Complete six Professional Enhancement Program (PEP) activities, including:
   • At least three focused on professional development (e.g., APTA New York or other meetings within the association, Special Interest Group activities, professional lectures).
   • Up to three focused on community engagement (e.g., service projects, outreach activities)
6. Submit a graduation application to the Student Service HUB.
7. Obtain Bursar clearance and meet all institutional graduation requirements.

Successful completion of all didactic, clinical, and professional requirements signifies that the student has met program expectations for academic performance, clinical competence, and professional behavior, consistent with entry-level practice standards.

Graduates must meet all program-defined clinical competencies.

The DPT program uses a comprehensive, integrated assessment system to determine student readiness for entry-level physical therapist practice. This system includes performance on written examinations, laboratory practical examinations, clinical education evaluations using the CIET, course embedded competencies, and successful completion of the capstone research sequence.

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This section outlines expectations related to attendance, participation, and assessment of student performance. These policies are designed to support student success, ensure consistent and valid assessment of student achievement, and promote the development of professional behaviors required for entry-level physical therapy practice.

Regular attendance and active participation in all scheduled classes, laboratories, examinations, and program activities are essential components of professional behavior and are required to support academic success and readiness for clinical education. Unless otherwise specified, 100% attendance is required as per the course syllabus.

Students are expected to:

• Attend all scheduled class sessions, laboratories, assessments, and program events.
• Arrive on time and be prepared for participation and engagement.
• Demonstrate professional responsibility by managing schedules to avoid preventable conflicts.

Because physical therapy education is highly interactive and competency-based, athletic, work, or personal scheduling conflicts are not considered valid excuses for absences. Unexcused absences may result in a deduction of 5% from the final course grade, as outlined in course syllabi.

Students are responsible for all material presented during any absence.

Students are responsible for all content and activities missed during an absence.

• Anticipated absences: Students must notify the course instructor in advance, when feasible.
• Unanticipated absences due to illness or emergency: Students should notify the instructor as soon as reasonably possible.
• Documentation: Instructors may require verification of absences (e.g., medical documentation) to determine whether an absence is excused.

Failure to communicate appropriately or provide requested documentation may result in the absence being treated as unexcused.

Students are expected to be present at the start of class and remain for the full duration unless prior arrangements have been approved.

Repeated lateness or leaving early is considered unprofessional behavior and may result in:

• Documentation of a professional behavior concern
• Grade impact as outlined in course syllabi
• Referral to the Academic Review Committee (ARC) if the behavior persists

Students are expected to arrive fully prepared for all scheduled activities.

Excessive, unexcused, or patterned absences may be interpreted as a lapse in professional behavior and may result in:

• Documentation of a professional behavior concern
• Requirement to complete remediation, makeup assignments, or additional faculty-directed activities
• Impact on course grades, as defined in course syllabi
• Delay in program progression or concerns regarding clinical readiness
• Persistent or patterned concerns may result in referral to the Academic Review Committee (ARC). See Section 5 for ARC procedures and possible outcomes.

Patterned absences refer to repeated absences that demonstrate a consistent or recurring trend (e.g., absences occurring on the same day of the week, during specific course components, or around assessments) that may indicate disengagement or avoidance rather than isolated or unavoidable circumstances. Determination of patterned absences is made by course faculty in consultation with program leadership as appropriate.

Absences that interfere with a student's ability to meet course objectives or demonstrate competency may require additional evaluation, remediation, or faculty-directed intervention. Continued attendance concerns may impact overall course performance and readiness for clinical education.

Make-up examinations may be granted at the discretion of the course instructor and may differ in format from the original examination. Approval is based on the nature of the absence and appropriate supporting documentation.

Failure to attend an examination without prior communication or acceptable justification may result in a grade of zero.

Students participating in synchronous virtual learning activities are expected to maintain the same standards of professionalism required in the classroom. This includes active participation, attentiveness, and respectful engagement.

Students are expected to have their cameras on unless otherwise permitted by faculty and to participate fully in all required activities. Students should ensure that their learning environment is free from distractions and appropriate for a professional academic setting.

Failure to meet virtual participation expectations may result in attendance deductions, professional behavior documentation, or removal from the session, with potential requirement for remediation.

Recording of lectures, whether audio or video, is prohibited without explicit permission from the course instructor. When permission is granted, recordings are intended solely for personal academic use and may not be shared, distributed, or posted in any format.

Exception: With instructor permission, students may share recordings or excerpts within restricted-access platforms used for course-related purposes (e.g., course-specific or personal social media groups), provided that such platforms are private, access-controlled, and limited exclusively to enrolled students and/or course faculty. Under no circumstances may recordings be posted to publicly accessible platforms or shared with other individuals outside the course.

• "Restricted access" is defined as platforms requiring membership approval or authentication, where content is not searchable, viewable, or shareable by the public.
• Students are responsible for ensuring privacy settings remain active, and that content is not redistributed beyond the approved group.
• Any secondary sharing, downloading, or reposting outside the approved environment constitutes violation of this policy.

Unauthorized recording or distribution of course content is considered a violation of professional and academic standards and may result in referral to the ARC and disciplinary action in accordance with institutional policies. See New York Tech policies on Ownership of Student Coursework and Inventions for materials provided to students and Use of Copyrighted Material Policy for copyright infringement.

This policy does not restrict students who receive accommodations through the Office of Accessibility Services (OAS). Students entitled to accommodations under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 may record lectures or access adapted course materials when such accommodations are approved by OAS. Students who believe they require recording as an accommodation should contact OAS for guidance and assistance.

All restrictions regarding sharing, distributing, or posting recordings continue to apply. Recordings made under approved accommodations are for personal academic use only and may not be shared with any third party.

Written assignments are used to assess student understanding, clinical reasoning, and professional communication skills. Students are expected to submit all assignments by the designated deadlines outlined in course syllabi.

