Connie J. Seymour
Connie J. Seymour, Physical Therapy, Biomedical Engineering
Research Interests: reliability and validity of tests and measurements used in orthopedic physical therapy, clinical reasoning and expert practice, physical therapy intervention for the oncology patient, intervention strategies for musculoskeletal injuries, prevention of musculoskeletal injuries.
Teaching Responsibilities: Entry-Level Doctor of Physical Therapy Program; Musculoskeletal Physical Therapy III, Professional Issues and Clinical Practice in Physical Therapy.
B.S. and M.S. Exercise Science California State Polytechnic University, Pomona
MPT Baylor University.
Ph.D. Motor Learning/Motor Control, University of Toledo
Dr. Connie J. Seymour:
Connie J. Seymour has been a member of the faculty since 1992, teaching in the entry level and transitional Doctorate programs in the areas of Musculoskeletal Physical Therapy, Documentation, Practice Issues, and Clinical Reasoning/Decision Making. She has an earned Ph.D. in Motor Control/Motor Learning and a minor in Research Methods/Statistics from The University of Toledo. Connie is a practicing clinician with 25 years experience in various settings. She has a certification in NDT Adult Hemiplegia, and an OCS designation from the APTA renewed in 2006. Additionally, Dr. Seymour has 12 years of clinical experience in the rehabilitation of breast cancer and lymphedema patients.
Dr. Seymour has authored numerous peer-reviewed publications over the last ten years in the areas of teaching/learning strategies, physical rehabilitation following breast cancer, geriatrics and musculoskeletal physical therapy. She is currently the Director of the Healthy Elder Living Program (HELP) which is a collaborative community service organization providing services to at-risk elders. HELP has received $85,000.00 in grant funding over the last 4 years to sustain the program.
She has served as a workshop leader for many seminars with a focus on educational technology, assessment and teaching/learning strategies offered through The University of Massachusetts Lowell Faculty Development Center. Of particular interest to her is the use of instructional strategies that promote “deep” learning.