How UWS Trains Future Naturopathic Doctors for Community Impact

Two women in white doctor's coats reviewing a file

Explore naturopathic medicine training at University of Western States, including hands-on labs, early clinical experience, and community-focused care.

 

At University of Western States (UWS), based in Portland, Oregon, learning how to become a naturopathic doctor is deeply tied to developing the curiosity, compassion, and critical thinking needed to care for the whole person. Students in the Doctor of Naturopathic Medicine program gain exposure to diverse health conditions, learn how to think diagnostically, and practice evidence-informed care that bridges science and humanity. For many, the experience shapes not just their professional competence, but also their philosophy of healing.

“After 30 years of practice, I can say we offer something really profound,” says Jennifer Means, NMD, faculty member and naturopathic physician. “Our ability to sit down and listen, and really figure out what’s going on with patients, is special.”

What Does Naturopathic Medicine Training Look Like at UWS?

The Doctor of Naturopathic Medicine program is a graduate-level degree that integrates biomedical sciences with clinical training. The training emphasizes hands-on laboratory instruction and evidence-informed clinical reasoning from the start of the program.

From the beginning, UWS students are immersed in hands-on learning that builds both confidence and capability. Courses like Lab Diagnosis bring scientific principles to life through active participation.

“In my Lab Diagnosis class, we work on each other. We draw blood on each other. It’s very much a hands-on class,” explains Dr. Means.

Beyond memorization, students learn how each test connects to patient outcomes. “By the end of their second term, I want them to be able to draw blood, process blood, and think differentially about what kinds of labs to run,” she says. “If someone’s fatigued, are you checking for anemia, thyroid, or adrenals?”

The analytical skill of linking symptoms to evidence is essential to clinical success. It’s what separates memorization from knowledge and ensures graduates are ready to practice with both precision and empathy.

When Do Naturopathic Medicine Students Begin Clinical Training?

Students in the Naturopathic Medicine program begin clinical education near the end of their second year, progressing from observation to supervised patient care.

How UWS Integrates Classroom Learning and Clinical Practice

Coursework at UWS is intentionally aligned with clinical experiences so students can apply diagnostic and therapeutic concepts in real patient settings.

Clinical education at UWS begins earlier than in many programs. Students transition from observation to supervised patient care around the end of their second year, allowing them to apply coursework to real clinical situations.

“As they’re going into their third year, they’re coming into the clinic,” Dr. Means explains. “They start off observing advanced students then move into hands-on practice under faculty supervision.”

These experiences prepare students for the demands of patient care, including managing schedules and navigating complex health presentations. “You’re managing people,” she says. “You’re managing your time but also learning how to enter into that relationship with focus and care.”

Why Communication Is Central to Naturopathic Training

Effective communication is a core clinical competency in naturopathic medicine, supporting individualized, patient-centered care.

Dr. Means emphasizes that learning to communicate effectively is just as critical as mastering medical skills. “Communication plays a huge role,” she notes. “We’re doing individualized medicine, not just treating depression but treating that person who has depression.”

In the clinic, students learn to listen deeply, convey empathy, and educate patients about their own health. These are all vital traits for a successful naturopathic career.

How UWS’ Teaching Clinic Supports Community Health

UWS’ teaching clinic provides no-cost appointments, expanding access to naturopathic care while giving students experience with diverse patient populations.

The on-campus clinic is central to its support of community health. “The cost of coming into the clinic is zero,” says Dr. Means. While patients may pay for supplements or lab work, appointments themselves are free, making naturopathic care accessible to a wide range of people.

This approach benefits both students and patients. Students enrolled in the Doctor of Naturopathic Medicine program gain exposure to a broad spectrum of conditions (from mild digestive issues to complex chronic illnesses) while patients receive personalized care that addresses the root causes of their health concerns.

That variety teaches adaptability and empathy. “You’ve got to meet people where they’re at,” she says. “Sometimes it’s getting someone to eat one vegetable a day, and for someone else, it’s exercising 180 minutes a week.”

This philosophy of meeting patients where they are lies at the heart of UWS’s approach. It reflects the belief that healing starts with understanding, not assumptions.

What Whole-Person Care Means in Naturopathic Medicine Education

Whole-person care in naturopathic education involves addressing physical, emotional, and environmental factors that influence health and healing.

