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Master of Arts in Dance/Movement Therapy and Counseling


Established in 1974, the Master of Arts program in Dance/Movement Therapy and Counseling educates students for creative, responsive and effective therapy practice. This unique program addresses both the art and science of dance/movement therapy. The graduate work develops students' personal, creative, cognitive and movement resources so they can effectively engage in therapeutic movement relationships that facilitate access to these resources in their clients.

Dance/movement therapy is defined as the psychotherapeutic use of movement in a process that furthers the emotional, cognitive, social and physical integration of the individual. The profession is positioned to meet an increasing interest in mind-body approaches to mental and physical health that have emerged in health profession circles and in the general public.

Upon graduation, students go on to work in a variety of settings, such as schools, early intervention programs, community mental health, inpatient psychiatric, medical, social service and wellness settings.

The Dance/Movement Therapy and Counseling program's 90-quarter-credit curriculum is designed to meet the Pennsylvania Licensed Professional Counselor (LPC) educational requirements. Be advised, however, that licensure requirements vary widely from state to state and may change at any time. Therefore, if you are or will be interested in counseling licensure in the future, you are strongly advised to access and check the requirements for any state(s) in which you plan to work and practice. It is the student's responsibility to know and understand the requirements for any type of future licensure.

What you'll learn

The Dance/Movement Therapy and Counseling program integrates dance and movement into a whole-person approach to mental health.

Key program components include:

  • Collaborative education in a small dance/movement therapy student cohort.
  • An educational environment vitalized by faculty member involvement in clinical practice, scholarship, and professional service.
  • Supervised dance/movement therapy clinical education experiences in three different settings, with various patient populations, beginning in the first term of study.
  • Ongoing integration of theory and practice in classroom and clinical education settings.
  • Preparation to serve diverse populations.
  • Introduction to recent developments in neuroscience as relevant to the mind-body discipline of dance/movement therapy.
  • Dance/movement therapy culminating project guided by a multidisciplinary advisory committee.

What makes the Drexel Dance/Movement Therapy and Counseling program unique?

  • Learning enrichment derived from interaction with students and faculty from other creative arts therapy disciplines.
  • Specialty coursework in medical applications of dance/movement therapy.
  • Opportunity to enroll in dance classes and audition for the Drexel Dance Ensemble.
  • You are part of the Drexel University College of Nursing and Health Professions with access to various practice environments and educational facilities.


The College of Nursing and Health Professions has a compliance process that may be required for every student. Some of these steps may take significant time to complete. Please plan accordingly.

Visit the Compliance pages for more information.

Admission Requirements

Background checks:
As a student of the College of Nursing and Health Professions you will be required to satisfactorily complete a criminal background check, child and elder abuse checks, drug test, immunizations, physical exams, health history, and/or other types of screening before being permitted to begin clinical training.

You will not need to submit documentation of these requirements as part of your application to the master's program. Failure to fully satisfy these requirements as directed upon enrollment may prevent assignment to a clinical site for training. A background check that reflects a conviction of a felony or misdemeanor may affect your ability to be placed in certain facilities, and later, to become board certified and licensed.

Priority: January 1, 2023
Regular: February 1, 2023

Bachelor's degree in any field from an accredited institution, with a minimum overall GPA of 3.0 in all previous coursework.

Standardized Tests:


  • Official transcripts must be sent directly to Drexel from all the colleges/universities that you have attended. Transcripts must be submitted in a sealed envelope with the college/university seal over the flap to Drexel University, Application Processing, PO Box 34789, Philadelphia, PA 19101 or submitted through a secure electronic delivery service to Please note that transcripts are required regardless of number of credits taken or if the credits were transferred to another school. An admission decision may be delayed if you do not send transcripts from all colleges/universities attended.
  • Transcripts must show course-by-course grades and degree conferrals. If your school does not notate degree conferrals on the official transcripts, you must provide copies of any graduate or degree certificates.
  • If your school issues only one transcript for life, you are required to have a course-by-course evaluation completed by an approved transcript evaluation agency.
  • Use our Transcript Lookup Tool to assist you in contacting your previous institutions.


