If you’re a clinician with a master’s degree, or already hold a clinical doctorate, you may be asking a familiar question: What’s next?

For many health care professionals, the answer is no longer limited to more patient care. Increasingly, clinicians are moving into health care education, academic leadership and faculty roles. And across disciplines, these roles are beginning to require something more: an academic doctorate. As accreditation standards evolve and expectations rise, universities need faculty who are not only experienced clinicians, but also trained educators, researchers and academic leaders.

Accreditation standards are raising expectations for faculty credentials

Across health professions, accrediting bodies are signaling a clear shift: doctoral preparation matters more than ever for faculty and academic leadership roles.

In nutrition and dietetics, the Accreditation Council for Education in Nutrition and Dietetics (ACEND) has introduced Advanced Practice Doctoral (APD) accreditation standards. While some leadership roles currently allow master’s-level preparation, future-facing standards aligned with 2027 expectations require doctoral-level training for program directors and academic leaders.

This isn’t hypothetical. It’s a directional shift already underway.

Physical therapy shows the future of health care education

Some professions are further along in this transition. Physical therapy offers a clear example of where health care academia is headed.

The Commission on Accreditation in Physical Therapy Education (CAPTE) already requires that at least 50% of core faculty in Doctor of Physical Therapy (DPT) programs hold academic doctoral degrees, such as a PhD, EdD or DHSC. Program directors and core faculty are expected to meet doctoral standards or formally document exemptions.

In other words: if you want to teach, lead or advance in physical therapy education, an academic doctorate is often no longer optional; it’s expected.

Why academic doctorates are different from clinical doctorates

Faculty with academic doctoral training bring a different skill set to health care education:

• Stronger research literacy and evidence-based decision making
• Better instructional design and assessment skills
• Experience with program evaluation and accreditation demands
• Active scholarship: publishing, presenting and shaping the field

For students, this means stronger programs and deeper academic preparation. For institutions, it means faculty who can lead, mentor and adapt as educational standards continue to rise.

More health professions are reaching the same conclusion

Nutrition and physical therapy aren’t outliers.

Other disciplines, including physician assistant education are actively debating whether master’s-level preparation will be sufficient for the future. These conversations echo earlier transitions in nursing, pharmacy and physical therapy, where doctoral expansion followed increased clinical complexity, accountability and educational expectations.

The pattern is consistent: as professional and accreditation standards rise, faculty preparation rises with them.

How Pacific prepares health care educators and academic leaders

At University of the Pacific, the Doctor of Health Science (DHSc) and Doctor of Medical Science (DMSc) programs are designed specifically for clinicians who want to teach, lead and shape the future of health care education.

These programs emphasize:

• Applied research
• Educational leadership
• Scholarly writing and dissemination
• Practical preparation to succeed as faculty and academic leaders

Eighty-four percent of graduates publish in a peer-reviewed journal within six months of finishing the program. That level of productivity reflects both academic rigor and hands-on mentorship, not just theory.

“The DHSc program gave me exactly what I needed to pursue a tenured faculty position,” said Pacific graduate Michael Robinson, PT, DPT, DHSc, faculty at Howard University. “The interdisciplinary approach and focus on scholarship elevated my ability to contribute meaningfully to my field.”

Health care education is changing. Accreditation expectations are rising. And institutions need faculty who can teach, research, lead and evolve with the field.

For clinicians considering their next step —or current master’s students thinking long-term—an academic doctorate isn’t just another credential. It’s a distinct career path into higher education, leadership and lasting professional impact.

Pacific’s Pacific’s Doctor of Health Science (DHSc) and Doctor of Medical Science (DMSC) programs are built to help you step into that role with confidence and credibility, ready for what’s next.

Some people have trouble communicating. Sometimes they’re born with it, other times they develop it due to neurological disorders or traumatic injuries. These are the people speech-language pathologists worth with. 

Speech-language pathologists, sometimes known as speech therapists or SLPs, work with their patients to address communication disorders and other mouth or throat problems.  

“Our scope of practice is very broad. We see people for feeding and swallowing issues, who may have had a stroke or been in a car accident” says University of the Pacific School of Health Science Professor Madhu Sundarrajan. “We see people who may have neurodegenerative issues like dementia or Parkinson’s. And we see everything in pediatrics. Any child who may have a speech issue, who may have a language issue, who may be deaf, hard of hearing, may be autistic or may be a person who stutters.” 

SLPs work with people at all stages of life in schools, hospitals, retirement communities and private practice. And the need for them is growing. The Bureau of Labor Statistics estimates SLP employment will grow 18% by 2033, much higher than the overall employment growth of 4%. The importance of their work is actually recognized by law, too.  

“We are a growing profession,” Sundarrajan says. “Because, by law, children who require communication support have to get services. Schools may be out of compliance if they don’t provide those services, so they’re constantly looking.” 

Working with children is just one aspect of what SLPs do, but it is a vital one. Before diving into how to become an SLP, let’s explore what it is they do.  

What does a speech-language pathologist do?  

Put simply, speech-language pathologists help people communicate. They diagnose and treat a wide variety of problems, including articulation issues, speech impairments and swallowing disorders. Treatments for these disorders can include therapy or assistive technologies.  

