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Doctor of Philosophy Rehabilitation Sciences

Prepare for a scholarly career in interdisciplinary rehabilitation research that will improve the quality of life for individuals across ability levels who may benefit from social, physical, or cognitive adaptations. You will further your specialized knowledge by working collaboratively with leading faculty across health fields, and build a strong foundation in applied research and scientific inquiry.

Degree Details

Official degree title.

PhD in Rehabilitation Sciences

The Rehabilitation Sciences doctoral program held an Open House in October 2023. If you wish to view the recording please reach out to [email protected] .

Funding for Full-Time PhD Students

If you are accepted as a full-time NYU Steinhardt PhD student without an alternate funding source, you are eligible for our generous Steinhardt Fellowship Program, which includes a scholarship and tuition remission.  Learn more about our funding opportunities .

What You’ll Learn

Your academic experience, career opportunities.

At the completion of the program, you will be able to:

Demonstrate applied scientific inquiry that is relevant to enhancing human performance and quality of life for persons with disabilities

Develop theories and critically examine integrative, holistic, multi-disciplinary approaches to enhancing the functioning of people with disabilities (physical, cognitive, sensory, psychological) across the lifespan

Experience successful collaboration with one or more mentors in the development of original interdisciplinary rehabilitation research projects

Analyze theory, research, and health care policy relevant to the promotion of rehabilitative health

Develop a unique area of research leading to externally funded research grants

Investigate and compose significant and original contributions to the rehabilitation field by undertaking original research resulting in scholarly works presented at professional conferences and published in science journals

Analyze research and scholarship in ways that inform practice

A Biopsychosocial Paradigm

Our program uses a biopsychosocial paradigm to prepare you to become a scientist-practitioner who studies physical, cognitive, and psychological conditions across the developmental continuum in diverse contexts, both nationally and globally, and promotes those studies for better human development and functioning.

A Rigorous Scientific Training Model 

Our curriculum is designed around a rigorous scientific training model that includes advanced courses in quantitative, qualitative, and mixed-methods research design. The core research methodology component offers cutting-edge applied statistical courses and workshops in methods and measurement with options for advanced modeling and statistical analysis relevant to your research interests and goals.

Throughout your degree, you’ll develop a strong network through ongoing research in collaboration with one or more faculty members as they help you identify sites and resources throughout New York City for your research, and focus your specialization toward a dissertation topic. Upon graduation, you’ll be prepared for an outstanding and fulfilling academic career in research and teaching.

Rehab Sciences Alumni Spotlight

Dr. Mark Vorensky

Mark Vorensky holds a PhD in Rehabilitation Sciences and is a board certified specialist in orthopedic and sports physical therapy. Mark's dissertation, which can be found on ProQuest using ISBN 9798379549046 , investigated the effect of patient-clinician relationships on objective measures of function and appraisals of pain for individuals with chronic low back pain, and examined the presence of health disparities in patient-clinician relationships. Currently, Mark is an Assistant Professor in the department of physical therapy at Touro University in Manhattan and an orthopedic physical therapist at NYU Rusk.

Dr. Claire Kearney-Volpe

Dr. Claire Kearney-Volpe holds a PhD in Rehabilitation Sciences and is trained in Art Therapy and Interactive Telecommunications. Claire's dissertation , on accessible web development, can be found on ProQuest using ISBN  28409956. She is an Accessibility Specialist and Senior UX Researcher at Verizon. Her research focuses on digital accessibility, STEM education, and human-centered design .

News & Events

Rehabilitation Sciences Research Featured at Rusk Rehabilitation 75th Anniversary Research Symposium

Core faculty, as well as current and former students representing the PhD program in Rehabilitation Sciences, presented recent research at the NYU Rusk Rehabilitation 75th Anniversary Research Symposium on September 22, 2023.

Rehabilitation Sciences PhD Candidate among 2023 Recipients of Saffran Student Scholar Award

Farha Najah Hussain has received a Saffran Student Scholar Award for the 17th Annual Eleanor M. Saffran Conference on Cognitive Neuroscience and Rehabilitation of Communication Disorders, to be hosted by Temple University on September 28-30, 2023.

PhD Student Receives 2023 Diversity Innovation Grant

Farha Najah Hussain, PhD student in Rehabilitation Sciences, was awarded a 2023 Diversity Innovation Grant from the Office of Diversity, Equity, and Belonging at NYU Steinhardt.

PhD Student Receives NIH Grant

Anna Palumbo has received a F31 grant from the NIH, which is the most prestigious pre-doctoral award that the NIH grants.

Rehabilitation Sciences student Annalissa Vicencio received the American College of Lifestyle Medicine's 2022 HEAL Scholarship

Annalissa Vicencio, a Rehabilitation Sciences PhD student, was awarded the 2022 ACLM HEAL Scholarship.

Rehabilitation Sciences PhD Students Presented at CoHRR's 2022 Spring Research Showcase

Five Rehab Sciences PhD students presented at CoHRR's annual Spring Research Showcase in May

• Our History, Mission and Vision
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• Doctor of Philosophy in Rehabilitation Sciences (PhD)
• Doctor of Science in Movement Sciences (DScMvt)
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• Transitional Occupational Therapy Doctorate (t-OTD)
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• Orthotics and Prosthetic Design and Human Movement Certificate
• Specialty In Pediatrics Certificate For Occupational Therapists
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• Specialty In Neuromuscular Certificate For Physical Therapists
• Specialty In Orthopedics Certificate For Physical Therapists
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PhD in Rehabilitation Sciences (PhD Rehab)

Program description.

The online program of PhD in Rehabilitation Sciences is a curriculum that focuses on the study of the effects of disability, functional limitations, and impairments on human functional performance. The effects of social and psychological components on rehabilitation performance will be studied. The program will also examine current evidence-based practices for relevant interventions in the various physical, social and psychological environments. The development and enhancement of research skills including scholarly activity will function as the underlying tenets of the program.

Doctor of Philosophy Degree

Phd in rehabilitation sciences.

An Interview with a PhD student

If you’re a healthcare professional who is looking to advance your career into research, teaching at a college/university, or become part of a management team, the PhD in Rehabilitation Sciences is the degree for you. Learn more below.

Graduates will be able to seek employment within the five roles of a physical therapist:

• Educator in higher education
• Rehabilitation Therapist/Clinician
• Administrator (clinical or in higher education)
• Critical Inquirer (clinical research in rehabilitation)
• Clinical Consultant in rehabilitation

PhD in Rehabilitation Sciences Program

• Program Curriculum
• PhD in Rehabilitation Sciences Faculty
• Application

Department Contact Info

Graduate Programs

1001 Bishop St; Suite 1035 Honolulu, HI 96813-3481

+1-808-867-2900 [email protected]

Mon – Thu 7:00A.M. – 5:00P.M.

Fri 7:00A.M. – 11:00A.M.

Social Info

Phd rehab sciences program 

special invitation Speak with an admissions counselor

Learn more about the program during this one on one question and answer session. Make your appointment today! Schedule Appointment

Tuition & Credits

Program Learning Outcomes

The learning outcomes of the doctoral program is to ensure graduates that will be able to:

• utilizing evidence-based practice
• improving functional limitations and impairments
• improving psychosocial issues
• increasing interdisciplinary approaches to healthcare delivery
• creating interdisciplinary research collaborations
• Create change in healthcare delivery by addressing social and health policy issues
• The ability to conduct culturally competent scholarly activities within the field of rehabilitation science
• The ability to communicate research findings and their implications on the field of rehabilitation science
• The ability to integrate the components of scholarship: research, teaching, mentoring, and service within the field of rehabilitation science
• The ability to provide patient/client centered care to decrease functional limitations

Program Educational Objectives

The educational objective of the program is to produce researchers, leaders, culturally competent, life-long learners and forward, critical thinkers, that will have the ability to perform the following within 3-5 years post-graduation:

• Demonstrated leadership qualities within their profession
• Demonstrated interdisciplinary communication and collaboration
• Engaged in community health services that addresses societal needs
• Participated in learning opportunities to maintain and enhance professional excellence
• Demonstrated collaborative research activities
• Demonstrated proven record of scholarly activity

Specific Admissions Requirements

• At least a Masters degree from a nationally or regionally accredited university in the USA (foreign trained individuals must have degree evaluated by an approved agency)
• Bachelors or Masters degrees must be in health related field
• Foreign Educated Applicants must provide the additional documents:
• TOEFL (Test of English as Foreign Language) scores of 550 or better OR take the English proficiency test provided by UMSAz (contact university for more information).
• Credentials evaluated by approved transcript evaluator (i.e. World Education Services(WES))
• If currently living in the United States provide proof of legal status.

Please Note : The above specific admissions requirements are in addition to the General Admissions Requirements.

Why Study At UMSAz?

UMSAz believes in providing an education that is wholistic in approach and aims to produce graduates who will be critical thinkers, leaders and clinical problem solvers. A patient centered approach is the common thread woven throughout each class.

Not only does the University of Medical Sciences Arizona provide you the practical skills that you can transition seamlessly into your work environment upon graduation, but we also equip our graduates with a heightened sense of delivering patient centered care from a clinician, researcher, academician, or leadership perspective.

Earn your doctorate degree by applying below. For inquires, please email [email protected] or call (808) 867-2900 .

Ph.D. in Rehabilitation Science

• Adjunct Faculty
• Frequently Asked Questions
• Speech, Language, and Hearing Clinic
• Program Resources

What Is Rehabilitation Science?

Rehabilitation science is a broad and growing field that improves the treatment, care, and lives of people with potentially disabling health conditions. It includes researchers, educators, and professionals who advance, teach and apply knowledge to care for people with health needs. 

About the Ph.D. in Rehabilitation Science Program

The Ph.D. in Rehabilitation Science program at TTUHSC educates students to be innovative educators, researchers, and leaders. Our graduates become scholars in higher education and other settings who advance and distribute knowledge to enrich the lives of people with communication and movement disorders. Our program emphasizes the athletic training, audiology, occupational therapy, physical therapy, and speech-language pathology rehabilitation domains. We foster interprofessional and interdisciplinary collaboration to advance treatment and enablement theories that will improve rehabilitation practice. We welcome qualified students from related clinical and non-clinical backgrounds who are passionate about rehabilitation science, learning, teaching, and research.

