Sacred Heart University

This page is intended for college transfer students and graduates ONLY. High school students MUST contact the institution directly for information about the guaranteed freshman-entry program. Do not apply using PTCAS.

PROGRAM CONTACT INFORMATION (2009-10)

Kathy Dilks
Associate Dean of Graduate Admissions
Sacred Heart University
Department of Graduate Admissions
Sacred Heart University
5151 Park Avenue
Curtis Hall
Fairfield, Connecticut 06468
Phone: 203-396-8259
Phone (alternate number): 203-365-7619
Email: dilksk@sacredheart.edu
Website: http://www.sacredheart.edu/pages/3104_physical_therapy.cfm

APPLICATION DEADLINE for 2010 ENTERING CLASS

PTCAS Application Deadline	Tuesday, December 15, 2009
Deadline Type	SOFT Deadline
Application Close Date (for soft deadlines only)	Friday, January 15, 2010
Program Has Rolling Admissions Process?	Final Completed Application Deadline is January 15
Important Dates (if any): December 15 is Early Decision Deadline for January Interviews. January 15 is the final deadline for February/March Interviews.

SUPPLEMENTAL REQUIREMENTS

If supplemental materials are required, send items directly to the PT program.

Supplemental APPLICATION required?	NO
Supplemental MATERIALS required?	NO
If yes, list of items	*(Custom essay required as part of the PTCAS application)*
Supplemental FEE required?	NO
If yes, amount	$
Supplemental deadline(s) YYYY-MM-DD
Link to supplemental forms or instructions

PROGRAM PREREQUISITES

Course Prerequisites

Must applicants earn a Bachelor's degree prior to enrolling into the PT program? Internal SHU Students can apply for a 3+3 option.
For more information about course prerequisites, visit the program Web site: http://www.sacredheart.edu/pages/3106_physical_therapy_prerequisites.cfm

