DPT Portfolios

Professional Goal Statement

• Upon graduating from the University of North Carolina at Chapel Hill’s Doctor of Physical Therapy program, my goal will be to build a career in outpatient orthopedic and sports physical therapy with a special emphasis on the care, empowerment, and long-term well-being of female athletes. My clinical interests center around injury prevention, performance optimization, and recovery across the athletic lifespan — from adolescent and collegiate athletes to active adults transitioning from competitive play into long-term wellness and high-level function. I also aim to amplify support for those who have historically faced underrepresentation in both healthcare and athletics. I strive to provide every patient with individualized, holistic, and evidence-based care that promotes strength, resilience, and confidence in their physical abilities. Following licensure, I plan to pursue advanced credentials such as the Certified Strength and Conditioning Specialist (CSCS) and Sports Clinical Specialist (SCS) certifications to deepen my clinical expertise. These credentials will equip me to deliver comprehensive, high-level care that meets the evolving needs of the athletes I serve. In the long term, I expect to return to coaching basketball, combining my background in athletics with my clinical expertise to support, mentor, and empower young women both on and off the court. I see coaching as an extension of my commitment to leadership, advocacy, and education — a way to foster confidence, resilience, and self-belief in the next generation of female athletes. Through both physical therapy and sport, I aim to create environments where women are seen, supported, and equipped to thrive.

 

Career Plan

• Education:
  • University of North Carolina – Chapel Hill, Doctor of Physical Therapy / 2025
  • Arizona State University – Tempe, Master of Secondary Education/ 2010
  • NC State University – Raleigh, Bachelor of Graphic Design / 2001
• Clinical Education:
  • Duke PT Apex (Outpatient Orthopedic) – 8 weeks
  • UNC Rex Holly Springs (Acute) – 8 weeks
  • Hickory Regional – (Outpatient Neuro) – 8 weeks
  • UNC Therapy Services, Sports Medical Institute (Outpatient Ortho) – 12 weeks
• Electives:
  • >> Fall 2024
    • Advanced Orthopedic Assessment and Treatment
  • >> Spring 2025
    • Spanish for Health Professionals
    • NC Rural Health/Service-Learning Experience

Self-Assessment

• Strengths
  • Build positive, encouraging and supportive relationships with patients and colleagues.
  • Draw from an extensive coaching background to communicate, motivate, and effectively guide goal-oriented care.
  • Adapt exercises to meet both functional needs and performance goals.
  • Collaborating well within interdisciplinary teams.
• Areas for Professional Development
  • Strengthen integration of current research into clinical practice and decision-making.
  • Expanding knowledge of billing, reimbursement, and professional advocacy.
  • Further my utilization of APTA resources, including conferences, continuing education, and policy updates, to stay current with best practices.

 

Objectives

• Graduate with a Doctor of Physical Therapy from UNC-Chapel Hill
• Pass the National Physical Therapy Exam (NPTE) and obtain licensure
• Begin working in a sports or orthopedic setting with opportunities to treat high school &/or collegiate athletes
• Join the American Physical Therapy Association (APTA) Sports Section and pursue mentorship from experienced sports physical therapists
• Earn the National Strength and Conditioning Association (NSCA) Certified Strength and Conditioning Specialist (CSCS) certification and dry needling certification
• Begin accumulating clinical hours toward eligibility for the Sports Clinical Specialist (SCS) certification

 

Strategies To Achieve Professional Goals

• Develop and follow a structured study plan to prepare for the National Physical Therapy Exam (NPTE)
• Network with potential employers and participate in job fairs to secure a position in sports or orthopedic physical therapy settings
• Use key resources, such as the Essentials of Strength Training and Conditioning and other supplemental materials, to prepare for the Certified Strength and Conditioning Specialist (CSCS) exam
• Seek mentorship from experienced sports physical therapists to support clinical growth and professional development
• Pursue certifications such as the Certified Orthopedic Manual Therapist (COMT) or other recognized manual therapy credentials
• Pursue additional certifications, such as dry needling and cupping, through targeted continuing education courses

