Occupational Therapy

Overview

Enrollment in the Occupational Therapy Doctorate (OTD) program is limited each year to 30 students.  Application scores include the following factors:

• Academic status – prerequisite and overall GPAs
• Application essay
• Three pre-professional evaluations and recommendations (See required form in the admission
  packet)
• Community/Volunteer service (Does not have to be with an Occupational Therapist, healthcare related, or in a healthcare facility)

To be considered for the OTD program, applicants must apply to BOTH the Arkansas State University (AState) graduate school and the OTD program. Admission into the graduate school does not guarantee admission into the OTD program. We prefer applicants to apply to the graduate school before you submit your program application in February. If you do not have a Bachelor’s degree, please include your most current transcript through the Fall semester before your application in the Spring semester.

For information on how to apply to the graduate school, go to https://www.astate.edu/info/admissions/graduate/how-to-apply/.

For information on the OTD program, go to https://www.astate.edu/college/conhp/departments/occupational-therapy/.

Admission Requirements

In order to be eligible for application to the Occupational Therapy Doctorate program, applicants must meet the following minimal requirements:

• Within 1 semester of completing a Baccalaureate degree from an accredited University or College if you do not already have a bachelor’s degree.
• Application to AState graduate school.
• All transcripts submitted to the AState graduate school.
• Program prerequisites with a minimum grade of “B” required in all Applicants must have a minimum of 20 prerequisite credit hours completed at the time of application on February 1.
• A prerequisite GPA of 3.0 or higher on a 4.0 scale.
• A cumulative GPA of 0 or higher on a 4.0 scale of all college work attempted.
• 30 hours of documented community service. 20 hours must be in a
  single location.
• 3 pre-professional recommendations (must use admission packet forms).
• English proficiency requirements, if foreign born (see application p. 6).
• Applicants scoring 70 or higher on the admission application will receive automatic. consideration by the admissions committee.
• Scores between 65 and 70 will be reviewed on a case-by-case basis for admission.
• Scores below 65 will not be considered for admission.
• Any incomplete application will not be considered for admission

*Note: The GRE is NOT required in order to apply. We do not accept unsolicited letters of recommendation. Applicants should only use the pre-professional recommendation forms included in the application packet.

Students admitted to any College of Nursing and Health Professions program must meet professional course requirements stated in the A-State Graduate Bulletin. 

The following is required if accepted into and before beginning the OTD program.

1. CPR for the health professional from the American Heart Association
2. Evidence of Hepatitis B immunization or signed declination statement
3. Copy of valid health insurance card
4. Copy of professional liability insurance (minimum of one million in coverage)
5. Background check

Required Prerequisite Courses

If you are applying from another university, the course titles may be different. Courses in column 4 are examples of course titles that will substitute for prerequisite requirements.  Contact the OTD program director to make sure your prerequisite courses are acceptable. Course descriptions for Arkansas State University are in the undergraduate bulletin at www.astate.edu/registrar/.

*If you attend a university/college other than Arkansas State, we advise you to contact Dr. Christine Wright, OTD Program Director, to confirm the acceptance of your prerequisite courses. Contact Dr. Wright at cwright@astate.edu.

**If your Medical Terminology course is less than 3 credits, it may affect your prerequisite GPA. We recommend taking the full 3 credits for Medical Terminology.

Bonus Courses

Applicants that have completed courses listed at level 3000 or higher with a grade of A or B can earn up to 5 bonus points. Bonus courses can be in any academic discipline except for athletic courses. Prerequisite courses cannot be used for bonus courses. 

Application Scoring

The maximum score for any applicant is 100 points. A minimum score of 70 guarantees consideration for admittance to the program. Scores of 65 - 70 may be considered for admittance to the program. A score below 65 will not be considered for admittance to the program.

Spanish Proficiency Bonus

Spanish proficiency is not required for application but can enhance the applicant’s overall score. Students must prove their proficiency by taking the ACTFL – OPI (Oral Proficiency Interview). Spanish proficiency scores must be submitted before February 1. Additional information can be found at http://www.languagetesting.com/oral-­‐proficiency-­‐interview-­‐op

Students Applying to the AState OTD Program from non-AState Undergraduate Programs

The AState OTD program does not admit students preferentially with a baccalaureate degree from AState and/or prerequisite coursework from AState.

To be considered for the AState OTD program, an applicant must complete a baccalaureate degree from an accredited school recognized by the U.S. Department of Education and a regional accrediting body.  Pre-requisite coursework must also be completed from an accredited school recognized by the U.S. Department of Education and a regional accrediting body. If an applicant takes any OTD prerequisites at another school, the OTD program director may request a copy of the course syllabus to assure that the course covers the same content as the Arkansas State University prerequisite courses.

To ensure that prerequisites from other schools will meet the AState OTD program requirements, applicants are encouraged to request course reviews from the OTD program director/Department Chair prior to submitting an application. 