Application open

Application deadline

Program Start Term

Learn how to apply to the PhD REHABILITATION SCIENCE

"The program has a diverse array of faculty who are leaders in their fields and the state-of-the-art research resources that will allow you the opportunity to tailor a course of study that fits your personal needs and interests. The interdisciplinary nature of this program will enrich your learning experience as you are exposed to expert perspectives from different fields. You will be trained to think both independently and with a collaborative spirit in the pursuit of your own intellectual and personal growth."

Birendra Dewan

 PT  PhD Rehabilitation Science

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T: (806) 743-3220  

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Human Movement and Rehabilitation Sciences (PhD)

YOU ARE BOUVÉ

Translating innovative research from bench to clinic

Our PhD in Human Movement and Rehabilitation Sciences prepares you to conduct independent and original basic, translational, and applied research to restore and maximize human functional capacity and promote health and wellbeing across the lifespan.

Our interdisciplinary program and its faculty, emphasize core competencies in movement and rehabilitation science, cognitive and behavioral science, and communication science.

Students get: 

• Interdisciplinary mentoring by distinguished faculty 
• To conduct innovative research that positively impacts human lives and wellbeing 
• Core training in movement and rehabilitation science, cognitive and behavioral science and communication science 

We leverage our unique faculty and research laboratories as well as our highly ranked programs in Bouvé College of Health Sciences, the College of Science, the College of Engineering, College of Arts, Media and Design, and Center for Cognitive and Brain Health. 

Northeastern is dedicated to advancing the field of clinical and rehabilitation science, translating research from bench to clinic and promoting lifelong wellbeing from early development through successful aging in the community.

Students benefit from our new research laboratories utilizing state-of-the-art movement and rehabilitation methods including virtual reality, ultrasound, neuroscience, neurophysiology, robotics, and movement measurement technologies. 

Degree Type: Human Movement and Rehabilitation Sciences PhD

Study options: – On-ground (Boston Campus) – Full-time or part-time

Application deadline: April 1

GRE: Not required

Applicants accepted: Domestic and International

Term Start: Fall only*

* Requests for a Spring start are considered on a case-by-case basis by the Program Director.

Please Note: PhD students in the Bouvé College of Health Sciences may not request enrollment deferrals. If you are admitted for a given term but wish to be considered for a future term instead, you must re-apply to the program in order to be considered for admission and funding. 

Human Movement and Rehabilitation Sciences PhD

Our doctoral students conduct research that address several factors in human movement, rehabilitation, cognition, behavior and communication science, including but not limited to: 

• Health promotion across the lifespan from early childhood to aging 
• Psychology of human movement and communication 
• Exercise, speech and cognitive neuroscience  
• Rehabilitation and assistive technology 
• Virtual environments for rehabilitation 
• Biomechanics and ergonomics 
• Science of human communication and neurodevelopment 

Students must complete 32 credit hours of courses, complete a comprehensive exam, and publish a doctoral dissertation. The course requirements include five required courses and then a set of electives determined by the student and their research advisor to provide the individual set of skills needed for their research project and career.

Our graduates are well-prepared to enter into a number of post-doctoral career paths including:

• Industrial research positions
• Government consultants
• Post-doctoral or junior faculty positions in academic institutions in either technology programs or schools of health science, public health, or medicine

Sample Curriculum

Curriculum subject to change. See the course catalog for most up-to-date information.

Required Courses

We expect each student in the program to have core knowledge and skills addressing the common issues for human movement and rehabilitation sciences as well as research methods. These are reflected in the core courses in:

Biostatistics (3 SH)

Core Concepts in Rehabilitation Science and Research (3 SH)

Measurement and Analysis of Human Movement and Bioinstrumentation (4 SH)

Technologies in Movement and Rehabilitation (4 SH)

Interdisciplinary Seminar in Rehabilitation Science (1 SH)

Admission Requirements

Our program does not have specific requirements with regard to classes applicants must take or have taken prior to applying. While competitive applicants typically already possess an advanced degree, we will consider exceptionally qualified applicants with a bachelor’s degree, as well.

Completed application All applications must be submitted through the University PhD application system. In addition to the application, applicants must submit a resume and a personal statement.

Personal statement Your personal statement should discuss how your background informs your research interests. It should demonstrate how your training and experience motivates you to pursue a type of research. The type of research doesn’t have to be specific, but it should also not be too general (e.g. movement and rehabilitation sciences). Prospective students are highly encouraged to reach out to research faculty in the program with overlapping areas of interest.

A CV or Resumé (no more than 3 pages) 

Three letters of recommendation Only academic and professional letters of recommendation will be accepted.

Official transcripts Official transcripts generated by the registrar’s office at all previous institutions attended should be submitted. Student generated/unofficial transcripts are not accepted. If transcripts are being mailed, use the below mailing address.

Transcripts mailed from inside the US :

Northeastern University Bouvé College of Health Sciences Applicant ID: XXXXXXX ( insert your applicant ID number )  Graduate Application Processing Center  P.O. Box 1434  Portsmouth, NH 03802 USA 

Transcripts mailed from outside the US :

Northeastern University Bouvé College of Health Sciences Applicant ID: XXXXXXX ( insert your applicant ID number )  Graduate Application Documents  360 Huntington Ave.  Boston, MA 02115 USA 

TOEFL scores are required from international applicants who possess degrees from institutions outside the United States. Use code #3629 . The PhD Program requires a minimum score of 100 on the TOEFL (official test scores from similar English-language tests may not be substituted in place of the TOEFL).

Faculty and Research

Our program focuses on research within a highly interdisciplinary setting using multidisciplinary and multidimensional concepts of the World Health Organization’s International Classification of Functioning, Disability, and Health model (ICF). It operates with the support of University based research activities at the interface of rehabilitation, neuroscience, and movement sciences that span the colleges of the university. All students will have exposure to basic, translational, and applied research training since these are considered hallmarks of the program. The curriculum incorporates global concepts for human movement and rehabilitation sciences.

Kristen Allison, PhD, CCC-SLP

Faculty Biography | Speech Motor Impairment Lab (SMILe)

open to research assistants

Leanne Chukoskie , PhD

Faculty Biography | Rehabilitation Games and Extended Reality Lab

Kris Dorsey, PhD

Faculty Biography |

Neha Gothe, PhD

CJ Hasson, PhD

Faculty Biography | Neuromotor Systems Laboratory

Charles Hillman, PhD

Faculty Biography | Center for Cognitive and Brain Health

Winston Kennedy, PhD, DPT, MPH

Faculty Biography

Aston McCullough, PhD, M.Phil

Erin Meier, PhD, CCC-SLP

Faculty Biography | The Aphasia Network (TAN Lab)

Timothy Morris , PhD

Jonathan Peelle , PhD

Zhenghan Qi, MD, PhD

Faculty Biography | Language Acquisition and Brain Lab (QLAB)

Lauren Raine, PhD, MPH

Aaron Seitz , PhD

Faculty Biography | Brain Game Center

Max Shepherd , PhD

Faculty Biography | Shepherd Lab

Joshua Stefanik, PhD

Faculty Biography | Musculoskeletal Epidemiology and Biomechanic

Gene Tunik, PhD

Faculty Biography | Movement Neuroscience Laboratory

Mathew Yarossi, PhD

Emily Zimmerman, PhD, CCC-SLP

Faculty Biography | Speech and Neurodevelopment Lab (SNL)

Faculty in the News

You’ve heard it at least 100 times — regular physical activity does wonders for your health. It can help you maintain a healthy weight and dramatically reduce your risk for developing heart disease and Type 2 diabetes. But less well-known is the impact of physical activity on the mind…

Frequently Asked Questions

Can i transfer credits and can i waive submitting official test scores.

A maximum of 9 semester/12 quarter hours of credit obtained at another institution may be accepted towards the degree, provided the credits consist of work taken at the graduate level for graduate credit, carry grades of 3.000 (B) or better, and have not been used toward any other degree. These courses must have been taken within 5 years prior to the transfer.

TOEFL scores are required from all international applicants who have received degrees from institutions outside the United States. Guidelines for submitting a request to waive the TOEFL requirement are outlined in the Admissions section.

How much does the program cost and what kind of funding is available?

Doctoral students in the Human Movement and Rehabilitation Science PhD program pay per credit taken. The latest cost per credit for Bouve College of Health Sciences programs can be found on Northeastern’s Student Financial Services webpage.

Our program offers a select number of graduate assistantships for doctoral students, which covers tuition and includes a yearly stipend in exchange for 20 hours of work each week. You do not need to do anything further than submitting an application to the Program to be considered for a graduate assistantship.

Can I be waived from submitting official test scores?

Applications to the Human Movement and Rehabilitation Sciences PhD program must include GRE scores (taken within the past five years) from all applicants. This requirement cannot be waived.

In addition, TOEFL scores are required from all international applicants who have received degrees from institutions outside the United States. Guidelines for submitting a request to waive the TOEFL requirement are outlined in the Admissions section.

Can I speak with faculty in the PhD program that share my interests?

Yes, we would be happy to put you in touch with our faculty. Please send your query along with a description of your research interests so you can be appropriately matched.

[email protected]

Do you offer online courses?

Some required courses have online course equivalents that doctoral students may choose to take, but it is not required.

Still have questions?

We welcome any questions you might have about our program. Please feel free to send general program inquiries and admissions-related questions to Elizabeth Holaday, the Program Manager.

This program is not accredited by the Commission on Accreditation in Physical Therapy Education .

Elizabeth Holaday

Program Manager Physical Therapy, Human Movement, and Rehabilitation Sciences

301T Robinson Hall

Program Leadership

Leanne Chukoskie

Associate Professor Physical Therapy, Human Movement, and Rehabilitation Sciences

407C Robinson Hall

Associate Professor; Assistant Director of the PhD in Human Movement and Rehabilitation Sciences Physical Therapy, Human Movement, and Rehabilitation Sciences

Connect with us

Have more questions about Health Sciences? We’re here to help.