  • Familiarity with at least two dance or movement forms, with a minimum of five years dedicated study to at least one form in a studio or academic setting.
  • Creative dance or movement improvisation experience.
  • Teaching, performing and/or choreography experience preferred.
  • Liberal Arts coursework, including coursework in Social Sciences (Psychology, Sociology, Human Development or Anthropology).
  • Volunteer or paid experience in a helping relationship.

Three letters of recommendation required. At least two recommendations should be from current or former academic instructors. Letters of recommendation should be requested and submitted electronically through your online application.

    Personal Statement/ Essay:
    Submit an essay (1–3 typed pages) addressing interest in and aptitude for dance/movement therapy and counseling, with reference to personal, service, and arts experience. Submit your essay with your application or through the Discover Drexel portal after you submit your application.


    Upload your résumé as part of your admission application or through the Discover Drexel Portal after you submit your application.

    Select candidates will be invited to participate in an on-campus audition and interview. International applicants will be invited to submit a recorded audition and participate in a video interview.

    Audition: The movement audition involves a group improvisational experience. We are primarily interested in how you communicate, express yourself and interact through movement. Applicants need not prepare anything. Those living overseas may submit videotape or DVD in lieu of movement audition. International candidates should request instructions about these requirements with admission materials and are advised to begin admission process early.

    Faculty will conduct in-depth in-person interview with applicant consisting of review of personal, academic, interpersonal, and creative aptitudes. For international applicants will be invited to submit a recorded audition and participate in a video interview.

    Clinical/Work/Volunteer Experience:
    A social service work or volunteer history and cross cultural experience is highly valued.

    Dance Experience
    Familiarity with at least two dance or movement forms, with five years of dedicated study to at least one form in a studio or academic setting. Improvisation, teaching, performing, and/or choreography experience preferred.

    Additional Requirements for International Applicants

    • Transcript Evaluation: All international students applying to a graduate program must have their transcripts evaluated by the approved agency: World Education Services (WES), 212.966.6311, Bowling Green Station, P.O. Box 5087, New York, NY 10274-5087, Web site:
    • TOEFL: Applicants who have not received a degree in the United States are required to take the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS). An official score report must be sent directly to Drexel University Application Processing. The minimum TOEFL score is 90, and the minimum IELTS score is 6.5. For more information visit the Web site:, then click on TOEFL.
    • I-20/DS-2019 and Supporting Financial Documents (international students only): After confirming attendance to Drexel, students will receive an email from ISSS with instructions for applying for their i-20/DS-2019 and submitting supporting financial documents.

    International Consultants of Delaware, Inc.
    P.O. Box 8629
    Philadelphia, PA 19101-8629
    215.222.8454, ext. 603

    Commission on Graduates of Foreign Nursing Schools
    3600 Market St., Suite 400
    Philadelphia, PA 19104-2651

    World Education Services, Inc. (WES)
    Bowling Green Station, P.O. Box 5087
    New York, NY 10274-5087

    Tuition and Fee Rates:
    Please visit the Tuition and Fee Rates page on Drexel Central

    Application Link (if outside organization):


    The MA in Dance/Movement Therapy & Counseling is a 90-quarter credit program. The program can be completed in a minimum of two years (seven quarters) of full-time study, although some students may take longer to complete all requirements, or opt for a decelerated plan of study. The majority of classes are taught in-person on Drexel's College of Nursing and Health Professions campus in Center City, Philadelphia with select classes offered online.

