Physical therapy is about more than restoring movement. It is about restoring possibilities.
Possibilities like taking a first step on a new prosthetic leg, returning to the basketball court after a serious injury, or regaining balance after a Parkinson’s Disease diagnosis.
For nearly 50 years, UW-La Crosse’s Physical Therapy program has prepared graduates to help make moments like these possible.
While the profession has evolved dramatically since graduating its first class in 1976, the program has stayed true to several core values: a commitment to educational excellence, an early and sustained investment in research, meaningful service to the community and a willingness to innovate, says Patrick Grabowski, program director.
As the program’s 50th anniversary celebration approaches October, faculty say one principle has guided the program through decades of change in healthcare: preparing physical therapists who combine the latest scientific evidence with compassionate, individualized patient care.
“UWL’s Physical Therapy program stands out because we do not just teach a foundational understanding of anatomy, physiology and exercise; we dive deeper to instill the moral understanding, compassion, and individualized approach to patient care that goes beyond the textbook,” says Erica Rosemeyer, ’18, graduate of the program and clinical assistant professor.
Adapting to meet tomorrow’s needs
As the physical therapy profession has evolved, so has UWL’s program. Advances in rehabilitation science, technology and patient care have transformed how physical therapists diagnose, treat and support patients, and the curriculum has continually adapted to prepare graduates for those changes.
What began as a bachelor’s degree program later became a master’s program in the late 1990s before transitioning to the Doctor of Physical Therapy (DPT) degree in 2005 — the first doctoral degree offered at UWL. At the time, UWL also became the first comprehensive university in the Universities of Wisconsin to offer a Doctor of Physical Therapy program.
Faculty leaders Gwyn Straker and Michele Thorman played instrumental roles in guiding the transition, helping position the program to prepare graduates for an increasingly complex healthcare environment.
Learning by serving
Students build a strong scientific foundation in UWL classrooms, but some of their most meaningful learning happens alongside community members.
Through faculty-led programs, students work directly with individuals recovering from amputation, living with neurological disorders and pursuing healthier lifestyles. These experiences allow students to apply classroom knowledge while developing the empathy, communication skills and clinical judgment that define exceptional physical therapists.
“Those interactions bring the curriculum to life,” says Inga Cluppert, a clinical associate professor of physical therapy.
In UWL’s Hetzel Fieldhouse, you’ll find PT students encouraging community members with lower leg amputations as they walk around the track with a prosthetic leg for the first time as part of the Lower Extremity Amputee Program (LEAP), founded by Cluppert.
The participants are surprised by their own progress throughout the program, returning to hobbies like gardening or relearning to climb stairs. During the early days of the LEAP program in 2024, participant Walter Van Roo took three laps around the fieldhouse track with PT students at his side despite medical predications that he would never walk again.
“They’ve boosted me up again,” remarked Van Roo. “I’m very impressed with the students on this campus. They’ve made me feel good — like I’m succeeding.”
While community members realize new goals, PT students gain experience creating personalized exercise plans, tracking progress, and providing physical assistance, all under the supervision of Cluppert.
Meaningful reciprocal relationships between PT students and real community participants are also happening the Health Science Center, where PT students work one-on-one with community members with neurological disorders to create individualized, goal-based movement programs. Participants throw and catch balls, balance on a low beam, step over cones, and lift arm weights, all with guidance from PT students through the EXPAND (Exercise Program for Adults with Neurologic Disorders) program.
“The students have been very creative, supportive and helpful – especially in helping me with balance issues related to Parkinson’s,” says Mary Ann Gschwind, an EXPAND participant.
Service learning extends beyond faculty-led clinics. Each spring, students in Physical Therapy Health and Wellness courses partner with local organizations to design programs addressing community health needs — from fall-prevention classes for older adults to prenatal and postpartum education for families. Together, students contribute roughly 750 hours of volunteer service each year while gaining valuable real-world experience, explains Hanni Cowley, clinical associate professor in the PT program.
“Working directly with people in the community is the best opportunity for learning and students apply their knowledge outside of textbooks and lectures,” says Cowley. “The application of material and the interaction with individuals is valuable and cannot be duplicated in the classroom.”
One of the greatest rewards of these community programs is seeing how profoundly they benefit students and community participants, says Cluppert. Students learn what it means to build rapport, adapt interventions in real time, and solve problems collaboratively. They enter their clinical experiences with a high level of confidence and readiness, and clinical instructors even comment on their professionalism, preparedness, and willingness to step into challenging situations with confidence, she adds.
“Our students gain invaluable experience, confidence and perspective, while our community members receive individualized attention, support, and opportunities to continue working toward their goals,” says Cluppert. “Both leave having learned something from the other.”
Collaborations with local and regional health systems for clinical practice experiences and research initiatives have also greatly benefited the program, explains Tom Kernozek, chair of the Health Professions Department. Gundersen Sports Medicine’s sports physical therapy residency program, in conjunction with Emplify by Gundersen, actively involves residents in both instructional and research activities on campus. Likewise, Mayo Clinic La Crosse supports a clinical research seed grant program in partnership with the College of Science & Health, which connects UWL faculty with medical practitioners in contemporary clinical research.
PT alumni are critical in moving the program forward
The program’s influence extends well beyond graduation. PT alumni are active participants in educating the next generation of physical therapists and have been instrumental in shaping the program’s reputation and success, explains Amy Taebel, UWL director of clinical education.
More than 1,900 alumni remain connected to UWL, serving as clinical instructors, mentors, employers, guest lecturers, advisors and more. Their continued involvement helps strengthen clinical education while helping ensure the curriculum evolves alongside the profession.
Alumni have been especially instrumental in building and sustaining the program’s extensive network of clinical education partners. Because they understand UWL’s curriculum, expectations and culture, they are uniquely positioned to connect classroom learning with real-world clinical practice, Taebel explains.
In addition to serving as clinical instructors, site coordinators and mentors, alumni frequently introduce the program to new healthcare organizations, help establish new clinical affiliations, recruit colleagues to become clinical instructors and share emerging practice trends that help shape the curriculum.
These partnerships have allowed the program to build a diverse network of clinical education sites across Wisconsin and throughout the country, giving students experience with a wide variety of patient populations and specialty practice areas.
“Experiencing this curriculum firsthand inspired me to give back to the profession early in my career by serving as a clinical instructor,” says Rosemeyer. “The preparation I received here gave me the confidence to step into that leadership role, ultimately solidifying my desire to return to UWL as a full-time professor.”
Looking ahead, Grabowski believes those alumni partnerships will become even more important.
As healthcare systems face workforce shortages and access challenges — particularly in rural communities — the need for well-prepared physical therapists continues to grow. At the same time, securing high-quality clinical placements has become increasingly competitive, notes Grabowski.
“Continuing to strengthen those relationships and expand our network of clinical education sites will remain one of the program’s highest priorities,” he says.
As healthcare continues to evolve, faculty believe the program’s greatest strength will remain unchanged: preparing graduates who combine scientific expertise with compassion, curiosity and a commitment to serving others.
Those values have guided the program for nearly five decades — and faculty hope they will continue to define UWL physical therapists for the next 50 years.
“I hope their primary focus always remains centered on their patients—ensuring that compassion, moral understanding, and individualized care take precedence over checkboxes and standard clinical protocols,” says Rosemeyer. “As healthcare evolves, I want our graduates to not just adapt, but to actively lead the profession forward, using the strong foundation they built at UWL to innovate patient care and make a lasting impact both inside and outside the clinic.”
Written by UW-La Crosse University Marketing & Communications
Link to original story: https://www.uwlax.edu/news/posts/moving-lives-forward/