Pre-requisite requirements from an accredited university other than AState

• Anatomy I and II with labs (2000 or higher): Minimum of a 2000 level and a grade of B or higher. . If the course is not at the 2000 level or at least 3 credits, the applicant must seek permission from the Department Chair to accept the course.
• Medical Terminology (1000 or higher): 1 – 3 credit hours and a grade of B or higher in an undergraduate (1000 level or above). If your Medical Terminology course is less than 3 credits, it may affect your prerequisite GPA. We recommend taking the full 3 credits for Medical Terminology even if more than one course needs to be completed.
• Physics (2000 level or higher): Minimum of 3 credit hours and a grade of B or Physics lab is not required. If the course is not at the 2000 level or at least 3 credits, the applicant must seek permission from the Department Chair to accept the course.
• Introduction to Psychology (1000 level or higher): Minimum of 3 credit hours with a grade of B or higher. If the course is not at least 3 credits, the applicant must seek permission from the Department Chair to accept the course.
• Abnormal Psychology (2000 level or higher): Minimum of 3 credit hours with a grade of B or higher. If the course is not at the 2000 level or at least 3 credits, the applicant must seek permission from the Department Chair to accept the course.
• Developmental Psychology (2000 level or higher): Minimum of 3 credit hours with a grade of B or higher. If the course is not at the 2000 level or at least 3 credits, the applicant must seek permission from the Department Chair to accept the course.
• Applied Statistics (2000 level or higher): Minimum of 3 credit hours and a grade of B or If the course is not at the 2000 level or at least 3 credits, the applicant must seek permission from the Department Chair to accept course.

English Proficiency Requirements

The Department of Occupational Therapy requires a high level of proficiency in English so that all students will be able to fully meet academic and clinical objectives as well as meet criteria for professional licensure.  All *foreign-born students must take one of the following tests:

1. Test of English as a Foreign Language (TOEFL) with a score of 83 on the preferred internet-based test (iBT), 570 on the paper-based test, or 213 on the computer-based test.
2. International English Language Testing System (IELTS) with a score of at least 6.5 and a spoken band score of 7.
3. Pearson Test of English Academic (PTE) with a score of 56.

The TOEFL is available at the A-STATE Testing Center. When taking the exam off campus, the report code for Arkansas State University is 6011.

Advanced placement

The admissions process for the Occupational Therapy Doctoral program requires letter grades to determine overall and prerequisite GPA's, therefore AP exam scores will be calculated in the following manner: Exam scores of 3 or above are three credits at a grade level of B.

Credit for experiential learning or work experience

Experiential learning and prior work experience are not accepted as substitutes for academic requirements.

Transfer students

Transfer students will be considered on a case-by-case basis.  Students that are currently enrolled in another accredited OTD program may apply to the AState OTD program using the regular admissions process. Should a transfer student be admitted to the AState OTD program, up to nine graduate credit hours may be used to satisfy degree requirements of the OTD. The OT department admissions committee reviews syllabi from previous OT program and determines which courses meet AState OTD standards.  The OT department admissions committee and AState graduate school determine if a student may transfer.

Application Procedure

1. Submit the full and complete application packet on or before February 1 using the following address:
   
        Christine Wright, Chair
        Arkansas State University – Jonesboro
        College of Nursing and Health Professions
        Occupational Therapy Department
        PO Box 910
        State University, AR 72467

Incomplete or late applications will not be considered. Students will be notified of their acceptance status by March 31.

2. Apply to the graduate school at Arkansas State University. Application instructions can be found online at http://www.astate.edu/info/admissions/graduate/how-to-apply/.
   
   
3. Submit all transcripts and immunization records to the graduate school. DO NOT send transcripts and immunization records to the Occupational Therapy department or submit transcripts and immunization records with the Occupational Therapy application.

Questions:  For questions regarding the application, please contact Dr. Christine Wright, Chair, Department of Occupational Therapy at cwright@astate.edu. Please send questions via email. Messages left by phone are difficult to return during application season between August 1 and April 30.

Complete application instructions and application packet can be found online at OTD Application Packet.

Accreditation

The Occupational Therapy Doctorate program at Arkansas State University is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE):

                       Accreditation Council for Occupational Therapy Education
                                  American Occupational Therapy Association
                       7501 Wisconsin Avenue, Suite 510E Bethesda, MD 20814
                                                 Phone: 301.652.6611
                                                Email: accred@aota.org
                                            Website: www.acoteonline.org

Matriculation

The Occupational Therapy Doctorate program consists of 9 semesters totaling 120 credit hours. Upon graduation from the OTD program, students must take the required National Board exam hosted by the National Board for Certification in Occupational Therapy (NBCOT) to practice occupational therapy. Students are strongly encouraged to take the NBCOT board exam within six months after graduation.  

The National Board for Certification in Occupational Therapy (NBCOT) requires all graduates to pass a background check prior to taking the NBCOT board exam. Failure to pass the NBCOT background check prohibits the licensed practice of occupational therapy.

Upon passing the NBCOT examination, the student will become a registered Occupational Therapist (OTR) and then may apply for state licensure.  All 50 states have regulatory laws for occupational therapists and require licensure. Frequently these state requirements are met through the same education and training required to maintain certification with NBCOT.

The OTD program is a lock-step program. Students must maintain satisfactory grades in each semester; otherwise the student can be placed on probation or dismissed from the program. The OTD Program requires timely completion of the all degree requirements, including all didactic coursework, Level II Fieldwork rotations, OTKE exam for third-year entry and Capstone. To progress in the professional curriculum, students must: 

1. Maintain a 3.0 cumulative GPA in all Occupational Therapy Program courses, fieldwork, and Capstone,
2. Receive grades of 75% or better in all professional courses,
3. Maintain academic integrity and professional behavior in classroom, laboratory, any fieldwork sites visited, and in the community,
4. Maintain the standards of affiliating fieldwork facilities, and
5. Exhibit affective behaviors consistent with the Professional Behavior Expectations and AOTA Code of Ethics.

