Mission Statement
Rocky Mountain University of Health Professions (RMUoHP) is dedicated to educating healthcare professionals in a scholarly environment that benefit from the sharing of ideas within and across University programs. Programs provide University students the opportunity to thrive as excellent and competent evidence-based practitioners who are ethically aware, socially responsible healthcare providers who will be leaders in the healthcare arena. Through a diverse and culturally competent student body, faculty, staff, administration, and Board of Trustees; the University strives to:

  • provide dynamic educational experiences that contribute to the creation, development, and promulgation of new knowledge;

  • promote critical thinking;

  • focus practitioners on achieving skills essential to the advancement of practice;

  • and, prepare professionals to assume leadership roles in healthcare, academia, and research.

Core Purpose & Values
Trustees, administrators, faculty, students, and staff are committed to fulfilling the core purpose of RMUoHP by assuming responsibility for their essential and varied roles. The Board of Trustees establish policy and steward the quality and integrity of the University; administrators mentor and oversee the educational climate of the University; faculty create and maintain academic programs which define the quality and character of the institution; faculty and students engage actively in instruction, scholarship, practice, and research; and staff oversee facilities and educational resources. All strive to nurture a collegial environment conducive to the teaching/learning process, working as an integral team. The entire University community is dedicated to the intellectual and professional development of its members and to the pursuit of academic integrity.  RMUoHP is a diverse educational community committed to:

  • Integration of learning, research, and practice.
  • Excellence in the delivery of health services that is grounded in the highest standard of ethical practice, and is evidence based, effective, and compassionate.
  • Integrity, honesty, and personal responsibility in our endeavors.
  • Respect for self and others across all cultures.

Educational Model
 RMUoHP considers the best educational model for a changing healthcare environment to be an integration of scholarship, practical experience, and research. To achieve the highest standards, the integration of academic work, clinical experience, and research begins early in the student’s education and continues throughout his/her graduate program.

Eight educational strategies are emphasized in the Master of Science (MS) program:

  1. Didactic education in the classroom with emphasis on the foundational health sciences;
  2. Mentoring by an outstanding faculty of healthcare professionals;
  3. Understanding of research and the research process;
  4. Completion of a peer reviewed and referenced case report manuscript on a pre-approved topic;
  5. Presentation of the case report manuscript;
  6. Application of healthcare statistics and tests and measures;
  7. Interaction with appropriate and experienced role models; and, 
  8. Interaction with experienced students/professionals of varied interests in an open classroom environment.

Seven educational strategies are emphasized in the transitional Doctor of Physical Therapy (DPT) and transitional Doctor of Occupational Therapy (OTD) programs:

  1. Didactic education in the classroom with emphasis on the foundational health sciences;
  2. Mentoring by an outstanding faculty of healthcare professionals;
  3. Understanding of research and the research process;
  4. Completion of a peer reviewed and referenced case report manuscript on a pre-approved topic;
  5. Application of healthcare statistics and tests and measures;
  6. Interaction with appropriate and experienced role models; and,
  7. Interaction with experienced students/professionals of varied interests in an open classroom environment.

Seven educational strategies are emphasized in the transitional Doctor of Nursing Practice (DNP) program:

  1. Didactic education in the classroom with an emphasis on both core and specialized courses that enhance clinical practice and leadership skills.
  2. Directed advanced clinical, health science, leadership, educational, or research application experience in a collaborative multidisciplinary model.
  3. Grounding in research application and integration of evidence based decision making in clinical, leadership, organizational, and educational systems.
  4. Development, implementation, and completion of a doctoral capstone project.
  5. Interaction with an experienced professional mentor who guides doctoral student through all aspects of doctoral project.
  6. Nationally recognized faculty and administration who are leaders in their respective professions and expert clinicians.
  7. Clinical practicum allowing interaction with experts in specialized advanced practice clinical roles, organizational leadership, educational systems, and social-political environments.