Requests for extensions must be made prior to the submission deadline and are subject to faculty approval. All submitted work must represent the student's own effort and comply with academic integrity standards.

Late submissions may result in grade penalties or may not be accepted, as determined by course policy. Violations of academic integrity in written work may result in assignment failure, course failure, or additional disciplinary action as outlined by institutional policy.

Written examinations are used to measure student progress, evaluate knowledge acquisition, and assess readiness for progression within the program, including preparation for the National Physical Therapy Examination (NPTE).

Students may be assigned seats at the discretion of proctors or faculty. All examination conditions, including permitted materials and use of electronic devices, are determined by the course instructor and must be strictly followed.

Failure to adhere to examination protocols may result in invalidation of the examination, referral for academic integrity review, and potential disciplinary action, including course failure. Academic integrity must be maintained at all times, and students are expected to comply fully with institutional policies governing testing conduct. Please see Academic Integrity Policy: U.S. Campuses.

Practical examinations are designed to assess student competence in psychomotor skills, clinical reasoning, and safe patient handling. A minimum passing score of 80% is required on each practical component.

If a student does not achieve a passing score, the student is permitted to retake only the failed portion of the practical examination; an additional skill or question may be included to ensure competency. If the student passes on the first retake, the maximum recorded score will be 75%. If the student passes on the second retake, the maximum recorded score will be 70%.

Failure to achieve a passing score after two retake attempts will result in failure of the course, regardless of performance in other course components.

At any time during a practical examination, demonstration of unsafe performance or actions that could place a patient at risk will result in immediate failure of the assessment, regardless of numerical score. Such performance may also prompt review by the ARC and may impact progression and clinical readiness.

York Institute of Technology Academic Integrity Policy, which defines and prohibits behaviors such as cheating, plagiarism, and unauthorized collaboration.

Violations of academic integrity may result in consequences including, but not limited to, failure of the assignment or examination, failure of the course, referral to the ARC, and disciplinary action up to and including dismissal from the program. Students are afforded due process as outlined in institutional policies. Please see Academic Integrity Policy: U.S. Campuses.

The use of generative artificial intelligence (AI) tools in coursework is governed by this policy and may vary by instructor and by assignment. Course-specific expectations will be clearly communicated in the syllabus or assignment instructions.

In the absence of explicit permission, use of generative AI is prohibited. When permitted, students must adhere to all stated guidelines. Failure to comply constitutes a violation of the Academic Integrity Policy.

Performance on written and practical examinations, as well as adherence to attendance and professional behavior expectations, directly informs student progression within the program.

Students who demonstrate academic difficulty, practical examination failure, or professional behavior concerns may be referred for Enhanced Clinical Support (ECS) as outlined in Section 6: Progression and Graduation Requirements.

This process includes additional faculty oversight, structured feedback, and monitoring to ensure readiness for clinical education. Failure to meet established academic or professional standards may result in delayed progression, modification of clinical placement timing, or other actions as determined by the faculty and the Academic Review Committee.

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Professional conduct is a foundational component of physical therapy education and practice. Students enrolled in the Doctor of Physical Therapy program are expected to demonstrate professional behaviors consistent with the expectations of the profession and the standards required for safe and effective patient care.

Professional conduct is considered an essential competency for progression within the program and is evaluated with the same level of importance as academic and clinical performance. Failure to meet professional conduct expectations may impact a student's academic standing, clinical readiness, and ability to progress in the program.

Definition

Professional behaviors are behaviors, attributes, or characteristics that are not explicitly part of a professional's core knowledge and technical skills, but are nevertheless required for competent and ethical practice in the profession of physical therapy.

Professional conduct expectations within the program are informed by:

• The American Physical Therapy Association (APTA) Code of Ethics for the Physical Therapy Profession
• The APTA Core Values
• The Professional Behaviors for the 21st Century

These frameworks guide the development of students as ethical, accountable, and reflective practitioners.

In addition, expectations for professional conduct in digital environments are aligned with Section 9: Social Media and Digital Professionalism Policy, including compliance with patient confidentiality and HIPAA regulations.

The process of becoming a physical therapist requires the integration of professional knowledge, clinical skills, and professional behaviors. Professional behaviors are developed over time and assessed across academic and clinical environments. Students are expected to progressively demonstrate increasing levels of independence, responsibility, and professionalism as they advance through the curriculum.

Students are expected to consistently demonstrate behaviors including:

• Ethical conduct
• Accountability
• Respect for others
• Effective communication
• Cultural competence
• Collaborative teamwork
• Professional responsibility

These behaviors are evaluated in both academic and clinical settings and are considered essential components of student progression and readiness for clinical education.

Professional behaviors also include sound judgment, integrity, adaptability, and the ability to accept and incorporate feedback. Students are expected to demonstrate self-awareness and engage in reflective practice as part of their professional development.

In all interactions, students are expected to conduct themselves in a manner that reflects integrity, professionalism, and respect for diverse individuals and perspectives. This includes interactions with faculty, peers, patients, clinical instructors, staff, and members of the community.

Behavior that is disruptive, disrespectful, discriminatory, intimidating, or inconsistent with a safe and inclusive learning environment will not be tolerated and may result in formal review.

Students are expected to:

• Respond to course and program communications in a timely manner
• Demonstrate preparedness for all academic and clinical activities
• Complete assigned readings and actively participate in class and laboratory sessions
• Engage in all required learning activities
• Maintain clear and respectful written and verbal communication, which must be professional in tone and content

All forms of communication, including email, learning management systems, and other digital platforms, must adhere to professional standards and align with expectations outlined in Section 9: Social Media and Digital Professionalism Policy.

Professional behavior is considered a core competency within the program and is assessed longitudinally throughout the curriculum. Assessment methods may include, but are not limited to, course-based evaluations, clinical performance tools, professional behavior assessments, and faculty review.