Fieldwork Requirements

Level 1

The curriculum includes four (4) Level I fieldworks, allowing the student to acquire 40 hours of clinical experience in each of the following areas: aging adults, psychosocial, neurorehabilitation and pediatrics. The Level 1 fieldworks support students’ integration of learned information to applied clinical contexts. Fieldwork assignments are designed to foster students in developing clinical reasoning skills and to develop knowledge about the principles of occupation. Level I experiences are integral to the curriculum design and include direct observation and participation in selected aspects of care. Level I experiences may relate to occupational therapy service delivery, or they may be under the supervision of related professionals in emerging practice areas.

Level II

The curriculum also includes two (2) Level II fieldworks each 12 weeks in length. Students are at fieldwork sites full-time during Level II experiences. Level II Fieldwork is designed to facilitate the student’s personal and professional development. The integration and application of clinical reasoning and practical skills will be required in both of the Level II experiences, during which students will provide occupational therapy services to a range of individuals. The fieldwork experiences are provided at approved facilities with supervision to meet professional accreditations standards. Students are responsible for all aspects, including expenses, of the occupational therapy process during the Level II experiences.

The student must successfully complete all coursework and Level II fieldwork and pass a pre-NBCOT competency practice examination requirement prior to the commencement of the doctoral experiential component.

Capstone

The third level of fieldwork is called Capstone and affords students with a final learning experience in clinical practice, research, theory, leadership, program development, policy development, advocacy or education.  Capstone is a minimum of 14-weeks or 560 hours and must occur under the supervision of a mentor with expertise in the area of the Capstone. Prior fieldwork or work experience may not be substituted for Capstone. Capstones may not occur at a student’s place of employment. Capstone is student driven and provides the opportunity to apply didactic knowledge, leadership and advocacy skills in an area of interest. Students participate in two capstone preparation courses to develop their capstone project. The semester leading up to the Capstone rotation focuses beyond generalist content in order to round out the student skills for the capstone experience. 

**Students are responsible for all fieldwork and Capstone expenses.

Program Completion and Graduation

To graduate from the program, students must achieve a final grade of 75% or higher on all didactic courses, have a 3.0 overall GPA at the time of graduation, pass all fieldwork levels, and pass Capstone.

Students have up to 24 months after completion of the didactic coursework to complete both Level II Fieldwork rotations and Capstone experience. Timely completion of the program is monitored by the student and his/her faculty advisor using the Degree Works system (https://www.astate.edu/a/registrar/FAQ/degree-works/index.dot).

Certification and Licensure

NBCOT Certification Exam Procedures

Graduates of our program are eligible to sit for the National Certification Examination for Occupational Therapy, administered by the National Board for Certification in Occupational Therapy (NBCOT). After successful completion of the exam, the individual will be a registered Occupational Therapist (OTR). (NBCOT Exam Handbook - https://www.nbcot.org/-/media/PDFs/Cert_Exam_Handbook.pdf).

To be eligible to take the NBCOT certification exam, “OTR candidates must graduate with an entry-level occupational therapy degree from an ACOTE®-accredited occupational therapy (OT) program.” (https://www.nbcot.org/get-certified/eligibility).

NBCOT® Academic Credential Verification Policy U.S. graduates examining for the first time must submit an official final transcript from the university that confirms eligibility for admission to the examination.

NBCOT® Academic Credential Verification Policy U.S. graduates examining for the first time must submit an official final transcript from the university that confirms eligibility for admission to the examination.

Licensure in the State of Arkansas

In addition, all states require licensure in order to practice; however, state licenses are usually based on the results of the NBCOT Certification Examination. The Arkansas State University OTD Program school code is 30508.

Felony Conviction Statement

**A felony conviction may affect a graduate’s ability to sit for the NBCOT certification examination or attain state licensure.**

The most up to date tuition and fee list can be found at:

OTD Tuition and Fees

Our Program Philosophy Overview

In concert with the beliefs and values expressed by the American Occupational Therapy Association, the Arkansas State University Department of Occupational Therapy’s philosophy is grounded in the Theory of Occupational Adaptation. Occupational therapy is based on the belief that occupations are fundamental to health promotion and wellness, remediation or restoration, health maintenance, disease and injury prevention, and compensation and adaptation (Philosophical Base of Occupational Therapy, https://doi.org/10.5014/ajot.2017. 716S06). It is our belief that in order to engage the power of occupations, human beings must have the ability to adapt to circumstances that present challenges or barriers to participation.

Our Philosophy and Curriculum Design Assumptions

The philosophy and curriculum design are based on a narrative meta-model. A narrative meta-model is predicated on the assumptions that learning is:

• Non-linear
• Evolving
• Competency fluid
• Constructivist
• Process and performance over finished work (OT Model Curriculum, AOTA, 2009 and Occupational Therapy Curriculum Design Framework, AOTA, 2021)

Occupational Therapy Profession Philosophy, Vision, and Trends

The practice of Occupational Therapy is guided by the fundamental principles articulated in the Philosophical Base of Occupational Therapy (2017). Five specific principles frame the philosophy of AState occupational therapy: 

• Persons are born with an internal drive to participate in meaningful occupations.
• Participation is an essential element of health. Health and wellness are the building blocks of adaptation. 
• The outcome of occupational engagement is a fluid experience due to the micro and macroscopic changes of internal individual drive, contextual conditions, and qualities of the occupation.
• Occupation is the cornerstone for “health promotion and wellness, remediation and restoration, health maintenance, disease and injury prevention, and compensation and adaptation”.
• It is essential to understand the impact of occupation at the individual, community, and population levels (Commission on Education, 2017, p. 1). 

