TEACHES IN THE FOLLOWING PROGRAM(S)
Physical Therapy (DPT)Department of Physical TherapyBiography
After 16 years of full-time practice as a physical therapist, Dr. Deprey joined Carroll University in 2000, bringing real-world clinical experience to the classroom. She became director of Carroll’s Doctor of Physical Therapy program in 2015 and holds emeritus status as a board-certified clinical specialist in geriatric physical therapy through the American Board of Physical Therapy Specialties.
Her commitment to community care led her to establish the Therapeutic Abilities Clinic (TAC), Carroll’s first pro bono clinic, serving people with neurological disorders. Extending that commitment beyond the local community, she also led the university’s first international clinical experience, accompanying four students to Guatemala to provide physical therapy care to underserved communities.
Dr. Deprey brings her passion for working with people with disabilities to her scholarship, with publications in national and international journals. Over the past 30 years, her dedication to students and patients has earned her two teaching awards and two local awards for clinical excellence.
Education
- PhD in Healthcare Administration and Education, William Carey University
- Doctor of Physical Therapy, MGH Institute of Health Professions, May 2007
- Master of Science in Physical Therapy with Neurological Emphasis, Rosalind Franklin University of Medicine and Science, June 1997
- Bachelor of Science in Physical Therapy, Rosalind Franklin University of Medicine and Science/ The Chicago Medical School, June 1993
Areas of Specialization
Board-Certified Geriatric Clinical Specialist Emeritus
Virtual Dementia Tour ® Certified Trainer
Scholarly and Professional Achievements
Publications
Deprey SM, Kobiske K. Dementia simulation impact on empathy of nursing and physical therapy students: A quantitative study. Clinical Simulation in Nursing. 2023, 81:1-11.
https: //doi.org/10.1016/j.ecns.2023.03.005
Kobiske K, Deprey SM. A dementia simulation as a teaching strategy for nursing and physical therapy students A qualitative study. Clinical Simulation in Nursing. 2022, 67: 11-17. https://doi.org/10.1016/j.ecns.2022.03.007
Deprey SM. Outcomes of Flipped Classroom Instruction in an Entry-level Physical Therapy
Course. Journal of Physical Therapy Education. 2018:32(3):289-294
Deprey SM, Biedrzycki L, Klenz K. Identifying characteristics and outcomes that are
associated with fall-related fatalities: multi-year retrospective summary of fall
deaths in older adults from 2005-2012. Injury Epidemiology. 2017: 4:21
Deprey SM, Biedrzycki L, Klenz K. One Wisconsin County’s Experience with Fall-Related
Mortality. Wisconsin Medical Journal. 2015:114. (6); 253-256.
Livingston J, Deprey SM, Hensley C. Clinical decision and diagnostic process in a
young adult female with lateral hip pain: a case report. International Journal of
Sports Physical Therapy. 2015;10 (5).
Talatzko SB, Deprey SM, Hager N, Comprehensive facility-wide approach improves outcomes
after lower extremity surgical arthroplasty in an acute care hospital. Journal of
Healthcare Quality. 2014; Vol36, No 3:17-27.
Deprey SM, Older Adult fatal fall analysis in Waukesha County. Wisconsin Coroners
and Medical Examiners Newsletter. Fall 2010. pgs 4-5
Deprey SM. Descriptive analysis of fatal falls of older adults in a midwestern county.
Journal of Geriatric Phys Ther. 2009; 32:23-28.
Brosky JA, Deprey SM, Hopp JF, Maher EJ. Physical therapist student and community
partner perspectives and attitudes regarding service-learning experiences. Journal
of Physical Therapy Education. 2006;20:41-48.
Brosky JA, Hopp JF, Miller TB, Deprey SM. Integrating Theory and Practice on Wellness
and Prevention with Older Adults in Self-Contained Clinical Education Experiences.
Journal of Physical Therapy Education. 2001;15:29-36.
Deprey SM Use of Unstable Surfaces to Enhance Balance in Elderly Patients. Issues
on Aging Spring 1998. (Abstract)
Deprey SM. Random Practice to Enhance Safe Compensation of Neurological Deficits;
A Case Report. Neurology Report. 1999;23:52-56
Presentations
Deprey SM, Shields K. Addressing Rehabilitation Needs Abroad Through the Merging of
Service Learning and Clinical Education. 4th Annual conference on Applied Learning
in Higher Education. St Joseph, MO. 2009.