Course Prerequisite Name or Subject Area	Req, Rec, Crq*	SEM hrs	QTR hrs	Lab Required (Y/N)	Additional Program Information
Biology I	REQ	4	.	YES	Biology I, 4 credits. Two semesters of college biology with laboratories, to include: cell biology, energetics, genetics and evolution. Organismal functions should be studied, including active transport systems, nutrition, control of internal environment, hormonal and neural control and reproduction. (SHU equivalent: BI 111/113)
Biology II	REQ	4	.	YES	Biology II, 4 credits. Two semesters of college biology with laboratories, to include: cell biology, energetics, genetics and evolution. Organismal functions should be studied, including active transport systems, nutrition, control of internal environment, hormonal and neural control and reproduction. (SHU equivalent: BI 112/114)
General Chemistry I	REQ	4	.	YES	General Chemistry I, 4 credits. A two-semester college sequence with laboratories, to include: laws and theories of chemistry, atomic and molecular structure, chemical bonding, and acid/base theories. Principles of thermodynamics and electrochemistry, ionic relationships and basic concepts of biochemistry should be included. (SHU equivalent: CH 151/153) A semester of inorganic and a semester of organic chemistry, each with laboratories, will also fulfill the requirement.
General Chemistry II	REQ	4	.	YES	General Chemistry II, 4 credits. A two-semester college sequence with laboratories, to include: laws and theories of chemistry, atomic and molecular structure, chemical bonding, and acid/base theories. Principles of thermodynamics and electrochemistry, ionic relationships and basic concepts of biochemistry should be included. (SHU equivalent: CH 152/154) A semester of inorganic and a semester of organic chemistry, each with laboratories, will also fulfill the requirement.
Anatomy & Physiology I	REQ	4	.	YES	4 credits. Class with laboratories, to include: (1) systemic human anatomy of cardiovascular, musculoskeletal, neurosensory/motor, respiratory, digestive, excretory and integumentary organ systems; and (2) systemic human physiology of cardiovascular, musculoskeletal, neurosensory/motor, respiratory, digestive, excretory and integumentary organ systems. (SHU equivalent: BI 131-133)
Anatomy & Physiology II	REQ	4	.	YES	4 credits. Class with laboratories, to include: (1) systemic human anatomy of cardiovascular, musculoskeletal, neurosensory/motor, respiratory, digestive, excretory and integumentary organ systems; and (2) systemic human physiology of cardiovascular, musculoskeletal, neurosensory/motor, respiratory, digestive, excretory and integumentary organ systems. (SHU equivalent: BI 132-134)
General Physics I	REQ	4	.	YES	General Physics I, 4 credits. A two-semester college sequence with laboratories, to include: vectors and forces; linear and angular acceleration; concepts of work and energy including such basic instruments as levers and pulleys; and mechanical and thermal properties of matter. Topics of vibration, light and sound wave forms, electricity, magnetism and properties of electromagnetic fields should also be included. (SHU equivalent: PY 111/113)
General Physics II	REQ	4	.	YES	General Physics I & II 8 credits. A two-semester college sequence with laboratories, to include: vectors and forces; linear and angular acceleration; concepts of work and energy including such basic instruments as levers and pulleys; and mechanical and thermal properties of matter. Topics of vibration, light and sound wave forms, electricity, magnetism and properties of electromagnetic fields should also be included. (SHU equivalent: PY 112/114)
Pre-Calculus or Calculus	REQ	4	.	NO	Math 3-4 credits. A one-semester course of pre-calculus level math or above to prepare students for the concepts of physics described above. Concepts should include at least set theory, symbolic logic, algebraic functions, polynomial and rational functions and analytic trigonometry. (SHU equivalent: MA 140)
Statistics	REQ	4	.	NO	Statistics 3-4 credits. A one-semester course in probability and elementary statistics to include: descriptive and inferential statistics such as concepts of distribution, central tendency, variation and consideration of both parametric and non-parametric tests. (SHU equivalent: MA 131)
Psychology	REQ	3	.	NO	Psychology 3-4 credits. Two semesters of psychology, to include: general or introductory psychology and a second course of the student's choice. (SHU equivalent: PS 101/PS 102)
Psychology	REQ	3	.	NO	Psychology 3-4 credits. Two semesters of psychology, to include: general or introductory psychology and a second course of the student's choice. (SHU equivalent: PS 101/PS 102)

* “Req” = required course; “Rec” = recommended course; “Crq” = conditionally required course

Graduate Record Examination (GRE)

Is the GRE required?	NOT required
Program’s GRE College Code	#
Last acceptable GRE test date – YYYY-MM-DD (if applicable)
Oldest GRE score considered – YYYY-MM-DD (if applicable)

GRE table below may contain blank fields if program data is not available or applicable.

GRE Section	Minimum GRE Score	Average GRE Score for Accepted Students
Verbal
Verbal Percentile
Quantitative
Quantitative Percentile
Analytical Writing
Analytical Writing Percentile
Composite (verbal & quantitative)
Composite Percentile
Additional information about program’s GRE requirements

References

Number of references required by program: 2 References

EVALUATOR TYPE	Applicant must send one reference from this SPECIFIC type of evaluator	Applicant must send a reference from one or more evaluators in this category to fulfill program's requirements	Evaluator Type ACCEPTED	Evaluator Type NOT Accepted
Physical Therapist-1	X
Physical Therapist-2			X
Professor in Major			X
Professor			X
Academic			X
Supervisor/Employer			X
Teaching Assistant				X
PTA				X
Pre-PT Advisor			X
Politician/Elected Official				X
Health Care Professional			X
Friend				X
Family Member				X
Co-worker				X
Clergy				X
OTHER				X

Additional information about program’s reference requirements:

PT Observation Hours

Enter your PT observation hours on your PTCAS application. Print the PT Observation Hours form from the PTCAS application or use online PT Hours signature process, if the program requires you to have your hours verified by a physical therapist. Send signed forms to PTCAS.