Nine educational strategies are emphasized in the Doctor of Science (DSc) programs: 

  1. Didactic education in the classroom with an emphasis on both core and specific heath science educational learning;
  2. Foundation in the analysis and critique of scientific literature;
  3. Mentoring by an outstanding faculty of health science professionals;
  4. Directed advanced clinical, health science, educational, or research experience in supervised and mentored settings; 
  5. Grounding in research design and bio-medical statistics
  6. Development, implementation, and completion of a doctoral project;
  7. Guidance and interaction with nationally recognized Graduate Program Directors, professionals in practice, education, or research environments;
  8. Interaction with appropriate and experienced role models; and,
  9. Interaction with experienced healthcare professionals of like interests in an open classroom environment

Didactic Education
Although RMUoHP is a post-professional University that uses both a didactic and directed independent study format, the classroom is viewed as a critical forum for inquiry where faculty and students interact with scholarly materials in an academic manner. Curricular content in all areas include the presentation of classic scholarly works as well as current theoretical concepts and research. Openness to new ideas and applications is encouraged as both theory and research is critically evaluated in the classroom setting. Faculty are encouraged to place additional emphasis on how research and theory relate to the healthcare delivery system and clinical practice.

Great effort is made to expose students to a range of professional role models from various specialty fields, practice settings, and demographic areas of society. Faculty are encouraged to be accessible to dialogue with students in a professional manner through all forms of available communication methods.

 Students as Professionals
Due to the unique educational model, students are required to be self-directed and to take individual responsibility and a proactive commitment to their education through extensive reading, classroom participation, and the directed independent studies. Small class size allow for an interactive (seminar) format that encourages critical inquiry and the ability to analyze and reason spontaneously. Each student is expected to contribute to the scholarly atmosphere of the classroom.

A rare and unique educational opportunity is afforded the students as they affiliate and interact, formally and informally, with experienced health care practitioners, educators, and researchers from other disciplines with similar or related interests. This interaction with other health professionals adds a rich dimension to the student’s overall educational experience.

University Registration & Accreditation
Rocky Mountain University of Health Professions is registered with the State of Utah under the Utah Postsecondary Proprietary School Act (Title 13, Chapter 34, Utah Code) to award each degree describe on this website.  Registration under the Utah Postsecondary Proprietary School Act does not mean that the State of Utah supervises, recommends, nor accredits the institution. It is the student's responsibility to determine whether credits, degrees, or certificates from the institution will transfer to other institutions or meet employers' training requirements. This may be done by calling the prospective school or employer. The institution is not accredited by a regional or national accrediting body recognized by the United States Department of Education.  RMUoHP is, however, a Candidate for Accreditation through the Northwest Commission on Colleges and Universities (NWCCU, www.nwccu.org). "Regional accreditation of postsecondary institutions is a voluntary, non-governmental, self-regulatory process of quality assurance and institutional improvement" (NWCCU). "Candidacy is not accreditation, nor does it ensure eventual accreditation. Candidate for Accreditation is a status of affiliation with the Commission, which indicates that the institution has achieved initial recognition and is progressing toward accreditation" (NWCCU). Following the award of Candidacy status, a university must comply with all accreditation milestones and timelines, including annual reports and regular site evaluations, which lead toward accreditation.

Post-professional doctoral programs, such as offered at RMUoHP, do not fall under the auspices of professional associations and their entry-level accrediting bodies (e.g., the Commission on Accreditation of Physical Therapy Education (CAPTE), the Accreditation Commission for Occupational Therapy Education (ACOTE), and the Commission on Collegiate Nursing Education (CCNE).  For example, the DSc in nursing and transitional DNP programs are not accredited by NLN-AC nor AACN/CCNE; the DSc and transitional DPT programs in physical therapy are not accredited by CAPTE; and the DSc and transitional OTD programs in occupational therapy are not accredited by ACOTE. Accreditation by the regional accrediting body, "...recognizes higher education institutions for performance, integrity, and quality to merit the confidence of the educational community and the public" (NWCCU).

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 Campus Details & Area Resources
Location
The University is located at 561 East 1860 South in Provo, Utah.

On-site Resource Center
The University has a student resource center available during business hours. The resource center has work stations as well as wireless internet and printing capability for students. All students are required to have laptop computers.

Parking and Public Transportation
Ample parking facilities are provided at the University for students, faculty, staff, and administration at no charge for automobile, motorcycle, and bicycle parking. Reserved parking is available for individuals temporarily or permanently handicapped. 