The focus on whole-person health is a defining aspect of UWS’s naturopathic medicine program. This translates to treating the individual, not just the symptoms. Students learn to look beyond the surface to explore physical, emotional, and environmental factors that contribute to well-being.

“As naturopaths, we get a lot of people that fall outside the box of standard medical care,” Dr. Means explains. “They’re told, ‘Your labs look fine, there’s nothing wrong with you,’ but they still don’t feel well.”

In these cases, students learn how to use labs and patient histories to confirm or rule out possibilities, and to create care plans that combine clinical evidence with natural therapies. They’re trained to think critically, ask questions, and design interventions that consider both data and the patient’s lived experience.

How Students Learn Professional Boundaries in Clinical Training

Clinical training at UWS teaches students how to balance empathy with professional boundaries to support patients without overextension.

Students learn how to care deeply without carrying the emotional burden of every patient. “It’s not my job as a clinician to carry that but to help them navigate it and support them,” says Dr. Means. “That takes practice and inner work.”

These lessons, both scientific and emotional, shape how graduates approach their future patients and communities.

Licensure note:
Completion of the Doctor of Naturopathic Medicine program does not automatically confer licensure. Licensure requirements and scope of practice vary by state and are set by regulatory authorities.

Begin Your Naturopathic Medicine Path at UWS

For those exploring how to become a naturopathic doctor, the UWS Naturopathic Medicine program offers a curriculum grounded in evidence-based practice, early clinical training, and a commitment to community wellness. Students develop both the clinical skills and human understanding needed to deliver thoughtful, whole-person care.

Through faculty mentorship and real-world observation, students gain insight into professional practice beyond the classroom. “I have some students who come in every semester to observe what I do in my actual private practice,” Dr. Means shares. Through these experiences, UWS prepares students to serve patients from every background with skill and empathy.

Explore the UWS Naturopathic Medicine program to begin pursuing your career as a naturopathic doctor. Fill out the brief form below for more information.

Training in the US, Leading in Canada: How UWS Equips Future Health Care Providers

Photo of Canadian flag against a blue sky

Explore how Canadian students thrive in UWS chiropractic programs that meet U.S. and Canadian licensure, offering support, training, and global career prep.

Each year, Canadian students enroll at University of Western States (UWS) to pursue a Doctor of Chiropractic degree that prepares them for professional practice in both the United States and Canada. With an accredited curriculum aligned to cross-border regulatory standards, UWS offers a practical pathway for students planning to complete licensure and build careers in Canadian health care systems.

UWS’ Doctor of Chiropractic program emphasizes evidence-informed, patient-centered care while meeting the educational requirements necessary for Canadian Chiropractic Examining Board (CCEB) licensure. For Canadian students seeking broad clinical training and professional flexibility, this approach supports long-term career readiness across jurisdictions.

Explore how UWS empowers Canadian students to turn their goals into meaningful chiropractic careers.

Why Canadian Students Choose UWS for Chiropractic Education

Canadians make up 35% of the UWS student population, choosing to study at UWS due to a combination of program accessibility, licensure alignment, and professional preparation. UWS’ Doctor of Chiropractic program provides a more efficient pathway to licensure, allowing students to complete the program in three years. Canadian programs typically are designed to be completed in four years.

Geographic Access and Program Availability

For students from Western Canada, UWS’ location in Portland, Oregon offers a practical alternative to Canadian chiropractic programs, which are largely concentrated in Eastern Canada. Combined with cross-border accreditation, this proximity allows students to train in the U.S. while preparing for Canadian practice requirements. Additionally, the DC program at UWS has two intakes every year, allowing students more flexibility and access to the program.

Small Cohorts and Faculty Instruction

UWS delivers chiropractic education in small class and lab settings, supporting direct faculty instruction and applied learning. Coursework is grounded in evidence-informed care, with a focus on diagnostic reasoning, clinical decision-making, and patient management. This structure allows students to consistently apply foundational science to clinical scenarios encountered later in training.

“It is a great privilege to be a graduate from such an esteemed educational institute,” says. David Peeace, DC, a 1996 graduate of UWS. “This has instilled in me to give back to our esteemed profession.”

Proven Exam Success and Career Flexibility

UWS has a strong reputation for high board exam pass rates, reflecting the academic rigor and personalized support that prepare students for success. The ability to train in the United States while preparing for licensure in both countries offers unmatched flexibility after graduation. Some students return to Canada to care for their communities, others stay in the U.S. to gain experience, and some go on to practice internationally. See where UWS graduates are practicing around the globe.

