Chair/Program Director, Professor
Email: davis1090@marshall.edu
Phone: 304-696-5614
Office Location: SOPT 140
Education:
BS, Physical Therapy, West Virginia University, 1988
MS, Statistics, West Virginia University, 2002
EdD, Ed Psych/Higher Ed Leadership, West Virginia University, 2006
APTA Board Certification:
Orthopaedic Certified Specialist, 1995, 2005, 2015
Clinical Expertise:
Orthopedic/Sports Physical Therapy
Research/Scholarly Interests:
Assessment and treatment of non-acute low back pain, sensorimotor training, orthopedic tests and measures, athletic performance assessment and performance enhancement.
Teaching Philosophy:
Over my 35+ years of clinical practice, the landscape of healthcare has undergone remarkable transformations. Presently, modern physical therapists face an array of heightened pressures and challenges. These encompass vital responsibilities like screening for severe medical pathologies, facilitating medical imaging referrals, striving for accelerated progress within fewer sessions, meticulously documenting outcome measures, and showcasing value to both patients and the healthcare system. Meeting these demands necessitates contemporary physical therapy graduates to possess augmented didactic knowledge, refined hands-on skills, comprehensive training, and a profound understanding of the intricacies of the healthcare system.
Consequently, it falls upon physical therapy faculty to not only grasp the evolving clinical landscape but also to adapt their instructional techniques, equipping graduates to navigate this ever-shifting healthcare terrain. To achieve this, educators in physical therapy must devise efficient instructional methods that effectively translate information and skills. Furthermore, program administrators and faculty members must assume roles as exemplars and mentors, steering the educational journey and fostering a collaborative partnership between faculty and students. In my capacity as the Program Director/Chairperson, I am resolute in my commitment to serve as a positive role model, providing leadership and mentorship to both students and faculty alike.
My pedagogical philosophy combines old-school coaching with a profound appreciation for contemporary educational practices and pedagogy. When I contemplate the educators who have indelibly influenced my personal and professional trajectory, I unfailingly recognize those individuals who not only imparted their knowledge and fervor for the subject matter but also guided and coached me to explore my own capacities and limitations. Just as a coach can’t play the game for an athlete and a professor can’t learn on behalf of a student, my approach revolves around inspiring, motivating, and challenging students to unlock their inherent potential. Establishing ambitious yet reachable benchmarks for both myself and my students is a principle I ardently adhere to. My interactions with learners are characterized by transparent and candid communication, fostering an environment where mutual admiration and respect flourish between student and professor.
Central to my philosophy are the tenets of service learning, authentic hands-on laboratory experiences, and consistent, ongoing practice. Notably, both the brain and muscles respond favorably to repetitive and graded exercises. In the muscular realm, it’s termed hypertrophy, while in the cognitive sphere, it’s referred to as neuroplasticity. Thus, as an educator, my paramount responsibility is to ensure that your cognitive faculties are consistently and adequately exercised, equipping you to confidently address the challenges that await you in your clinical practice.