PT HOURS	PROGRAM REQUIREMENT
Description of Program’s PT Hours Requirement	PT hours are required - no verification by a physical therapist
Total Number of PT Hours REQUIRED
Total Number of PT Hours RECOMMENDED
DEADLINE for Completion of All PT Hours YYYY-MM-DD
PAID Experience	Accepted
VOLUNTEER Experience	Accepted
INPATIENT Experience	Accepted
OUTPATIENT Experience	Accepted
Additional information about program’s PT hours requirement	The number of hours are less important than the diversity of the clinical experiences.

GPA Requirement

GPAs will be blank if program data is not available or applicable.

GPA	Minimum GPA	Average GPA for Accepted Students
Overall Undergraduate Cumulative	3.20	3.40
Program-specific Prerequisite	3.20	3.40
Additional information about program’s GPA requirements (if any)

Program Essay Instructions

Some PTCAS programs require applicants to respond to a custom essay question in addition to the standard PTCAS essay question. The PTCAS application will automatically prompt you to respond to the custom essays for your designated programs. The custom essay question for this program is below.

Please identify a project you completed that you believe required the most independent learning on your part. The project does not have to be something you did as part of schooling. Briefly describe what the project involved. Identify why you considered the experience to have been “independent” learning. Identify whether you consider the experience to have been successful, including why. Identify one way in which you would change the experience if you had it to do again that would make it an even better (or more positive) learning experience.

FOREIGN APPLICANTS AND TRANSCRIPTS

The program’s foreign (international) transcript policies do NOT apply to study abroad coursework that is itemized on a U.S. college or university transcript. Study abroad is processed in the same way as U.S. coursework.

Program’s citizenship requirements (individuals listed may be eligible for admission)	U.S. citizens U.S. permanent residents Canadian citizens Foreign (non-U.S.) citizens with a visa Foreign (non-U.S.) citizens Other non-citizens (e.g., refugees)
Program requires non-native speakers to submit TOEFL scores?	Yes
Program policy for submission of non-U.S. (foreign/international) coursework	Send foreign transcript evaluation to PTCAS
Program policy for CANADIAN coursework	Send foreign evaluation for CANADIAN coursework to PTCAS
Additional information about program’s policy on foreign coursework

PROGRAM INFORMATION

PT Degree Offered	Program culminates in a doctoral (DPT) degree.
PT Program Start Date(s) For Entering Class YYYY-MM-DD	2010-08-30
Dual-degree programs offered in conjunction with the PT degree (if any)
Institution's religious affiliation (if any)	Roman Catholic

Profile of Most Recent Entering Class

Items will be blank if program data is not available or applicable.

Size of Most Recent Entering Class	65
Anticipated Size of Next Entering Class	65
Percent of IN-STATE students in most recent entering class	26%
Percent of WICHE students in most recent entering class (if applicable)
Percent of OUT-OF-STATE (non-resident) students in most recent entering class	74%
Percent of CANADIAN students in most recent entering class
Percent of INTERNATIONAL (non-U.S/non-Canadian) students in most recent entering class
Additional information about the class profile

PROGRAM DESCRIPTION

DOCTOR OF PHYSICAL THERAPY

The Physical Therapy Program is a professional educational program leading to a clinical doctorate (Doctor of Physical Therapy or DPT) as the entry-level degree for professional practice. The program is three years in length, including 8-10 weeks of full-time clinical work in each of the summers between the first and second years. The final semester of the program consists of 2 full-time 10 weeks clinical experiences, followed by awarding of the degree in May.

PROGRAM MISSION

The Program in Physical Therapy prepares graduates for professional practice in physical therapy as general practitioners who demonstrate self-directed, ongoing learning, an understanding of self in the context of professional role, competency in clinical practice, a commitment to the application of professional skills, knowledge of self in service to others, and a commitment to effect positive change within the greater community.