    The coursework consists of both Dance/Movement Therapy-specific and general mental health counseling coursework. Dance/Movement Therapy-specific topics include:

    • Theory and practice with child and adult populations
    • Social and cultural foundations in dance/movement therapy
    • Laban movement analysis
    • Movement perspectives in human development
    • Mental health applications of movement assessment
    • Therapy relationship skills
    • Group dynamics in dance/movement therapy
    • Movement observation

    Mental health counseling coursework covers theories and skills in:

    • Human psychological development
    • Psychopathology and the Diagnostic and Statistical Manual of Mental Disorders
    • Social and cultural foundations in counseling
    • Behavioral research
    • Group dynamics in counseling
    • Theories of counseling and psychotherapy
    • Career counseling
    • Clinical appraisal and diagnosis
    • Professional ethics
    • Foundations of Creative Art Therapies

    Clinical experience is integrated with classroom learning, with students participating in two practicums and one internship throughout the course of the program. Students receive both individual and small group clinical supervision. For more information on the clinical education component of the Dance/Movement Therapy program, click on the "Clinical Practices" tab above.

    A Culminating Project rounds out the curriculum. Second-or third-year students conduct a Culminating Project that integrates practice with theory and/or research. Under the guidance of their Culminating Project advisor, students design a project that explores aspects of both their respective Creative Arts Therapies discipline and counseling. Examples of Culminating Projects include development of a method, a community engagement project, research thesis or artistic project. Culminating Projects may be connected to a student's internship, but it is not a requirement. At the end of each academic year, students present their Culminating Projects to peers, faculty, friends and family at their respective program's Colloquium. Students are also encouraged to submit projects to regional and national conferences when applicable.


    The Dance/Movement Therapy and Counseling program is approved by the American Dance Therapy Association.

    Clinical Practice

    Students engage in dance/movement therapy clinical education in three different settings during the course of the program. Individual clinical supervision is supplemented by small group mental health and dance/movement therapy supervision in the academic setting, a reflection of the program's commitment to clinical supervision as a learning tool.

    In the first year, students are placed in two practicum experiences, with different patient populations and in different types of settings. The student has the opportunity to observe and practice beginning therapy skills with the role modeling and support of an on-site dance/movement therapist.

    Students are actively involved in the selection of their second year internship sites with respect to their individual learning needs and interests. The second year internship offers an opportunity for students to mature and specialize as clinical interns over the course of a full academic year. The student functions as an integral member of an on-site treatment team. Students participate in individual supervision with a dance/movement therapist holding the advanced credential of BC-DMT (Board Certified Dance Movement Therapist).

    Dance/Movement Therapy and Counseling Program Philosophy

    The below figure illustrates the intersecting values and principles that drive the program’s philosophy and theoretical framework: (1) dance/movement, (2) development and (3) systems. These values are surrounded by cultures (e.g., cultures of inquiry, education, practice, care).

    figure of ven diagram in which dance/movement, development and systems intersect

    This framework provides students with contextual lenses through which to organize an understanding of the complexities of their clients. A developmental and systems perspective recognizes therapy as a relationship process in which the person of the therapist is essentially involved. As a program, the DMTC program exemplifies this frame in the way the curriculum is conceptualized, how the courses are structured, the way the material is delivered and, most importantly, the way that interactions with students are approached.


    Dance and movement are core to teaching and practice within the program, recognizing that dance and movement principles themselves hold theoretical integrity for the education of our students and their clinical work. The program emphasizes that:

    • The bodily experience is primary in the life of human beings.
    • Movement is an ongoing process of change.
    • The interaction between the body (the somatic, physical self) and the mind (the psyche) is reciprocal and intricate. This dynamic is critical to well-being and health, and as such, is worthy of study.


    A developmental framework is germane to both DMT and counseling, supporting our students as they develop their professional identities. In particular, the program philosophy emphasizes that the development of knowledge coexists with (a) development of the self; (b) development of professional identity; and (c) development as a tool for understanding the clients for whom we care. We apply a developmental framework to the scaffolding of the curriculum and in clinical training.


    The curriculum emphasizes didactic and experiential learning to understand the systems of the body and the structural, physiological, neurological, emotional and developmental layers of influence of these systems through assessment and intervention. Students are encouraged to look at their self-as-a-therapist as influenced by larger systemic structures and how therapeutic treatment can be a collaborative process to dismantle systems of oppression. Students engage in experiential knowledge and interdisciplinary endeavors within broader systems of care. By understanding the broader landscape, students graduate to be social advocates within their clinical roles who can influence structures that perpetuate health care disparities and inequities.