Concerns may be identified by faculty, clinical instructors, or program staff at any point during the student's progression. Documentation of concerns becomes part of the student's academic record and may be considered in progression decisions.

Students engage in structured self-assessment activities at designated points in the curriculum, typically in conjunction with clinical education preparation courses. These self-assessments require reflection on professional behaviors, identification of strengths and areas for improvement, and discussion with faculty advisors.

The purpose of self-assessment is to promote reflective practice, self-awareness, and professional growth. Students are encouraged to use feedback constructively to guide ongoing development.

Following self-assessment or faculty feedback, students may develop a plan of action in collaboration with faculty advisors. This plan may include targeted remediation activities, reflective assignments, mentoring, or other structured interventions designed to support professional development.

The plan of action is individualized, goal-oriented, and focused on measurable improvement in identified areas.

If persistent or significant concerns in professional behavior are identified, a problem-oriented assessment may be initiated. This process is used when behaviors are inconsistent with professional expectations in either academic or clinical settings.

The process typically includes:

• Initial discussion between the student and faculty advisor or course instructor
• Identification of specific concerns
• Development of a structured remediation plan with defined expectations and timelines
• Ongoing monitoring of progress

If concerns persist or are severe in nature, the issue may be escalated to the Academic Review Committee (ARC) or appropriate faculty leadership for further review and action.

When a professional behavior concern is identified, the student may receive verbal and/or written feedback, and a formal professional behavior concern may be documented.

Concerns are addressed using a progressive approach based on severity, frequency, and impact on the learning environment or patient safety. This may include verbal feedback, written warnings, documentation of concerns, and implementation of structured improvement plans.

Depending on the severity and/or recurrence of the behavior, the student may be referred to the Academic Review Committee (ARC) for further review. Refer to Section 5: Academic Standards and Policies and Section 6: Progression and Graduation Requirements for additional detail.

Behaviors that may warrant immediate referral to the Academic Review Committee (ARC) include, but are not limited to:

• Violations of patient confidentiality (HIPAA)
• Unsafe or unethical patient care behaviors
• Academic dishonesty
• Harassment or discrimination
• Falsification of records or documentation
• Repeated unprofessional conduct following prior remediation
• Any action that poses a risk to patient safety, peers, faculty, or the clinical environment

Students will receive written notification of documented concerns and will have the opportunity to respond and participate in the review process prior to escalation or referral to the Academic Review Committee.

Concerns involving violations of patient confidentiality, digital professionalism Section 9: Social Media and Digital Professionalism Policy, or safety may result in immediate escalation to the ARC without prior warning.

When professional behavior concerns are persistent, significant, or pose risk to patient safety or the learning environment, the concern may be referred to the Academic Review Committee (ARC). ARC policies, procedures, and potential outcomes are governed by Section 5: Academic Standards and Policies.

Failure to demonstrate improvement following remediation, or engagement in behaviors that compromise safety, violate ethical standards, or significantly disrupt the learning environment, may result in disciplinary action.

Such actions may include:

• Formal warning or professional behavior contract
• Academic probation
• Delay in progression or removal from clinical education experiences
• Failure of a course or clinical education experience based on concerns related to clinical readiness (if behavior impacts performance outcomes)
• Dismissal from the program

Serious violations, including but not limited to breaches of patient confidentiality (HIPAA), harassment, or conduct that endangers others, may result in immediate disciplinary action, including dismissal, consistent with Section 9: Social Media and Digital Professionalism Policy and institutional policies.

Professional behavior expectations extend to all program-related environments, including classroom, laboratory, clinical settings, and virtual learning environments.

Students are expected to uphold these standards consistently, recognizing that professional identity formation is an ongoing process that begins in the academic setting and continues throughout their careers.

These expectations explicitly include digital environments and social media engagement as outlined in Section 9: Social Media and Digital Professionalism Policy. Failure to demonstrate professionalism in any setting may impact academic standing, clinical placement, and progression within the program.

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The Doctor of Physical Therapy (DPT) program at New York Institute of Technology recognizes that digital communication and social media platforms are widely used in both personal and professional contexts. As emerging healthcare professionals, students are expected to demonstrate professional judgment, ethical behavior, and accountability in all digital environments. This includes, but is not limited to, social media platforms, email, learning management systems, messaging applications, and any form of electronic communication.

Professional conduct in digital spaces is held to the same standards as conduct in academic, laboratory, and clinical settings. Students are expected to adhere to all applicable institutional policies, clinical site requirements, and legal regulations governing privacy and professional behavior.

Students are required to comply with all federal and state laws related to patient privacy, including the Health Insurance Portability and Accountability Act (HIPAA). Under no circumstances may students disclose protected health information (PHI) in any digital format.

Prohibited actions include, but are not limited to:

• Posting or sharing patient names, images, videos, or identifying details
• Describing clinical cases in a manner that could reasonably lead to patient identification
• Sharing information about clinical sites, staff, or patient encounters without authorization
• Capturing or transmitting images or recordings within clinical environments

Any violation of patient confidentiality is considered a serious breach of professional and legal standards and may result in immediate disciplinary action, including dismissal from the program.

Students are expected to consistently demonstrate professionalism in all online interactions. This includes maintaining appropriate boundaries, respectful communication, and alignment with the values of the physical therapy profession.

Students must:

• Use professional and respectful language in all digital communications
• Maintain appropriate boundaries with patients, clinical instructors, faculty, and peers
• Represent themselves, the program, and the profession in a responsible manner
• Refrain from posting content that is discriminatory, harassing, threatening, or otherwise inconsistent with professional standards
• Avoid engaging in online behavior that could undermine public trust in the profession

Digital conduct that negatively reflects on the student's judgment, integrity, or professionalism may be subject to review, even if it occurs outside of academic or clinical settings.