The American Occupational Therapy Association’s Philosophy of Occupational Therapy Education (2018) influenced the development of the program’s philosophy, mission, and vision through:

• The fundamental belief that both curriculum and pedagogy is necessary to fully articulate a program’s view of students engaged in a process to learn about humans as occupational beings where participation is a right and affects a person’s health.
• The fundamental belief that “education promotes clinical reasoning and the integration of professional values, theories, evidence, ethics, and skills.
• The fundamental belief that education is the way students acquire their professional identity. 

Therefore, a program’s philosophy and mission should mirror the values of occupational therapy education by:

• Including a “client-centered, occupation based, and theory driven” clinical reasoning process.
• Using “best evidence and outcomes data” to drive teaching and learning decisions.
• Designing a curriculum that includes “active and diverse learning” in and out of the classroom.
• Developing learning that is collaborative and builds on previous knowledge.
• Creating opportunities for students to self-reflect, evaluate, and use professional judgment.
• Promoting life-long learning (AOTA, p.1).

The Occupational Therapy Doctoral program at Arkansas State University affirms the aforementioned professional and educational beliefs and values as articulated by the American Occupational Therapy Association.

Our Philosophy of Teaching and Learning

As described in the Occupational Therapy Curriculum Design Framework (AOTA, 2021), a philosophy of teaching and learning is a “set of beliefs about the processes by which people learn and change and the teaching practices that influence that change, including common foundational beliefs about knowledge, how people obtain knowledge, what roles context plays in learning, and what constitutes evidence that learning has occurred.” (p. 7). The four core documents used to frame our Philosophy of Teaching and Learning are the OT-PEP Professional Education Paradigm (Wright, 2012), Bloom’s Revised Taxonomy (Krathwohl, 2010), the Spatiotemporal Adaptation Theory by Gilfoyle, Grady, and Moore (1990) and the Theory of Occupational Adaptation (Schkade and Schultz, 1992)

Kielhofner wrote that a paradigm “allows therapists to understand, in a very broad way, what they are doing when they practice” (p. 10). The OT-PEP (see Figure 1) emerged from the Occupational Therapy body of knowledge to reveal, in a very broad way, what educators are doing, and what the students are becoming in a program.

OT-PEP Model

• Defines and describes the fundamental tenets of the occupational therapy education process.
• Explains what faculty are doing/creating when they teach.
• Provides a foundation for curriculum design, teaching methods, course sequence, etc.
• Both faculty and students are learners, each proceeds through the paradigm simultaneously, and both groups increase their internal adaptive repertoires as they go through the OT-PEP.
• The OT-PEP describes the elements of the education process that are reflective of the philosophical underpinnings of the profession and brings together these understandings as a unified whole.
• The learners are at the center of the paradigm with the three core concepts and their respective elements interlaced to form a framework for occupational therapy education.
• All of the core concepts and corresponding elements can and do occur simultaneously.
• The OT-PEP is deliberately circular and circuitous by nature.
• The internal adaptive repertoire of a learner can be measured both at a specific point in time and longitudinally.

Bloom’s Revised Taxonomy

Bloom’s revised taxonomy below is pictured as an upward spiral to demonstrate our belief that learning is also a developmental process that builds on prior knowledge and experience. Skill-based behaviors and foundational knowledge translates, over time, to internalized professional behaviors and clinical application that can be continuously analyzed, synthesized, and evaluated to perpetuate professional development.  The spiral also represents learning as an active process where the learner has the potential to engage in all levels of the spiral simultaneously depending on experience with a topic. 

Spatiotemporal Adaptation

Embedded inside the spiral are the last two models. First is the Spatiotemporal Adaptation Theory by Gilfoyle, Grady, and Moore (1990). The following seven principles come from Spatiotemporal Adaptation Theory (Appendix 10 – A, p. 275).

1. Development is a function of maturation that occurs through the process of person-environment adaptation. Therefore, students cannot be expected to bypass any of the stages of the spiral. A student can only mature by experiencing the curriculum in sequence, moving from knowing to evaluating, and expanding their repertoire to include transitional and
   mature behaviors.
   
   
2. Adaptation is contingent on attention to and active participation with purposeful events within the spatiotemporal dimensions of the environment.  Principle two reinforces our belief in providing an education experience that includes active “real world” experiences. 
   
   
3. Purposeful events provide meaningful experiences for the enhancement of maturation by directing a higher level of adaptive response by the “doer”.  All classes, labs, fieldtrips, fieldworks, and scholarly activities are designed to provide meaningful experiences that help the “doer” retain the information for application, synthesis, analysis, and evaluation.
   
   
4. Higher responses result from integration with and modification of acquired lower level responses. One cannot analyze, synthesize, or evaluate without knowing, comprehending, and applying. Principle four supports a program where attendance is mandatory for maximum student success.
5. Adaptation spirals through primitive, transitional, and mature phases of development occurring at the same time with different learning. Principle five suggests that at any given time a person can be at simultaneously at multiple points on the spiral as new information and more familiar information is presented. Principle five also supports the program’s activity of presenting concepts multiple times in multiple ways for maximum internalized maturity.  
    
