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The focus of the interdisciplinary doctoral program in movement science is to prepare future researchers and faculty members who can enhance the profession of physical therapy. Admission to this curriculum requires acceptable scores on the Graduate Record Examination, excellence in previous academic work, and demonstrated beginning abilities in posing questions of importance to the study of movement.

The faculty members of the Program in Physical Therapy are committed to being leaders in discovering and transmitting new knowledge related to movement dysfunction, preparing clinicians to assume multiple roles in a complex health care environment, and fulfilling the service mission to society through active participation in humanistic, scientifically based patient care. Students in all curricula are expected to participate actively in an environment that values integrity, initiative, creativity and the strong belief that physical therapy intervention promotes health. In these ways, all individuals associated with the Program in Physical Therapy may achieve their highest professional and personal potential.

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As part of their degree requirements, PhD students must complete a program-defined Mentored Experience Requirement (MER) as per these guidelines. The Mentored Experience Implementation Plan (MEIP) is the written articulation of a program-defined degree requirement for PhD students to engage in mentored teaching activities and/or mentored professional activities, collectively referred to as MERs.

Mentored Experience Requirements (MERs)

Philosophy of Teaching

The Mentored Experience Requirement for the PhD in Movement Science is a Mentored Teaching Experience. The Mentored Teaching Experience directly aligns with the Movement Science Program Training Objective #2: Each student demonstrates excellence in didactic teaching and presentation of scientific presentations.

• Objective 2.1 Demonstrate sound strategies of planning, delivery, and evaluation of teaching encounters.
• Objective 2.2 Continually seek to improve teaching strategies in response to self-reflection, peer input, and student feedback.

Evaluation strategies: Faculty mentor evaluation, self-assessment and student feedback during the required MSP Teaching Practicum course.

Preparatory Engagement

Preparatory Engagement activities are those that represent an introduction to the foundational skills associated with teaching or communication. Pedagogical preparation engagement activities are normally completed before students are permitted to engage in assisting or teaching in a classroom.

Students are required to attend a minimum of three of the Graduate Student teaching workshops offered by the Center for Teaching and Learning at Washington University. Students should select the most appropriate/beneficial workshops for their training in consultation with the Course Master for Teaching Practicum, based on their previous teaching exposures/ experiences. Students must complete the three workshops prior to or in conjunction with the Assistant Instruction (AI) experience. 

Mentored Teaching Experiences (MTEs)

Assistant in Instruction (AI)

An Assistant in Instruction (AI) is a PhD student who is directly engaged in the organization, instruction, and/or support of a semester-long course primarily taught by a faculty member. An AI receives mentorship from a faculty member related to best practices in classroom engagement, instruction in the field, interpersonal engagement, and other relevant skills. Students and mentors complete a mentorship plan prior to the start of each AI experience. To complete each AI assignment and to ensure that it applies toward their degree requirements, students must register for the appropriate course number for each semester of engagement. Refer to the "Required Pathways for Completion" section below for course numbers and details.

MTE is to be completed in academic year two or three of the student's doctoral training. Doctoral students should meet with Teaching Practicum Course Master and begin the duties of the Mentored Teaching Experience two to three months prior to the start of the course. Students are expected to teach two to four class sessions, depending on the scope of the material and length of the class sessions. Duties may include all aspects of course coordination:

• Formal classroom lecture presentation (and lab if appropriate) of a Unit of material within the course. The unit to be taught will be determined and agreed upon by the doctoral student, student’s graduate mentor and Course Master of Teaching Practicum. The doctoral student is to prepare all handouts for the unit and must comply with copyright law.
• Review of the course syllabus to include all learning materials, reading assignments, grading policies and so on. It is expected that the doctoral student familiarize themselves with the guidelines for syllabus preparation through information from the Center for Teaching and Learning's website.
• Posting of learning materials on appropriate course management web site in a timely manner.
• Review of course objectives and development of specific learning objectives to accompany unit taught by student. It is expected that the doctoral student familiarize themselves with the principles of developing and writing learning objectives through information on the Center for Teaching and Learning’s website or other educational sources.
• Preparation of review sessions as requested.
• Creation of assessment items, assistance with grading (if appropriate), and review of assessment results.
• Review of learner feedback and suggestions for revisions.
• Assistance with all aspects of course management as requested by the Course Master.

Required Pathways for Completion

Students work with their faculty mentor or director to plan how and when they will complete their MERs. Students register during the normal registration period for courses in accordance with one of these approved pathways.

• Preparatory Engagement

UG Spanish Seminar

MGS 8005	Take one time