The University is conveniently located near a major freeway and are easily accessible by public transportation. Post-professional students who stay in designated motels are provided free transportation to and from campus. The Utah Transit Authority, the local public transportation company, can be reached for bus schedule information (www.rideuta.com).

Housing
Students are generally on the campus of RMUoHP for six or seven full days each semester. As such, RMUoHP has contracted with several local hotels in the community for substantially discounted rates on rooms and transportation. 

Assistance for Disabled Students
The University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 by assisting with special access to the University and its premises. Students who need special assistance should contact the Vice President of Student Services to determine and clarify what accommodations are necessary.

Campus Safety
RMUoHP complies with the “Safe and Drug-Free Schools and Communities Act.” This policy is included in various campus handbooks (including student, faculty, and staff handbooks). Annually, RMUoHP reports crime and arrest statistics, as required by the Crime Awareness and Campus Security Act of 1990. Since the beginning of operation (January, 1999), no crimes or arrests have been recorded.

Medical Emergencies
When on campus any student, University employee, or guest of the University that requires medical attention will have the required care summoned from local resources at the discretion of the employee(s) in charge. As part of the admission process, students assume the financial responsibility for any required medical assistance.  RMUoHP maintains a list of community doctors and healthcare facilities to assist individuals in obtaining appropriate resources.

Tobacco-Free Environment
The University is committed to the promotion of healthy behaviors. Therefore, tobacco use in any form is not permitted inside any University building.

Alcoholic Beverages
Alcoholic beverages are not permitted anywhere on the University campus, including the grounds and parking lots. Alcoholic use is also not permitted by students or faculty while attending class related activities associated with RMUoHP  (i.e., clinical settings, research data collection, etc.).

Religious Holidays
In preparation of the academic calendar, generally two years in advance of any single enrollment date, the University makes every effort to avoid conflicts with major religious holidays. However, if conflicts occur, consideration is made for the student’s request within University policy and guidelines.

Because the academic calendar for each program is established in advance of the student’s enrollment, it is expected that the student accept the responsibility to attend classes as scheduled. Prior to enrollment, the student may request special arrangements to avoid a conflict due to religious practices’, however, it is the University’s discretion to approve, deny, and manage these requests.

All policies regarding missed classes will apply in the event a student misses class due to a religious holiday. Students with class conflicts because of religious holidays should notify their Graduate Program Director BEFORE they begin the program. Students believing they have been unreasonably denied an educational benefit due to their religious beliefs or practices may bring the matter to the attention of the Graduate Program Director, or when for any reason this would not be appropriate, the Vice President of Student Affairs.

Area Resources
For more information on the Provo Area, please visit the following websites:

Testimonials
Rocky Mountain University of Health Professions receives wonderful feedback from our students and alumni.  We're proud to list some of these comments below:

"Through the evidence-based practice (EBP) education at RMUoHP, which I’ve shared with my CNO/mentor, I was chosen to transform a small research committee into a large EBP and research Council. I have also been included in the Nursing Cabinet Council in my organization and chosen by my CNO to represent my organization at a Magnet networking conference. I have been recruited to provide presentations for our nurse leadership program and assigned to establish an EBP project surrounding this newly developed training. I feel well equipped to work with the education leader (a nursing PhD) in formulating measurable and publishable projects.  Additionally, the local University recruited me to instruct 2 additional advance nursing courses.  On a state level, through my DNP health policy independent study, I have been appointed to the Board of Nursing: Nursing Practice Committee in Sept. This occurred through my health policy mentors, whom are very involved in the legislative and practice process. The North Dakota NP Association has contacted me regarding assistance in the state Medicaid issue.  I feel that this program has propelled me into a new level of practice. Thank you Rocky Mountain University!"
Stacey Pfenning, APRN, FNP
St Alexius Emergency and Trauma Center
University of Mary, FNP Program

“I'm so happy that I chose RMU for my [Nursing] doctoral program. I'm so satisfied with staff and instructors and feel that I have received the finest education possible. Thanks to all of you for everything.”
Barbara Robison, DSc
Twin Falls, Idaho