6. Environmental experiences may present situations of spatiotemporal stress. With stress, the system calls forth past acquired strategies and sequences to act upon the demands of the environment and maintain the system’s homeostasis. Thus acquired strategies and sequences are adapted with the present situation to direct higher-level responses. Gradual spatiotemporal stress is necessary in education in order for students to move from primitive behaviors to mature behaviors.  In occupational therapy this is known as the “just right challenge”. Creating more difficulty in tests, assignments, labs, etc. must be done incrementally so that a student does not become overwhelmed and can gradually adapts existing learning strategies or create new strategies to be successful. Thus, the curriculum is designed with more structured courses in beginning moving forward each semester with courses that require higher and higher levels of integration. 
   
   
7. Spatiotemporal distress provokes behaviors that result in dysadaptation. Spatiotemporal stress can become distress when persons are unwilling or unable to move away from primitive strategies. Distress then becomes dysadaptation when persons try to apply primitive strategies to every situation. Such dysadaptation is a result of delayed or absent development which is why the curriculum is designed developmentally to try to avoid dysadaptive behaviors. We provide courses in a specific sequence to maximize movement through primitive and transitional developmental processes before fieldwork.

Occupational Adaptation

The second model embedded, but unseen, in the upward spiral is Occupational Adaptation. Occupational adaptation is unseen because it is an internal process. The only indication that an adaptive response has occurred is through a change in behavior from primitive to transitional to a mature response. A key concept in Occupational Adaptation, germane to the curriculum design, is relative mastery. Relative mastery is the moment in time when a person knows they have used the right combination of knowledge and skills to be efficient, effective, and satisfying to self and others (Schkade & Schulz, p. 835). Relative mastery, however, is fleeting as new challenges are constantly arising. Therefore, the ultimate outcome of this program’s curriculum design is to create in each student a repertoire of knowledge, skills, and behaviors that allows them to respond masterfully to all the demands of an entry-level practitioner.

Philosophy of Adaptation

The Theory of Occupational Adaptation informs us about the way occupational beings adapt.  The authors of Occupational Adaptation based the theory on two assumptions:

• Occupation provides the means by which human beings adapt to changing needs and conditions, and the desire to participate in occupation is the intrinsic motivational force leading to adaptation.
  
  
• Occupational adaptation is a normative process that is most pronounced in periods of transition, both large and small. The greater the adaptive transitional needs, the greater the importance of the occupational adaptation process, and the greater the likelihood that the process will be disrupted (Schkade and Schultz, 1992).

How Occupational Beings Adapt

• Combination of a person’s internal desire for mastery and external demand for mastery creates a press for mastery.
• Press for mastery creates an occupational challenge that the occupational being combines with their occupational role expectation.
• An occupational being considers their internal adaptive repertoire in order to create an adaptive response. The adaptive response then becomes an occupational response.
• If an occupational being’ internal adaptive repertoire is sufficient for a task, the occupational response occurs without stress.
• If the occupational response is evaluated as masterful, then it will be integrated into the internal adaptive repertoire for use again.
• Occupational beings can use existing, modified, or new adaptive responses to address an occupational challenge.
• An occupational being becomes dysadaptive when their internal adaptive repertoire is insufficient to overcome the occupational challenge.

Curriculum Threads

It is appropriate that our curriculum model is the cotton plant as we intend to convert the bolls into threads that become the fabric of our department.  Wendy Wood (1995) described the “Warp and Weft” of Occupational Therapy as follows.  The warp of the tapestry “consists of those anchoring, longitudinal thread that give rise to the tapestry's core fabric” (p. 44).  The warp represents engagement in occupation as a medium for health. The warp of our program consists of threads that represent foundation principles and unique features of the program.

Professional reasoning and practice:  The previous curriculum streams of foundational sciences, fundamental skills, and lifespan development are incorporated into professional reasoning along with a greater emphasis on the clinical reasoning process including the guiding theory of Occupational Adaptation.  Fleming (1991), in her article, the Therapist with the Three-Track Mind, first articulated the thinking process of an occupational therapist as procedural, interactive, and conditional.  A fourth track, narrative reasoning, was added later.  The purpose of the professional reasoning thread is to develop the learner’ ability to name and frame clinical situations appropriate reasoning for the best outcome.  As the OT-PEP points out learners need all four types of reasoning in order to think adaptively, reflect, and create meaning. 

Scholarly inquiry:  The original 5-course research sequence was reduced to 4 courses in the 2019 modified curriculum.  However, for 2021, we found it necessary to bring back the fifth course.  Our students need five-course series to produce scholarly reports appropriate for presentation or for publication in a peer-reviewed journal that support skills of clinical practice.

Ethics and Occupational Justice: The previous Occupation curricular domain that supplied students with the understanding, application and creation of concepts, interventions, and products that reflect the unique perspective of occupation in the life of a human-being will now include a unifying thread of ethics and occupational justice.  The courses will move from an implicit to explicit lens that considers the ethical, social, economic, political, and environmental opportunities and barriers to occupational participation in a rural setting.

According to Wood (1995), it is the weft, or the colored threads that fill in the warp as they are delicately woven in and out by hand, that gives the tapestry life.  The unique nature of the program at Arkansas State University comes to life in the curricular threads of OTA/OTD collaboration, cultural awareness, and leadership and advocacy.

OTA/OTD Collaboration:  Arkansas State University is unique in that both OTA and OTD programs exist in the department.  Although the programs operate independently, opportunities occur for the two levels of practitioners to collaborate on assignments and other activities.  Such collaboration assists both levels of practitioners to better understand their professional roles prior to entering clinical practice.