A Cross-Border Alumni Network

UWS graduates benefit from a cross-border alumni network in the United States and Canada. For Canadian chiropractors, the network provides practical support during licensure, early career transitions, and practice development. These connections help graduates build professional relationships that support long-term career mobility on either side of the border.

Meeting Canadian Chiropractic Licensure Requirements with UWS

Preparing for licensure in two countries requires early planning and regulatory alignment. UWS’ Doctor of Chiropractic program is structured to support Canadian students throughout this process.

  • UWS’ program meets the standards of the Canadian Chiropractic Examining Board (CCEB) as well as U.S. regulatory boards, ensuring students are ready for licensure on either side of the border.
  • Accredited by the Council on Chiropractic Education (CCE), the program meets educational requirements across all 50 U.S. states, the District of Columbia, and several U.S. territories.

For Canadian students, this means their academic training aligns with CCEB exam content and competency expectations.

  • Core coursework includes anatomy, physiology, neurology, biomechanics, and diagnostic imaging
  • Program structure supports eligibility for both U.S. and Canadian licensure exams
  • Advisors familiar with Canadian regulatory requirements assist students with exam timelines and documentation

Because licensing requirements vary by province, UWS encourages students to stay informed and connected with their local regulatory bodies. The university’s admissions and advising teams are always available to help interpret requirements and ensure a smooth path to professional practice.

Curriculum and Testing Support

The UWS curriculum is designed to prepare students for clinical practice and board examinations simultaneously.

Students progress through foundational sciences before advancing into technique labs, diagnostic training, and clinical education. All coursework emphasizes evidence-informed practice and clinical applicability.

To support licensure readiness, UWS offers:

  • Individualized academic advising
  • Small-group exam preparation sessions
  • Faculty mentorship for CCEB exam planning and scheduling, helping students stay on track while balancing coursework and clinical training

This combination of rigorous academics and personalized support helps students develop effective study strategies, clinical reasoning skills, and exam readiness prior to graduation.

Hands-On Clinical Training That Prepares Canadian Students to Practice

UWS’s approach to chiropractic education is rooted in experience. Students start gaining practical skills early: first in technique and simulation labs, then through direct patient care.

From Labs to Clinics

Early lab work allows students to build confidence with adjustments and assessments in a low-pressure setting. As they advance, they transition to the university’s on-campus clinic and affiliated health care sites, where they work with real patients under faculty supervision.

Real-World Learning

During clinical training, students treat a wide range of patient presentations under faculty supervision. These experiences support the development of communication skills, diagnostic confidence, and treatment planning, which are essential for independent practice.

Preparation That Travels

Clinical training reflects interdisciplinary and preventive care models common in Canadian health care systems, supporting graduates as they transition back into practice environments across provinces. Canadian students may be able to complete part of their clinical training in Canada. Depending on the province, their clinical training in Canada could be up to nine months.

Resources and Support for Canadian Students at UWS

UWS provides structured support services that address the logistical and regulatory needs of Canadian students.

Admissions, Advising, and Licensure Guidance

Admissions and international student teams assist with visa processes and relocation planning. Academic advisors support course sequencing, exam preparation, and licensure planning specific to Canadian requirements.

Financial Aid and Cross-Border Planning

Financial aid counselors help Canadian students navigate government loan options, UWS scholarships, and external funding sources, providing clarity around tuition and cost planning.

Housing and Student Life Resources

UWS assists students in identifying housing near campus and encourages participation in professional and academic organizations that support networking and career development.

Alumni Network in Canada

Canadian alumni remain engaged with the university through mentorship and professional networking, offering guidance on licensure, clinic development, and career transitions after graduation.

How UWS Graduates Succeed in Canadian Health Care

UWS graduates return to Canada prepared to integrate into a range of chiropractic practice settings. With a strong foundation in evidence-informed practice and patient-centered care, UWS alumni transition smoothly into professional life, whether opening private practices, joining interdisciplinary clinics, or pursuing further research and specialization.

For example, Jennifer Forbes, DC, a 2000 graduate, opened her own clinic in 2002 and now oversees a multidisciplinary practice in British Columbia.

Canadian alumni consistently demonstrate strong CCEB exam performance and report confidence entering practice due to extensive clinical training and academic preparation. Many graduates contribute to community health through patient education, clinic leadership, and professional service.