"With a limited residency model, the RMUoHP DNP curriculum is designed for the working professional.  I am able to continue practicing full-time as a clinician while working on my doctoral degree.  The RMUoHP staff and expert instructors are the heart of the program.  They, as well as the students, bring multi-disciplinary clinical knowledge and expertise from all areas of the world.  I have and will continue to recommend RMUoHP as the university of choice for a nursing doctoral degree."
Kara Baxter, DNP, FNP-C
McKinney, TX

“RMU’s curriculum is ideal for practicing clinicians.  I utilized current clients and clinical scenarios for my case studies and research assignments.  The knowledge I obtained directly and immediately increased my effectiveness as an occupational therapist.”
Robyn WU, MS, OTD, OTR/L
St. Alphonsus Rehabilitation Services
Meridian, Idaho

“The professional development I received at RMUoHP was second to none.  The academic faculty was the best in the country, and the methods devised by the University to help me gain a Doctorate in Physical Therapy (while continuing to work as a private practitioner) were innovative.”
Mark A. Waldrop, PT, DPT
Newberry Physical Therapy
Newberry, South Carolina

“I highly recommend the Health Promotion and Wellness doctoral program to anyone looking to further their education and open the doors to unlimited possibilities.  This program offers me academically challenging courses with the flexibility to focus on my personal areas of interest.  The faculty and staff at RMU are incredibly passionate about the vision of this program and the success of each and every student.  They have created an environment where I know I will be successful! This format allows me to interact and learn from experts in the filed and gives me the opportunity to network with a very diverse group of health professionals from all over the country.”
Lisa Lewis
Peoria, AZ

“RMU is an exceptional value!  Through RMU, I learned about evidence-based practice and I learned to critically review the literature.  The instructors were very helpful and friendly and willing to provide positive feedback.  The support staff at RMU was exceptional as well.  I strongly recommend RMU to anyone interested in furthering their education.”
Arthur Hulbert, PT, DPT, MS
Vice President, Arnica Travel Therapy
Muskogee, OK

“I was not interested in a bench science PhD tract, yet for years I did not see an alternative.  Rocky Mountain provided the clinical focus at a doctoral level that I felt was better suited to my strengths and interests. The small class allowed for maximum discussions and debates with my fabulous classmates (an invaluable part of the experience) and with the expert instructors that were flown in from across the country.  Because the instructors were not limited to those within driving distance, each instructor selected for our program was truly a recognized expert in that topic area.  What a fantastic learning experience!  I am still working towards my degree, but I am very, very happy that I chose Rocky Mountain for my doctoral program.  I am definitely a stronger PT because of my participation in this curriculum.“
Mary Massery PT, DPT
APTA Florence Kendall Award Recipient 2002
Massery Physical Therapy
Glenview, IL

“I love the format of this program.  It allows you to work fulltime, be a fulltime student and still continue to maintain some balance in your life.  The support from RMU administration, the graduate program director, and my classmates are what have helped me throughout this program.  I am so impressed with the quality of the education that I have received at RMU.  RMU is very student centered which is difficult to find with most doctoral programs.”   
MarySue Ingman PT, MS
Assistant Professor/Assistant Director of Clinical Education
DPT Program
College of St. Catherine
Minneapolis, MN

 “I am pleased and honored to be the first OT graduate of Rocky Mountain University.  I chose RMU because of the innovative approach to learning.  Long distance independent study, plus on-campus studies made it possible for me to complete my education according to my personal learning needs and abilities.  I found the administrative staff to be easily approachable, concerned about my success and always open to feedback.  My professors were stimulating, supportive and encouraging.  They were especially helpful with my dreaded subject, “statistics.” My advisor and statistics professor thoroughly counseled me in a most supportive manner until I felt I had a thorough grasp on the subject.  It was just what I needed to successfully complete my requirements.  Coursework required active study and continual work, which enhanced my knowledge and understanding of our profession.  PT and OT classmates were a delight.  Students were excellent clinicians, academics, authors, and experts in their field.  I found the time spent on campus, with the students, to be the highlight of the program.  Lifetime friendships were made during the RMU experience. My entire experience at RMU, from beginning to end, was a pleasure.  The RMU curriculum prepared me to participate in the active research that I am doing today, and helped me to understand the clinical value and usefulness of a scientific approach in the occupational therapy profession. I strongly recommend the RMU program to any busy clinician who enjoys working independently, but still seeks a supportive learning environment.  The RMU program offers the best of both worlds.”
Vanessa M. Dazio, OTD, OTR/L, (D) ABDA
SAFE Aging
New Port Richey, FL