Students may not use the program name, institutional affiliation, clinical site names, logos, or images in any public forum without prior authorization. Additionally, students must not imply endorsement by the program, faculty, or clinical partners in personal online content.

Concerns related to digital professionalism may be identified through:

• Faculty or staff observation
• Reports from students, clinical instructors, or third parties
• Clinical site feedback
• Publicly accessible online content
• All reported concerns will be reviewed in accordance with program policies and may be referred to the Academic Review Committee (ARC) or appropriate institutional offices. See Section 5: Academic Standards and Policies for ARC procedures and possible outcomes.

Violations of this policy are managed in accordance with program procedures for professional behavior and student conduct. The severity of the consequence will be determined based on the nature, intent, and impact of the violation.

Potential consequences include:

• Level 1: Minor Violations (e.g., unprofessional tone, poor judgment in communication)
  May result in:
  • Verbal or written warning
  • Required professional behavior remediation
  • Reflective assignment or professionalism training
• Level 2: Moderate Violations (e.g., inappropriate posts, boundary concerns, reputational impact)
  May result in:
  • Formal written warning
  • Referral to the Academic Review Committee
  • Professional behavior contract
  • Impact on course or clinical performance evaluation
• Level 3: Severe Violations (e.g., HIPAA breach, patient confidentiality violation, harassment, or egregious misconduct)
  May result in:
  • Immediate removal from clinical education
  • Course failure
  • Referral to institutional disciplinary processes
  • Dismissal from the program

Failure to adhere to digital professionalism standards may impact a student's:

• Eligibility for clinical placement
• Standing in clinical education experiences
• Ability to progress within the program

Clinical sites maintain independent authority to remove students for violations of professional conduct, including digital misconduct.

Students are responsible for understanding that digital content is often permanent, searchable, and publicly accessible. A lack of intent to harm does not mitigate responsibility for inappropriate or unprofessional conduct.

By participating in the DPT program, students acknowledge their obligation to uphold professional standards in all environments, including digital spaces, and to comply fully with this policy.

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Professional presentation is an essential component of physical therapy education and practice. Students are expected to demonstrate professional judgment in attire, hygiene, and overall appearance in all program-related settings. Professionalism begins with first impressions and reflects respect for patients, peers, faculty, and the profession.

Dress code expectations are designed to promote safety, facilitate learning, ensure appropriate access for laboratory activities, and support development of professional identity. Compliance with dress standards is considered part of professional behavior and may impact course participation, assessment, and progression.

Students are required to wear scrubs (navy, gray, or black), during all scheduled class and laboratory sessions unless otherwise specified by the course instructor.

At the discretion of the course instructor, students may be required to wear professional attire (e.g., business casual) for specific activities, including guest lectures, off-site experiences, interprofessional events, simulations, or presentations. Students are expected to comply with these requirements.

Clothing must be clean, appropriately fitted, and allow for safe participation in all academic and laboratory activities.

Laboratory sessions require attire that allows appropriate access to specific body regions for observation, palpation, and intervention.

Students must:

• Wear attire that allows exposure of the body region being studied (e.g., shorts, tank tops, sports bras, or similar garments as appropriate)
• Be prepared to modify attire as required by the instructor for specific lab activities
• Maintain professionalism and respect for peers during all lab activities involving physical contact

Failure to wear appropriate lab attire may result in the inability to participate in lab activities, which may impact skill acquisition and course performance.

Students are expected to maintain appropriate personal hygiene and grooming at all times.

This includes:

• Clean clothing and body hygiene
• Appropriate management of hair, nails, and fragrance use (e.g., avoiding excessive perfumes/colognes in shared environments)

Students must present in a manner that does not pose a safety risk, interfere with patient care, or disrupt the learning environment.

The program recognizes that tattoos and piercings are common and accepted forms of personal expression. These are permitted; however, students are expected to exercise professional judgment.

Tattoos and piercings must not:

• Contain offensive, discriminatory, or inappropriate content
• Interfere with safety, infection control, or patient comfort
• Violate clinical site-specific policies (which may require covering or removal)

Students are responsible for complying with any additional dress or appearance standards required by clinical education sites.

The following attire is considered inappropriate for classroom settings and is not permitted:

• Clothing that is excessively revealing, including exposed midriff (except when required for lab)
• Pajama attire, slippers, or sleepwear
• Clothing with offensive language or imagery
• Torn or excessively distressed clothing
• Attire that limits safe participation or is inconsistent with a professional learning environment

Faculty reserve the right to determine whether attire is inappropriate, even if not explicitly listed.

Dress code adherence is considered part of professional behavior (Section 8: Professional Conduct and Professional Behaviors) and is enforced accordingly.

If a student is not in compliance with dress expectations:

• The student may be asked to leave class or lab and return in appropriate attire The absence may be considered unexcused and subject to attendance policies (Section 7: Attendance and Examination Policies).
• The student may receive a professionalism deduction, if applicable to the course grading policy
• Repeated violations may result in documentation of a professional behavior concern and referral to the Academic Review Committee (ARC). See Section 5: Academic Standards and Policies for ARC procedures and possible outcomes.

Clinical education dress code and appearance requirements may differ from academic setting expectations and must be followed as specified by the clinical site or clinical education guidelines; these requirements take precedence over program or institutional dress code standards when students are engaged in clinical education experiences.

Failure to comply with dress requirements in laboratory sessions may result in inability to participate, which may impact competency-based assessments and course outcomes.

During clinical education experiences, students must adhere to the dress code policies of the assigned clinical site, in addition to program expectations.

Clinical sites may have stricter requirements regarding attire, tattoos, piercings, and grooming and supersede program policy. Failure to comply with site-specific policies may result in removal from the clinical experience and impact progression in the program (see Section 5: Academic Standards and Policies and Section 6: Progression and Graduation Requirements).