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Want to take the next step and start your journey at Bouvé?

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PhD in Rehabilitation Sciences

Conduct Rehabilitation Research and Make an Impact on Practice

The PhD program in Rehabilitation Sciences at MGH Institute of Health Professions trains scientists to conduct research in health and rehabilitation-related fields. Applicants may be clinicians in a health or rehabilitation field (e.g., physical or occupational therapy, speech-language pathology, nursing, medicine) or scientists, engineers, or other professionals seeking advanced graduate study and interprofessional research training. A graduate degree (MS or MA) or entry-level clinical degree is required.

The impact of disabilities on society is growing as our population ages. Demand is rising for professionals who can conduct clinical research in rehabilitation, with a focus on assessing the effectiveness of new interventions. The MGH Institute's Interdisciplinary PhD in Rehabilitation Sciences is meeting this critical need by preparing clinicians and healthcare professionals to conduct high-quality rehabilitation research in academic, research, and/or healthcare settings.

• Research Mentor
• Application Process
• Scholarships & Fellowships

Curriculum Plan

Our program's core curriculum focuses on developing fundamental clinical research skills across rehabilitation disciplines. Since there are a minimum number of specific course requirements, you can design a program of study tailored to your research interests and career plans. Courses are scheduled to allow you to devote time to mentored research experiences, and/or your doctoral fellowship.

View Curriculum Plan

33 core credits are required. 9 credits of electives (typically three additional 3-credit courses) are required and can be fulfilled by taking RS 990 (Independent Study) or by approval of transfer credit for courses taken at other institutions per prior arrangement with each student's Academic Advisory Committee.

The dissertation phase of the program will be initiated after passing a Qualifying Examination, which typically is scheduled after students have completed 6 consecutive semesters of coursework.

Students are required to register for a 1-credit continuing student course (RS 998) for each semester during the dissertation phase of their program.

Dissertation Details

The dissertation comprises a series of papers formatted and submitted for publication to peer-reviewed journals along with an introductory chapter and an overall conclusions chapter.

This approach is modeled after the format that has been used successfully for some time in several European and Scandinavian countries and is being increasingly adopted by academic departments in the United States as a way to facilitate the publication of dissertation research.

The final product must be successfully presented and defended orally before a Dissertation Committee comprising faculty with expertise in areas related to the dissertation topic.

Student performance in the didactic courses in the core curriculum and elective coursework will be primarily evaluated using traditional approaches including formal testing, projects/problem sets, and/or written assignments/term papers. Students must maintain a B (80%) average in these courses to continue in the PhD program. Mentored experiences in teaching and research will be assessed on a pass-fail basis.

You'll be paired with a faculty researcher who has a similar focus to your own interests. Moving forward, your mentor will:

• Assist you with course selection.
• Supervise your research in his or her lab.
• Guide your independent research.
• Advise you on dissertation preparation.

Your mentor will be available to cultivate your career as a professional researcher.

Required for Getting Started

As part of the pre-application process, prospective students should identify a potential Research Mentor who is willing to work with them as part of the pre-application process. View available  research opportunities .

Overview of the Application Process

This is a mentor-based training program. In order to be admitted, a student must have a Research Mentor identified. The Research Mentor is an experienced/active investigator who is engaged in well-established programs of research that align with the interests of the student. The Research Mentor may be an IHP Faculty member or adjunct professor with a primary affiliation at another institution. The Research Mentor must formally commit to providing the time, training, and mentorship necessary for the student to develop and execute a successful dissertation.

Applicants should reach out to potential Research Mentor(s) with their qualifications (e.g. resume/CV, transcript, GRE scores) and potential research interests prior to official application submission. 

Applicants will be asked to input the name of the identified Research Mentor when completing the official application process.

Application Deadline: Rolling Admission. Priority deadline Dec 15, 2023 for Fall 2024 admission. Students who have identified a potential research mentor can continue to apply through Spring 2024. 

MGH Institute welcomes applications from individuals seeking training in health or rehabilitation related research. Applicants often have clinical or research experience in a health or rehabilitation related field (e.g., physical or occupational therapy, speech-language pathology, nursing, physiatry, engineering, etc.). US clinical certification and/or licensure is preferred (international licensure considered), but not required. Applicants must have a Masters (e.g., MS or MA) or clinical doctoral degree (e.g., DPT, OTD).

The program is designed for experienced clinicians who want to become trained clinical research scientists. Applicants should have demonstrated success in their fields as clinicians and have a strong aptitude for further advanced graduate study and research.

Applicants are required to submit a transcript from each college and/or university attended, even if a degree was not received from that institution. Unofficial transcripts will be accepted throughout the application process, and official transcripts will only be required prior to enrolling in the program.

The Office of Admission strongly encourages the use of online electronic transcript ordering which can be sent directly via email to admissions [at] mghihp.edu (admissions[at]mghihp[dot]edu) . If this is not an option and your institution does not participate in electronic transcript delivery, please request official transcripts be sent to the mailing address listed below:

Admission Office MGH Institute of Health Professions 36 First Avenue Boston, MA 02129

Applicants that have earned a degree from a non-US institution are required to submit a course-by-course credential evaluation from one of the following NACES (National Association of Credential Evaluation Services) members: Educational Credential Evaluators, Inc., SpanTran: The Evaluation Company , World Education Services (WES), or the Center for Educational Documentation. If you earned your bachelor's degree outside of the U.S. this credential evaluation must document the minimum equivalency of a US baccalaureate degree or higher.

The GRE general test is required for admission consideration. An official score report should be sent directly to MGH Institute of Health Professions. Score reports can be obtained by contacting ETS ( www.ets.org ). The institution code for the IHP is 3513.

TOEFL/ IELTS

The language of instruction and clinical education at the MGH Institute is English and a high level of proficiency in both written and spoken English is required. Applicants who have not completed either an undergraduate or graduate program where English is the language of instruction must demonstrate English Language proficiency as part of your application to the MGH Institute of Health Professions. If you have questions about the language requirements, please contact the Office of Admissions.

• Applicants who are citizens of Australia, Canada (except Quebec), Great Britain, Ireland, South Africa, New Zealand, Guyana, an Anglophone country of Africa, or an English-speaking country of the Caribbean are not required to submit TOEFL or IELTS scores.
• Applicants who are candidates for graduation from an accredited degree-granting program in the United States or at an English-speaking school in one of the countries listed above are also not required to submit TOEFL or IELTS scores. Acceptance to the IHP will be contingent upon successful completion of this degree prior to matriculation.

Please note that in some circumstances, demonstrating English language proficiency may be required by the academic program even if you are a citizen of a country in which the (or one of the) national language(s) is English. Decisions about the need for TOEFL or IELTS scores are at the discretion of the academic program to which you are applying in coordination with the department of OES. The IHP accepts either the TOEFL (Test of English as a Foreign Language) or the IELTS (International English Language Testing System) . The test must have been taken within two years of the application deadline and official score reports are required. The minimum TOEFL (internet-based) score accepted is 89 and the minimum IELTS score accepted is 6.5.

• To forward your TOEFL score please contact the Educational Testing Service (ETS) . The MGH Institute of Health Professions code is 3513.
• For IELTS, a Test Report Form may be mailed to MGH Institute of Health Professions and score information will be verified by the IHP directly. You may designate up to 5 schools to receive Test Report Forms at the time you register for the test. To request additional Test Report Forms, contact your test center.

Please contact the Office of Admissions if you have any questions about the MGH Institute’s English Language requirements.

Essay/Goal Statement

All applicants are required to submit an essay, through the online application prompt.

Recommendation Letters

Applicants are required to provide three recommendation letters. Letter writers should be current or former employers, professors or another professional supervisor who can speak to your strengths and ability to succeed in a PhD program. All recommendations will be processed electronically through our online application. Please provide contact information for each recommender within the online application.

Letter of Support

All applicants are required to submit a letter of support from Proposed Research Mentor.

Resume or CV

Applicants are required to submit a current resume or CV.

Is a research mentor required for all students?

Yes, we require agreement from a qualified and approved research mentor. See our list of potential PhD mentors or research opportunities for listings of open opportunities. You may also view our current IHP faculty to identify people with common interests to explore mutual interests, the availability of faculty members to mentor incoming students, and potential doctoral fellowship funding.

Where can I find more information on the admissions requirements and program particulars?

If you have any questions related to the application process we also strongly encourage you to contact the admissions [at] mgihp.edu (subject: PhD%20in%20Rehabilitation%20Sciences%20application%20process) (Office of Admission) who in coordination with the PhD in Rehabilitation Sciences program, will be happy to assist.

What is your mailing address?

MGH Institute of Health Professions Office of Enrollment Services 36 1st Ave. Charlestown Navy Yard Boston, MA 02129

IHP Tuition Scholarship

All accepted PhD RS students will receive a full tuition scholarship for IHP courses for the first 4 years of enrollment. This does not include program fees.

IHP Research Fellowships

Research fellowships are a cornerstone of our program, providing students with hands-on experience while supporting their financial needs. Fellowships are funded by the MGH Institute, principal investigators, and collaborating institutions. The fellowships are part of our efforts to recruit exceptional doctoral candidates and provide them with the resources they need to succeed. Being funded on a full research fellowship at the MGH Institute comes with numerous benefits:

• Stipend : To assist with the cost-of-living expenses and other expenses. Stipends can be awarded from 1-4 years depending on your funding source and contingent on progress toward the degree.
• Tuition Award : Covers the full tuition of the PhD program (excluding fees).
• Laptop : A computer to support your research studies.  
• Health Insurance : Opportunity to request additional financial support for MGH Institute individual student health insurance. 

We also offer various types of assistantships including teaching assistants, research assistants, and graduate research assistants.

External Fellowships and Awards

We encourage and support our PhD students to seek external funding opportunities:

• Federal student loans to help cover living expenses: Unsubsidized and Grad PLUS loans. 
• Agencies : National Institutes of Health , the National Science Foundation , and the Ford Pre-Doctoral Fellowship for Minorities , among others.

