LibGuides: Occupational Therapy: Master's and Doctorate: MSOT Program Specific Information

MSOT Program Core Faculty

	Lacee Andrews, OTD, OTR/L, CNS, AIB-VRC Director of Clinical Education Academic Fieldwork Coordinator Assistant Professor Phone: 480-245-6255 Email: laceeandrews@atsu.edu
	Kat Bauer, OTD, MS, OTR/L Instructor Phone: 480-245-5243 Email: kathrynbauer@atsu.edu
	Sue Dahl-Popolizio, DBH, OTR/L Director of Research Associate Professor Email: sdahlpopolizio@atsu.edu
	Melinda Delbridge, MS, OTR/L, CBIS Instructor Email: mdelbridge@atsu.edu
	Brandi Fulwider, PhD, OTR/L Assistant Professor Phone: 480-265-8061 Email: brandifulwider@atsu.edu
	Mara Funke, MPH Instructor Email: marafunke@atsu.edu
	Meryl "Abbey" Glenn, OTD, OTR/L, BCG, ECHM Doctoral Capstone Coordinator Assistant Professor Phone: 480-219-6074 Email: merylglenn@atsu.edu
	Benjamin Gross, CScD, MOT, OTR/L Director of Clinical Integration and Operations Academic Fieldwork Coordinator Instructor Phone: 480-265-8054 Email: benjamingross@atsu.edu
	Jennifer Radziak, OTD, OTR/L, CHT Program Director Assistant Professor Phone: 480-265-8025 Email: jenniferradziak@atsu.edu
	Tania Shearon, DHSc, MOT, OTR/L, CHT, C-IAYT Director of Curriculum Assistant Professor Phone: 480-219-6018 Email: taniashearon@atsu.edu
	Adam Story, PT, DPT, OTR/L, OTD, MTC Assistant Professor Phone: 480-219-6047 Email: adamstory@atsu.edu
	Rebecca Wolf, JD, MPH, OTR/L Chair Associate Professor Phone: 480-625-8052 Email: rebeccawolf@atsu.edu
	Melisa Yeung, OTD, OTR/L Assistant Professor Email: melisayeung@atsu.edu

MSOT Student Guidebook

MSOT Curriculum Overview

MSOT Curriculum Overview

MSOT Course Descriptions - Link to University Catalog

Occupational Therapy Fieldwork

OT Department Advising Process

Upon entry to the Occupational Therapy Program, each student is assigned an academic advisor. The role of your academic advisor is to support and monitor your professional development as you progress through the program. Your advisor is available to assist you in meeting the challenges of graduate school, to give you feedback regarding your overall academic progress, and to facilitate your development of professional behaviors and goals. You are encouraged to assume an active role in the advisement relationship and to schedule advisement meetings when you may need assistance, advice, or information.

It is the intent of the Occupational Therapy program to help students develop and nurture professional behaviors. Therefore students meet with their advisors at a minimum of once near the beginning of the Fall semester to develop goals for the academic year and once in the Spring semester to review progress towards meeting the set goals. Students are encouraged to seek out their advisor as necessary for guidance throughout the academic year.

At the beginning of Fall Semester, it is expected that students will conduct a self-assessment using the Professional Development Self-Assessment Form at the beginning of each academic year with their advisor. The advisor shall use the Professional Development Self-Assessment Form to help advise the student on how to meet their learning and development needs. The form shall also be reviewed in the Spring semester to review how the student is progressing towards their professional development goals for the year.

The Professional Behaviors for the 21st Century document below will aid you in filling out the Professional Development Self-Assessment form.

If a student fails to develop and demonstrate expected professional behaviors while in the program, it is the responsibility of the faculty to identify those deficiencies with the student early and to develop a plan of action for correction or improvement. The student has the responsibility to implement their agreed upon plans and to be an active participant in their professional behavior competency. Consistent demonstration of inadequate professional behavior may result in dismissal from the program.

The Professional Behavior Evaluation Form is used to provide all students with formal feedback related to professional behaviors. When behaviors are observed that fall into the “borderline” category, corrective feedback shall occur close to the timing of the observation. Please find a copy of the form here:

Professional Behavior Evaluation Form

Based upon the instructor’s discretion, documentation of the student’s “borderline” behavior can utilize a more formal procedure if necessary. When a student demonstrates an “unsatisfactory” rating in any behavior in class related activities or while involved in fieldwork that has not improved with informal feedback, it is the responsibility of the faculty member to schedule a meeting with the student to clarify expectations and have the student develop an action plan to improve performance. The faculty member shall review and record notes from the meeting and the action plan on the Professional Behavior Evaluation form.

The original Professional Behavior Evaluation form will go into the student’s academic file at the level of the program. Copies of the form should be made for the student, the faculty member who is giving the feedback and for the student’s advisor. The student and the faculty member should schedule a follow-up meeting to review action plan (within 30 days where feasible).

At the follow-up meeting it should be identified if the action plan is completed or needs to be updated. The faculty member will use the same Professional Behavior Evaluation Form to update the plan or indicate successful remediation. The faculty member should also update the student’s advisor of the status of the plan until it reaches completion.

If student does not agree with the rating given by the faculty member, it is the responsibility of the faculty member to request assistance from the Director of Progression and Rentention of the program to ensure a fair process.

An occurrence of two or more “unsatisfactory” ratings during involvement in OT program activities may result in dismissal from the program, subject to the discretion of the OT program leadership.

Documentation shall be maintained in the student files including copies of the Professional Development Assessment Form, and any Professional Behavior Evaluation Forms that have been provided to the student during their time in the professional program by the academic advisor.

Advisor Lists

Faculty Advisor List

PAL Tutoring

2023-24 OT PAL Tutoring

MSOT Calendars and Schedules

MSOT 2024 Cohort

Program start date: July 18, 2022| Program end date: September 27, 2024

OTD, Class of 2024

Fall Semester

Spring Semester

Year 1, 2022-23

07/18/22 - 12/09/22

01/09/23 - 06/09/23

Year 2, 2023-24

07/17/23 - 12/08/23

01/08/24 - 06/07/24

*Year 2, 2022-23 Fall block II ends on 12/9/22. The week of Dec 12th could be utilized for the Fieldwork Level I or exam/practical remediation(s).

MSOT 2024 Electives: 12/7/23 - 12/15/23

Fieldwork Level II A: 01/8/24- 03/29/24

Fieldwork Level II B: 07/8/24 - 09/27/24