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Gordon, Suzanne, PT, MACT, EdD

Gordon, Suzanne, PT, MACT, EdD

Gordon, Suzanne, PT, MACT, EdD

Professor Emeriti School of Physical Therapy

Contact Information:

Husson University
O'Donnell Commons
1 College Circle
Bangor, Maine 04401
Phone: 207.941.7000 Phone: Fax: 207.941.7883 Email: gordons@husson.edu Department Email:

Biography

Suzanne received her physical therapy education at University of Missouri (Columbia) a Masters of Arts in College Teaching at University of North Carolina, at Chapel Hill, and a Doctorate in Higher Education Leadership at the University of Maine (Orono). She is a pediatric physical therapist and has worked many years with children with physical disabilities. Dr. Gordon conducts research into educational and leadership processes within physical therapy programs and postsecondary education. She has a number of peer-reviewed publications and presentations in these areas.

Professional Statement

How does a student get off to a good start in college? By being involved in the campus community! Whether your decision to become a physical therapist reflects your interest in sports, or your fascination with how the body moves, or your commitment to helping others, the Husson Physical Therapy Program offers you the opportunity to engage in that interest while also supporting you in becoming a well-rounded individual. We encourage all of our students to Get Involved!

Research

Research:
Research interests focus on higher education leadership, the development of expertise in clinical instructing of physical therapists, and multicultural and social justice education of healthcare professionals. 

Grants:

Husson University Research Committee Intramural Grants, 2004, 2008, 2009, 2014, 2015, 2016

Peer Reviewed Presentations:

Gordon, S.P., & Morren, K. (2012, February 9). Identities and practices of the exemplary clinical instructor: developing a theory of expertise. Platform presentation at the APTA Combined Sections Meeting, Chicago, IL.

Iverson, S.V., Allan, E.J., & Gordon, S.P. (2010, November 18-20). The discursive framing of women and leadership in "The Chronicle of Higher Education.” Paper presented at the ASHE (Association for the Study of Higher Education) Conference, Indianapolis, ID.

Gordon, S.P., Fein, B., Leavitt, R., & Sharby, N. (2008, June 12). Educational model for developing multiculturalism and social justice advocacy. A 3.0 hour presentation presented at the APTA Annual Conference and Exposition, San Antonio, TX.

Gordon, S. P. (2007, February). Embracing multicultural frameworks: Exploring perceptions of physical therapist educators who teach for multiculturalism. Platform presentation presented at the APTA Combined Sections Meeting conference, Boston, MA.

Allan, E., Gordon, S.P., & Iverson, S. (2005, April 15). Re/thinking practices of power: The discursive framing of leadership. Paper presented at the American Education Research Association, Montreal. Ms. Gordon was supported in part by a Linda Lancaster Professional Development Fund Award, School of Education, University of Maine, Orono, ME.

Publications: 

Iverson, S.V., Allan, E.J., Gordon, S.P. (2016). Constructing the double bind: the discursive framing of gendered images of leadership in The Chronicle of Higher Education. Book chapter in Storberg-Walker, J. and Haber-Curran, P. (Eds), Advancing Women and Leadership Theory: Moving the Needle through Applied Theory Building. International Leadership Association. Charlotte, NC: Information Age Publishing, Inc.

Gordon, S.P. (2013) Commentary on “Preparing new clinicians to identify, understand, and address inappropriate patient sexual behavior in the clinical environment.” Journal of Physical Therapy Education: 27(2), 14-15.

Gordon, S.P. (2013). Bridging the differences of diversity: communicating in the borderlands, Chapter 6. In L. Hack and J. Gwyer (Eds.) Evidence into Practice: Integrating Judgment, Values, and Research (pp.73-100). Philadelphia: F.A. Davis Company.

Gordon, S.P., Iverson, S.V., & Allan, E.J. (2009). The discursive framing of women leaders in higher education, Chapter 5. In E.J. Allan, S.V. Iverson, & B. Ropers-Huilman (Eds.) Re/constructing Policy in Higher Education: Feminist Poststructural Perspectives and Policy Analysis (pp.81-105). New York: Routledge.

Morren, K.K., Gordon, S.P., & Sawyer, B.A. (2008). The relationship between clinical instructor characteristics and students perceptions of clinical instructor effectiveness. Journal of Physical Therapy Education: 22(3), 52-63.

Allan, E., Gordon, S.P. & Iverson, S. (2006). Re/thinking practices of power: The discursive framing of leadership in The Chronicle of Higher Education. The Review of Higher Education, 30(1), 41-68.

Gordon, S.P. (2006). An exploration of educators’ perceptions concerning the multicultural education of students in New England physical therapist programs (Doctoral dissertation). University of Maine, Orono, ME.

Gordon, S.P. (2005). Making meaning of whiteness: a pedagogical approach for multicultural education. Journal of Physical Therapy Education, 19(1):21-28.