Eligibility: Typically available to U.S. citizens or permanent residents. Funds to support international applicants are more limited. International applicants are urged to seek financial support from their national governments and fellowship agencies.

Learn More About Tuition & Aid

Funding FAQs

The annual stipend offered by the IHP for students entering the program in Fall 2024 is $40,000. 

Information on stipends awarded by external mentors will be provided by the mentor.  

Agencies such as the The National Institutes of Health (NIH) offer a wide array of research training awards and grants. You can visit NIH Research Training and Career Development , National Science Foundation , and Ford Pre-Doctoral Fellowship for Minorities , among others, to learn more about the various awards available, eligibility criteria, and see the current year stipend and tuition award levels.   

Corporate funding is available from many companies and businesses that have created scholarships, fellowships, and tuition reimbursement/remission programs for their employees. Employees of Mass General Brigham, for example, can access the organization’s tuition assistance program . 

Student loans are also available via two primary sources, federal and private loans. For federal student loans, graduate students may borrow funds from the federal government under two loan programs—the William D. Ford Federal Direct Loan Program and the Federal Perkins Loan Program—based on their eligibility (e.g., financial need, credit load, etc.).  Private loans are available from various financial institutions (e.g., banks and credit unions) in the form of unsecured educational loans to graduate students. These loans must be repaid with interest. The interest rates, loan amount, and repayment terms are based on the credit worthiness of the borrower.

Part time employment may be another source of income for graduate students who apply for and gain jobs during their training. These jobs could be with the IHP as a Graduate Assistant or outside of that entity if the program and its workload permits/accommodates work outside of school. Some PhD students enrolled at the MGH Institute have worked part-time within Mass General Brigham.  Another option would be working as a Teaching Assistant or Term Lecturer; these positions would be obtained through the specific department of your specialty.

In Massachusetts, college students enrolled 75% or more are required by law to have health insurance. This includes all students who have matriculated in a degree-granting program, such as the PhD program, and all international students on a J1 or F1 Visa. Students will be automatically charged and enrolled in the MGH Institute’s student health insurance plan but may submit a waiver request if they have another insurance plan that meets the required waiver criteria. 

There are several options to explore when looking for the best health insurance option to meet your needs. First, students under 26 years of age may elect to stay covered on a parent’s plan. Some students, alternatively, obtain coverage through a spouse or partner’s health insurance plan. 

All students at the MGH Institute can enroll in MGH IHP's student health insurance plan , which is carried by Commercial Casualty Insurance Company and administered by University Health Plans.  The student health insurance plan offers medical insurance, and there is additional coverage for optional student vision and dental plans. For Ph.D. students who receive MGH Institute Research Fellowship Awards, they can request credits to help offset the costs of the Institute’s student insurance plan.   

Students who live in Massachusetts can also enroll in an individual or family plan through the Massachusetts Health Connector. Many students qualify for low-priced plans, so you are encouraged to complete an online application through the Health Connector to see if you qualify for MassHealth, tax credits to help pay premium costs, or ConnectorCare plans.    

As a disclaimer, we can share this general information about taxes for graduate students, but it is not meant to represent advice or assumed to be error free. For specific questions about your tax responsibilities, we encourage you to contact a tax expert and/or the Internal Revenue Service. Each student is responsible for determining how the tax law applies to his or her own situation. We encourage you to consult with a tax expert well in advance of the tax due date. 

For U.S. citizens and resident aliens, stipends do not generally have tax taken out at the time of payment and fellowship earnings will not be included in a W2 form. Based on criteria that Mass General Brigham uses to determine employment versus non-employee eligibility, full-time Ph.D. students who receive IHP graduate assistantships are regarded as non-employees.  This means the IHP stipend funding you receive will not be subject to payroll taxes and it will not be reported on a W2 form. Students who receive an IHP stipend will receive a 1099-MISC for the calendar year they received a stipend. Additionally, the IRS provides information about the Student FICA Exemption and Scholarships, Fellowship Grants, and Other Grants .

All students are expected to report stipend earnings as taxable income, and it is the responsibility of the student to keep the necessary records. The IRS Publication 970, “Tax Benefits for Education,” offers guidance on how such funding should be reported on your tax return. We strongly encourage you to work with a tax expert because graduate students may exclude from fellowship income (stipend dollars) certain monies spent for tuition and fees, books, supplies, and equipment required for your classes. As the specific items eligible for exclusion may change from year to year, you should visit the IRS for the most recent regulations.

For international students and nonresident aliens, rules and regulations can differ. Mass General Brigham may be required to withhold certain taxes from graduate assistantship stipends, unless the student is eligible for exemption under a tax treaty. All international students are required to submit an income tax filing each year by mid-April for the time that they are in the U.S. during the previous calendar year. For more information, visit the IRS Guidance for Foreign Students, Scholars, Teachers, Researchers and Exchange Visitors and/or consult with a tax expert.   

Admissions Events

Study in the hub of healthcare & higher education

Studying at the MGH Institute, you'll enjoy access to cutting-edge research labs in prestigious Boston hospitals and healthcare facilities, as well as the opportunity to take additional classes at preeminent universities.

An Interdisciplinary Framework

Your classmates and professors come from a variety of rehabilitation backgrounds. This diverse mix offers you a variety of perspectives and enhances your understanding of other disciplines.

Tailor Your Research Specialty

In addition to the interdisciplinary core curriculum, each Rehabilitation Sciences PhD student chooses a mentor and the supplemental course work needed to prepare you to carry out independent research in a particular area of interest.

Cultivate your career as a professional researcher.

You'll be paired with a faculty researcher who has a similar focus to your own interests. Moving forward, your mentor will assist you with course selection, supervise your research in his or her lab, guide your independent research and advise you on dissertation preparation.

Jordan R. Green, PhD, CCC-SLP, FASHA

Chief Scientific Advisor Matina Souretis Horner Professor in Rehabilitation Sciences Director of the Speech and Feeding Disorders Lab Office of Provost Communication Sciences and Disorders

• [email protected]
• (617) 945-3624
• 1CW - 172.03

Tiffany Hogan, PhD, CCC-SLP

Director of the SAiL Literacy Lab Professor Communication Sciences and Disorders Research: SAiL Literacy Lab

• [email protected]
• (617) 724-1054
• 1CW - 182.04

Teresa Jacobson Kimberley, PT, PhD, FAPTA

Professor, Physical Therapy Director of the Brain Recovery Lab

• [email protected]
• (617) 643-9237
• 1CW - 170.03

Ruth Palan Lopez , PhD, GNP-BC, FGSA, FAAN

Jacques Mohr Professor of Nursing Nursing

• [email protected]
• (617) 726-1015
• Shouse - 208

Kathleen D. Lyons, ScD, OTR/L

Professor, Occupational Therapy Director, Cancer Rehabilitation (CaRe) Lab

• [email protected]
• (617) 643-5372
• 1CW - 170.05

Prudence Plummer, PhD, PT, BPhysio(Hons)

Professor Physical Therapy Cognitive-Motor Behavior Lab

• [email protected]
• (617) 724-3103
• Shouse - 408

Elise Townsend, DPT, PhD, PCS

Associate Professor Associate Director, PhD in Rehabilitation Sciences Physical Therapy

• [email protected]
• (617) 724-6345

Student Profiles & Stories

Erin Futrell, PT, PhD, MPT, OCS

Hannah Mercier, PhD, MS, OTR/L

Jarrad Van Stan, PhD, CCC-SLP

Alumni stories.

Change lives. Every day.

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PhD in Rehabilitation Sciences

For contact information, please visit the Sargent College website .

The goal of the rehabilitation sciences program is to prepare graduates with the skills needed to become successful educators, researchers, and innovators in the field of rehabilitation sciences. Graduates develop the strong research, teaching, and leadership skills necessary for a successful academic career focused on research and teaching. Through didactic training and mentored research activities, we prepare students to teach in higher education, conduct research, and disseminate scholarly work to peers, colleagues, and consumers.

Rehabilitation sciences is a highly interdisciplinary field of study aimed at enhancing activity, function, and participation in daily life and promoting health and wellness among persons with or at risk of developing disabilities. Rehabilitation sciences spans the entire life course, from infancy to older adulthood, and addresses a wide variety of acute and chronic physical and psychological conditions that may negatively impact people’s abilities to perform daily activities and participate in their lives fully. Rehabilitation sciences integrates knowledge from diverse fields such as psychology, social sciences, movement sciences, engineering, community and family systems, health services, and epidemiology with the foundational sciences of rehabilitation clinical practice.

The rehabilitation sciences program is located in a modern facility with state-of-the-art research centers and labs . Accomplished faculty collaborate extensively with other experts within and outside Boston University, including internationally renowned research centers such as the Arthritis & Autoimmune Diseases Research Center , the Center for Psychiatric Rehabilitation , and the Center for Neurorehabilitation . Faculty also collaborate with colleagues at other Boston University schools and colleges such as the College of Engineering, the  Chobanian & Avedisian School of Medicine , and the School of Public Health, and with community programs including schools, residential programs, community wellness programs, and centers for independent living.

The PhD Program in Rehabilitation Sciences seeks outstanding applicants interested in preparing for a career in rehabilitation sciences. Applicants will be considered with and without a clinical professional degree. Current students come from varied backgrounds and include BS and MS graduates in biology, health sciences, psychology, and engineering, as well as experienced professionals with licensure or certification in fields such as athletic training, occupational therapy, physical therapy, and psychiatric rehabilitation.

The doctoral program prepares students for research and teaching careers in the rehabilitation sciences field. The degree awarded is the Doctor of Philosophy (PhD). Prerequisites for entering the program depend on the area of research that the student chooses (see Admission Requirements ). The program beyond the core requirements is flexible, and necessary coursework is determined on an individual basis by the student’s area of concentration.