Health and wellness:  The state of Arkansas ranks 47^th in the nation for health outcomes (United Health Foundation, 2020 https://www.americashealthrankings.org/explore/annual/measure/Overall_a/state/AR)  Other health statistics include 1^st for chronic lower respiratory diseases, 3^rd for heart disease, 3^rd for diabetes, 3^rd for kidney disease, 6^th for cancer and 7^th for stroke related deaths (CDC, 2017) https://www.cdc.gov/nchs/pressroom/states/arkansas.htm. Therefore, health and wellness must be included in the curriculum.  Courses such as Population Health and Health Care and Social Systems help students address the health and wellness needs of local, state, and regional populations. Additionally, the new course Occupation, Health and Wellness in the first Fall semester, introduces  the students very early to the essential relationship of occupation and health.  Finally, the Capstone experience provides an opportunity for students to implement programs that address health and wellness needs.

Cultural awareness:  We chose the term cultural awareness instead of cultural competency because of our belief in relative mastery and the need for lifelong learning.  Courses such as OT History, Language and Process introduce the students to the embedded value of cultural awareness in OT practice.  Coursework includes cultural awareness as part of our profession’s ethical responsibility and emphasizes cultural awareness as part of our “commitment to promoting inclusion, participation, safety, and well-being for all recipients in various stages of life, health, and illness and to empowering all beneficiaries of service to meet their occupational needs” (AOTA, 2015, p. 1).  However, as a program, cultural awareness was not addressed in an in-depth manner.  Therefore, with the change in curriculum, the new course Culturally Competent Practice provides students the opportunity to use their level II fieldwork experience to further explore cultural, occupational deprivation, occupational justice and social determinants of health topics.

Advocacy and Leadership:  From the beginning courses such as OT History, Language and Process to the culmination courses of Advocacy and Leadership, Development & Assessment, and Capstone advocacy and leadership is a continuous thread.  In the introductory courses, students learn that advocacy is an ongoing part of being an Occupational Therapy professional.  In more advanced courses like Advocacy and Leadership, students learn about leadership theories, generational characteristics of leadership, leadership in different settings, and the uniqueness of one’s individual leadership journey.

Intra/Inter-professional Practice

Inter-professional practice is a foundational shift that has occurred over the past few years and we feel it is necessary to add it as a fundamental thread to our program.
Our students always had the opportunity to participate in inter-professional education events on campus but in the curriculum we discovered the information was scattered amongst many courses and did not provide the students with adequate understanding of both intra and inter-professional education and practice ideals.  Therefore, the new course Intra and Inter-professional Practice brings all the information together so the students receive both the breadth and depth of the information as well as consistent application opportunities

Curriculum Outcomes

1. Use professional reasoning to name and frame clinical situations in order to provide evidence
   and occupation-based interventions.
2. Develop and carry out entry-level scholarship.
3. Provide intervention that is ethically, socially, economically, politically, and environmentally
   relevant to individuals and populations in the lower Mississippi delta region and beyond.
4. Understand the roles and responsibilities of OTA and OT practitioners to create collaborative
   partnerships in all settings.
5. Develop prevention, health and wellness programs for local, state, and regional populations.
6. Use cultural awareness strategies to administer appropriate interventions for all persons.
7. Promote the vision of Occupational Therapy as a diverse, equitable and inclusive profession.
8. Apply leadership program development and assessment knowledge and skills to develop and implement a capstone doctoral experience.
9. Understand and apply the core competencies of intra and inter-professional practice.
10. Understand how social determinants of health can contribute to both occupational deprivation and occupational  justice.

Curriculum Design Overview

Agriculture is the heartbeat of the lower Mississippi delta including the home of Arkansas State University, Jonesboro, AR. Agriculture influences every facet of Jonesboro life from economy and culture to education, healthcare, and business. Hardworking, sunup to sundown people forge this land and take great pride in what they grow for the United States and beyond.  Jonesboro, AR produces large amounts of two staple crops that are essential to our country: cotton and rice. Therefore, we have chosen the cotton plant to represent our program. We think the cotton plant reflects the culture of our program, university, and geographical region. 

The cotton plant is a plant with deep roots, a stem, leaves, flowers, and bolls. What is interesting about the cotton plant is that its utility comes after the stems, leaves, and flowers appear lifeless. When the stem and leaves turn brown and the flowers close, a mature boll emerges with a white fluffy mass that is used to create millions of products. Farmers and Occupational Therapy have something in common. Both often go unnoticed until what we have to offer is needed for people to survive and thrive. Just as Jonesboro farmers grow cotton to provide the world with a basic ingredient for the manufacturing of food, clothes, and other products, the Occupational Therapy department at Arkansas State University is dedicated to growing educated practitioners to provide services in a region that needs more healthcare providers. Moreover, with more practitioners in the region, we can transform the landscape from meeting basic healthcare needs to developing ideas and interventions that influence the world.

Soil, nutrients and roots (unseen): The soil is the professional and educational philosophy of Occupational Therapy from which everything grows.  The Theory of Occupational Adaptation and OT-PEP provides the nutrients and roots that anchor the curriculum design.

The stem: Bloom’s Taxonomy and the Spatiotemporal Adaptation Theory is the developmental stalk providing a strong core to develop outcomes.

The bolls: The curricular core concepts of professional reasoning and practice, scholarly inquiry, ethics, and occupational justice, intra and inter-professional practice, advocacy and leadership, cultural awareness, health, and wellness and OTA/OTD collaboration.