"As a practicing physical therapist and owner of a private practice over the past 18 years, I was looking for something to spark some excitement back in my profession.  RMU was just what I needed - the program was challenging, the instructors were outstanding, and the practical application has made me a much better PT.  I would highly recommend RMU to any PT who has a desire to learn and improve their knowledge and skills.  Again, what makes RMU is the people and instructors who run the program.  Thank you!"
J. Todd Mansfield, PT, DPT, OCS
Southern Tier Physical Therapy
Vestal, New York

"I decided to pursue my Doctor of Science degree in Orthopaedic and Sports at Rocky Mountain University of Health Professions for several reasons.  The first being how friendly, knowledgeable and considerate the staff was when I first inquired about the program.  The second reason was that it allowed for me to continue running my private practice without interruption.  The third factor was that it would enable me to learn from the best all around faculty within the profession in one place.  I can honestly say that my expectations have been exceeded in terms of the experience and knowledge gained.  The graduate program director, Lori Thein Brody, PT, PhD (ABD), SCS, ATC has created an environment in which I felt that my individual needs were considered."
Sean Roach, PT, DPT, ATC
Bend, OR

“Being the Director of the NSCA’s Human Performance Center I don’t have a lot of time to pursue my graduate degree.  The program at RMUoHP allows me to work my busy schedule and earn my degree. The RMUoHP program also exposes me to faculty who are top in their field and who are nationally recognized by their peers.  Thanks RMUoHP for helping me advance professionally.” 
Mark D. Stephenson, ATC, CSCS
Director/Head Coach NSCA Human Performance Center
Colorado Springs, CO

Comments from the first Nursing DSc class:
"I have had my expectations exceeded.  I have grown more academically and made some very dear friends and colleagues."
"I was really excited about the quality of the faculty.  They sounded (and are) fantastic!"
"I appreciated the structure and length of the program.  When my Director saw the program description, she approved it right away."
"The best part was the excellence of the staff and the instructors that far exceeded my expectations.  Now I can't wait for my next session."

"As an Athletic Training Education Program Director and a small business owner, my available time to return for a terminal degree was restricted, especially as a practicing athletic trainer.  Rocky Mountain University of Health Professions provides me with a challenging and rigorous program, with highly reputable faculty in the field of athletic training from across the country, in a timeframe that allows athletic trainers to continue practicing in their field while advancing in a terminal degree program.  The dynamics of the program provide students with support in and out of the classroom as well as implementation of current practices and theories of athletic training to the current job.  I highly recommend Rocky Mountain University of Health Professions to any athletic trainer looking to attain a terminal degree.  It is the only program that has taken into consideration the lifestyle and demands of the practicing ATC and tailored a highly reputable and demanding program for the athletic trainer."
Michele Monaco, MS, ATC
Director of Athletic Training Education
Eastern University
St. Davids, PA

"It was just a great experience for me.  I actually wish I could do it again.  I had so much fun, met so many interesting and good people, and learned so much.  RMUoHP is special for me."
Patrick Van Beveren, PT, DPT, OCS
Fayetteville, NY

"The post-professional programs at Rocky Mountain University of Health Professions offer academic excellence for the Occupational Therapy Professional without interrupting your professional responsibilities or social commitments.  The faculty is academically supported with various educational achievements, years of clinical experience, and work very hard with the individual student to comprehend and master the class material.  The information in the classroom is cutting edge for the profession of Occupational Therapy.  This model allows the Occupational Therapy professional to strengthen clinical practice and enhance professional worth in Occupational Therapy.  The staff at RMUoHP are wonderful people who go out of their way to assist the post-professional student to be successful while on campus as well as off campus via the web."
Sandra Pugh, OT, OTD
El Dorado, AR