Learning Outcomes

Students will:

• Demonstrate the ability to design, conduct, and evaluate research in rehabilitation science.
• Demonstrate advanced knowledge of theory and existing research in rehabilitation sciences.
• Demonstrate the ability to effectively disseminate original research findings to peers/colleagues.
• Be able to articulate appropriate professional skills and ethical behaviors needed for successful academic and/or research careers.

Students take a common core curriculum designed to provide a strong foundation in rehabilitation sciences and research methods for a broad array of research questions in rehabilitation sciences and academic teaching skills. In addition, students participate in doctoral seminars with faculty and their peers to explore professional aspects of their future careers (e.g., publishing, manuscript review, grant review, project management) as well as share the development of their line of research as it advances in the program. Beyond the core coursework, students complete the required work designated in an area of concentration.

Degree Requirements

The number of units required will depend on the student’s area of concentration and extent of previous education, including a completed master’s degree or completed prerequisites. The exact sequence of courses, comprehensive examination, and dissertation research is determined by the mentor, in consultation with the individual student.

The requirements for the degree must be completed within five years of initial matriculation.

Common Core Coursework

All courses are 4 units unless otherwise specified.

• CAS MA 614 Statistical Methods I
• CAS MA 684 Multivariate Statistics
• SAR RS 650 Foundations of Rehabilitation Sciences (2 units)
• SAR RS 750 Research Design
• SAR RS 790 Teaching Skills (2 units)
• SAR RS 870 Emerging Topics in Rehabilitation Sciences (2 units)
• SAR RS 890 Doctoral Seminar in Rehabilitation Sciences (1 unit/term)
• SAR RS 920 Comprehensive Examination (1 unit)
• SAR RS 930 Dissertation Proposal Development (1 unit)
• SAR RS 940 Dissertation Research (3 units)

Elective Courses

Doctoral students may take courses in various schools and colleges at Boston University, and they also benefit from the unique partnerships with many other universities and training programs in the surrounding area. Electives are selected in consultation with the student’s mentor. Students take a variety of elective courses, such as health care management, administration, psychology, statistics, computer science, engineering, disability law, and public health.

The PhD Program in Rehabilitation Sciences is carefully designed to prepare individuals for careers in research. The program is built around a mentorship model, reflecting our belief that preparation for independent research and scholarship can best be achieved by participating in ongoing research with guidance from the conducting faculty member. The student begins by assisting the faculty mentor with a specific inquiry, and gradually, as expertise builds, identifies a related line of investigation that the student will pursue for the dissertation. The work of the doctoral student contributes to and is enriched by the larger research program that the faculty member has initiated. Students must commit to a full-time, consistent involvement in their mentor’s research program. To the extent that research programs of faculty members differ in focus and methodology, research activities of students may vary. The mentor serves as a professional role model throughout the program and guides the student in developing and achieving individualized professional and academic goals.

Students are accepted into the doctoral program to work with a particular faculty member in an identified area of research. While students may choose to switch research focus after a period of time in the program, the ability to do so will depend first, on the identification of another line of ongoing research in which they will now participate and, second, on the ability and willingness of the identified faculty member to accept another student into his/her current load. Early in the student’s first term, a mentorship plan is developed with the mentor for the first year, which specifies learning goals, performance expectations, and required tasks. For example, the mentorship relationship is likely to involve the student working on the mentor’s research project; and the mentorship plan would indicate work schedule, responsibilities, and supervision format. Typically, the first two years of mentorship experience will include collaboration on a publication.

Mentor-Based Concentration Areas

Function, participation & environment.

Research in the Function, Participation, & Environment concentration is guided by biopsychosocial and socioecological theories of health, function, and disability. These approaches are used to investigate the dynamic relationship between the person and their environment, and the impact of that interaction on function and participation at home, school, work, and the community. The overall goal is to identify pathways to successful participation that guide the creation of strategies, supports, programs, services, and social environments that enable persons with and without disabilities to achieve full participation in society.

Prerequisites

A clinical degree and experience are desirable, but not required. However, a strong interest in health-related research is essential.

Applicants must document prior coursework providing a foundation in the following three areas:

• Basic research methods and introductory statistics
• Developmental theory and/or adaptive processes
• Understanding health and disability

In addition to the common core coursework required of all students in the PhD Program in Rehabilitation Sciences, and dependent on the student’s area of research, some or all of the following courses may need to be taken during the doctoral program. Electives are selected in consultation with the mentor to build knowledge of theory and methodology in the area of planned research. Courses may be taken at BU Sargent College, other graduate programs at Boston University, or at Consortium schools (Boston College, Brandeis, or Tufts). All courses listed are 4 units, unless otherwise specified.

• SAR HP 804 Teaching Practicum (2 units)
• SAR HP 870 Emerging Topics in Rehabilitation Sciences (2 units/term)
• SSW SR 906 Qualitative Research Methods

Minimum of 16 elective units should be taken.

Sample elective topics include:

• Cognition and Language
• Contemporary Issues in Maternal and Child Health
• Developmental Science
• Epidemiology
• Human Neuropsychology
• Psychometric Theory
• Research Methods, including survey research and clinical trials
• Social Perspectives on Aging and Old Age
• Work and Society

Rehabilitation Interventions

Research in the Rehabilitation Interventions concentration includes the development and evaluation of theoretically informed rehabilitation interventions and programs for a broad range of people with disabilities. The focus is on the development of innovative approaches, evaluation of their effects and underlying mechanisms, and identification of effective dissemination and implementation practices and procedures

A clinical degree and experience are desirable, but not required. However, a strong interest in health-related research is essential. Students must enter this concentration with a master’s degree.

Applicants must document prior coursework providing a foundation in the following two areas:

In addition to the common core coursework required of all students in the PhD Program in Rehabilitation Sciences, students must take concentration area courses and electives dependent on their area of research. The courses are selected in consultation with the mentor to build knowledge of theory and methodology in the area of planned research. The electives may be taken at BU Sargent College, other graduate programs at Boston University, or at Consortium schools (Boston College, Brandeis, or Tufts). For example, students participating in the ENACT training program have the following required concentration area courses (11 units). All courses listed are 4 units, unless otherwise specified.

Required concentration area courses (11 units)*

• SAR RS 870 Emerging Topics in Rehabilitation Sciences (2 units/term, at least 2 terms)
• SPH EP 713 Introduction to Epidemiology Methods (3 units)
• SPH EP 813 Intermediate Epidemiology or Clinical Trials Research

*May substitute other research methods courses for epidemiology courses

A minimum of 8 elective units should be taken. More electives may be needed dependent on prior completed coursework.

Sample Electives

• Applied Epidemiology of Aging
• Clinical Epidemiology
• Health, Illness, and Health Service Utilization
• Survey Research
• Clinical Trials
• Meta-analyses
• Advanced Human Movement
• Foundations of Motor Control
• Qualitative Research Methods

Movement Science

Research in the Movement Science concentration is concerned with the biomechanics of movement, the dynamics of coordination and control, and the processes of development, adaptation, and learning. The overall goal is to increase understanding of human movement and motor development and to apply this knowledge to improve the diagnosis and treatment of movement disorders in individuals with musculoskeletal and neurological impairments.

Should be taken during doctoral program if not completed previously.

• Calculus I & II
• Human Anatomy
• Neurophysiology
• Functional Anatomy

In addition to the common core coursework required of all students in the PhD Program in Rehabilitation Sciences, and dependent on the student’s selected area of research, some or all of the following courses may need to be taken during the doctoral program. All courses listed are 4 units unless otherwise specified.

• ENG EN 124 Introduction to Engineering Computation
• SAR HP 550 Scientific Basis of Human Movement (2 units)
• SAR HP 565 Biomechanics of Human Movement
• SAR HP 737 Instrumentation for Analysis of Motion
• SAR HP 741 Time Series Analysis
• SAR HP 771 Foundations of Motor Control
• SAR RS 870 Emerging Topics in Rehabilitation Sciences (2 units/term)

Comprehensive Examination and Dissertation

The comprehensive examination process occurs during the summer following the student’s second year. Students write a literature synthesis over the course of three months. During the following fall term, the committee will read the student’s comprehensive examination and pose an additional question or two, for which the student has to supply a written response within one month. An oral defense completes the comprehensive examination process. A single comprehensive examination is required.

Additional tasks for all students in the PhD Program in Rehabilitation Sciences include a professional presentation and a grant proposal. The dissertation takes the form of two journal manuscripts, one of which has to be submitted before the dissertation is defended.

Admission Requirements

Applicants should refer to the program website for the most up-to-date admission requirements and application deadlines.

Financial Support

All newly admitted PhD students will receive a five-year offer of support, which may be for work as a teaching fellow or as a research assistant, or a combination of these depending on the program and mentor. The fellowship will consist of a scholarship to cover tuition and academic fees, and a stipend of at least $40,977 per academic year. As part of the fellowship award, the University will cover individual participation in the Boston University Basic Medical Insurance Plan.

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Boston University is accredited by the New England Commission of Higher Education (NECHE).

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Physical Rehabilitation Science, Doctoral/PhD

The primary goal of the physical rehabilitation science phd program is developing independent investigators who will advance the field of rehabilitation science research..

The environment is highly collaborative with links to other departments within the School of Medicine and the broader University System of Maryland (USM), including kinesiology, epidemiology, biomedical engineering, psychology, radiology, gerontology, orthopedics, and neurology. Students learn to conduct research from both a basic and clinical science perspective and develop a wide range of competencies that include foundational knowledge of rehabilitation science, biomechanical analysis of human movement, advanced research design and statistics, and other related areas of individual interest. Each student works closely with a faculty advisor to receive ongoing mentorship in research, coursework, and career preparation throughout their time in the PhD program. For a list of our faculty and their individual research areas, please see our Research page.

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Details, Dates & Deadlines

Program details, class format, program length, credits to complete.