It is appropriate that our curriculum model is the cotton plant as we intend to convert the bolls into threads that become the fabric of our department. Wendy Wood (1995) described the “Warp and Weft” of Occupational Therapy as follows. The warp of the tapestry “consists of those anchoring, longitudinal thread that give rise to the tapestry's core fabric” (p. 44). Our warp represents engagement in occupation as the medium for health and wellness, and adaptation as the means in which we engage in occupation. Our warp is also the curriculum threads that represent the core elements of our program. The weft is “the colored threads that fill in this foundation as they are delicately woven in and out by hand. that gives the tapestry life” (p. 47). The weft of the tapestry is faculty bring to life core professional principles, clinical skills, scholarship, leadership, and advocacy needed for our students to graduate as entry-level general practitioners.

Curriculum Threads

Professional reasoning and practice: The purpose of the professional reasoning thread is to develop the learner’ ability to name and frame clinical situations using appropriate reasoning for the best outcome. 

Scholarly inquiry: Our five-course series teaches students how to use qualitative and quantitative research to become evidence-based and evidence-informed practitioners. Simultaneously, the series guides students to create scholarly reports appropriate for presentation or for publication in a peer-reviewed journal that support skills of clinical practice. 

Ethics and Occupational Justice: The courses move from an implicit to explicit lens that considers the ethical, social, economic, political, and environmental opportunities and barriers to occupational participation.

OTA/OTD Collaboration: Arkansas State University is unique in that both OTA and OTD programs exist in the department.  Although the programs operate independently, opportunities occur for the two levels of practitioners to collaborate on assignments and other activities. Such collaboration assists both levels of practitioners to better understand their professional roles prior to entering clinical practice.

Health and wellness: The state of Arkansas ranks 47^th in the nation for health outcomes. Occupation, Health and Wellness in the first Fall semester, introduces the students very early to the essential relationship of occupation and health. Population Health and Health Care and Social Systems help students address the health and wellness needs of local, state, regional, national, and global populations. Additionally, the new course  Finally, the Capstone experience provides an opportunity for students to implement programs that address health and wellness needs.

Cultural awareness: We chose the term cultural awareness instead of cultural competency because competency is fleeting as new information becomes available and we want our students to understand that they need to be lifelong learners. Courses such as OT History, Language and Process introduce the students to the embedded value of cultural awareness in OT practice. Coursework also includes cultural awareness as part of our profession’s ethical responsibility and emphasizes cultural awareness as part of our “commitment to promoting inclusion, participation, safety, and well-being for all recipients in various stages of life, health, and illness and to empowering all beneficiaries of service to meet their occupational needs” (AOTA, 2015, p. 1).  However, as a program, cultural awareness was not addressed in an in-depth manner.  Therefore, the course Culturally Competent Practice provides students the opportunity to use their level II fieldwork experience to further explore culture, occupational deprivation, occupational justice, and social determinants of health topics.

Advocacy and Leadership:  From beginning courses such as OT History, Language and Process to the culmination courses of Advocacy and Leadership, Development & Assessment, and Capstone advocacy and leadership is a continuous thread. In the introductory courses, students learn that advocacy is an ongoing part of being an Occupational Therapy professional. In more advanced courses like Advocacy and Leadership, students learn about leadership theories, generational characteristics of leadership, leadership in different settings, and the uniqueness of one’s individual leadership journey. Furthermore, students learn how to use recent level II experiences and their emerging leadership abilities to develop advocacy projects to educate multiple stakeholders about the need for occupational therapy. 

Intra/Inter-professional Practice: Intra and Inter-professional Practice allows the students to understand collaboration leadership both inside and outside the profession of occupational therapy.

Curriculum Outcomes

Upon completion of the Occupational Therapy Doctorate Program at Arkansas State University,
graduates will:

1. Use professional reasoning to name and frame clinical situations in order to provide
   evidence and occupation-based interventions.
2. Develop and carry out entry-level scholarship.
3. Provide intervention that is ethically, socially, economically, politically, and
   environmentally relevant to individuals and populations in the lower Mississippi delta
   region and beyond.
4. Understand the roles and responsibilities of OTA and OT practitioners to create
   collaborative partnerships in all settings.
5. Develop prevention, health and wellness programs for local, state, and regional
   populations.
6. Use cultural awareness strategies to administer appropriate interventions for all
    persons.
7. Promote the vision of Occupational Therapy as a diverse, equitable and inclusive
   profession.
8. Apply leadership program development and assessment knowledge and skills to
   develop and implement a capstone doctoral experience.
9. Understand and apply the core competencies of intra and interprofessional practice.
10. Understand how social determinants of health can contribute to both occupational
    deprivation and occupational justice.

Arkansas State University is committed to upholding the highest standards of professionalism, education, and ethics. The Occupational Therapy Department will follow all requirements set forth by the Accreditation Council for Occupational Therapy Education (ACOTE) and the American Occupational Therapy Association (AOTA).

Curriculum and degree requirements can be found in the most current Graduate Bulletin.

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Course Sequence

When is application due date? February 1st

When will I be notified of status? March 31

What if I miss the application deadline? We do not accept applications after February 1.

What is reviewed in the admission packet?

• Earned Bachelor’s Degree
• Pre-requisite coursework
• Prerequisite and Cumulative GPA
• Additional preparation in advanced coursework
• Three pre-professional evaluations
• English proficiency (if foreign born)
• Volunteer and leadership service  

Do you require observation hours?  No

Do you require the GRE? No

Can I go part-time? No

Can I work while I attending the program?