You’ve probably seen their work without realizing it. The famous scientist Stephen Hawking lost his ability to speak and move due to Lou Gehrig’s disease. But he was still able to talk to others with the help of a high-tech augmentative and alternative communication device, also known as AAC. Some AAC systems are high tech, like Hawking’s voice generator, while others are low or no tech.  

“It can be anything that’s considered augmentative,” says Sundarrajan. “It could be texting someone. But we have specific devices and apps that we use. [For] an individual with restricted mobility, we might trial some things that do eye gaze. [For] a child who’s non-speaking but has a lot of physical dexterity, we may use apps that they can swipe very quickly with.”  

What a speech-language pathologist does day-to-day varies based on where they work. School systems employ SLPs to work one-on-one with kids or in special education classrooms. In hospitals, they often focus on swallowing and feeding issues in adult or child patients. SLPs in retirement communities often work with elderly people who need higher levels of support.  

Those are just a few examples. SLPs also work in corporate businesses, public health departments and universities, which highlights how important their work is across all stages of life. Problems with communications, swallowing and feeding can happen in developing infants, after traumatic injuries, due to neurocognitive disorders and as people get older.  

“It is such a vast field,” Sundarrajan says. “And we change settings all the time.” 

Speech-language pathology prerequisites

If you want to become a speech-language pathologist, it helps to start preparing for this career as early as possible. It’s important to keep in mind, though, that preparing early for the degree is helpful but it will not make or break your career.  

What you do in high school or college helps you get into a speech-language pathology master’s degree program and may even open accelerated learning options. But not every program requires a specific degree. Some only require you to take certain classes such as biology, statistics and sociology.  

Sundarrajan, in fact, got her undergraduate degree in computer science before obtaining her speech-language pathology master’s degree. So, you do have flexibility, but preparing early can ease the transition into graduate school or a career.  

If you’re still in high school, you can look for volunteer opportunities in speech-language clinics, hospitals or schools. This experience gives you a better idea of what SLPs do, which allows you to make more informed career decisions. Your school might also have honors, Advanced Placement or International Baccalaureate classes in essential subjects including biological, social or physical sciences.  

In college, you also have some flexibility with your degree choice. You can get a bachelor’s degree in speech-language pathology to focus your studies on communication disorders, biological sciences and similar topics. This degree can ensure that you’re ready to tackle more advanced topics.  

You may see other degrees with similar names, like communication science, communication disorders or even communication sciences and disorders. These are not exactly the same as a speech-language pathology degree, but they have a high degree of overlap.  

Some community colleges offer programs for speech-language pathology assistants. In some states, you can work under the supervision of an SLP after completing a relevant associate or bachelor’s degree. After completing an associate’s degree, you can also transfer into an SLP program at a four-year university.   

Even if you do pursue a BS in speech-language pathology, you should research master’s degree programs you’re interested in to make sure your degree fits its requirements. Not all programs require this degree, but some may offer accelerated pathways if you do get it.  

There are other majors which can also provide a good background for speech-language pathology. Getting a psychology degree, for example, can cover some of the same ground. If you are pursuing another degree, be sure to research master’s degree programs that interest you and make sure your degree covers its prerequisites.  

Speech-language pathology graduate programs

It’s never too early to start looking into master’s degree programs. Beyond making sure you’re taking the prerequisite courses, you also want to ask yourself a few questions as you evaluate those programs.  

When you look at a program, be sure it’s accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association. Most states require you to graduate from an accredited program to get your license to practice.  

Here are some high-level questions you should keep in mind as you look at SLP programs.  

• How much does this program cost? When you’re calculating cost, you should definitely consider tuition, campus fees and program fees. You may also want to include the cost of university health insurance, if you aren’t already covered.  

• Where is this program located? You may move to a new town or city for a program. It’s important to consider the cost of living there, expenses like housing, food and transportation. 

• What kind of financial aid is available? Assistance like loans, financial aid and scholarships offset the cost of education. Scholarships may be offered by the university or by an outside source. Universities determine financial aid packages after you apply, but you can reach out to a program with specific questions. 

• Does the program offer graduate assistantships? This is another good way to offset the cost of education.  

• How long is the program? Typically, a full-time SLP master’s program lasts around two years. Part-time programs will take longer. Pacific offers an accelerated 15-month program for students with an undergraduate degree in speech-language pathology.  

• Is there a minimum GPA requirement?  

• Does the program require the GRE? Not all master’s degree programs require that you take the GRE. If you’re not certain, you should reach out to the program. 

• What do I want out of my graduate program? ASHA recommends that you consider your plans after graduation and use them to create personal criteria. These can be questions like, “Does this program offer concentrations?” or “Does it have such-and-such type of clinical experience?” 

Once you’ve created your list of options, you should compare the clinical opportunities available at each program. You need at least 400 hours of supervised clinical experience to get certified, which you get during your master’s degree program. You should pay attention to the quality of experiences they offer you.  