By combining accredited U.S. training with Canadian licensure preparation, UWS graduates bring adaptable clinical skills and cross-border perspective to the Canadian health care system.

Grow Your Future in Chiropractic Care

For Canadian students, University of Western States offers a clear and practical pathway to chiropractic practice. Through accredited education, structured licensure preparation, and hands-on clinical training, UWS prepares graduates to meet professional standards in both the U.S. and Canada, helping to strengthen access to chiropractic care.

Explore our resource hub for Canadian students at UWS, or learn how UWS can help you prepare for a chiropractic career in Canada and the United States.

For more information, complete the brief form below.

Chiropractic Student Brings Portland Lessons Home to Canada

UWS Chiropractic student Mallory MacDonald smiles for the camera in front of a building on campus.

UWS’ Community-Based Clinical Education program allows students to gain experience wherever they wish to practice.

University of Western States has earned an international reputation and welcomes students from around the world. Over the years, many of those international students have come from Canada. Among the more recent graduates from our neighbors to the north is Mallory MacDonald from the Maritime province of New Brunswick. Like a lot of other Canadian UWS graduates, MacDonald took advantage of UWS’ Community-Based Clinical Education (CBCE), which uses a distributed network to allow students to engage in clinical immersions in many different health systems and geographic regions. MacDonald has returned to her home province to complete her preceptorship and begin her career. “I couldn’t imagine practicing anywhere else,” she says.

Growing up in a small town of 600 people, MacDonald was an avid athlete until a severe knee injury in high school ended her rugby career.  “I saw different physiotherapists for years, and I wasn’t getting the results I wanted,” she says. Ultimately, she found she got the best results from chiropractic care. The experience inspired her to pursue chiropractic as a profession.

A Lifetime of Athletics Led to a Career Helping Them Heal

When choosing among chiropractic schools, she considered a program in Toronto but preferred UWS because it offered a more condensed program, which meant that she could complete her training and begin practicing sooner. After a drive across North America, MacDonald arrived in Portland to find herself to be one of a large percentage of her classmates in the Chiropractic program who were Canadian. “I was the only one from the East Coast,” she says, “but it made for a better transition.”

Now, MacDonald is in her 12th and last quarter of the chiropractic program. “I did get very good clinical experience at University of Western States,” she says. “It prepared me well to practice, and I’m excited to start working professionally.”

Serving the Folks Back Home

For her preceptorship, MacDonald is working in a private multidisciplinary health care clinic in Fredericton, New Brunswick’s capital. Her chiropractic training, including her work in the UWS Health Center, gave MacDonald the experience necessary to work independently in her current setting.  “I see my own patients. I have my own schedule,” MacDonald says, and each day I have rounds with a different clinician at the clinic where I can ask them anything.” 

She hopes to practice in the same clinic in which she is currently working, as her educational journey comes full circle and likes the idea of giving back, especially among the athlete population. “When I was growing up it was hard to find the proper health care that I needed,” she says.

“We have students placed across Canada, including many in British Columbia and Alberta,” says Patrick Battaglia, DC, associate vice president of CBCE. “These placements highlight the CBCE program’s flexibility and commitment to serving students where they are.”

MacDonald agrees. The quality of the classroom instruction combined with hands-on experience in the school clinic, the presence of so many fellow Canadians in her cohort, and the opportunity to begin practicing in her home province straight out of chiropractic school all contributed to her positive educational experience. “The University of Western States did a really good job and was very welcoming to Canadian students,” she says.

Letter From the President

University of Western States President Dr. Nathan Long smiles for the camera in an official headshot photograph.

Dear University of Western States Community,

As I reflect on my first year as president of this remarkable institution, I am filled with immense pride and gratitude for the enduring spirit and commitment that define University of Western States. For 121 years, our university has stood as a beacon of excellence in chiropractic education and care, and it is with renewed energy that we nourish our roots, celebrating and supporting our Doctor of Chiropractic alumni who have carried our mission into communities near and far.

At the same time, UWS is embracing growth and innovation. The launch of our new naturopathic and occupational therapy programs stands as a testament to our dedication to whole-person health and our vision to expand the university’s impact. These additions not only diversify our academic offerings but also reinforce our commitment to advancing integrative health care education. This issue’s cover story captures the relationship between naturopathic medicine and the natural world from which the practice derives. And Michele Tilstra, Ph.D., explains the expertise behind the creation of our new hybrid, two-year Doctor of Occupational Therapy program in a wide-ranging Q&A.