Maher E, Erickson M, Deprey SM, Hopp J. Service Learning - Six Years of Bridging the
Gap Between Classroom and Clinic. APTA Annual Conference and Exposition, June, 2006.
(oral presentation, education session 3 hours)
Brosky JA, Deprey SM, Dornemann T, Hopp, JF, Miller TB. Integrating Service-Learning
into an Entry-Level Physical Therapist Curriculum. Section of Education, Combined
Sections Meeting, Boston, MA 2002.
Deprey SM. Using Unstable Surfaces to Enhance Balance in Elderly Patients. Presented
as a platform at American Physical Therapy Association Combined Sections Meeting Boston
MA, 1998
Peer Reviewed Poster Presentations and Abstracts
Deprey SM, Grafenauer R, Hunt A, Smith J. Use of Video Feedback during Chronic Stroke
Rehabilitation. APTA CSM San Diego CA Jan 2013
Smith J, Deprey SM, Hensley C. Clinical decision and diagnostic process in a young
adult female with lateral hip pain: a case report. APTA CSM San Diego CA Jan 2013
First V, Deprey SM. Implementation of the Barry-Albright Dystonia Scale in a long-term
care facility for the developmentally disabled. APTA CSM San Diego CA Jan 2013
Deprey SM. Dosing and Timing of PT Intervention after Stroke: Preliminary Results
of a Pretest-Posttest Outcome Study. APTA Combined Sections Meeting. New Orleans,
LA.2/2011
Deprey SM. Student perspective of an international service-learning experience. APTA
Combined Sections Meeting. Las Vegas NV.2/2009
Deprey SM, Maher E. Preliminary Descriptive Analysis of Fatal Falls in Older Adults
in a Midwestern County National Physical Therapy Conference Denver CO.6/ 2007.
Truskowski C, Deprey SM, Hopp JF, Miller TB, Gosch J. Physical Therapist Student Self
Assessment Ratings and Clinical Instructor Ratings Utilizing the Clinical Performance
Instrument During Service Learning Practicums and Clinical Internship Experiences.
APTA Combined Sections Meeting New Orleans, LA,2/2005
Miller TB, Deprey SM. Analyzing Blood Pressure Responses in Clients Receiving Soft
Tissue Massage from Student Physical Therapists. National Physical Therapy Conference
Chicago, IL. 6/04
Service to Carroll University and Profession
- Faculty Board of Inquiry 2014-2015
- Faculty Executive Committee 2020-2022
- Faculty Staff and Concerns Committee 2022
- Graduate and Professional Academic Steering Committee 2003-2008
- Health Sciences Dean Search Committee 2018
- HLC Committee (Criteria 2) 2015-2017
- IPE task force 2013-2014
- Marketing and Communications Director search Committee 2013.
- PA search committee 2011& 2012
- PA Task force and curriculum development
- Planning and Budget 2015-2017
- Student Life Committee 2001-2002, 2008-2009
- Tenure and Promotion 2009-2013. Chair 2011-2012
- Tenure and Promotion 2018-2020
- Tenure and Promotion Alternate 2020-2021
- University President Search Committee 2017
Service to Carroll University and Profession
MATC Physical Therapist Assistant advisory board member 2018- present
Honors and Awards
- Carroll University: Benjamin F Richason Jr, Award May 2017
- Carroll University: Norman and Louise Allhiser Award for Excellence in Teaching 2009
- Mary Pat Murray Award for Clinical Excellence November 2009
- Mary Pat Murray Award for Clinical Excellence November 1997
What is your teaching style?
I start with what students already know and help them make meaningful connections between new ideas and real-world patient care. I encourage students to explore and apply concepts to clinical situations so that learning becomes something they can use in practice, not just something they memorize.
Why do you do what you do?
I love helping future physical therapists grow into thoughtful, adaptable clinicians. For me, teaching is about helping students move beyond “What do I need to know for the exam?” to “How can I use this information to make a difference in someone’s life?”.
How do you make learning engaging?
I try to bring learning to life through real clinical examples, everyday situations, and in- class activities. Whenever possible, I include community-based experiences that let students apply what they’re learning beyond the classroom. These opportunities challenge students to connect ideas, think through situations that don’t have easy answers, and see why their learning matters.