"I was recently hired to be a full-time faculty member at the National University of Health Sciences in the chiropractic department.  I am grateful for the academic work I did at RMUoHP since I feel like it gave me a path right into a teaching position, which I eventually wanted - I didn't expect to get it so fast.  Nor did I expect a full-time position with full benefits."
 Leanne Apfelbeck, DC, MS
Instructor, Department of Chiropractic at the National University of Health Sciences
Lombard, IL

“The tDPT program provides an excellent blend of academic rigor and clinical applicability, allowing the transference of learning to take place from the classroom to the clinic.”
Ronald DeVera Barredo, PT, EdD, DPT, GCS
Arkansas State University

“Rocky Mountain University of Health Professions offers exactly what I was looking for in a doctoral program. This long distance education model allowed me to continue working and not disrupt my family life as a wife and mother. The quality of the faculty is tops. Even with my board certification credentials prior to starting the program, the intensity of the core and specialty classes was challenging and rewarding. I wanted the recognition a DSc degree can afford me and RMUoHP helped me achieve it.”  
Elaine Armantrout, PT, DSc, ECS
 Seattle, WA

"The DSc program at RMUoHP was the perfect academic setting for me.  It enabled me to pursue post-graduate work specifically in my field of interest and expertise, orthopaedics.  As the wife of a military officer, I was able to move 3 times during my tenure without loss of course credit of timeline progress.  Above all, the quality of the program was tops!"
Carol Brooks, PT, DSc
ACT College
Alexandria, VA

“As the owner of a busy private practice, time is of paramount importance to me. With this in mind I decided to pursue a Doctor of Physical Therapy degree.  My decision to attend Rocky Mountain University of Health Profession's transitional Doctor of Physical Therapy program stemmed from their reputation and outstanding faculty.  The program's design has enabled me to advance my professional development without sacrificing my business.  The program's excellent staff is incredibly supportive and committed to the success of every student.  It is with no reservation that I recommend RMUoHP to anyone thinking of advancing his or her healthcare career.”
Aaron M. Lubick, PT, DPT
Owner, AmWell Orthopaedic Physical Therapy, LLC
College Park, MD

“I worked as a clinician in an outpatient orthopaedic and sports medicine clinic for almost 20 years.  I have always had an interest in teaching and supervising PT students, so I made a career change to teach full time in a physical therapy program.  I held a Master's Degree in education, but knew that I would need to continue with an advanced degree.  After investigating a number of PhD programs, I felt that RMUoHP's DSc would be a better fit with my clinical experience.  What a great choice attending RMUoHP has turned out to be for me!  The highlight of learning has been the balance between clinical classes in the Sports program and the core classes around research and literature review.  My program director pointed out during a recent review that my clinical and musculoskeletal classes have really improved by bringing in more information on evidence and pertinent literature.  The schedule has also been a good fit for me. Knowing the scheduled weeks of classes allowed me to move or trade my PT classes around with minimal disruption.   

I was able to continue with my teaching responsibilities while completing the required coursework.  This has not been without some pain!  The time devoted to RMUoHP classes significantly cut into my golf and skiing, but I knew that this was temporary and that I would have time to get my handicap back down again.  My experiences at Rocky Mountain University have provided me with new colleagues and networking opportunities, as well as an excellent education in both clinical and research areas.“ 
Paul E. Niemuth, PT, DSc, OCS, ATC
Assistant Professor DPT
College of St. Catherine
Minneapolis, MN

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“Enrollment in the Neurology DSc program has been an important personal and professional journey for me - challenging my further development as a clinician, faculty member and consultant.  By far, the greatest aspect of the program is the opportunity to interact with and learn from expert clinicians who are in the forefront of current neurologic research and treatment!  Second to that is the individualized nature of the program, allowing you personal feedback and project development in your own area of interest.  It is very rewarding to look at my professional and personal growth of the past two years!” 
Kris Legters, PT, DSc, NCS

“As a student in the first Pediatric class, I was initially unsure that the RMUoHP program would serve my needs. I now tell colleagues that the Rocky Mountain University of Health Professions program in Pediatric Physical Therapy has been perfect for me. I have been able to continue my clinical practice and receive necessary income. I have not had to relocate to a distant university. What I have loved most about this program is that I have had the privilege of learning from experts in pediatric PT from all over the country. These professors and clinicians can continue to be valuable resources for me as I continue my educational and clinical experiences. I was able to become certified as a Pediatric Specialist in large part due to my participation in this program. Under the superb direction of Dr. Jane Sweeney, I believe that my participation in this program has also resulted in a much higher level of clinical skills for the children and families with whom I work.” Lisa Dannemiller PT, DSc, PCS