UNIQUE PROGRAM ATTRIBUTES

PROBLEM-BASED LEARNING (PBL) DESIGN: PBL places emphasis on the development of a reflective practitioner by teaching students to learn from and solve clinical problems. Curriculum content is organized around carefully designed patient or professional practice problems that students study, discuss, and research in small groups called tutorials. Students develop the ability to identify, organize and synthesize materials relevant to each case in a self-directed manner that indicates responsibility for one's own learning as well as the learning of the group. The tutorial group work develops reasonable interdependence among students and supports the use of peers in learning and problem solving. Prospective students should consider themselves comfortable with this highly interactive, small group-focused learning style. Clinical supervisors and employers of our graduates have acknowledged a clinical readiness in terms of independence in clinical decision-making, efficiency in practice, and self-directedness in professional development that is important for today's practitioner.

INTEGRATED CLINCAL EXPERIENCES: Structured clinical activities integrated into classes during each of the first 4 academic semesters help students understand the practical application of semester content and facilitate the process of professional development.

CAPSTONE PROJECTS: Students complete two special projects during the program. The first “capstone” experience occurs at the end of the second year and is the culmination of the patient-based portion of the curriculum. The second “capstone” experience occurs at the end of the practice-based portion of the curriculum during the third year. Each develops the students' ability to access, interpret, synthesize, and apply relevant research literature to patient or practice situations - with the goal of using evidence to inform practice and understand the gaps in the professional body of knowledge.

FACULTY: The PT program includes exceptional faculty with more than 100 years of aggregated teaching experience across the 9 faculty members. Program faculty are well established in the physical therapy education community. Most faculty hold post-professional doctoral degrees or advanced clinical certification, including those who are nationally recognized for scholarship, service to the profession, or teaching excellence. For further information about our faculty, please visit our faculty profiles page.

MOTION ANALYSIS LABORATORY: The Motion Analysis Laboratory is equipped with state-of-the-art advanced technology to facilitate disciplined scientific inquiry in the field of human movement science.

PHYSICAL THERAPY FACULTY PRACTICE: The practice includes a large clinic on campus, another in Shelton, CT, and several contractual services provided in skilled nursing facilities, assisted living centers, and programs for children with special needs. The practice offers opportunities for faculty to remain current in the field and engage in clinical research. Additionally, students may have the opportunity to work with faculty and staff in the clinical environment.

COMMUNITY OUTREACH ACTIVITIES: Community outreach activities include the operation of the St. Charles/Sacred Heart University Health & Wellness Center in Bridgeport, CT, in conjunction with St. Charles Catholic Church Parish.

PROGRAM PHILOSOPHY

The program and its faculty believe that the Program Mission can best be accomplished through a professional curriculum based upon a strong liberal arts foundation. Further, we believe that the curriculum of the professional program should place at its center the process of clinical problem-solving as a construct for: (1) the acquisition of knowledge, attitudes, and skills; and (2) for the process of clinical decision-making in professional practice. The application of the clinical problem solving process is dependent not only upon knowledge of one's patient, but also on the ability to analyze, synthesize, and evaluate the profession's body of knowledge through effective use of the professional literature and current information technologies. We believe that the problem-based model of learning provides the optimal tools for developing graduates who value self-directed learning, who are prepared for the clinical decision-making demanded in professional practice, and who anticipate and respond to changes in the health care delivery system.

We believe that role models who are professionally competent and personally committed to serving the greater community are best able to model the behaviors of a socially responsible professional. We believe that in order to be effective, graduates must be sensitive to the diversity of individuals with whom they interact, and to regional differences in the practice of physical therapy.

PHYSICAL THERAPY ACCREDITATION

Sacred Heart University's physical therapy program is fully accredited at both the state (Connecticut Department of Higher Education) and national (Commission on Accreditation of Physical Therapy Education) levels. As a result, students are prepared to sit for physical therapist licensing examinations throughout the United States.