“We have two free, on-campus clinics for our community here in Stockton,” Sundarrajan says. “Our pediatric clinic. We have our Pacific Speech and Language Clinic in the same space. We also have a Language and Literacy Center, where our 24-month students participate. In that same space, we also have TBI groups, caregiver support groups and aphasia groups. So, we have a lot of different, specialized clinical experiences.” 

Master’s degree programs will often highlight their clinical opportunities on their web pages. If you have other questions, you can reach out to the program directly.  

With all that in mind, all that’s left to do is apply! Make sure you’re paying close attention to deadlines. Speech therapy master’s degrees are often competitive, so applying by the priority deadline can give you an edge.  

Application requirements vary by program, but you’ll usually need to submit your official transcripts, some kind of personal essay and three letters of reference. Another benefit of starting your search early is giving your recommenders plenty of time to get their letters done. 

Speech-language pathology certification and continuing education

Once you’ve completed your master’s degree, you still need to pass a test known as the Praxis Examination in Speech-Language Pathology and complete a clinical fellowship before you can get your license to practice. You can, optionally, also get certified. 

In some cases, like Pacific, you may take the Praxis before you graduate.  

“We want to ensure they’re all passing,” Sundarrajan says. “The Praxis is a combination of all these different topics across the lifespan, across all these disorders. We want to ensure they don’t forget anything before they take their big exam and recommend all our students take it over the summer before they go out for externship.” 

After passing the Praxis and graduating, you need to complete a clinical fellowship. During this time, you’ll apply your education to refine your skills and start working more independently. To complete this fellowship, you need to work, at minimum, for 36 weeks and complete 1,260 hours.  

It is your responsibility to find a mentor to practice under, who must meet certain qualifications. You can learn more about those qualifications on the American Speech-Language-Hearing Association’s website. In California, you need to apply for a temporary Required Professional Experience license to practice during this time.  

Once you’ve completed this fellowship, you are eligible to apply for a license to practice! The exact qualifications vary by state, so be sure to research the state you’re interested in. You can find California’s qualifications on the Department of Consumer Affairs website.  

Optionally, you can apply for ASHA’s Certificate of Clinical Competence in Speech-Language Pathology, known as a CCC-SLP, after completing these requirements.  

“It’s not necessarily required to practice, but it is required to bill for insurance in some cases, like Medicare and Medicaid,” Sundarrajan says. “So, most SLPs tend to have both.” 

Because speech-language pathology is a constantly evolving field, SLPs need to continue their education while they practice. Every three years, you need to complete at least 30 hours of professional development. Universities that offer SLP master’s degrees may also have professional development courses available.  

Become a speech-language pathologist

Your journey to becoming a speech-language pathologist, not counting undergraduate, will take two to three years. It requires planning and commitment, but it’s also a rewarding career where you’ll make a lasting impact on people’s lives.  

You might help a child form their language ability, support adults recovering from a medical condition or find ways to help someone regain their ability to communicate. SLPs are at the heart of this essential human trait.  

If you’re interested in an always growing and vital health care career, speech-language pathology is worth exploring. 

Health science is a broad and rapidly growing field that encompasses a wide range of disciplines, including community wellness, exercise physiology, audiology and clinical nutrition. It offers many opportunities for students interested in improving lives through health care, especially when undergraduate and graduate pathways are thoughtfully connected. 

“Students who pursue health science degrees or follow a pre-health pathway are afforded opportunities to prepare for graduate education through participation in on-campus clinics, pre-health advising and job shadowing,” said Kelly Lootz, Pacific’s director of graduate enrollment. “These opportunities open the door for students to explore graduate and professional education options early, giving them time to ensure they apply to the right program and fit the prerequisite requirements into their undergraduate studies.” 

Some universities offer structured pre-health pathways to guide students through their undergraduate degrees and into graduate-level training in fields such as physical therapy, dentistry, pharmacy or other health sciences. Students can even accelerate their programs of study, allowing them to graduate early and begin professional school sooner. 

“The biggest mistake I see students make is not working with the on-campus pre-health adviser or academic counselor,” Lootz said. “These professionals will work to ensure you meet the prerequisite requirements for your chosen graduate or professional program. By meeting with them early in your undergraduate career, you can plan your program of study to fit in the prerequisites needed for your intended program.” 

Undergraduate degrees 

Undergraduate health science programs tailored to specific areas of interest in health, wellness and medicine include: 

Health and exercise sciences: This program combines biology, physiology and kinesiology to prepare students for careers in physical therapy, athletic training and medical school. 

Human performance: Focused on optimizing movement and health, this major explores exercise science, performance coaching and rehabilitation science. 

Public health and community wellness: Students learn how to design and promote health programs for diverse communities, providing ideal preparation for work in public health, nonprofits and social services. 

Speech-language pathology: This bachelor’s degree is the foundation for becoming a speech-language pathologist. Students are introduced to communication sciences and disorders. 

Entry-level jobs for a bachelor’s degree in health science 

Health science majors who enter the workforce directly after their undergraduate degree can find meaningful work in clinical, community and business settings. Typical entry-level roles include: 

• Occupational therapy assistant: Assist patients in developing or recovering the skills necessary for daily living and working under the supervision of an occupational therapist. 