The Physical Therapy faculty reserves the right to determine appropriate attire and professional presentation standards in all program settings.

Decisions regarding dress code compliance are final and are made in consideration of safety, professionalism, and alignment with clinical practice expectations.

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The Doctor of Physical Therapy (DPT) program requires students to complete 36 weeks of full-time clinical education across multiple practice settings. Clinical education experiences are integrated within the curriculum to provide progressive opportunities for students to apply didactic knowledge, develop clinical reasoning, and achieve entry-level competence in physical therapy practice.

Clinical experiences are supervised by licensed physical therapists serving as clinical instructors and occur in a variety of healthcare environments, providing exposure to diverse patient populations and practice settings.

Clinical education is designed to:

• Integrate classroom learning with real-world patient care
• Facilitate development of clinical reasoning and decision-making skills
• Support progression toward entry-level clinical competence
• Promote professional behaviors consistent with the expectations of the physical therapy profession
• Prepare students for independent practice and licensure examination

Students complete multiple full-time clinical experiences that are sequenced within the curriculum to support progressive skill development. These experiences occur across varied practice settings and are designed to expose students to a breadth of patient populations and care models.

Students are required to complete at least one inpatient clinical experience (i.e., acute care, acute inpatient rehabilitation, or sub-acute/long-term rehabilitation) and one outpatient orthopedic clinical experience.

Students complete multiple full-time clinical rotations in varied practice settings, which may include, but are not limited to:

• Outpatient orthopedics
• Inpatient/acute care
• Neurologic rehabilitation
• Other specialized or emerging practice areas

Assignments are made in alignment with program resources, available clinical sites, and educational objectives.

Clinical education experiences provide students with exposure to a diversity of patient populations, practice settings, and models of care consistent with CAPTE Standards. Students are supervised by licensed physical therapists who meet all jurisdictional and site-specific supervision requirements. Clinical sites are selected to ensure opportunities for progressive development of clinical reasoning, patient management, and professional behaviors consistent with entry-level expectations.

Student performance during clinical education is evaluated by clinical instructors using the CIET, a standardized clinical performance assessment tool.

Evaluations are completed at designated intervals, typically including midterm and final assessments, and are used to assess student performance across domains including:

• Cognitive skills (clinical reasoning and knowledge application)
• Psychomotor skills (clinical techniques and patient management)
• Affective skills (professional behavior, communication, and interpersonal skills)

Clinical performance evaluations contribute to course grading and progression decisions within the program.

During clinical education experiences, students are expected to:

• Comply with all program, institutional, and clinical site policies and procedures
• Meet all site-specific onboarding and participation requirements
• Demonstrate professional behavior, accountability, and ethical conduct
• Maintain attendance and fulfill all clinical education obligations
• Communicate effectively with clinical instructors, patients, and members of the healthcare team

Accommodations can only be made if the student formally applies for them through the institution's Office of Accessibility Services, and specific needs in clinical education settings are addressed collaboratively by the institution's Office of Accessibility Services, the Director of Clinical Education, and the clinical site, in accordance with program policies and site-specific requirements. Implementation of any accommodation in a clinical environment is subject to essential functions, patient safety, and the capabilities of the clinical site.

The program and clinical sites jointly evaluate reasonable accommodations to ensure that safety and essential competency expectations are maintained.

Clinical education placements are arranged by the program in collaboration with affiliated clinical sites. Assignments are made based on educational needs, site availability, and programmatic considerations. Placement in specific geographic locations, practice settings, or sites is not guaranteed.

Students are responsible for completing all requirements necessary for clinical placement, including documentation, health clearances, and any site-specific prerequisites.

Detailed policies, procedures, expectations, and responsibilities related to clinical education are outlined in the DPT Clinical Education Manual. Students are required to review, acknowledge, and adhere to all policies contained within the manual in addition to those outlined in this handbook.

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The Department of Physical Therapy is committed to the admission and matriculation of all qualified students and does not discriminate on the basis of race, ethnicity, age, gender orientation/identification, national origin, religion, sexual preference, or disability.

With respect to individuals with disabilities, the program does not discriminate against otherwise qualified individuals. However, all applicants and students are expected to meet the technical standards described herein, with or without reasonable accommodation. These standards reflect the essential abilities deemed necessary to safely and effectively complete the curriculum and participate in clinical education experiences.

These technical standards do not represent requirements for employment as a licensed physical therapist but are intended to ensure that students are able to meet the academic and clinical demands of the program.

A physical therapist must possess the knowledge and skills necessary to function in a wide variety of clinical settings and to deliver a broad spectrum of therapeutic interventions. Students must demonstrate the ability to learn, integrate, analyze, and synthesize information accurately and efficiently, reflecting the critical thinking required for clinical decision-making.

In addition, physical therapy education requires the development and application of multiple domains of competence, including observation, communication, sensory and motor function, behavioral regulation, and social interaction.

Reasonable accommodations can be made for persons with disabilities in some of these areas, but a physical therapy student must be able to perform in a reasonably independent manner.

Students must possess adequate sensory abilities to observe, interpret, and respond to patient needs across academic, laboratory, and clinical environments. Sensory function includes the effective use of vision, hearing, and tactile perception, integrated with observational skills, to support clinical reasoning and safe patient care.

Students must be able to:

• Utilize vision to accurately observe patient movement, posture, alignment, facial expressions, environmental conditions, and clinical demonstrations
• Utilize hearing to comprehend spoken communication from patients, faculty, and healthcare professionals, as well as detect relevant auditory cues (e.g., breathing patterns, verbal responses, equipment signals)
• Utilize tactile perception to perform physical examination techniques, including palpation, assessment of tissue properties, and monitoring of patient responses during intervention
• Integrate sensory input to observe, interpret, and synthesize clinical findings in real time
• Detect subtle changes in patient condition, including physical, physiological, and behavioral indicators
• Interpret nonverbal communication and environmental cues relevant to patient care
• Apply sensory information to support accurate assessment, clinical decision-making, and patient safety

Students must possess effective communication abilities to function safely and competently in academic and clinical environments. Communication encompasses the ability to speak, hear, observe, read, and write in order to obtain, interpret, and convey information accurately and professionally.