The program is full time and very demanding. Due to the rigor of the education, we strongly advise you not to work. In addition to in class lectures, some of the assignments are completed in the community, some with peers, and some with other students from different degree programs. Employment while enrolled in the program may lead to poor academic performance and could result in failure and eventual dismissal from the program.

What fieldwork expenses should I plan for?

You are responsible for all fieldwork expenses including but not limited to your own transportation, lodging, food, and general living expenses. You will have 4 - Level I Fieldwork placements (40 hours each), 2 - Level II Fieldwork placements (12 weeks each) and one Capstone (14 weeks).  Any and all fieldwork placements may take place outside of the Jonesboro area.  

How is an entry-level doctorate program different from a masters-level program?

Both the occupational therapy doctorate program and the master level occupational therapy program are points of entry into the profession of occupational therapy. Both forms of education are accredited by ACOTE. Both degree levels prepare entry-level occupational therapy generalists. The doctoral degree graduates professionals with above-generalist level knowledge and advanced skills that support their work in emerging practice areas as well as current practice settings.

What major should I pick as an undergraduate student preparing for a degree in occupational therapy?

There is no specific undergraduate degree required.  However, all pre-requisite courses must be completed regardless of undergraduate degree.  Undergraduate degrees closely related to Occupational Therapy include: Psychology, Sociology, Anthropology, and Social Work.  In the College of Nursing and Health Professions at Arkansas State University, the Health Studies degree is also a popular choice for students planning to apply to the Occupational Therapy program.  No admission preference is given to students with these specific degrees.

How do I know if my prerequisites from another University will count? 

If you have a question about any of your prerequisites, contact the program director, Dr. Christine Wright at cwright@astate.edu.  Have your course descriptions and course syllabi available for review.

Essential Functions of Occupational Therapy Doctoral Students at AState

Upon admission, a student who discloses a properly certified disability will receive reasonable accommodations but must also be able to perform the essential functions of the curriculum and meet the standards for the Occupational Therapy Doctorate program.  Students seeking accommodations must contact Access & Accommodation Services (Access and Accommodation Services). 

Technical standards for the AState OTD students are as follows:

Motor Skills

Candidates for admission to the AState Department of Occupational Therapy must have sufficient motor function to elicit information from clients by palpation, auscultation, percussion, and other evaluation procedures.  Candidates must be able to execute motor movements reasonably required to provide general occupational therapy, including the physical strength to stand and ambulate with a walker, cane or crutches.  Candidates must have the physical strength to lift and transfer clients.

Therapeutic Occupational Therapy procedures require coordination of both gross and fine muscular movements, equilibrium, and functional use of the sense of touch and vision.  For this reason, candidates for admission to the AState Department of Occupational Therapy must have manual dexterity and the ability to engage in procedures involving grasping, fingering, pushing, pulling, extending and rotation.

Sensory/Observational Skills

Candidates for admission to the AState Department of Occupational Therapy must be able to observe demonstrations and participate in laboratory experiments as required in the curriculum.  Candidates must be able to observe clients and be able to obtain an appropriate medical history directly from client or guardian.  Such observation necessitates the functional use of vision, hearing, and other sensory modalities.  Candidates must have visual perception that includes depth and acuity.

Communication Skills

Candidates for admission to the AState Department of Occupational Therapy must be able to communicate in English effectively and sensitively with clients.  In addition, candidates must be able to communicate in English in oral and written form with faculty, other health personnel, and peers in the classroom, laboratory and fieldwork settings.  Such communication skills include, but are not limited to, speech, reading and writing in English.  Candidates must have the ability to complete reading assignments, search and evaluate literature.  Candidates must be able to complete written assignments and maintain written records.  Candidates must have the ability to complete assessment exercises.  Candidates must also have the ability to use therapeutic communication, such as attending, clarifying, coaching, facilitating, and touching.  All of these skills will be needed in the classroom, laboratory, and fieldwork environments.

Intellectual/Conceptual, Integrative and Qualitative Skills

Candidates for admission to the AState Department of Occupational Therapy must have the ability to measure, calculate, reason, problem-solve, diagnose, and obtain, interpret, synthesize and document data.  These skills allow students to carry out proper assessments, make sound judgments; prioritize therapeutic interventions, and measure and record client care outcomes.  Candidates must have the ability to use computers for searching, recording, storing, and retrieving information.  In addition, candidates must be able to comprehend three-dimensional relationships and understand spatial relationships of anatomic structures.

Behavioral/Social Skills and Professionalism:

Candidates for admission to the AState Department of Occupational Therapy must demonstrate attributes of empathy, integrity, concern for others interpersonal skills, interest and motivation.  Candidates must possess the emotional well-being required for use of their intellectual abilities, the exercise of sound judgment, the prompt completion of all responsibilities required for the evaluation and care of clients, and the development of mature, sensitive, and effective relationships with clients.  Candidates must be able to adapt to ever-changing environments, display flexibility, and learn to function in the face of uncertainty and stress which are inherent in the educational process and clinical rotations. 

Candidates must have the ability to be assertive, delegate responsibilities, and function as part of an Occupational Therapy team.  Such abilities require organizational skills necessary to meet deadlines and manage time. 

(Developed from: Technical Standards/Essential Functions. AOTA Education Sections. AASIG, September 1998.  University of Tennessee Health Science Center https://www.uthsc.edu/allied/ot/tech_standards.php).