• Medical lab technician: Perform laboratory tests and procedures that assist physicians in diagnosing and treating diseases. 

• Audiology technician: Support audiologists by conducting basic hearing tests and maintaining equipment. 

• Medical assistant: Perform administrative and basic clinical tasks in hospitals, clinics, or physicians’ offices. 

• Community health specialist: Educate communities about healthy behaviors and connect people to local health resources. 

• Health care social worker: Assist patients in understanding diagnoses, navigating care systems, and accessing support services. 

• Health science writer: Create content on health topics for websites, medical publications or public health campaigns. 

• Pharmaceutical sales representative: Educate health care professionals about new medications and medical products. 

• Patient care advocate: Support patients by helping them understand treatment options, coordinate care and navigate insurance issues. 

Job outlook

The U.S. Bureau of Labor Statistics projects that employment in health care occupations will grow 13% from 2021 to 2031, significantly faster than the average for all occupations, resulting in approximately 2 million new jobs. This growth is driven by an aging population and increased demand for health care services.  

TIP: The last thing you want to do is arrive at your graduate program and discover that this isn’t your career goal. “During your undergraduate degree, shadow or volunteer at several health facilities,” said Lootz. “Some campuses make this even easier with on-campus clinical sites where health students work or volunteer their time. This will give you real-world experience and expose you to various career options and clinical sites so you can make the best choice for your future career.” 

Master’s degrees in health science

Many students pursue a master’s degree to specialize or meet licensure requirements in their desired field. Popular graduate programs include: 

• Master of Science in Athletic Training 

• Master of Science in Clinical Nutrition 

• Master of Science in Emergency Management  

• Master of Science in Nutrition Science 

• Master of Science in Nursing 

• Master of Physician Assistant Studies 

• Master of Social Work 

• Master of Science in Speech-Language Pathology 

Doctoral degrees 

Some health science students pursue doctoral-level training, especially in clinical fields or research-intensive areas: 

• Doctor of Medicine (MD) 

• Doctor of Osteopathic Medicine (DO) 

• Doctor of Dental Surgery (DDS) 

• Doctor of Audiology (AuD) 

• Doctor of Occupational Therapy (OTD) 

• Doctor of Physical Therapy (DPT) 

• Doctor of Medical Science (DMSc) 

• Doctor of Health Science (DHSc) 

Why study health science at Pacific? 

At University of the Pacific, students in health science majors benefit from hands-on learning, dedicated pre-health advising, and early exposure to clinical and professional environments. 

Pacific combines small classes, experienced faculty and industry partnerships with extensive hands-on learning. Students in Pacific’s health science programs are guided by faculty who care about their success and connect them with real-world opportunities. 

Students benefit from: 

• Experiential learning in on-campus clinics and research labs 

• Clear pathways from undergraduate to graduate education 

• Specialized scholarships for students who commit to working in the region after graduation (available in fields such as social work and clinical nutrition) 

Pacific’s undergraduate graduates have been admitted to top graduate and professional programs in these fields, including PharmD, DDS and physician assistant studies. 

Learn more about Pacific’s pre-health options. 

Arguably the best 3-point shooter in NBA history, it’s hard to imagine basketball without Golden State Warriors’ star Stephen Curry. But when the Warriors extended his rookie contract in 2012, it was considered a risky move. The main reason was his injury-prone ankles, which caused Curry to miss dozens of games in prior seasons. 

After getting ankle surgery that year, Curry and his trainers worked to mitigate that issue with targeted exercises. The treatment drastically reduced his number of injuries and kept him on the path to stardom. His experience shows the importance of athletic trainers in sports.  

Athletic trainers work with health care teams to prevent, treat and rehabilitate injuries and other medical conditions.  They often work under or alongside physicians to provide services like wellness education, examination, therapeutic intervention and emergency care.  

Despite the name, athletic trainers don’t work exclusively with athletes. They also work with physically active people in commercial settings, performing arts, civil servants and the military.  

The profession requires a mixture of specialized health care, therapeutic and human body knowledge. You need to complete an accredited master’s degree and pass a national exam to become a certified athletic trainer.  

You can see the importance of athletic trainers in Bureau of Labor Statistics data: it projects a 13% increase in employment by 2033. That’s more than triple the average employment increase, which sits around 4%.  

Being an athletic trainer isn’t just about working in an expanding field. It’s about helping people. Aron West, who earned an athletic training master’s degree from  University of the Pacific, says that’s why he does it.  

“I went to a small high school. So, when I got injured during team sports, I had no one to advise me or even let me know what was wrong with my body,” West says. “One of those instances caused me to almost lose my leg. If I had an athletic trainer, I would have been hurt two weeks instead of months and would not have needed three surgeries.” 

Here’s what you need to know about becoming an athletic trainer.  

What does an athletic trainer do?

A key part of an athletic trainer’s job is to prevent injuries, whether they happen in practice, during a game or in the workplace. In sports, for example, they conduct physicals, create conditioning programs and educate patients about proper warm-up routines.  