    The DMTC program is designed to train students to graduate with the following competencies:

    1. Provide individual and group DMTC services across a diverse spectrum of recipient populations and ages, including assessment, evaluation and intervention.
    2. Utilize creative processes in therapeutic work and elicit healing properties of dance and movement within a given cultural context.
    3. Apply understanding of functional, relational, developmental, and expressive aspects of movement to support health and well-being.
    4. Exercise cultural humility to work with diverse populations, applying collaboration and advocacy with respect for differences and a commitment to social justice.
    5. Critically interpret and apply research and other scholarly literature in practice, relevant to DMTC.
    6. Effectively communicate, interface, and collaborate with other professionals and members of the public as part of clinical/community practice and advocacy.
    7. Demonstrate an understanding of systems of care and professional roles within systems.
    8. Demonstrate ethical sensitivity and consistent application of ethical principles and standards of practice.
    9. Use self-awareness, reflexivity, and self-evaluation for continued professional growth.

    News & Events

    Master's Student Jason Valdez Finds Community in Art Making


    Master of Art Therapy and Counseling student Jason Valdez '20 standing with his parents at graduation.Since childhood, Jason Valdez has nurtured a passion for art making. Born in Dallas, Texas, Valdez came to Drexel University to pursue an undergraduate degree in art history. While studying, Valdez discovered dual interests in art and behavioral health counseling. Now enrolled in the College of Nursing and Health Professions master’s in Art Therapy and Counseling program, Valdez is building the future career of his dreams.

    “I’ve always known that art is a big form of therapy for me,” says Valdez. “Before I came to Drexel, I didn’t know what art therapy was, as a profession, but I knew I wanted to create and engage with art in a way that helped people.”

    While an undergrad, Valdez enrolled in WRIT 215: Story Medicine, a community-based learning class at Drexel taught in collaboration with the Children’s Hospital of Philadelphia. The goal of the course is to teach creative writing to special populations, such as long-term care pediatric patients and children with disabilities. Valdez says that after the first day of the course, he discovered his purpose.

    Master's of Art Therapy and Counseling student Jason Valdez squatting in front of a white board with alphabet letters spelling his name behind him..“From day one, I knew I loved this work. I worked with children in hospice care and taught them about how colors can correlate to mood. In some ways, it was basic art education, yet it had a much deeper resonance,” Valdez shares. “By the end of the course, I remember thinking: ‘I don’t know what any of this means yet, but this is what I want to do.”

    After researching art therapy as a field, Valdez feels that he has found his professional sweet-spot. Part art making, part counseling and community-centered care, Valdez is thrilled for his future in the field and the opportunity to continue his studies at Drexel.

    “Not everyone knows what art therapy is, and I have found a variety of definitions. These next three years in my master’s program will absolutely shape my perspective and I am excited to build something unique that will serve so many people in the future.”

    In addition to his passion for art, Valdez is an advocate for the Latinx community at Drexel.

    “When I first came to Drexel for my bachelor’s degree, I was very hesitant to express my Mexican-American culture. I had never been to Philadelphia before; I only knew Texas. I faced some difficult experiences at first,” Valdez admits. “I felt very alone during my first year. But I learned that trying to hide my culture wasn’t serving me. I needed to find people who could help me express who I am and share in my experiences, rather than diminish them.”

    Master's of Art Therapy and Counseling student Jason Valdez standing with three fraternity brothers.During his junior year, Valdez joined Latino America Unida, Lambda Alpha Upsilon Fraternity, Inc. (LAU), a Latinx based but not exclusive fraternity on Drexel’s campus. While there, Valdez found authentic connection and the community support he needed.

