Interprofessional Education


Stockton University has always been dedicated to Interdisciplinary education.  In 2010, the World Health Organization (WHO) defined Interprofessional Education (IPE) as follows: "When students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes. Once students understand how to work interprofesssionally , they are ready to enter the workplace as a member of the collaborative practice team."

Faculty from the School of Health Sciences (SHS) embraced the importance of engaging students in interprofessional learning experiences to prepare them for future careers.  This initiative expanded to include collaboration with additional programs at Stockton (Education, Social Work, Business, and Psychology) as well as community partners. 

The programs that constitute the Inteprofessional Education Team are: 

  • Health Science (BSHS)
  • Doctor of Physical Therapy (DPT)
  • Master of Science in Occupational Therapy (MSOT)
  • Master of Science in Communication Disorders (MSCD)
  • Social Work (SOWK)
  • Exercise Science 
  • Nursing 
  • Education 
  • Business 
  • General Studies 

Why is IPE important?

When students from across difference disciplines are educated collaboratively, they often have a better understanding of their colleagues’ roles. As a result, health outcomes can be improved. See our student interviews to understand the benefits that interprofessional collaboration and communication have for future professionals at Stockton University.



Mission Statement

To provide opportunities for Interprofessional Education (IPE) and collaboration for students, faculty, and community partners.

Make a Donation


  1. Serve as a resource for curriculum and course design for IPE acitivities.
  2. Develop tools to assist faculty to incorporate IPE in the curricula and quantify outcomes of student, faculty and community engagement.
  3. Integrate the IPEC Core Competencies in University wide learning experiences.
  4. Implement strategies to engage students in IPE.
  5. Increase faculty participation in IPE activities.
  6. Participate in the education of community partners and other constituents related to interprofessional collaborative practice.
  7. Offer IPE faculty development activitites.
  8. Contribute to the evidence based body of knowledge related to IPE.