By Laren Kowalczyk ‘07

Two years ago, Bowling Green State University enrolled one of the country's most diverse cohorts within physical therapy education in its innovative Doctor of Physical Therapy degree program.

On Aug. 10, the inaugural class of 83 students graduated, marking a significant milestone in the program’s mission to increase diversity in the profession and prepare graduates to meet the evolving needs of patients from all backgrounds and identities.

“From the beginning, the BGSU DPT program has been committed to fostering a diverse and inclusive community of students, faculty and staff to meet the needs of the physical therapy workforce and patients they serve,” said Dr. Stephanie Thurmond, the program’s director and a professor. “Our first cohort of students are equipped with the knowledge and skills to create positive change within their communities.”

The graduates, who represent 27 states across the U.S., celebrated with friends, family, supporters and University dignitaries during an intimate ceremony at Kobacker Hall in the Moore Musical Arts Center. Minoritized students made up more than one-third of the first cohort.

In addition to the graduation ceremony, the DPT program welcomed its third cohort of 90 students, who will graduate in 2026.

The innovative DPT program housed in the BGSU School of Physical Therapy is Ohio’s first and only hybrid program. It underscores the University’s commitment to providing relevant, in-demand academic programs that are accessible to all learners.

As part of the accelerated two-year program, students complete most coursework online and come to campus twice per semester for two-week immersion labs and hands-on clinical practice.

The BGSU DPT program’s hybrid flexibility and accelerated format are substantial draws for students, allowing them to remain close to family and friends and earn their degree a year sooner than traditional programs.

Changing lives

Located across the country, the recent BGSU graduates are poised to significantly impact the physical therapy profession and their local communities. Many already have accepted jobs or are beginning residency programs in various specialties.

Dr. Tedi Bunch, a U.S. Army veteran, recently accepted a job at a clinic in her hometown of Fayetteville, North Carolina, where she’ll work with a diverse patient population. Bunch said she is ready to make a difference in her patients’ lives while providing for her two children.

She plans to apply for an orthopedic clinical specialist residency program through the clinic.

“I believe it’s important to show my children that work can be exciting and fulfilling,” she said. “More importantly, I will positively change the lives of patients with the skills I learned at BGSU and the skills I will continue to seek. BGSU challenged me in all the ways I needed for growth.”

Houston native Dr. Mekayla Abrahams is eager to begin her career in pediatrics and women’s health, specifically focusing on physical therapy before and after childbirth. Although a common practice abroad, Abrahams said it’s a traditionally underserved area in the U.S.

"While pelvic floor therapy is a common service, there's a disparity in access, especially among people of color. I'm committed to addressing the imbalance,” Abrahams said. “I’m grateful to BGSU for highlighting different specialties in the physical therapy field. I’m looking forward to seeing where my career takes me, the opportunities that lie ahead and helping others.”

Abrahams plans to spend the next few months studying for the licensure exam in October.

Support network

Support is a cornerstone of the BGSU DPT program. Because students complete most of their coursework online and live across the country, Thurmond said fostering a strong connection among faculty and students is foundational to the program’s success.

At the start of the program, the cohort was segmented into small groups led by an academic coach, who provided students with a direct line to faculty and fellow students. Although the program facilitated connections, Thurmond witnessed many bonds form organically during the two-week in-person immersion sessions on campus.

“When you meet in person, it’s very effective for building relationships,” she said. “Having that foundation strengthens the connection even further when the students are back home completing their online coursework. Sharing the challenges of going through an accelerated program with one another contributes to their success.”

Recent graduate Dr. Karissa Steinkamp of St. Paul, Minnesota, concurred, noting that the immersion labs were integral to the success of her journey.

“We spent nine to 10 hours a day with our classmates during those intensive two-week lab sessions,” she said. “We got close really fast. I enjoyed building those relationships because reaching out for advice or talking through things became much easier.”

While the program requires students to be self-motivated and highly disciplined, recent graduate Dr. James Waters said he valued the built-in support network when he needed extra help or motivation.

“The instructors and professors have been incredibly supportive,” said Waters, who recently accepted a job at an outpatient clinic in southern Michigan. “They helped push me to where I am today."

“I also became good friends with several of my classmates. We talked almost every day about our experiences and shared ideas back and forth. They’ve been a phenomenal support network and have become some of my best friends.”