In a time when higher education faces significant challenges, it is the strength of our community—our alumni, faculty, staff, and friends—that positions UWS to thrive. Your engagement, whether through time, talents, or treasure, is more vital than ever as we continue to build on our legacy.

I am also delighted to announce the revitalization of our continuing education program under the leadership of Patrick Battaglia, DC. Our upcoming Summer in December event in Maui exemplifies the spirit of renewal, professional growth, and opportunity that defines UWS today. As we look to the future, I invite each of you to stay connected and engaged, ensuring that our university remains a place of excellence, innovation, and community for generations to come.

Sincerely

Nathan Long, Ed.D.
President
University of Western States

UWS Doctor of Occupational Therapy Program Director Shares Vision for Hybrid OTD Training

Dr. Michele Tilstra, director of UWS’ new two-year hybrid Doctor of Occupational Therapy program, works with a student.

Michele Tilstra, Ph.D., OTD, OTR/L, leads UWS’ new two-year hybrid Doctor of Occupational Therapy program, blending clinical expertise with innovative teaching.

Michele Tilstra, Ph.D., OTD, OTR/L, program director of Occupational Therapy at University of Western States, has been a practicing occupational therapist for more than 30 years and is also an eight-year veteran of the higher education classroom. Dr. Tilstra blended her clinical and academic experience to create an innovative new two-year hybrid Doctor of Occupational Therapy program. We spoke with Dr. Tilstra to learn more about what this new Doctor of Occupational Therapy program offers students, graduates, and the communities they serve.

What is occupational therapy, and what do occupational therapists do?

Dr. Tilstra: The American Occupational Therapy Association’s definition is helpful: “Occupational therapy is a health care profession focused on helping clients maximize their independence and/or quality of life through participation in occupations that make their lives meaningful and purposeful.”  All of the individual activities you do during the day are your occupations, including self-care, household tasks, health management, rest and sleep, education, work, leisure, and social participation. Occupational therapy practitioners collaborate with clients to develop goals and treatments focused on quality of life and based on individual preferences, values, and beliefs. 

What makes the UWS Doctor of Occupational Therapy program unique?

Dr. Tilstra: A traditional program requires students to come to campus from 8 a.m. to 5 p.m., Monday through Friday. It’s their full-time job. They’re expected to be fully engaged in the program. They can’t have other commitments during that time.

We’ve found that doesn’t work for a lot of students, especially now, when people are using remote access to work around their life, home, and work schedules. An important part of the program’s design was to make the courses accessible across time zones, which means using prerecorded lectures or content videos that students can access whenever and as often as they want.

Occupational therapy is a hands-on career, so you can’t have a program 100% online, but we looked at how we can efficiently use every minute that students are on campus to make sure they are doing something with their hands.

When they come to campus, they will come about six days every semester during their first year. We call those six days “intensives” on purpose: It’s intense, hands-on training. They’re working with each other and faculty practicing clinical skills, using assessments, and different modalities that we have tried to refine as much as possible.

Who is the ideal student for the UWS two-year hybrid Doctor of Occupational Therapy program?

Dr. Tilstra: We are looking for individuals who are compassionate, curious, and committed to helping others, regardless of academic background. We value the diverse experiences that applicants bring. Typical applicants include junior undergrad students interested in a holistic health care profession; occupational therapy assistants working in the field who want to advance their practice; working adults who have a bachelor’s degree in another field but are looking to change careers. I have worked with students who previously studied education, dance, fashion design, nursing, psychology, exercise physiology, and construction. They have gone on to thrive in the occupational therapy profession.

How does the UWS Doctor of Occupational Therapy program teach mental health and whole-person care?

Dr. Tilstra: A key pillar of occupational therapy is mental health. it’s a specialty area, but it’s also integrated into every interaction that we have. Students have to complete a mental health course related to evaluation and intervention in mental health practice. That’s taken during their first semester because we integrate it throughout all the other courses.

In my hand therapy practice, I may be the first person who’s asked my patient who had a traumatic hand injury, who got their hand caught in a machine at work, “How are you sleeping?” I’ll ask, “How’s your relationship with your spouse who isn’t used to you being home for six weeks? How’s your anxiety?”