Despite this preparation and risk-mitigation, people do still get hurt. Athletic trainers, especially in sports, are trained to assess an injured person and provide immediate first aid. In emergencies, they stabilize the person until more thorough medical care is available.  

After an injury, athletic trainers also develop rehabilitation plans to help people heal as quickly and safely as possible. These treatment plans can include exercises, therapeutic intervention and other technologies so the injured person can return to a high level of performance and prevent reinjury.  

This work is vital for professional sports leagues, but that’s just part of the story. Many other institutions like universities, hospitals and businesses also rely on these professionals to keep people healthy.  

In fact, the National Athletic Trainers’ Association estimates around 50% of all athletic trainers work for universities, colleges, middle- and high schools. Athletic trainers also work in fields you might not expect, like the performing arts, the military, in occupational health departments or in commercial industry.  

West works as an injury prevention specialist for Amazon, where he tracks and mitigates occupational health concerns that can result in doctor’s visits and lost worktime.  

 “It’s just as busy as an athletic training room,” he says. “In this field, people work their body hard and for long hours, just like our athletes, so we refer to them as industrial athletes. 

Undergraduate education

While many fields have a “standard” undergraduate degree, like psychology or biological sciences, this is not the case for athletic training. Master’s degree programs in athletic training don’t require a particular degree. They do, however, require coursework in areas like biology, anatomy and physiology.  

So, if you want to get a master’s degree, you should research programs you’re interested in and keep their requirements in mind as you choose your classes. Degrees in sports medicine or kinesiology are good options, although they aren’t offered at all universities.  

Another good option is a bachelor’s degree in health and exercise sciences. This degree offers an interdisciplinary education to prepare you for careers or advanced study in athletic training, occupational therapy or physical therapy.  

Master’s degree programs also require a certain number of clinical observation hours verified by a certified athletic trainer. Many undergraduate programs build internships into the degree, but you can also look for opportunities with athletic trainers in high schools, community colleges or universities.  

Graduate school

In a Master of Science in athletic training program, you learn proven techniques to minimize injury risk, handle emergency situations and recover from injuries.  When you chose a program, there are a few things to keep in mind.  

You should be sure the program is accredited by the Commission on Accreditation of Athletic Training Education, also known as CAATE. Only those programs make you eligible to take the Board of Certification test required to become a certified athletic trainer.  

One of the measures of a program’s success rate is its first-time BOC exam pass rate. In its most recent review, 86% of Pacific’s graduates passed the exam on their first try.  

Your clinical education is one of the most critical parts of your athletic training master’s degree. That’s where you’ll get hands-on opportunities under the supervision of a certified athletic trainer, learn to apply your knowledge and build connections in the industry.  

So, when you’re choosing a master’s degree program, look at what kinds of clinical experiences they can offer you. In Pacific’s program, there are extensive opportunities for direct athlete care at the university itself, with other universities and with sports teams like Sacramento Republic FC and the San Jose Sharks 

Students in Pacific’s program have also done independent internships with the San Francisco 49ers and the Arizona Diamondbacks.  

“I got to work with hundreds of athletes,” West says. “I worked with multiple D1 teams, best-of-the-best athletes whose bodies went through a lot. I worked in a physical therapy clinic as well, so I saw a variety of injuries and learned so much from different experts in the field.” 

Once you’ve finished your master’s program, there is still a major step you need to take before you can start practicing as a certified athletic trainer.  

Athletic trainer certification

The Board of Certification for Athletic Trainers, more commonly known as the BOC, sets the standards for athletic training practices, certification and continuing education the U.S. It is the only body in the U.S. where you can get an certification as an athletic trainer.  

To get this certification, you need to pass the BOC certification exam. The exam tests you on the five domains of athletic training:  

• Risk reduction, wellness and health literacy 
• Assessment, evaluation and diagnosis
• Critical incident management
• Therapeutic intervention
• Health care administration and professional responsibility

You can apply to take this exam once you’ve obtained your CAATE-accredited master’s degree or are in your final semester/quarter before graduation. In either case, you will need your program director to confirm that you have earned or will earn your master’s degree. 

For more information about applying for the exam, test conditions or the scoring process, check out the 2025-2027 BOC candidate handbook.   

Licensing

In most states, once you’ve obtained your BOC certification, the next step is to get licensed. Licensing happens on a state-by-state basis, requiring you to submit an application and get a background check.  

There is one notable exception: California. The state of California does not license athletic trainers, although it is illegal to portray yourself as one if you haven’t graduated from a CAATE-certified program or passed the BOC certification exam.  

Pathways into athletic training 

If you’re interested in the field, chatting with a certified athletic trainer is a great first step. You should also research accredited master’s degree programs with an eye toward the clinical experiences they can offer you, and how they can prepare you for the BOC certification exam.  

Learn more about Pacific’s Master of Science in athletic training program. For specific questions, you can also contact a program director at msat@pacific.edu. 

There’s a distinct moment in every profession when the tides begin to shift. What we’ve always done no longer feels quite enough, and what’s coming next starts to take shape just on the horizon. That moment is now, especially in health care education. Artificial Intelligence is the wave.