    “When there are people on your side, it makes all the difference in the world,” Valdez comments, “We go above and beyond to support each other in this group. LAU has taught me that there is no way to be truly successful without embracing every aspect of yourself. It’s not just about academic success, but personal success as well.”

    Reflecting on his journey at Drexel so far, Valdez says he is ready to lead.

    “I want to carve a path for students like me,” he concludes. “I’ve been through it, and I want to be there for others. I used to think that sharing my culture would expose me and leave me vulnerable but now I know that it is the only way to authentically represent myself. By staying at Drexel, I hope that I can be a resource for others coming up. If I can ease this journey for even one person, I will feel that I have done a great job.”

    Written by Izzy López

    Open House Held in the New Health Sciences Building for CNHP Faculty and Staff


    The new academic home of the College of Nursing and Health Professions, Drexel's Health Sciences Building.An open house on August 25, 2022 welcomed the College of Nursing and Health Professions (CNHP) faculty and staff to their new academic home, Drexel's Health Sciences Building. Attendees had the opportunity to take a self-guided tour of nursing and health profession labs and classrooms hearing about how these advanced spaces will augment the academic experience for all students. “We educate leaders for the future, we discover and create new knowledge, and we practice our individual disciplines in order to make the world a better place. Seeing you all here today reminds me of our greater purpose as a college to assure health, service and wellness for everyone, locally, nationally and globally,” announced Dean Laura N. Gitlin, PhD.

    Before Provost Paul Jensen welcomed CNHP employees to University City, Gitlin gave the history of the land on which the building sits and the people connected to it. Jensen spoke about the importance of connecting many of the University’s health-related disciplines within the Health Sciences Building. He commented how excited the University is to have CNHP on main campus and espoused the benefits this 12-story, academic space offers the College of Nursing and Health Professions, and next year, the College of Medicine and School of Biomedical Sciences and Professional Studies.Dean Laura N. Gitlin, PhD addressing attendees from the College of Nursing and Health Professions during an open house in the new Drexel Health Science Building.

    CNHP’s interim dean, Ann Branchini, PhD, who holds a doctorate in nursing with a focus on leadership, took a few minutes to address attendees. Excited to step into this new home, Branchini is eager to get to work supporting students, faculty and professional staff. “This is a critical time in the history of CNHP, and I am excited about the opportunity we share to forge our identity and secure the future of our programs and our students on this campus,” Branchini articulated.

    College of Nursing and Health Professions Interim Dean Ann Branchini, PhD holding a microphone during an open house in the new Drexel Health Science Building.With the support of university leadership, and Gitlin as its determined champion, the Health Sciences Building can offer opportunities for interdisciplinary education in a facility that affords students, faculty and professional staff the best possible environment for continued development and growth. Over 1,450 tradespeople participated in the building with over 11K cubic yards of concrete, 5K light fixtures, 600 wood door frames and so much more—everything remained on track, despite a global pandemic, because of the dedication of many teams. Gitlin recognized three individuals who were exceptional in their management: Mary Gallagher Gordon, PhD, vice dean of CNHP’s Strategic Operations and Academic Services, Terri Schmitt, director of Planning, and Nancy Trainer, associate vice president and university architect. “Our trio of mighty leaders has led through immeasurable uncertainty, going far above and beyond their job descriptions to make sure this space is exemplary for the Drexel community,” Gitlin stated.

    Terri Schmitt and Mary Gallagher Gordon, PhD holding their recognition awards during the College of Nursing and Health Professions open house in the new Drexel Health Science Building.At the end of the event, Gitlin invited everyone there to take the self-guided walking tour previewing classrooms and labs where faculty and staff greeted groups and shared unique details of the spaces. The eight stops along the tour included a 300-person classroom where international speakers, distinguished lecture series and events that honor students, staff and faculty will be hosted; clinical spaces; Creative Arts Therapies teaching spaces; and a virtual reality classroom, a state-of-the-art room where CNHP students will learn and practice skills in a safe, immersive and realistic environments.