I might be working on the physical part of trying to improve their motion and their strength and the scar tissue in their hand, but I’m also having this ongoing conversation to provide them with mental health support. We teach students how to do that. It’s an important part of occupational therapy practice, no matter what area of practice they choose.

What is fieldwork in the UWS Doctor of Occupational Therapy program, and how does the capstone prepare students?

Dr. Tilstra: Fieldwork is broken down into two sections. There’s level one fieldwork that is required and built into the coursework when students are on campus. They will complete their level one training during that time. Their level two fieldwork comes in semesters four and five. Those are full-time clinical experiences that can be done anywhere in the U.S., plus we have a few in the Virgin Islands and other areas.

Semester six is the capstone. We call it a “project and an experience” because the experience must be 14 weeks during which they’ll complete a project. It may be a research project,  teaching a course, or running an innovative group treatment program. They get the opportunity to  experience research and academic presentations. That’s important because it gets their names out in the OT community.

What are the most common work settings and career paths for occupational therapists?

Dr. Tilstra: One of the most common areas that students go to are in the school system. They’re doing pediatric occupational therapy, working on handwriting skills, the ability to sit still, emotion regulation, social skills, anger management, those types of things.

Some go to a skilled nursing facility with a geriatric population to work with  someone who’s had a total hip surgery or a new onset of Parkinson’s but who wants to maximize their level of independence. Some graduates work in inpatient rehab that focuses on patients in the first 20 days after a stroke or a motor vehicle accident.

Other options are inpatient rehab for pediatrics, outpatient pediatric or hand therapy, neonatal intensive care, acute care hospitals, and behavioral health or mental health.

Why is demand for occupational therapists growing, and what population trends are driving it?

Dr. Tilstra: It’s our aging baby boomers. A large majority are going to need some kind of therapy services, and we don’t have enough occupational therapy practitioners to service all the people that need therapy. Most areas of the country are understaffed and desperate for occupational therapists. We’re seeing an upswing in demand, and I foresee that will continue, because there are just not enough OT practitioners graduating right now.

The Community Solution and Camosun College Sign Memorandum Expanding Learning Opportunities Internationally

Partnership expands international academic pathways, enabling Camosun kinesiology students streamlined entry into UWS’s Doctor of Chiropractic program.

The Community Solution Education System has entered a Memorandum of Understanding (MoU) with Camosun College opening opportunities to develop academic pathways for Camosun students to all six institutions within the nonprofit system.

“The Community Solution was founded with the belief that cooperation among colleges and universities benefits both students and institutions,” said Michael Horowitz, Ph.D., chancellor of The Community Solution Education System. “This partnership with Camosun bridges educational opportunities internationally, allowing students to advance their professional goals and contribute to their communities in a meaningful way.”  

The first of these is a formalized pathway for Camosun kinesiology students to access the Doctor of Chiropractic program at University of Western States (UWS).

“We are thrilled to collaborate with Camosun to develop pathways for students to further explore the field of chiropractic care,” said Nathan Long, Ed.D., president of UWS. “This partnership showcases our shared commitment to advancing whole-person health both in the U.S. and in Canada. As a proud member of The Community Solution Education System, we understand the critical role strategic relationships like this have in the advancement of student success and community impact. I look forward to seeing the relationship between UWS and Camosun blossom.”

The MoU will help establish a pathway for undergraduates to further their studies in chiropractic health care. The agreement creates a framework of benefits and collaborative offerings including the exchange of materials, joint research agendas and collection of data, and access to interdisciplinary grant opportunities. Additionally, Camosun kinesiology students enrolling in the chiropractic doctoral program at UWS are eligible to receive transfer credits for three courses (8.5 credits).  

“We’re pleased to partner with The Community Solution to promote academic cooperation and provide opportunities for further education for Camosun College students,” said Carly Hall, Dean of Health Sciences and Human Service at Camosun College.

The Bachelor of Kinesiology program at Camosun is a four-year applied degree program that prepares students with the knowledge and skills to work in the fields of exercise physiology, kinesiology, exercise therapy, fitness, high-performance sport, adapted physical activity, health and community recreation.

The UWS Doctor of Chiropractic (DC) program is a rigorous, 12-quarter doctoral program designed to be completed in three years. Students learn from experienced faculty with practice experience and clinical training at the UWS campus in Portland, Ore. The UWS DC program qualifies graduates with the coursework required for licensure in the U.S. and Canada.