Students must be able to:

• Communicate effectively, efficiently, and sensitively with patients, peers, faculty, and other healthcare professionals
• Comprehend and convey information in oral, written, and electronic formats
• Use appropriate grammar, vocabulary, and professional language in all forms of communication
• Elicit, gather, and clarify patient information through verbal and nonverbal interaction
• Interpret nonverbal behavior and respond appropriately in clinical and interpersonal contexts
• Deliver clear patient education and instructions tailored to individual patient needs
• Participate in interprofessional communication and collaboration in a professional manner
• Produce accurate and timely documentation consistent with clinical and academic expectations

Effective communication is essential for safe patient care, clinical reasoning, documentation, and teamwork across healthcare settings.

Physical therapy students should have the ability to clearly speak, hear, and observe in order to elicit and gather information, describe the findings, and understand any nonverbal behavior. They must be able to communicate effectively and sensitively with fellow students, faculty, patients, and other healthcare providers. This includes the ability to read and communicate, both verbally and in writing, in English, using appropriate grammar and vocabulary.

Students must demonstrate sufficient motor function, muscular strength, coordination, balance, and endurance to safely and effectively perform physical therapy procedures and manage patient care.

Physical therapy students need enhanced tactile abilities and must have sufficient motor function and muscular strength to execute movements required in the evaluation and treatment of patients.

These activities may include, but are not limited to, the ability to:

• Safely handle and lift patients, guard patients during ambulation, and perform therapeutic procedures such as joint mobilization
• Adjust and position equipment and patients, including stooping to floor level and reaching overhead
• Assist and/or resist patients, or provide emergency care, which may involve prolonged sitting, standing, kneeling, or walking
• Manipulate gauges, dials, small nuts/bolts, and tools located on equipment used within the Department of Physical Therapy
• Perform evaluative techniques such as palpation, auscultation, and percussion to obtain clinically relevant information
• Maintain appropriate strength, coordination, and endurance to perform patient care activities across varied clinical environments and durations
• Motor abilities must be sufficient to ensure safe, effective, and independent performance of essential physical therapy functions while maintaining patient and personal safety.

Students must demonstrate advanced cognitive skills necessary to perform clinical reasoning, problem-solving, and evidence-based decision-making in both academic and clinical contexts.

Students must be able to:

• Reason effectively by identifying problems, generating hypotheses, and selecting appropriate diagnostic and therapeutic approaches
• Analyze and interpret data obtained from patient history, examination findings, diagnostic tests, and clinical observations
• Synthesize information from multiple sources, including foundational sciences (anatomy, physiology, biomechanics, pathology) and patient-specific factors, to develop coherent clinical impressions
• Apply knowledge to formulate, implement, and modify evaluation and intervention plans based on patient response and progression
• Exercise sound clinical judgment in prioritizing patient needs, ensuring safety, and adapting interventions in dynamic clinical environments
• Evaluate outcomes and revise plans of care using reflective thinking and evidence-informed practice
• Manage multiple variables simultaneously, including patient complexity, time constraints, and environmental demands
• Demonstrate the ability to learn from feedback and incorporate new information into clinical reasoning processes

Cognitive and integrative abilities underpin all aspects of professional practice, particularly in complex and evolving patient care scenarios.

Students must demonstrate professional behaviors, interpersonal skills, and emotional attributes necessary for effective participation in academic and clinical environments and for delivery of patient-centered care.

Students must be able to:

• Demonstrate professionalism, accountability, integrity, and ethical conduct in all interactions and responsibilities
• Adhere to institutional policies, clinical site expectations, and professional standards of practice
• Manage stress effectively and maintain emotional stability in high-pressure, time-sensitive, or emotionally challenging situations
• Respond appropriately to feedback, supervision, and constructive criticism
• Establish and maintain appropriate interpersonal relationships with patients, peers, faculty, clinical instructors, and other healthcare professionals
• Communicate and interact in a respectful, empathetic, and culturally responsive manner
• Demonstrate flexibility and adaptability in response to changing clinical demands, patient needs, and educational environments
• Exhibit sensitivity and respect for diverse populations, including differences in culture, identity, beliefs, and values
• Maintain appropriate professional boundaries in all academic, clinical, and professional settings

Behavioral and social attributes are essential for collaboration, patient trust, safe care delivery, and participation in interprofessional healthcare teams.

Reasonable accommodations may be provided for individuals with disabilities in accordance with applicable federal and institutional policies. However, such accommodations must not fundamentally alter the essential requirements of the program or compromise patient safety.

Students are expected to perform the essential functions of the program in a reasonably independent manner, with or without approved accommodations.

Requests for accommodations are reviewed through the institution's Office of Accessibility Services (OAS). Students seeking accommodations should contact the Office of Accessibility Services. Reasonable accommodations will be provided in accordance with institutional policy and applicable legal requirements. Students are responsible for maintaining appropriate documentation and communication with the relevant offices.

All applicants and enrolled students are required to review and acknowledge understanding of the Technical Standards. By submitting an application and/or matriculating into the program, students attest that they have read and understand the Technical Standards and that they are able to meet these standards, with or without reasonable accommodation. A formal acknowledgment form is included in the admissions packet and must be reviewed, signed, and submitted as part of the admissions and matriculation process.

Students who anticipate or require accommodations are encouraged to contact the institution's Office of Accessibility Services to initiate a formal review process prior to or upon admission.