• Minimum of bachelor’s degree in a relevant discipline
• Previous course work in biology, chemistry, physics, mathematics & statistics

Dates & Deadlines

Priority Applicants: December 1 All Other Applicants: March 1

Program Contacts

Victoria Kutnik Academic Services Specialist [email protected] 410.706.8114

Kelly P. Westlake, PhD, MSc, PT Program Director [email protected] 410.706.5919

Meet Your Faculty

Elevate your learning experience with our esteemed faculty comprising accomplished scholars and seasoned health care professionals. Benefit from their wealth of expertise and practical insights as they guide you through our comprehensive programs, ensuring a transformative educational journey that prepares you for success in the dynamic field of health care.

Your path to success starts here

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Health and Rehabilitation Sciences

Why study health and rehabilitation sciences.

The University of Cincinnati Ph.D. in Health and Rehabilitation Sciences is a research-intensive program designed to prepare students for research and teaching careers in fields related to athletic training, nutrition, occupational therapy, physical therapy, and movement science. The program will expand the knowledge and skills of clinically trained professionals and other students who seek doctoral research training by providing rigorous instruction in research methods, data analysis and advanced disciplinary content, intensive research mentoring, and additional preparation for future faculty roles, culminating in an original research dissertation. Graduates will be prepared to lead independent research operations in order to be qualified for faculty positions in education programs, research institutes, and research-oriented governmental or clinical settings. 

Flexible Program Options

UC’s Ph.D. in Health and Rehabilitation Sciences uses a hybrid curriculum, giving you the opportunity to engage in most courses either in-person or online. You can also choose from a part-time or full-time program option, allowing you to tailor your time to completion to fit your needs. The flexible nature of this program can allow students who are also clinicians to maintain some level of clinical activity through parts of the program.  

Admission Requirements

Please visit our  Admission Requirements  page for detailed information about what you need in order to be a successful applicant. 

The focus of the Ph.D. program in Health and Rehabilitation Sciences is to prepare students for future faculty research and teaching roles while advancing the science of health and rehabilitation.  

Graduates are employed at colleges and universities, hospitals, research facilities, government agencies, and more.  

Accreditation bodies for many clinical training programs require that a minimum proportion of faculty have terminal degrees like a Ph.D. Thus, graduates are expected to be highly competitive for these positions. This Ph.D. program will also help students obtain valuable skills in research design, planning, implementation, analysis, and dissemination. 

• Guide: Health and Rehabilitation Sciences PhD 2023

Application Deadlines

Early Admission

General Admission

Visit the How to Apply page to find information on application deadlines, fees, where to send your materials, and more. 

Contact Information

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Program Code: 35DOC-HRS-PHD

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Rehabilitation Science PhD

Fill out our  academic information form  to request information about programs.

Personalize your program of study by developing research and exploring the areas of rehabilitation science that interest you most.

UB's Rehabilitation Science PhD program prepares future researchers and academicians in rehabilitation-related fields such as: physical therapy; occupational therapy; kinesiology; biomechanics; and assistive technology. 

Our interdisciplinary curriculum offers a theoretical understanding of rehabilitation science: the study of physical, musculoskeletal, psychological and functional disorders in humans. 

The PhD program's emphasis on research provides the practical skills needed to investigate key issues in the field. You will be mentored and actively engaged in research and scholarship aimed at improving the health of both individuals and populations. 

You will gain valuable experience in identifying and addressing major research questions by designing, conducting and publishing research throughout the PhD program.

You can investigate areas that are most significant to you through a faculty mentor match.

Who Should Apply

Applicants may come from varied backgrounds, such as:

• Occupational Therapy                         
• Physical Therapy                                  
• Exercise Science                                  
• Kinesiology                                           
• Athletic Training                                   
• Biomechanics                                      
• Engineering                                         
• Assistive Technology                           
• Architecture – Universal Design        
• Neuroscience                                      
• Neurology/Neurorehabilitation
• Community Health Behavior
• Rehabilitation Counseling
• Mental Health
• Chiropractic
• Prosthetics/orthotics
• Rehabilitation Nursing
• Lifespan physiology – pediatrics through geriatrics

There is a critical need for researchers and faculty in the areas of disability and rehabilitation and this program prepares you for both.  In addition, advisement is available for those students who wish to pursue post-doctoral training.

Goals: 

• Our graduates will successfully obtain faculty positions at research-intensive universities. 
• Our graduates will contribute to science through the development of innovative research programs. 
• Our graduates will publish in peer-reviewed journals. 
• 6/21/21 Requirements and Curriculum
• 4/3/24 Faculty
• 2/22/19 Competencies
• 9/14/22 Course Descriptions
• 5/13/24 Admissions
• 5/11/17 Tuition and Financial Aid
• 11/18/22 Frequently Asked Questions

Our PhD Students

Michelle Eliason Rehabilitation Science PhD Student

Wenjie Ji Rehabilitation Science PhD Student

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Rehabilitation Science PhD Student

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PhD in Rehabilitation Sciences

Transform our current approach to rehabilitation theory and practice

UIC’s PhD in rehabilitation sciences give you a unique, intensive and interdisciplinary experience in the theoretical, methodological, and pedagogical aspects of rehabilitation sciences. We combine the study of clinical and behavioral sciences, enabling you to produce a focused line of rehabilitation-related research that might transform theory, scholarship and practice.

Rehabilitation sciences is a broad field with contributions from many types of professional and scientific disciplines. Current students in our program have degrees in:

• Physical therapy
• Occupational therapy
• Kinesiology
• Engineering
• Neurological rehabilitation
• Speech language pathology

This broad range of backgrounds necessitates a personalized approach to the program as a whole. Key core courses prepare you for thesis and dissertation work, and elective courses allow you to specialize in several thematic areas.

Our home in the College of Applied Health Sciences allows us to provide research and educational expertise through the AHS departments. Drawing upon our experts in occupational therapy, physical therapy and other rehabilitation-related disciplines, we seek to promote function and prevent or reduce disability.

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Your career

A PhD in rehabilitation sciences prepares you to become a researcher, educator or scientist-practitioner. You’ll be skilled at conducting applied and translational research in a wide range of rehabilitation settings, such as:

• Universities
• Teaching hospitals
• Clinical settings
• Private industry
• Government facilities
• ​Community-based and non-for-profit organizations

With a PhD in rehabilitation sciences, you’ll be perfectly suited for a traditional faculty role in physical therapy, occupational therapy and kinesiology. ​There’s a significant faculty shortage in the rehabilitation disciplines, specifically in physical and occupational therapy. We focus on filling those roles, as well as those of other rehabilitation professionals, such as speech and language pathologists, and rehabilitation nurses or physicians.

Learn from the best

Tanvi bhatt.

Examining effects of alternative therapies for improving impairment, function and community participation in stroke survivors

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Sangeetha Madhavan

Developing individualized therapeutic approaches to advance existing rehabilitation practices using state-of-art technologies

• Sangeetha's profile

Shane Phillips

Expert in acute and critical care physical therapy and cardiovascular rehabilitation

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Understanding by doing

​In our mentor-driven program, you’ll immerse yourself in an area that is of shared interest with your primary mentor.​ This allows you to determine your individual course of study and pursue the topics that are of most interested to you.

You’ll perform at least 32 hours of research in your focus area, but you won’t do it alone. With your faculty advisor, you’ll work through specific areas of investigation aligned with their expertise and contribute to breakthroughs in the field that allow us to transform our current approaches to rehabilitation theory and practice ​ .

We're here for you

Still wondering what a PhD in rehabilitation sciences can do for you? Contact Alex Aruin and get your questions answered.

You can contact Alex Aruin at:

[email protected]

312-355-0904

1919 W. Taylor St. 427 AHSB (MC 898) Chicago, IL 60612

Welcome Weekend is August 23-25. Register today.

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• Rehabilitation and Movement Science, PhD

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• School of Behavioral and Applied Sciences

Study Rehabilitation and Movement Science at Azusa Pacific University

Program at a glance, application deadline.

• Early Admission Deadline: January 15
• Advanced Standing Deadline: January 15
• Regular Admission Deadline: March 1

Program Information

• Program Units: 61
• Cost per Unit: $1,157
• Base Cost: $70,577*
• Online: Low Residency at Azusa (Main Campus)

Yellow Ribbon and Military Friendly School

Gain Hands-on Experience

• Use Christian principles to guide research and contribute to the professional community.
• Learn and research alongside an accomplished faculty-mentor.
• Gather scientific evidence to improve health and rehabilitation outcomes.
• Utilize research instruments such as motion capture, pain measurement tools, and more. 
• Translate findings into clinical practice.

By the Numbers

Get started, program details.

The  Doctor of Philosophy (PhD) in Rehabilitation and Movement Science  program at Azusa Pacific University prepares graduates to practice as academic faculty and clinical researchers in the fields of rehabilitation and movement science. These graduates are guided by Christian principles and ethical values, and are critical thinkers and lifelong learners, supporting the global community and the rehabilitation and movement science profession as service-oriented practitioners.

Browse the tabs below—if you have questions, visit the  Student Services Center  page, and we’ll make sure you get the info you need.

Prerequisites

• Proof of a graduate degree (master’s or clinical doctoral degree) in a field of rehabilitation from an accredited U.S. college or university, or equivalent from a non-U.S. university or college.
• Licensed clinical work experience
• Minimum 3.0 graduate GPA

Admission Requirements

The  university graduate  and program admission requirements below must be met before an application is considered complete.

This program is not open to F-1 or J-1 international students, because the low-residency format doesn’t meet the full-time face-to-face requirement set by United States Citizenship and Immigration Services. If you are an international student who does not require an F-1 or J-1 visa, you may be considered for this program.

Applicants must submit:

• Graduate application for admission
• $45 nonrefundable application fee
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• Note: This program is not accredited by the  Commission on Accreditation in Physical Therapy Education ( CAPTE).

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The Doctor of Philosophy, PhD, in Rehabilitation and Communication Sciences program is offered through the School of Rehabilitation and Communication Sciences (SRCS) at Idaho State University (ISU), including programs in  Audiology ,  Occupational Therapy ,  Physical Therapy , and  Speech Language Pathology . ISU is a Carnegie Classified Research Doctoral Granting Institution, and is Idaho’s premiere university for the health sciences, offering 20 programs with 63 degrees in health sciences fields. The PhD program is individually tailored to students’ academic and professional goals and is focused on training students to become high-quality academicians and independent scholars within their professions. 

