Assistant Professor, DPT Education & Research (Fort Worth)

University of North Texas System; Fort Worth (TX); Hybrid; USD 80,000 - 110,000; Full time

Job summary

University of North Texas Health Science Center at Fort Worth invites applications for a full-time, 12-month Assistant Professor in the residential Doctor of Physical Therapy program. The role emphasizes teaching, research, and scholarly activity within the Department of Physical Therapy.

The successful candidate will contribute to entry-level DPT teaching, mentor students, engage in interprofessional collaboration, and support accreditation activities while advancing evidence-informed practice.

Qualifications

• DPT degree from CAPTE-accredited program.
• Eligibility for Assistant Professor rank based on academic record and scholarly productivity.
• Active Texas physical therapy license or eligibility to obtain licensure in Texas.
• Experience teaching in entry-level DPT programs.
• Experience mentoring students in clinical settings.

Responsibilities

• Teach in the entry-level DPT curriculum and contribute to scholarly activity.
• Maintain or collaborate on an active program of research in residential DPT.
• Advise students and participate in departmental/service activities.
• Collaborate with faculty to support program operations and accreditation.

Skills

Scholarly activity

Teaching experience

Communication skills

Professional activities

Professionalism in academia

Education

DPT degree from CAPTE-accredited program

Post-professional degree in progress/planned

Board-certified (ABPTS)

Experience teaching in entry-level DPT

Mentoring students in clinical settings

Job description

University of North Texas Health Science Center at Fort Worth invites applications for a full-time, 12-month Assistant Professor in the residential Doctor of Physical Therapy program. The role emphasizes teaching, research, and scholarly activity within the Department of Physical Therapy.

The successful candidate will contribute to entry-level DPT teaching, mentor students, engage in interprofessional collaboration, and support accreditation activities while advancing evidence-informed practice.