Preparing occupational therapy students to lead

At University of the Pacific’s Department of Occupational Therapy, we want students to be curious, creative and prepared. We want them to not only keep up with the future of health care but help lead it. That’s why we’ve leaned into AI—not as a replacement for connection, but as a tool to deepen learning and amplify human-centered care.

Clinical knowledge comes first

AI is a tool, not a replacement for building clinical knowledge. OT students need to learn how to use AI, but more importantly, they need to be able to state why it matters clinically. It’s not enough to use technology. They must tie it back to outcomes, performance and the people they serve.

Imagine the possibilities

What if students could walk through a body system in 3D, seeing organs respond to movement? What if they could test their clinical decision-making with AI-generated case studies that adapt in real time? What if they could fail safely, reflect and grow—all before they ever step into a clinic?

We’ve asked those questions—and more importantly, we’ve found answers.

Hands-on learning with AI and XR

Our students are using virtual reality to understand complex anatomy and augmented reality to visualize function. They’re engaging with clinical reasoning tools that adjust scenarios based on their choices. Through it all, they’re becoming more confident, competent and compassionate practitioners.

Making innovation accessible

Students at University of the Pacific also learn how to use AI with both low-cost and high-cost options, making sure they’re equipped to meet the needs of all communities. Innovation doesn’t have to be expensive to be effective. It just has to be accessible, practical and meaningful.

Enhancing—not replacing—the human connection

This is not about taking shortcuts. It’s about sharpening our instincts, reinforcing what we know and expanding what we thought was possible. The goal is not to replace the therapeutic relationship. It’s to enhance it by ensuring our students are prepared with knowledge and perspective.

We still teach with our hearts. We still value human connection. But we are also committed to growth, evolution and preparing clinicians who will carry this profession forward.

AI is not the future. It is now. Our OTD program ensures that we teach students to use AI ethically and with a clinician’s mind.

Natalie Perkins

Natalie A. Perkins, PP-OTD, MEd, OTR/L, FIIE, FAOTA is the dynamic Department Chair, Program Director, and Associate Clinical Professor for the Doctor of Occupational Therapy Program at Pacific. A trailblazer in scholarship, teaching, and clinical practice, Dr. Perkins is passionate about advancing diversity, equity, and inclusion within the occupational therapy profession.

Darcy Leutzinger brings over three decades of frontline experience in public safety to his role as director of the Master of Emergency Management Systems (MEMS) program at University of the Pacific. A former police lieutenant, Leutzinger spent much of his career coordinating emergency response efforts, building interagency strategies and leading teams through critical incidents. Now, he’s helping students do the same by preparing them to manage complex emergencies with foresight, clarity and confidence. 

“Emergency management isn’t just about responding to disasters. It’s about understanding systems, thinking critically and leading under pressure,” Leutzinger says. “That’s exactly what we’re teaching at Pacific.”  

Experience meets education 

Leutzinger’s law enforcement career shaped his understanding of what effective emergency management really demands: strategic thinking, communication and the ability to coordinate across organizations. At Pacific, he helped shape the MEMS curriculum with that in mind.  

Students gain both theoretical grounding and applied skills in areas such as hazard mitigation, public policy, crisis leadership and disaster science. The program is designed for professionals from a range of sectors—public safety, health care, infrastructure and beyond—who want to lead during times of disruption and uncertainty. 

“Our goal is to graduate professionals who are ready to lead,” says Leutzinger. “We’re building a new generation of emergency managers who can handle today’s complex challenges.”  

Preparing for what’s next 

The MEMS program emphasizes real-world applications. Students engage in systems analysis, leadership case studies, and scenario-based planning exercises that mirror the complexity of today’s emergencies. Whether they’re preparing for natural disasters, cybersecurity threats or large-scale public health events, graduates leave equipped to manage evolving risks and strengthen the resilience of their organizations and communities. 

For Leutzinger, the move into higher education is a continuation of public service. “This work is about more than earning a degree; it’s about preparing others to serve,” he says. “Every student who comes through the MEMS program will go on to make communities safer, stronger, and better prepared for the future.” 

Darcy Leutzinger

Darcy Leutzinger is the director of the Master of Emergency Management Science program at University of the Pacific. With more than 35 years of experience in law enforcement, corporate security and emergency management, he brings real-world expertise to the classroom. He holds a PhD in Emergency and Protective Services and is a nationally recognized leader in active violence response and corporate security strategy.

Emergency management has long been tied to public health and government agencies, but that’s changing. As private companies face mounting risks like cyberattacks, natural disasters and global health emergencies, the need for skilled professionals who can help organizations prepare, respond and recover is growing rapidly.

From tech and finance to health care and manufacturing, businesses are investing in emergency management to protect operations, people and reputation. As a result, demand for qualified professionals is on the rise – as much as 25% through 2032* – making this a smart, future-focused career path. *Data provided by labor market analyst Lightcast.

Turn your emergency management degree into a meaningful career

Emergency management is a highly interdisciplinary field, making it a natural fit for individuals from a variety of undergraduate backgrounds. A Master of Emergency Management Science (MEMS) is perfect for people with backgrounds in business, engineering, communication and even political science. Your existing strengths will transition into a high-impact role where your unique background becomes a powerful asset.