“My experience as a Clinical Electrophysiologic Physical Therapy doctoral student was outstanding.  The distance learning model coupled with the intense curriculum made accomplishing advanced education an obtainable goal for the working professional with family obligations.  Academically, I sharpened my research skills, became a critical consumer of literature and significantly augmented my electromyographer skills.“
Lisa V. DePasquale, PT, DSc, ECS

"The Pediatric DSc Program at RMUoHP was exactly what I was looking for in a doctoral program.  Jane Sweeney, PT, PhD, PCS was instrumental in finding some of the top pediatric instructors in the country to teach the courses.  I now feel more comfortable with clinical research, evidence based practice and teaching.  I have jumped to a new level of understanding in pediatrics." 
Kathleen Schlough, PT, MS, DSc, PCS
Academic Coordinator of Clinical Education and Assistant Professor
Ithaca College
Ithaca, NY

"I found that RMUoHP offered me just what I needed at this stage of my career. I have been practicing for more than 30 years, have specialized in a particular area and have received an APTA board specialty. I lacked a higher degree and the recognition it brings. RMUoHP offered a reasonable curriculum that could be efficiently completed while keeping up with my very busy professional and personal life. Since the beginning, I have been impressed with officers of RMUoHP and their desire to do things right. I believe that they are pursuing proper accreditation and that they will be successful in obtaining it. I was further impressed with the quality and notoriety of the faculty recruited to teach the DPT curriculum. They were, to a person, outstanding. The university where I teach accepts clinical degrees as an appropriate credential for tenure. I will test that position soon and feel that my degree from RMUoHP will assist significantly in that quest."
Ron Bybee, PT, DPT, OCS, Dip MDT
Assistant Professor
University of Texas at El Paso

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“After ten years of practice, the decision to obtain a post-professional degree in physical therapy essentially resulted from my desire to do one thing… help my patients.  The Doctor of Science (DSc) degree at Rocky Mountain University of Health Professions (RMUoHP) provided a well-designed curriculum and faculty that facilitated my ability to advance my clinical competence and professional knowledge base.  Furthermore, the ability to network with some of the best minds in the profession has been extremely rewarding and continues to provide me many opportunities to grow professionally.   If you’re considering advancing your skills and competencies as a primary care provider, I highly recommend RMUoHP post-professional clinical doctorate programs.”
Robert Schulte, PT, DSc, MBA, SCS, ACSM-ES®
Assistant Professor / Clinical Specialist
Division of Human Performance Science / Physical Therapy
University of Mary

“The post-professional programs at Rocky Mountain University of Health Professions offers academic excellence.  The long distant educational model at RMUoHP provides a way to earn a post-graduate degree without interrupting your professional responsibilities or social commitments.  The faculty is academically supported with various educational achievements and years of clinical experience.  The information provided in the classroom at RMUoHP is clinically relevant and supported with evidence.  This model will help strengthen our clinical practice and heighten our worth in the health care profession.”
Jeffrey T. Rybarczyk, PT, DPT
Staff Physical Therapist, Warren, Michigan
Adjunct Faculty, Macomb Community College, Physical Therapist Assistant Program, Clinton Township, Michigan

“I made the decision to enter the doctoral program at RMUoHP for several reasons.  RMUoHP offers clinically applicable courses complimented by the academic rigor necessary to provide me with the tools and skills to teach and to perform research.  While the courses are predetermined, class assignments are often customized to allow the student to explore particular areas of interest within pediatrics.  In addition, recruiting the top pediatric therapists in the country to teach and provide clinical and academic mentoring was a tremendous benefit, enhancing my overall experience.  