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• NEWS FEATURE
• 09 July 2024
• Correction 12 July 2024

How PhD students and other academics are fighting the mental-health crisis in science

• Shannon Hall

You can also search for this author in PubMed   Google Scholar

Illustration: Piotr Kowalczyk

You have full access to this article via your institution.

On the first day of her class, Annika Martin asks the assembled researchers at the University of Zurich in Switzerland to roll out their yoga mats and stand with their feet spread wide apart. They place their hands on their hips before swinging their torsos down towards the mat and back up again. The pose, called ‘wild goose drinking water’ is from Lu Jong, a foundational practice in Tantrayana Buddhism.

Martin, a health psychologist, can sense that some students are sceptical. They are academics at heart, many of whom have never tried yoga, and registered for Martin’s course to learn how to deal with the stress associated with academic research. Over the course of a semester, she teaches her students about stress and its impact on the body before giving them the tools to help cope with it — from yoga, meditation and progressive muscle relaxation to journalling.

It is one of many initiatives designed to combat the mental-health crisis that is gripping science and academia more broadly. The problems are particularly acute for students and early-career researchers, who are often paid meagre wages, have to uproot their lives every few years and have few long-term job prospects. But senior researchers face immense pressure as well. Many academics also experience harassment, discrimination , bullying and even sexual assault . The end result is that students and academics are much more likely to experience depression and anxiety than is the general population.

But some universities and institutions are starting to fight back in creative ways.

The beginning of a movement

The University of Zurich now offers academics several popular courses on mental health. Beyond Martin’s class, called ‘Mindfulness and Meditation’, one helps students learn how to build resilience and another provides senior researchers with the tools they need to supervise PhD candidates.

The courses are in high demand. “We have way more registrations than we have actual course spots,” says Eric Alms, a programme manager who is responsible for many of the mental-health courses at the University of Zurich. “I’m happy that my courses are so successful. On the other hand, it’s a sign of troubling times when these are the most popular courses.”

Several studies over the past few years have collectively surveyed tens of thousands of researchers and have documented the scope and consequences of science’s mental-health crisis.

In 2020, the biomedical research funder Wellcome in London, surveyed more than 4,000 researchers (mostly in the United Kingdom) and found that 70% felt stressed on the average work day . Specifically, survey respondents said that they felt intense pressure to publish — so much so that they work 50–60 hours per week, or more. And they do so for little pay, without a sense of a secure future. Only 41% of mid-career and 31% of early-career researchers said that they were satisfied with their career prospects in research.

The International Max Planck Research School for Intelligent Systems run bootcamps involving activities such as painting. Credit: Alejandro Posada

A survey designed by Cactus Communications , a science-communication and technology company headquartered in Mumbai, India, analysed the opinions of 13,000 researchers in more than 160 countries in 2020 and found that 37% of scientists experienced discrimination, harassment or bullying in their work environment. This was especially true for researchers from under-represented groups and was the case for 42% of female researchers, 45% of homosexual researchers and 60% of multiracial researchers.

Yet some experts are hopeful that there is change afoot. As well as the University of Zurich, several other institutions have started to offer courses on mental health. Imperial College London, for example, conducts more than two dozen courses, workshops and short webinars on topics as diverse as menstrual health and seasonal depression. Most of these have been running for at least five years, but several were developed in response to the COVID-19 pandemic. “At that time, the true dimension of the mental-health crisis in science was unveiled and potentially exacerbated by the lockdowns,” says Ines Perpetuo, a research-development consultant for postdocs and fellows at Imperial College London.

Desiree Dickerson, a clinical psychologist with a PhD in neuroscience who leads workshops at the University of Zurich, Imperial College London and other institutes around the world, says she has a heavier workload than ever before. “Before COVID, this kind of stuff wasn’t really in the spotlight,” she says. “Now it feels like it is gaining a solid foothold — that we are moving in the right direction.”

A mental-health crisis is gripping science — toxic research culture is to blame

Some of this change has been initiated by graduate students and postdocs. When Yaniv Yacoby was a graduate student in computer science at Harvard University in Cambridge, Massachusetts, for example, he designed a course to teach the “hidden curriculum of the PhD”. The goal was to help students to learn how to succeed in science (often by breaking down preconceived ideas), while creating an inclusive and supportive community. An adapted form of that course is now offered by both Cornell University in Ithaca, New York, and the University of Washington in Seattle. And Yacoby has worked with other universities to develop single-session workshops to jump-start mental-health advocacy and normalize conversations about it in academia.

Similarly, Jessica Noviello, a planetary scientist at NASA’s Goddard Space Flight Center in Greenbelt, Maryland, built a workshop series designed to target a key stressor for academics’ mental health: job insecurity, or specifically, the ability to find a job that aligns with career plans and life goals. She argues that most advisers lack experience outside academia, “making it hard for them to advise students about other career options”, and most institutes don’t have the resources to bring in outside speakers. Yet it is a key issue. The 2020 Wellcome survey found that nearly half of the respondents who had left research reported difficulty in finding a job.

So Noviello established the Professional Advancement Workshop Series (PAWS) in August 2021. The programme has run workshops and panel discussions about careers at national laboratories and in science journalism and media communications, science policy, data science, NASA management and more. And it has hosted two sessions on mental-health topics. “PAWS isn’t a programme that specifically set out to improve mental health in the sciences, but by building a community and having conversations with each other, the experts, and ourselves, I think we are giving ourselves tools to make choices that benefit us, and that is where mental health begins,” Noviello says.

Beyond the classroom

Although these courses and workshops mark a welcome change, say researchers, many wonder whether they are enough.

Melanie Anne-Atkins, a clinical psychologist and the associate director of student experience at the University of Guelph in Canada, who gives talks on mental health at various universities, says that she rarely sees universities follow through after her workshops. “People are moved to tears,” she says. “But priorities happen afterward. And even though they made a plan, it never rises to that. Because dollars will always come first.”

David Trang, a planetary geologist based in Honolulu, Hawaii, at the Space Science Institute, is currently working towards a licence in mental-health counselling to promote a healthier work environment in the sciences. He agrees with Anne-Atkins — arguing that even individual researchers have little incentive to make broad changes. “Caring about mental health, caring about diversity, equity and inclusion is not going to help scientists with their progress in science,” he says. Although they might worry about these matters tremendously, Trang argues, mental-health efforts won’t help scientists to win a grant or receive tenure. “At the end of the day, they have to care about their own survival in science.”

Still, others argue that these workshops are a natural and crucial first step — that people need to de-stigmatize these topics before moving forward. “It is quite a big challenge,” Perpetuo says. “But you have to understand what’s under your control. You can control your well-being, your reactions to things and you can influence what’s around you.”

PhD students compete in a team-building relay race at a bootcamp run by the International Max Planck Research School for Intelligent Systems. Credit: Alejandro Posada

That is especially pertinent to the typical scientist who tends to see their work as a calling and not just a job, argues Nina Effenberger, who is studying computer science at the University of Tübingen in Germany. The Wellcome survey found that scientists are often driven by their own passion — making failure deeply personal. But a solid mental-health toolkit (one that includes the skills taught in many of the new workshops) will help them to separate their work from their identity and understand that a grant denial or a paper rejection is not the end of their career. Nor should it have any bearing on their self-worth, Effenberger argues. It is simply a part of a career in science.

Moreover, Dickerson argues that although systemic change is necessary, individuals will drive much of that change. “My sense is that if I can empower the individual, then that individual can also push back,” she says.

Many researchers are starting to do just that through efforts aimed at improving working conditions for early-career researchers, an area of widespread concern. The Cactus survey found that 38% of researchers were dissatisfied with their financial situation. And another survey of 3,500 graduate students by the US National Science Foundation in 2020 (see go.nature.com/3xbokbk) found that more than one-quarter of the respondents experienced food insecurity, housing insecurity or both.

In the United States, efforts to organize unions have won salary increases and other benefits, such as childcare assistance, at the University of California in 2022, Columbia University in New York City in 2023 and the University of Washington in 2023. These wins are part of a surge in union formation. Last year alone, 26 unions representing nearly 50,000 graduate students, postdocs and researchers, formed in the United States.

There has also been collective action in other countries. In 2022, for example, graduate students ran a survey on their finances, and ultimately won an increase in pay at the International Max Planck Research School for Intelligent Systems (IMPRS-IS), an interdisciplinary doctoral programme within the Max Planck Society in Munich, Germany.

Why the mental cost of a STEM career can be too high for women and people of colour

Union drives are only part of the changes that are happening beyond the classroom. In the past few years, Imperial College London has revamped its common rooms, lecture halls and other spaces to create more places in which students can congregate. “If they have a space where they can go and chat, it is more conducive to research conversations and even just personal connection, which is one of the key aspects of fostering mental health,” Perpetuo says. Imperial also introduced both one-day and three-day voluntary retreats for postdocs and fellows to build personal relationships.

The IMPRS-IS similarly runs ‘bootcamps’ or retreats for many of its doctoral students and faculty members. Dickerson spoke at the one last year. The programme also mandates annual check-ins at which students can discuss group dynamics and raise any issues with staff. It has initiated thesis advisory committees so that no single academic supervisor has too much power over a student. And it plans to survey its students’ mental health twice a year for the next three years to probe the mental health of the institute. The institute has even set various mental-health goals, such as high job satisfaction among PhD students regardless of gender.

Dickerson applauds this change. “One of the biggest problems that I see is a fear of measuring the problem,” she says. “Many don’t want to ask the questions and I think those that do should be championed because I think without measuring it, we can’t show that we are actually changing anything.”

She hopes that other universities will follow suit and provide researchers with the resources that they need to improve conditions. Last year, for example, Trang surveyed the planetary-science community and found that imposter syndrome and feeling unappreciated were large issues — giving him a focus for many future workshops. “We’re moving slowly to make changes,” he says. “But I’m glad we are finally turning the corner from ‘if there is a problem’ to ‘let’s start solving the problem.’”