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Overview

The Doctor of Physical Therapy (DPT) program, in conjunction with the New York Institute of Technology, is committed to supporting student success through a comprehensive network of academic, personal, and professional resources. These services are designed to promote academic achievement, well-being, and professional development throughout the program. Students are expected to utilize available resources as needed to support their progression and success. These resources collectively support student retention, progression, and successful program completion.

The program provides academic advising and access to institutional academic support services to assist students in meeting academic expectations and progressing through the curriculum.

Students have access to:

• Faculty and program-based academic advising for course planning, progression, and academic concerns
• Academic coaching services focused on time management, study strategies, and test-taking skills
• Peer tutoring services for course-specific support
• Writing and communication support for academic assignments and professional documentation
• Workshops and resources focused on learning strategies, organization, and academic success

These resources are intended to support student learning, enhance academic performance, and facilitate timely progression through the curriculum. Students may be referred to these services as part of academic support or remediation processes, as appropriate.

The institution provides counseling and wellness services to support student mental health and overall well-being, recognizing the demands of a rigorous professional program. The program works collaboratively with the Center for Behavioral Health (NYITCOM) and the Office of Counseling and Wellness (New York Tech) to facilitate access to appropriate mental health and support services.

Available services include:

• Confidential individual counseling sessions (in-person or virtual)
• Short-term counseling and solution-focused support
• Group counseling sessions and wellness workshops
• Stress management, resilience training, and coping strategy development
• Crisis intervention and referral to external mental health providers when appropriate

These services are designed to assist students in managing personal, academic, and professional challenges that may impact performance and well-being. Students are encouraged to seek support proactively and utilize available resources as needed.

The Office of Accessibility Services supports students with documented disabilities by facilitating access to reasonable accommodations in accordance with applicable laws and institutional policies. Doctor of Physical Therapy (DPT) program faculty work collaboratively with the Office of Accessibility Services to support implementation of approved accommodations and to optimize student success within the academic environment.

Services include:

• Review and determination of eligibility for accommodations based on appropriate documentation
• Coordination of classroom accommodations (e.g., extended time, note-taking support, assistive technology)
• Testing accommodations and alternative testing arrangements
• Consultation with faculty to support appropriate and consistent implementation of accommodations
• Ongoing support to address barriers to access in academic environments

Students seeking accommodations are responsible for initiating the request process, providing appropriate documentation, and maintaining communication with the Office of Accessibility Services in accordance with institutional procedures.

Accommodation needs in clinical education settings are addressed in collaboration with the Director of Clinical Education and clinical sites, as appropriate, and are guided by program policies and site-specific requirements.

Implementation of accommodations in clinical settings is subject to essential functions, site capabilities, and patient safety considerations.

Career services are available to support students in preparing for employment and professional advancement following graduation.

Services include:

• Individual career advising and career planning
• Resume, curriculum vitae (CV), and cover letter development
• Mock interviews and interview preparation workshops
• Job search strategies and employment resources
• Networking opportunities, career fairs, and employer engagement events
• Guidance on professional branding and transition to practice

These services support students in successfully transitioning from academic preparation to entry-level physical therapy practice. Students are encouraged to engage with these services throughout the program to support career readiness and professional development.

In addition to the services described above, students have access to a range of institutional resources that support overall well-being and success.

These may include:

• Financial aid counseling and student financial services
• Health services and wellness programming
• Student engagement opportunities, including organizations and campus activities
• Basic needs support services, such as food and emergency assistance programs
• Technology and library resources to support academic work

These resources contribute to a supportive learning environment and promote student success across academic and personal domains. Availability of services may vary by campus and modality.

The institution provides additional support services designed to meet the needs of specific student populations and to promote equitable access and success.

These services include:

• Veteran and military-connected student support, including access to the Office of Military and Veterans Affairs, veteran-specific benefits and advising, and peer support through the Student Veteran Organization
• First-generation student support, including mentoring, academic guidance, and career development resources tailored to students who are the first in their families to attend college
• International student services, including visa and immigration support, cultural transition resources, and community engagement opportunities
• Basic needs and financial support resources, including access to food assistance programs and emergency support services
• Peer mentoring and transition programs, designed to support students in adjusting to the academic and professional demands of the program

These services reflect the institution's commitment to supporting a diverse student population and promoting success across academic, personal, and professional domains. These initiatives support equitable access, inclusion, and student success consistent with institutional and programmatic goals.

Students are responsible for actively engaging with available support services as needed. Utilization of these resources is an important component of academic success, professional development, and personal well-being. Information regarding access to services is available through institutional offices and university resources. Students are encouraged to seek assistance proactively to address academic, personal, or professional concerns that may impact progression.

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Participation in physical therapy education involves laboratory activities, movement-based instruction, and close interpersonal interactions. These activities carry inherent risks, including but not limited to exposure to infectious agents, musculoskeletal strain or injury, and other safety considerations associated with physical contact and clinical simulation.

Students are expected to exercise appropriate precautions to minimize risk to themselves and others. This includes adherence to standard precautions, infection control practices, and safe participation in all laboratory and clinical learning activities.

Students should promptly report any conditions that may affect their ability to safely participate in lab or clinical experiences and follow institutional guidelines related to health and safety.

Professional appearance and personal hygiene are important components of safe and effective participation in academic and clinical learning environments.

Within laboratory sessions, students must be appropriately dressed to allow for effective observation and palpation of relevant anatomical structures. Typical lab attire may include shorts and sleeveless or short-sleeved tops (e.g., tank tops or sports bras as appropriate), as required for specific activities.

Students are expected to maintain a clean, neat, and professional appearance at all times. This includes:

• Hair that is secured to avoid interference with patient care or lab activities
• Minimal and non-restrictive jewelry; items that may pose a safety risk should be removed
• Clean, trimmed fingernails
• Good personal hygiene
• Avoidance of strong fragrances that may impact others in shared learning environments

Dress and appearance requirements for clinical education experiences may differ from those in the academic setting and must be followed as specified by the clinical site or clinical education guidelines. Clinical site requirements take precedence over program expectations when students are engaged in clinical education experiences.