    Distinctive lab spaces—SIM, Clinical Skills, Digital Anatomy and Imaging and Gross Anatomy labs—rounded out the tour. All are outfitted with state-of-the-art equipment and technology to enhance students’ hands-on educational experience. “The Health Sciences Building will support us in ushering in transformational opportunities for education and community engagement. This is the structure – but it is all about you and what you do – this beautiful new building is designed to enhance your purpose and everyday excellence,” concluded Gitlin.

    Written by Roberta S. Perry


    CNHP Graduation Highlights and Awards


    Stack of graduation programs for Drexel UniversityThe weeks leading up to the Drexel’s 134th Commencement were full of celebrations. Undergraduate, graduate and doctoral candidates from across the College of Nursing and Health Professions attended a host of CNHP and Drexel University events to recognize their accomplishments. Our nursing co-op students held their pinning ceremony, the Nutrition Sciences Department, Doctor of Physical Therapy and Graduate Nursing hosted celebrations, the Macy Undergraduate Leadership Fellows met virtually to recognize those who completed the year-long program and the Creative Arts Therapies held their day-long Colloquia where student presented of their work.

    Graduates wearing Drexel University caps and gowns at the College of Nursing and Health Professions graduation ceremonyOn the morning of June 9 at the Mann Center for the Performing Arts and with a focus on equity and purpose, Dean Laura Gitlin, PhD, welcomed graduating students, faculty, families, friends and guests to the first in-person graduation since 2019 saying, “We have all chosen lives that are, and will continue to be, motivated by an innate desire to make life better–to heal, a responsibility to serve and an obligation to advocate for those whose voices are not always heard or who do not receive equitable access to care throughout their life course.”

    Gitlin asked for graduates to see their callings as a continuation or the College’s core values. “You have the obligation, opportunity and privilege to change the lives of individuals as well as systems of care—to develop new strategies, practices and policies in your respective fields and to address health inequities,” she asserted. She encouraged them to strive to provide person-centric care and to address what matters most to those for whom they care.

    Zainab During, a master’s nursing student in Quality, Safety and Risk Management and a member of the Board of Diversity, Equity and Inclusion, gave the student address. Born and raised in Sierra Leone, During used her own experience of civil war in her country to demonstrate what ambition and purpose will help one accomplish. “It is with that same mindset that I was able to thrive when I immigrated to the United States 13 years ago, with the goal of one day living the American dream,” she shared. “While this goal was abstract, it gave me hope and allowed me to continue nurturing my purpose,” During continued.

    A group wearing Drexel University caps and gownsShe closed by stating what an honor it is to be graduating with the class of 2022 who she knows will do great things. “My fellow graduates, as a result of the knowledge, skills, and aptitudes acquired during the courses of our different programs, it is a privilege to follow our purpose and be given the opportunity to shine in our respective career paths.”

    Gitlin introduced Melanie Cataldi, BS ’98, CNHP’s keynote speaker. Cataldi is a committed leader and collaborator for social justice with over 21 years of experience at Philabundance including founding the Philabundance Community Kitchen (PCK), a culinary arts workforce development training and employment program for adults who qualify for public assistance.

    An experienced community impact strategist and a member of the 2022 People of Purpose, Cataldi began her address by referencing author and “unshakable optimist” Simon Sinek who talks a lot about “Finding Your Why.” “Your why is the thing that you give to the world, the thing that makes you who you are; it’s the fundamental core of what inspires you. My “why” is that I’m a Defender of People,” she shared. She has a superpower—seeing the big picture with the ability to develop, protect, motivate and move people forward toward a common goal.

    Two females wearing blue and gold caps and gownsFollowing the themes spoken of by Gitlin and During, Cataldi talked about how interprofessional collaboration is the only way she sees to achieving both food and health equity. “The causes of health inequity are complex and interwoven. Anti-hunger organizations and affordable housing builders, public and private entities and academic institutions are all part of the solution,” Cataldi argued.