Career outcomes: Where a master’s in emergency management science can take you 

Graduates of emergency management programs are finding exciting opportunities across a range of industries. Here are some of the roles you could pursue with a MEMS degree:

• Business continuity manager – Develop and implement plans to keep operations running during and after a crisis.
• Corporate emergency manager – Lead preparedness, response and recovery efforts for major corporations.
• Risk analyst or risk manager – Assess vulnerabilities and develop mitigation strategies for private organizations.
• Crisis communications specialist – Manage internal and external messaging during emergencies.
• Health care emergency preparedness coordinator – Oversee readiness and response plans for hospitals and health care systems.
• Logistics and supply chain resilience manager – Ensure supply chain continuity during disruptions.
• Cybersecurity incident response coordinator – Prepare for and respond to digital threats and breaches.
• Environmental risk consultant – Advise companies on mitigating risks from natural and technological hazards.

These roles are not only essential in today’s complex risk environment, but also make lucrative careers. According to Lightcast, these occupations earn average salaries as high as $102,897, and they offer the unique opportunity to make a tangible difference while building a rewarding career.

Why choose Pacific’s MEMS program?

Pacific’s MEMS program is designed to meet the demands of this fast-growing field. It combines leadership development with hands-on training in risk assessment, crisis communication and disaster logistics. You’ll gain the interdisciplinary knowledge and practical skills employers are looking for, whether you’re pivoting careers or leveling up in your current role. 

Looking to make a meaningful impact while advancing your career? Explore the Master of Emergency Management Science program at University of the Pacific to see how it can help you step into this in-demand field. 

Darcy Leutzinger

Darcy Leutzinger is the director of the Master of Emergency Management Science program at University of the Pacific. With more than 35 years of experience in law enforcement, corporate security and emergency management, he brings real-world expertise to the classroom. He holds a PhD in Emergency and Protective Services and is a nationally recognized leader in active violence response and corporate security strategy.

If you’re thinking about becoming an occupational therapist, gaining relevant experience now can give your application to University of the Pacific’s Entry-Level OTD program a serious boost. Shadowing, volunteering and related work experience not only make you a stronger applicant, but they also help you better understand what it takes to thrive in this meaningful, people-focused field. 

Occupational therapy shadowing: See OT in action 

Aim to complete at least 50 hours of observation in clinical, community, or educational settings. Shadowing a licensed occupational therapist gives you firsthand insight into client interactions, treatment approaches, and the day-to-day realities of the profession. 

Start by contacting local health care facilities or their volunteer services departments. You can also explore virtual options—videos from the American Occupational Therapy Association (AOTA), World Federation of Occupational Therapists (WFOT), and state associations are great places to begin. Planning ahead is key. Scheduling shadowing hours can take time, so get started early. 

Volunteering: Show your commitment to community

Consistent community service is another way to strengthen your application. Whether it’s helping at food banks, clinics, Habitat for Humanity or local schools, these experiences show admission committees that you’re committed to service and comfortable working with diverse populations. 

Volunteering also builds skills that matter in OT: empathy, cultural awareness, communication and adaptability. Be sure to highlight these takeaways in your application personal essay. 

Relevant work experience: Build real-world skills needed for occupational therapy 

Jobs like rehab aide, after-school program assistant or caregiver offer hands-on experience with individuals who may benefit from OT. These roles let you apply what you’re learning, develop strong communication skills and understand the broader health care landscape. 

If you’re already in the workforce, look for opportunities to take on responsibilities that connect to occupational therapy: supporting clients, engaging others in meaningful occupation, building physical skills, or managing activities of daily living. 

Your path starts here 

Preparing for an OTD program is about more than checking boxes. The time you invest in observing, volunteering, and working in the field will help you clarify your goals and communicate them clearly in your occupational therapy application. 

Whether you’re a recent grad or a working professional making a career shift, Pacific’s Entry-Level Doctorate in Occupational Therapy can help you turn your passion for helping others into a fulfilling career. 

Natalie Perkins

Natalie A. Perkins, PP-OTD, MEd, OTR/L, FIIE, FAOTA is the dynamic Department Chair, Program Director, and Associate Clinical Professor for the Doctor of Occupational Therapy Program at Pacific. A trailblazer in scholarship, teaching, and clinical practice, Dr. Perkins is passionate about advancing diversity, equity, and inclusion within the occupational therapy profession.

If you’re considering a career in occupational therapy (OT), understanding how graduate programs prepare students for real-world clinical practice is a key part of the decision-making process. OT education is designed to bridge the gap between classroom learning and hands-on patient care, equipping future clinicians with the skills they need to succeed in diverse health care environments. 

What to expect in an OTD program

A strong occupational therapy doctorate (OTD) program goes beyond lectures and textbooks. It emphasizes clinical reasoning, practical application and professional development. For students aiming to become licensed occupational therapists, it’s important to look for programs that offer a curriculum grounded in evidence-based practice and aligned with the demands of the National Board for Certification in Occupational Therapy (NBCOT) exam. 

