DPT-Phoenix Faculty Spotlight: Jeffrey Foucrier Helps Focus on Diversity of Student Needs from the Beginning

Jeffrey Foucrier, PT, DPT, OCS, is assistant professor in the Department of Rehabilitation Sciences and teaches within the Tufts accelerated, hybrid DPT-Phoenix program. He has a professional background as an orthopedic physical therapist with expertise in treating craniocervical and craniomandibular dysfunctions. 

Foucrier cares deeply about students, learning, and quality of life for patients and physical therapists. He’s published research on how to achieve high job satisfaction as a physical therapist¹, the strengths of interprofessional pain management through academic and community partnership for adults with substance abuse disorders², and much more.  

He’s currently in the thick of research on universal design for hybrid learning spaces at Tufts. Foucrier explains that “Universal Design Learning (or UDL) is an extension of accessibility design. It asks a really important question: how do we build learning environments where everyone can learn effectively?”

Shockingly, so far there’s been no high-quality assessment of UDL in higher education at all—much less accelerated hybrid learning modules. “If done right, this can enhance learning outcomes for everyone,” says Foucrier. He’s currently collecting information and collaborating with faculty to assess the feasibility and effectiveness of UDL, while also listing challenges and coming up with solutions to its successful implementation.

Helping Hybrid Accelerated DPT Students—Before They’re Students

Foucrier has already helped develop the curriculum for a new program at Tufts called Accelerated Development of Excellence in Physical Therapy (ADEPT). It’s an optional introductory course incoming students can take prior to starting at Tufts to learn more about DPT and how to be successful in it—and it’s open to anyone interested in Tufts DPT or any other hybrid and accelerated DPT program. Foucrier’s colleague, Assistant Professor in the Department of Rehabilitation Science Amy Schlessman, built and directs the program.

Collaboration and Mentorship at Tufts DPT-Phoenix

As students enter the program, each is placed into a small learning community as part of a larger community house. “We group students in geographically close locations so they can meet up in person or online. It’s easier to coordinate when you’re in the same time zone,” notes Foucrier. 

In fact, many students create Discord, private chats, and study together on Zoom. Lab space is accessible 24 hours a day, so local students can arrange to meet whenever they want.

Faculty leverage these groups in online classrooms (breakout rooms) and for collaborative assignments. “By intentionally building group learning into this program, we are building community,” says Foucrier, proudly. “We see that when students come in for lab periods. The community is strong.”

Service Learning Empowers Students as Advocates

As a part of the program, students develop an advocacy project within their learning community, getting to both create and enact it. Some work within the community, developing programs to educate schools on using assisted devices. Others look at things from a regional perspective or even national conversation. Foucrier works alongside colleague Amy Schlessman to help develop these service learning opportunities. 

Example Student Advocacy Project

Equipment Swap: Give a Device, Take a Device—Raising awareness of need and visibility of organizations collecting walkers, canes, and more, including an organization that connects low-income patients with donated devices.

On-Site Service Learning Project

In the first semester of the program, Tufts DPT-Phoenix students have the opportunity to participate in an on-site service learning project. For example, past cohorts have created arthritis kits for residents at St. Vincent de Paul’s shelter and transitional housing program for people experiencing homelessness. 

The Tufts DPT-Phoenix Coaching Model

At Tufts, students get to speak with their faculty coach regularly. This goes far beyond the typical academic advisor relationship. In their first semester, students have monthly meetings with their faculty coach. These faculty send thoughtful questions to students in advance so meetings can be most helpful. After the first semester, these meetings are reduced to once per semester at a minimum.  

“We have an amazing team. Our faculty make a concerted effort to develop relationships with the students they teach. And we have access to three programs [Boston, Seattle, Phoenix], which means if students are interested in a speciality area, we can connect them with faculty and students from all over the U.S. Tufts takes to heart creating dynamic and inclusive learning environments,” Foucrier says.

Unlimited Resources

Foucrier has been part of a large-scale effort to make sure students are getting the best possible support and education. “Tufts has put many hours, much funding, and more into finding specialists in the field who can support the development of this program—from the way things are organized to specific technology needs.”

Tufts has a high standard and gives faculty and students alike the tools to be lifelong learners, servants of the community, and people who can make a difference. “In keeping with this mission, we hope to bring alumni back into classes after graduation to connect the Tufts community across graduating years. Currently, we have a fully supported coaching system instead of simply an academic advisor. We consider the whole student beyond simply academics. Everything is tied to experience here.”

Advice for DPT Students

Foucrier notes that it makes a big difference to be able to learn where you live, continue your regular lifestyle, and graduate earlier than other programs. And since students in a hybrid, accelerated program are in the classroom less, they’re saving money over time as well. Of course, he also points out it is a very rigorous program. 

“Organization and work-life balance are very important to success,” he says. As a part of supporting students, he makes sure to understand their familiarity with technology, ability to learn independently, and time-management skills. This of course has come into play with his development of the ADEPT program to give students a head start before the program officially begins. “It’s about holistic support here at Tufts,” says Foucrier.

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¹ Mulligan EP, Hegedus EJ, Foucrier J, Dickson T. “Influences of Financial and Workplace Factors on Physical Therapist Job Satisfaction.” Phys Ther. 2023 Dec 6;103(12):pzad093. doi: 10.1093/ptj/pzad093. PMID: 37440453.

² Harrell L, Kennedy T, Foucrier J, Moffett C, Ervin BJ, Rogers O. “Interprofessional pain management for adults with substance use disorders through an academic-community partnership.” Journal of Interprofessional Education & Practice. 2022 V 29, 100571, ISSN 2405-4526, https://doi.org/10.1016/j.xjep.2022.100571.