 

Justice, Equity, Diversity, and Inclusion (JEDI)

• My commitment to justice, equity, diversity, and inclusion has been both personal and purposeful throughout my time in the DPT program. Serving on the SPTA DEI committee allowed me to participate in conversations around representation, access, and accountability within our program. At Reality Farms, I learned the power of presence; how showing up in community with individuals with disabilities fosters connection that transcends clinical roles. Mindful Mondays through the Ujima Institute created space for me to be in reflection, meditation, and solidarity with other diverse students, and reminded me of the importance of healing, mentorship, and joy in professional growth. The “Introduction to the LGBTQ+ Competency” lecture was not just informative, but it confirmed that inclusive care isn’t just about knowing the right language or checking a box; it’s about creating spaces where people can bring their full selves without fear of judgment or dismissal. These moments have reinforced the value of empathy, representation, and advocacy in healthcare. As I move into professional practice, I carry forward a commitment to creating space for every patient to feel seen, heard, and valued… and to continue challenging the systems that make this the exception, and not the norm.

 

Interprofessional Education Activities

• My interprofessional education experiences during the program challenged me to think more critically about how collaborative care functions and who it ultimately serves. I gained insight into how different disciplines approach similar clinical challenges, and how even a single instance of collaboration (PT/OT case study collaboration) can reveal both gaps and opportunities for better patient care. Participating in the Geriatrics IPE Case Experience and the IPE Telehealth case study further reinforced the importance of shared language, defined roles, and mutual respect in team-based care, especially when navigating patient complexity or delivering care remotely. The service-learning trip to Tyrrell County provided a deeper, more immersive perspective. Working alongside students from other disciplines in settings such as schools, senior centers, and food pantries, I witnessed how barriers like transportation, food insecurity, and limited provider access directly affect health outcomes. These were not abstract social determinants of health discussed in class; they were tangible…visible. This experience made it clear that effective collaboration extends beyond formal roles. It requires understanding the resources available and adjusting care to be both equitable and feasible within the realities of a patient’s environment. These are just a few examples of the opportunities that shaped my perspective. Across each experience, I gained a clearer understanding of my role as a physical therapist within a larger healthcare team. I am committed to collaborative practice, grounded in equity, adaptability, and shared responsibility for improving outcomes.

 

Product Examples

• Capstone Project 2025 – The Culture of Sports Training of Young Female Athletes
  • Literature Review for Capstone
  • Critically Appraised Topic (CAT) for Capstone (Qualitative)
  • Critically Appraised Topic (CAT) for Capstone (Quantitative)
  • Future Research Study Outline Final
  • Personal Narrative and Reflection
• Inservice Presentation 2024 – The Benefits of High Intensity Gait Training
  • HIGT Inservice

 

Reflective Statement

• As I approach graduation from the UNC DPT program, I find myself overwhelmed with gratitude for this transformative journey. Three years ago, I entered this program with enthusiasm and determination, but I could never have anticipated how profoundly it would shape not only my clinical skills but my understanding of what it truly means to be a physical therapist. Throughout my coursework and clinical rotations, I have discovered that my greatest passion lies not in any specific specialty area, but in something far more fundamental: helping people believe in their own potential for movement and recovery. While I am drawn to sports rehabilitation and working with athletes, what excites me most is the moment when someone realizes they can do something they thought was impossible. I have learned that the most powerful tool we possess isn’t any particular technique or modality; it’s our ability to see potential where others see limitations and to help patients see it too. Every patient interaction is an opportunity to plant seeds of possibility. I am deeply grateful to the UNC faculty who challenged me to think critically, to my clinical instructors who modeled excellence in patient care, and to my classmates who supported me through this rigorous journey. This program has not only prepared me to be a competent clinician but has reinforced my belief that physical therapy is ultimately about human connection and empowerment. As I begin my career, I carry with me the understanding that our greatest impact often comes not from what we do for our patients, but from what we help them believe they can do for themselves.

 

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