Failure to comply with appearance or hygiene expectations may result in removal from class or laboratory activities and may be considered in accordance with attendance and professional behavior policies.

Each cohort in the professional phase of the program elects two class representatives to serve as liaisons between students and program faculty.

Class representatives are expected to:

• Represent the interests and concerns of their cohort
• Facilitate communication between students and faculty
• Participate in scheduled meetings with program leadership, typically at least once per semester
• Provide feedback on program policies, curriculum, and student experience when requested
• Assist in disseminating information to their cohort as appropriate

Class representatives may be consulted regarding curricular matters, program improvements, and other initiatives that support student engagement and continuous program development.

In the event of emergency school closings due to weather, public safety concerns, or other unforeseen circumstances, students are expected to follow institutional guidance.

Notifications regarding closures or schedule changes will be communicated through official New York Institute of Technology communication channels, which may include institutional email, text alert systems, and the university website.

Students are responsible for monitoring these communications and for adhering to any revised schedules, remote learning requirements, or instructional directives issued by program faculty or the institution.

Program-specific updates, when applicable, will also be communicated by the Physical Therapy Department through official channels.

Nondiscrimination and Equal Opportunity Policy

The Doctor of Physical Therapy (DPT) program at New York Institute of Technology is committed to providing an educational environment that promotes equal opportunity and prohibits discrimination in all program activities. This policy applies to faculty, staff, prospective and enrolled students, and members of the public participating in program-related activities, including clinical education.

The program adheres to institutional policies and all applicable federal, state, and local laws prohibiting discrimination on the basis of race, color, religion, sex, gender identity or expression, sexual orientation, national origin, age, disability, veteran status, or any other protected status.

Consistent with institutional policy and Title IX, the program prohibits gender-based misconduct, including sexual harassment, sexual assault, dating violence, domestic violence, and stalking. Such conduct is considered a form of discrimination and will be addressed through established institutional procedures.

Concerns regarding discrimination or harassment should be reported to the Office of Access and Community Engagement, the Title IX Coordinator, or program leadership, who will refer matters to the appropriate institutional office. Reports are handled in accordance with institutional procedures that ensure prompt, equitable resolution and protection from retaliation.

This policy extends to all clinical education experiences. Affiliated clinical sites are required to uphold nondiscrimination standards, and students are entitled to equitable treatment and reasonable accommodations in accordance with institutional policy and applicable law.

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Students are encouraged to engage in professional organizations to support professional growth, networking, advocacy, and continuing education.

American Physical Therapy Association (APTA)

The American Physical Therapy Association (APTA) is the national professional organization representing physical therapists, physical therapist assistants, and students.

APTA provides opportunities for professional development, continuing education, advocacy, leadership, and networking at the national, state, and district levels. Student membership is encouraged and provides access to conferences, publications, committees, and professional resources.

• National: American Physical Therapy Association (APTA)
• State: State: APTA New York
• District: Local district meetings and events (e.g., Long Island District)

New York Tech Doctor of Physical Therapy Student Association (DPTSA)

The New York Tech DPT Student Association (DPTSA) represents students enrolled in the physical therapy program at both pre-professional and professional levels.

The organization provides opportunities for leadership development, peer engagement, community involvement, and professional enrichment. Activities may include meetings, fundraising events, educational programming, and service initiatives.

DPTSA leadership is elected annually, and the organization operates under the guidance of a faculty advisor.

In addition to college-wide recognition, the Department of Physical Therapy sponsors student awards at graduation. These awards recognize outstanding achievement in areas such as academic performance, clinical education, research, leadership, and professional development.

Criteria for awards may include leadership, service, academic excellence, clinical performance, and contributions to the program and profession. Specific award descriptions and eligibility criteria are provided in the program appendix.

Types of Departmental Awards

• Physical Therapy Academic Performance Award: Conferred upon the graduating student with the highest overall grade point average.
• Physical Therapy Clinical Education Performance Award: Conferred upon the graduating student with the highest clinical performance evaluation.
• Physical Therapy Research Award: Conferred upon the graduating student demonstrating outstanding scholarly achievement in research.
• Physical Therapy Leadership Award: Conferred upon the graduating student demonstrating exceptional leadership and service contributions.
• Physical Therapy Professional Development Award: Conferred upon the graduating student demonstrating exemplary professional growth and development.
• Benjamin Morey Commitment to Excellence Award: Conferred upon the graduating student demonstrating perseverance and commitment to success in the program.

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The Doctor of Physical Therapy (DPT) Student Handbook contains policies, procedures, and expectations that govern student participation, progression, and professional conduct within the program. Students are responsible for reviewing and understanding all information contained in this handbook.

Student Handbook Acknowledgement

The New York Institute of Technology Physical Therapy Department is committed to the admission and matriculation of all qualified students and does not discriminate on the basis of race, color, religion, gender, age, marital status, sexual orientation, national origin, disability or any other legally protected status.

Certification of Technical Standards Acknowledgement

Students in the Doctor of Physical Therapy (DPT) program are subject to all applicable institutional policies of New York Institute of Technology. These policies are maintained centrally and are available at the links below:

• New York Tech Student Handbook U.S. Edition
• Alcohol and Other Drug Policy
• Academic Integrity Policy
• Student Code of Conduct
• Formal Grievance Procedure
• Title IX/Gender-Based Misconduct Policy
• FERPA and Student Records
• Use of Technology/Generative AI

Program and course-specific expectations are outlined in individual course syllabi. Institutional academic integrity policies apply to all coursework and may be accessed at.

Students are responsible for reviewing and complying with all institutional policies in addition to program-specific policies outlined in this handbook.