At University of the Pacific, the OTD program incorporates the following core components: 

• Clinical reasoning development – Students are taught to connect theoretical knowledge with real-world challenges in clinical settings. 

• Hands-on learning – Simulations, labs, and fieldwork placements are built into the curriculum to foster applied learning. 

• Evidence-based practice in OT – Coursework is informed by current research, helping students stay up to date with emerging techniques and interventions. 

• Professional growth and leadership – Students are encouraged to engage in advocacy, leadership roles and interprofessional collaboration. 

Why clinical readiness matters for occupational therapy jobs 

For many new graduates, the transition from school to clinical work can be a major adjustment. Programs that integrate early exposure to clinical environments—through fieldwork, mentorship and experiential learning—help students enter the workforce with greater confidence and competence. 

A curriculum designed around clinical readiness can also support success on licensing exams and better prepare students for the challenges of real-world OT practice. 

What to look for in an OTD program 

If you’re exploring OTD programs, here are a few elements to prioritize: 

• Early and consistent opportunities for clinical experience 

• Curriculum focused on applying theory in practical settings 

• Faculty with real-world clinical experience 

• Support for research, innovation and leadership development 

• Preparation for NBCOT and other licensure requirements 

OTD program snapshot: University of the Pacific

Pacific’s OTD program integrates academic coursework with clinical training, mentorship, and community partnerships. Faculty members bring experience from various OT practice areas, helping students connect classroom learning with the realities of patient care. 

Students also have opportunities to engage in research and community-based projects, building skills that support long-term professional growth. 

Considering a doctorate degree in occupational therapy? 

If you’re looking into OT as a next step, whether you’re finishing a bachelor’s degree or already working in health care, researching programs that emphasize clinical readiness and hands-on learning can help you make an informed decision. 

To learn more about Pacific’s innovative OTD program, including admissions requirements and program structure, visit University of the Pacific’s OTD program website. 

Natalie Perkins

Natalie A. Perkins, PP-OTD, MEd, OTR/L, FIIE, FAOTA is the dynamic Department Chair, Program Director, and Associate Clinical Professor for the Doctor of Occupational Therapy Program at Pacific. A trailblazer in scholarship, teaching, and clinical practice, Dr. Perkins is passionate about advancing diversity, equity, and inclusion within the occupational therapy profession.

Sporting events, like the NCAA’s March Madness tournament, draw huge crowds and generate lots of excitement. Over the next few years, California is set to host several major sporting events including the FIFA World Cup, the Super Bowl and the Olympics.  With thrilling buzzer-beaters, shocking upsets and unforgettable moments, it’s easy to get caught up in the excitement. Behind the scenes, emergency managers work hard to keep players, staff and spectators safe. A master’s in emergency management can put you at the heart of the action.

Playbook for safety

Emergency managers are responsible for preparing for, responding to and recovering from crises. A master’s in emergency management science helps you develop crisis planning skills and provides training in event security and safety, experience in interagency collaboration and the ability to make real-time decisions under pressure. You will learn how to conduct risk assessments, develop emergency protocols and coordinate responses with law enforcement, medical teams and event organizers.

At sporting events, this knowledge is key to addressing the multitude of risks that could arise. Before a game even begins, emergency managers are hard at work conducting risk assessments and creating plans for any scenario such as:

Crowd control and safety

Thousands of passionate fans fill arenas, making crowd control a top priority. Emergency managers develop strategies to prevent congestion, ensure safe entry and exit and minimize risks associated with large gatherings. Security teams and crowd control personnel work together to maintain order, especially during high-energy moments when emotions run high.

Natural disasters

Emergency managers closely monitor weather conditions and work with local agencies to prepare for potential disruptions, including thunderstorms, tornadoes and floods. If severe weather threatens a game, emergency managers coordinate evacuations, issue safety alerts and work with event organizers to implement contingency plans.

Security threats

While sports is generally about friendly competition, large events also come with security risks. Emergency managers collaborate with law enforcement to implement screening measures, monitor for potential threats and ensure a rapid response in case of an emergency. From bag checks and metal detectors at entrances to advanced surveillance systems, security measures are designed to keep fans safe without taking away from the fun of the event.

Communication: The MVP of emergency management

In any emergency, clear and timely communication is crucial. Emergency managers use a variety of tools—public address systems, social media updates, stadium video boards and direct communication with security teams—to relay important safety information to attendees. Whether it’s a weather delay, an evacuation order or a medical emergency, a well-executed communication plan ensures that fans and staff know exactly what to do in any scenario.

If you are interested in the field of emergency management, careers in this profession offer a chance to make a real impact on public safety. Whether it’s managing high-profile sporting events or preparing communities for natural disasters, emergency managers play a vital role in keeping people safe when it matters most.

Learn more about Pacific’s Master of Emergency Management Science degree.

Darcy Leutzinger

Darcy Leutzinger is the director of the Master of Emergency Management Science program at University of the Pacific. With more than 35 years of experience in law enforcement, corporate security and emergency management, he brings real-world expertise to the classroom. He holds a PhD in Emergency and Protective Services and is a nationally recognized leader in active violence response and corporate security strategy.