    Acknowledging the structural and social determinants of health, like housing, education, transportation, and food, Cataldi stated that most people would argue that food and shelter are key among those because they represent the most basic of essential needs. From Cataldi’s perspective, food equity is part of the struggle of overall health equity. Looking at the last two years, what touches one affects all with long-lasting and pervasive repercussions, and what we have done to alleviate these wide-reaching problems isn’t working.

    Two people wearing Drexel University caps and gownsBecause this work will neither be easy nor quick, Cataldi challenged our graduates to find their why. “I bet if I sat down with each of you, whether your focus is research or direct service, whether you studied nursing, health administration, health sciences, nutrition, hospitality management, culinary arts and food science, creative art therapies, counseling, physician assistance or physical therapy and rehabilitation science, we would find something that is congruent with making things better—for people, for families, for communities. It’s been my experience that really understanding your “why”, your superpower, and then leveraging that in collaboration with others, is the key to success in just about everything be it family dynamics, relationships in the workplace or reaching organizational goals,” concluded Cataldi.

    Below is a list of award winners from around the College.

    Dean's Awards

    Nicholas Eltman, Dean’s Achievement Award
    Melissa Fairfield, Dean’s Social Justice Award
    June Maloney, Dean’s Clinical Service Award
    Shel Myers, Dean’s Award

    RN-BSN and Graduate Nursing Departments

    Outstanding Graduate Award
    Amy C. Plotts
    Adriana Ava Banks
    Kaitlin Balbo
    Jillian Labatch
    Anne Anderson
    Vicki Zahos
    Pam Hughes
    Joncornel Kearney
    Sarah Kendall
    Stephanie Pileggi
    Theodore A. Klitus
    Erika Lockhart
    Jessa Adiletto Lassor
    Ashley Olszewski
    Amy Elisabeth Elliott
    Melissa Fairfield
    Jordan Troxell
    Amy Elizabeth Fafard

    Thia Jackson Baugh, Online Student Recognition (RN-BSN)
    Molly Laina Scott, Outstanding Achievement (RN-BSN)

    Kristin Feightner, Kathleen Jennings-Dozier Memorial Award
    Lindsey Ho, Joyce Lazzaro Lifelong Achievement Award
    Emily Shaw, Hahnemann Hospital Nurse Alumnae Association Award

    Physical Therapy and Rehabilitation Sciences Department

    Dominic DeLaurentis, Clinical Education Award
    June Maloney, Dragon Service Award
    Brianna Wagner, Leadership Award
    Natalia Oliveira, Health Equity and Social Impact Award
    Drew Petersen, Scholarly Excellence Award
    Kerri Yacovelli, PT, MSPT, OCS, Clinical Instructor Award

    Creative Arts Therapies Department

    Ming Yuan Low, PhD, PhD Program in Creative Arts Therapies Teaching Promise Award and Leadership Promise Awards
    Brigette K. Schneible, PhD Program in Creative Arts Therapies Research Promise Award
    Natalia Alvarez-Figueroa, Rachel Haimovich, Jonathon Jenkins and Cynthia Jones, Clinical Supervisors Award Lana Sommers, MA Leadership Award
    James Lavino and Lydia Patselas, MA Artistry Award
    Zevi B. Koretz, MA Service Award
    Rachel Chang, Tahsina Miah and Carolina Millard, MA Clinical Excellence Award
    Elizabeth Allen, MA Culminating Project
    Briana Marsh, Nitasha Kang And Jennifer Willbanks, Justice, Equity, Diversity and Inclusion Award (JEDI)
    Angela Kodokian, Lana Sommers and Taylor A. Sparks, MA Overall Achievement Award
    Hayley Beck, The Dianne Dulicai Award for Dance/Movement Therapy

    Alpha Eta Honor Society, the National Honor Society for the Allied Health Professions
    Hayley Beck
    Angela Kodokian
    James Lavino
    Ming Yuan Low
    Tahsina Miah
    Brigette Schneible
    Lana Sommers
    Taylor A. Sparks

    Written by Roberta S. Perry

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