Throughout, this program has been invaluable and has significantly changed the way I practice pediatric physical therapy.  Furthermore, each classmate brought a unique perspective to the class with a wide variety of clinical expertise.   Opportunities for sharing, teaching, and learning were abundant.  Both my patients and I have benefited tremendously from this program.” 
Allison Yocum PT, DSc, PCS

“Choosing to pursue doctoral education at Rocky Mountain University of Health Professions was amongst the best career decisions that I have made.  Although I was very satisfied with my career as an educator and clinician, I knew that I still had a lot to learn to enhance my effectiveness as a clinician, teacher and researcher.  Rocky Mountain University of Health Professions’ DSc in sports physical therapy allowed me to pursue meaningful doctoral studies in my area of specialty.  The model of education allowed me to keep both my teaching and clinical practice positions while enrolled in an academically vigorous doctoral program.  The specialty tract and core faculty is comprised of nationally recognized leaders in clinical practice, research and education.  Learning and networking with these individuals has opened many doors.  I have also benefited from the knowledge and friendship that my classmates brought to the program.  Rocky Mountain University of Health Professions has helped me to move closer to my goal of becoming a master clinician and teacher. “ Joseph Gallo, PT, DSc, ATC
Associate Professor

“Many thanks to Rocky Mountain University for offering a practical approach to obtaining a post-professional degree.  I earned my MS in November of 2000 and, less than 2 years later, I am proud to let you know that I was appointed Clinical Assistant Professor at my alma mater - Ithaca College.  I am privileged to work among faculty that exemplify highly recognized academic and research skills.  Several of them, in fact, are faculty of RMU. Future plans will be to pursue a DSc are in the works!”
 Terri Hoppenrath, PT, MS

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 University Administration

Board of Trustees

Graduate Program Directors
Graduate Program Directors have been selected from the pool of nationally recognized experts throughout the United States based upon their expertise in a selected specialty, their ability to identify the scope of knowledge and practice skill necessary to achieve the goals of RMUoHP, their ability to teach, to identify additional faculty to teach across the scope of their disciplines and to mentor post professional health science students. The primary responsibilities of the Graduate Program Director include curriculum development, admissions review, coordination of faculty and core-affiliated faculty, instructional supervision, testing and evaluation, coordination of the practicum and capstone project, assuring the academic integrity of the standards of RMUoHP, guidance and mentoring of students and University governance activities.

Graduate Student Council
The Graduate Student Council voices student issues and concerns and promotes student goals within the governance process and facilitates and ensures communication within the RMUoHP community. It is comprised of up to twenty current students and student representatives from the other University committees. Students from each Degree Program are represented.  To contact a member of the Graduate Student Council, please email jegbert@rmuohp.edu for additional information.

Alumni Board and Association
The Alumni Board is the governing body of the Alumni Association that will shortly be open to all graduates of the University.  The Alumni Board  will assess appropriate annual dues, and will address alumni needs and professional opportunities for alumni growth and service to the University.  To contact a member of the Alumni Board, please email office@rmuohp.edu for additional information.

Website Privacy Notice
 Our Commitment to Privacy
RMUoHP values privacy.   To better protect our students, prospective students, and constituents, we provide this notice explaining our online information practices and the choices you can make about the way your information is collected and used. To make this notice easy to find, we make it available on our main RMUoHP information homepage.

The Information We Collect
This notice applies to all information collected or submitted on the RMUoHP website. On some pages, you can send emails and request information.  While the sender controls the content of the email, RMUoHP collects email addresses.  Often emails include names, addresses, and phone numbers that may be collected as well.

The Way We Use Information
RMUoHP uses the information provided via email to respond to the email, provide additional information, or provide future information.  Information is not shared with outside parties.  We use return email addresses to answer the email we receive. Such addresses are not used for any other purpose and are not shared with outside parties.

Our Commitment to Data Security
To prevent unauthorized access, maintain data accuracy, and ensure the correct use of information, we have put in place appropriate physical, electronic, and managerial procedures to safeguard and secure the information we collect online.

Our Commitment to Children's Privacy:
Protecting the privacy of the very young is especially important. For that reason, we never collect or maintain information at our website from those we actually know are under 13, and no part of our website is structured to attract anyone under 13.

How You Can Correct Your Information
Personally identifiable information may be updated by sending us a request to correct that error. 

How to Contact Us
Should you have other questions or concerns about these privacy policies, please call us at 801-375-5125, 866-780-4107 (Toll Free) or send us an email at office@rmuohp.edu.


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