Nature 631 , 496-498 (2024)

doi: https://doi.org/10.1038/d41586-024-02225-8

Updates & Corrections

Correction 12 July 2024 : An earlier version of this story incorrectly said that Nina Effenberger was involved in a survey on graduate-student finances that won an increase in pay.

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Elektrostal , Moscow Oblast, Russia

40 Facts About Elektrostal

Written by Lanette Mayes

Modified & Updated: 01 Jun 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy , materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes , offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development .

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy , with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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In the wake of Trump’s attempted assassination, investigators search for clues around the motive

Donald Trump’s campaign says he is “fine” after being whisked off the stage at a rally in Butler, Pennsylvania, after what law enforcement officials are treating as an apparent assassination attempt.

A campaign rally site for Republican presidential candidate former President Donald Trump is empty and littered with debris Saturday, July 13, 2024, in Butler, Pa. (AP Photo/Evan Vucci)

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Republican presidential candidate former President Donald Trump is helped off the stage by U.S. Secret Service agents at a campaign event in Butler, Pa., on Saturday, July 13, 2024. (AP Photo/Gene J. Puskar)

This June 3, 2022 still image taken from video provided by the Bethel Park School District shows student Thomas Matthew Crooks in the 2022 Bethel Park High School Commencement in Bethel Park, Pa. (The Bethel Park School District via AP)

Law enforcement block a street in Bethel Park, Pa., that they say is near a residence of Thomas Matthew Crooks, the suspected shooter of former President Donald Trump, Sunday, July 14, 2024. (AP Photo/Joshua A. Bickel)

This 2021 photo provided by Bethel Park School District shows student Thomas Matthew Crooks who graduated from Bethel Park High School with the Class of 2022, in Bethel Park, Pa. Crooks was identified by the FBI as the shooter involved in an assassination attempt of former President Donald Trump at a campaign rally on Saturday, July 13, 2024, in Butler, Pa. (Bethel Park School District via AP)

WASHINGTON (AP) — The 20-year-old man who tried to assassinate former President Donald Trump first came to law enforcement’s attention at Saturday’s rally when spectators noticed him acting strangely outside the campaign event. The tip sparked a frantic search but officers were unable to find him before he managed to get on a roof, where he opened fire.

In the wake of the shooting that killed one spectator, investigators were hunting for any clues about what may have drove Thomas Matthew Crooks, of Bethel Park, Pennsylvania, to carry out the shocking attack. The FBI said they were investigating it as a potential act of domestic terrorism , but the absence of a clear ideological motive by the man shot dead by the Secret Service led conspiracy theories to flourish.

“I urge everyone — everyone, please, don’t make assumptions about his motives or his affiliations,” President Joe Biden said in remarks Sunday from the White House . “Let the FBI do their job, and their partner agencies do their job. I’ve instructed that this investigation be thorough and swift.”

The FBI said it believes Crooks, who had bomb-making materials in the car he drove to the rally, acted alone. Investigators have found no threatening comments on social media accounts or ideological positions that could help explain what led him to target Trump before the Secret Service rushed the presumptive Republican presidential nominee off the stage, his face smeared with blood.

Trump said on social media the upper part of his right ear was pierced in the shooting, but advisers said he was “great spirits” ahead of his arrival Sunday in Milwaukee for the Republican National Convention. Two spectators were critically injured, while a former fire chief from the area, Corey Comperatore was killed. Pennsylvania’s governor said Comperatore, 50, died a hero by diving onto his family to protect them.

Relatives of Crooks didn’t respond to numerous messages from The Associated Press. His father, Matthew Crooks, told CNN late Saturday that he was trying to figure out “what the hell is going on” but wouldn’t speak about his son until after he talked to law enforcement. An FBI official told reporters that Crooks’ family is cooperating with investigators.

Several rallygoers reported to local officers that Crooks was acting suspiciously and pacing near the magnetometers, according to a law enforcement official who spoke on the condition of anonymity because they were not authorized to discuss the investigation. Officers were then told Crooks was climbing a ladder, the official said. Officers searched for him but were unable to find him before he made it to the roof, the official added.

Butler County Sheriff Michael Slupe told the AP that a local officer climbed to the roof and encountered Crooks, who saw the officer and turned toward him just before the officer dropped down to safety. Slupe said the officer couldn’t have wielded his own gun under the circumstances. The officer retreated down the ladder, and Crooks quickly took a shot toward Trump, and that’s when Secret Service snipers shot him, according to two officials who spoke to AP on condition of anonymity to discuss an ongoing investigation.

FBI officials said Sunday that they were combing Crooks’ background and social media activities while working to get access to his phone. The chatting app Discord, a social media platform popular with people playing online games, said Crooks appears to have had an account but used it rarely and not in the last several months. There’s no evidence he used his account to promote violence or discuss his political views, a Discord spokesperson said.

Crooks’ political leanings were not immediately clear. Records show Crooks was registered as a Republican voter in Pennsylvania, but federal campaign finance reports also show he gave $15 to a progressive political action committee on Jan. 20, 2021, the day Biden was sworn into office.

Crooks graduated from Bethel Park High School in 2022. In a video of the school’s graduation ceremony posted online, Crooks can be seen crossing the stage to receive his diploma, appearing slight of build and wearing glasses. The school district said it will cooperate fully with investigators. His senior year, Crooks was among several students given an award for math and science, according to a Tribune-Review story at the time.

Crooks tried out for the school’s rifle team but was turned away because he was a bad shooter, said Frederick Mach, a current captain of the team who was a few years behind Crooks at the school.

Jason Kohler, who said he attended the same high school but did not share any classes with Crooks, said Crooks was bullied at school and sat alone at lunch time. Other students mocked him for the clothes he wore, which included hunting outfits, Kohler said.

“He was bullied almost every day,” Kohler told reporters. “He was just a outcast, and you know how kids are nowadays.”

Crooks worked at a nursing home as a dietary aide, a job that generally involves food preparation. Marcie Grimm, the administrator of Bethel Park Skilled Nursing and Rehabilitation, said in a statement she was “shocked and saddened to learn of his involvement.” Grimm added that Crooks had a clean background check when he was hired.

What to know :

• Timeline of events : How the assassination attempt on former President Donald Trump unfolded.
• RNC: The Republican presidential ticket came together when Trump named JD Vance as his running mate. Follow live updates .
• Biden’s response : The president says it was a “mistake” to say he wanted to put a “bull’s-eye” on Trump .
• Key question : Officials are demanding to know how an armed man was able to get to the top of a building and shoot the former president .
• A “man of conviction” : Victim Corey Comperatore, a former fire chief, used his body to shield his family from gunfire.
• Stay informed. Keep your pulse on the news with breaking news email alerts. Sign up here .

A blockade had been set up Sunday preventing traffic near Crooks’ house, which is in an enclave of modest brick houses in the hills outside Pittsburgh and about an hour’s drive from the site of the Trump rally. Police cars were stationed at an intersection near the house and officers were seen walking through the neighborhood.

Crooks used an AR-style rifle, which authorities said they believe was purchased by his father. Kevin Rojek, FBI special agent in charge in Pittsburgh, said that investigators do not yet know if he took the gun without his father’s permission.

A video posted to social media and geolocated by AP shows Crooks wearing a gray t-shirt with a black American flag on the right arm lying motionless on the roof of a manufacturing plant just north of the Butler Farm Show grounds where Trump’s rally was held.

The roof where Crooks lay was less than 150 meters (164 yards) from where Trump was speaking, a distance from which a decent marksman could reasonably hit a human-sized target. That is a distance at which U.S. Army recruits must hit a scaled human-sized silhouette to qualify with the M-16 rifle.

Images of Crooks’ body reviewed by AP show he appears to have been wearing a T-shirt from Demolition Ranch, a popular YouTube channel that regularly posts videos of its creator firing off handguns and assault rifles at targets that include human mannequins.

Matt Carriker, the Texas-based creator of Demolition Ranch, did not respond to a phone message or email on Sunday, but posted a photo of Crooks’ bloody corpse wearing his brand’s T-shirt on social media with the comment “What the hell.”

Mustian reported from New York and Balsamo reported from Chicago. Associated Press writers Marc Levy in Harrisburg, Pa., Julie Smyth, Lindsey Bahr and Joshua Bickel in Bethel Park, Michael R. Sisak and Randy Herschaft in New York, Michael Kunzelman in Silver Spring, Md., and Colleen Long and Eric Tucker in Washington contributed to this report.

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Here’s What Is Known About the Suspect Who Tried to Assassinate Trump

Authorities identified the gunman as a 20-year-old man from Bethel Park, Pa., a town about an hour’s drive from the site of the shooting.

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By Campbell Robertson ,  Jack Healy ,  Nicholas Bogel-Burroughs and Glenn Thrush

• Published July 14, 2024 Updated July 15, 2024

He was interested in chess and coding, and had recently received an associate’s degree in engineering science. High school classmates remembered him as an intelligent student who had few friends, but who never exhibited any glaring red flags. The nursing home where he had a job helping with meals said his work gave its staff no reason for “concern.”

And in an era when other people his age put troves of personal information online, Thomas Matthew Crooks, 20, left few clues about who he was, what he believed, or why he decided to drive to a Trump rally in western Pennsylvania on Saturday and try to assassinate the former president.

On Sunday, federal investigators said a gunman they identified as Mr. Crooks had used an AR-15 style rifle purchased by his father to open fire from a rooftop outside the rally where the former president, Donald J. Trump, was speaking. In a series of new details, F.B.I. officials said they were investigating the incident as a possible case of domestic terrorism, and that the gunman had left behind explosives materials in the vehicle he drove to the event.

But many other details of Mr. Crooks’s life and motives were still unclear. Federal authorities said he had no apparent history of mental health issues or previous threats, and had not been on the radar of federal law enforcement.

Investigators were scouring his online presence and working to gain access to his phone, but so far had not found indications of strongly held political beliefs. In fact, the clues he left behind were confusing: He was a registered Republican but had also donated to a progressive cause in 2021; his parents were registered as a Democrat and Libertarian.

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