| Occupational Therapy |
 |
Lacee Andrews, OTD, OTR/L, CNS Director of Clinical Education Academic Fieldwork Coordinator Assistant Professor Phone: 480-245-6255 Email: laceeandrews@atsu.edu |
 |
Kat Bauer, OTD, MS, OTR/L |
 |
Sue Dahl-Popolizio, DBH, OTR/L Director of Research Professor Email: sdahlpopolizio@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 Assistant Professor 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 |
 |
Adam Story, PT, DPT, OTR/L, OTD, MTC, FNAP Assistant Professor Phone: 480-219-6047 Email: adamstory@atsu.edu |
 |
Tania Shearon, DHSc, MOT, OTR/L, CHT, C-IAYT, FNAP Director of Curriculum Assistant Professor Phone: 480-219-6018 Email: taniashearon@atsu.edu |
 |
Rebecca Wolf, JD, MPH, OTR/L Chair Associate Professor Phone: 480-625-8052 Email: rebeccawolf@atsu.edu |
 |
Melissa Yeung, OTD, OTR/L Assistant Professor Email: melissayeung@atsu.edu |
All information regarding the OTD Doctoral Capstone can be found in the Doctoral Capstone Handbook below.
Upon entry to the Occupational Therapy Program, each student is assigned an advisor. Your advisor’s role 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. Students and their advisors meet at least once each academic year. Students submit their professional development plans in the associated courses and review the plans with their advisors. These plans are regularly updated during the following schedule:
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
It is the intent of the Occupational Therapy program to help students develop and nurture professional behaviors.
The Professional Behaviors for the 21st Century document below will aid you in filling out this section of the Student Professional Development Plan.
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:
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
Program start date: July 17, 2023 | Program end date: June 5, 2026
| OTD, Class of 2024 | Fall Semester | Spring Semester |
| Year 1, 2023-24 | 07/17/23 - 12/08/23 | 01/08/24 - 05/31/24 |
| Year 2, 2024-25 | 07/15/24 - 12/13/24 | 01/06/25 - 06/06/25 |
| Year 3, 2025-26 | 07/14/25 - 12/12/25 | 01/05/26 - 06/05/26 |
*Fieldwork dates below are subject to change
Fieldwork Level I A: 01/08/2024 to 03/15/2024
Fieldwork Level I B: 03/25/2024 to 06/07/2024
Fieldwork Level I C: 03/25/2024 to 06/07/2024
Fieldwork Level II A: 03/17/25 - 06/06/25
Fieldwork Level II B: 09/22/25 - 12/12/25
Capstone: 01/05/26 - 04/10/26
Program start date: July 15, 2024 | Program end date: June 4, 2027
| OTD, Class of 2027 | Fall Semester | Spring Semester |
| Year 1, 2024-25 | 07/15/24-12/06/24 | 01/06/25-06/06/25 |
| Year 2, 2025-26 | 07/14/25-12/05/25 | 01/05/26-06/05/26 |
| Year 3, 2026-27 | 07/13/26-12/04/26 | 01/04/27-06/04/27 |
*Fieldwork dates below are subject to change
Fieldwork Level I A: Spring 2025, Session I
Fieldwork Level I B: Spring 2025, Session I
Fieldwork Level I C: Spring 2025, Session II
Fieldwork Level II A: 3/16/26 - 6/5/26
Fieldwork Level II B: 9/14/26 - 12/4/26
Capstone:1/4/27- 4/9/27
Program Start Date: July 14, 2025 | Program End Date: June 2, 2028
| OTD, Class of 2025 | Fall Semester | Spring Semester |
| Year 1, 2025-26 | 07/14/25 - 12/05/25 | 01/05/26 - 06/05/26 |
| Year 2, 2026-27 | 07/13/26 - 12/04/26 | 01/04/27 - 06/04/27 |
| Year 3, 2027-28 | 07/12/27 - 12/10/27 | 01/03/28 - 05/26/28 |
*Fieldwork dates below are subject to change
Fieldwork Level I A: Spring I 2026
Fieldwork Level I B: Spring II 2026
Fieldwork Level I C: Last week of Spring II 2026
Fieldwork Level II A: 03/15/27 - 06/04/27
Fieldwork Level II B: 09/20/27 - 12/10/27
Capstone: 01/03/28 - 04/07/28
Graduation: June 2, 2028
ATSU Academic Calendar can be found here: https://www.atsu.edu/academic-calendar
Every year all students in the OT program can expect the following holidays when no classes will be scheduled:
There will also be a Fall Break, a Winter Break and a Spring Break scheduled during the OT academic calendar.
Please note: Students may be assigned to complete a Level II fieldwork during these breaks.
Fall Break 2025: 9/22/25 - 9/26/25
Spring Break 2026: 3/16/26 - 3/20/26
Lab Group Assignments
Schedules
First-Year: OTD 2028 Cohort
Academic Year 2025-2026
Second-Year: OTD 2027 cohort
Third-Year: OTD 2026 cohort
Academic Year 2025-2026
Below is the current OTD program book list. Please note that program book lists are subject to revision as new editions are released or when changes are made to courses. If the list is revised the changes will be given to you a minimum of two months before the course begins. Books for each course are required unless it is specifically noted that the book is only recommended. The books will also appear on respective course syllabi.