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DOCTORATE

Doctor of Occupational Therapy (Entry-Level) 路 OTD

Hybrid (Primarily Online) | 8 semesters/2.6 years
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Curriculum

The OTD program is delivered via a limited residency model, with both online and onsite components. Students will be on campus two times each semester during the 6th and 14th weeks, during semesters 1-4, and 7. 聽OTD students will experience a thorough curriculum consisting of didactic and experiential (fieldwork/doctoral capstone) courses to be completed in 8 semesters or 2.6 years (in a 16-week semester format). There are a total of 105 credit hours required for the successful completion of the program, including the credits earned via five fieldwork experiences and the doctoral capstone project and experience.

The OTD program has integrated the fieldwork experience into the curriculum to allow the students to have diverse clinical experiences and to incorporate new knowledge they have learned from their didactic courses. OTD students will complete three Level I (1 week) fieldwork experiences during semesters 2-4 and two Level II (12 weeks) fieldwork experiences during semesters 5 & 6).

The OTD program curriculum is designed to inherently support the design and development of the doctoral capstone experience and project. The doctoral capstone experience (DCE) aims to develop occupational therapists with advanced skills beyond a generalist level through a 14-week experience (semester 8). OTD students develop and implement their doctoral capstone project starting (semesters 4-8).

In the final semester (semester 8), OTD students will be required to complete and pass the Doctoral Capstone Artifact Presentation and Defense. Successful completion of all aspects of the Doctoral Capstone Project and Experiences is a requirement for program completion and degree conferral. OTD students will also take a practice Occupational Therapy Knowledge Examination, which will provide feedback and prepare them for the National Board for Certification in Occupational Therapy (NBCOT) exam, after they graduate from the program.

Core Courses

22 courses, 69 credits required

Code

Course

Credits

This course integrates the foundational and historical aspects of the profession of occupational therapy, including the Occupational Therapy Practice Framework (OTPF), theories, models and frames of reference, which guide the scope of practice, assessment and intervention, regulation, and reimbursement. Students will explore the fundamental relationship between occupation and occupational science and will appreciate occupational therapy鈥檚 domain and processes across various contexts and populations (individuals, groups, and populations) through analysis of the guiding documents for occupational therapy practice in the United States.

This course will engage students in the study of human anatomical structures related to goal-directed movement supports active engagement in meaningful occupations. Students will gain an understanding of clinical anatomy using a regional approach to the study of structures aided by specimens, models, and multimedia teaching methodology.

This course introduces the foundational principles of neuroscience as they relate to occupational therapy, including foundational understanding in interpretation of signs, symptoms, and presentation of neurological disorders. Students learn the structure and function of the nervous system and its role in supporting human performance and participation. The course emphasizes basic neurological screening including cranial nerve, sensory, motor, and coordination testing鈥攁nd apply these assessments to occupation鈥慴ased evaluation and clinical reasoning in OT practice.

Prerequisites: OT 702, OT 705

This course integrates the study of human anatomy with functional analysis of normal and pathological movement. With a primary focus on the musculoskeletal system, students will explore the complex relationship between structural anatomy and the mechanics of human performance that support engagement in meaningful occupations. The course includes applying foundational principles of biomechanics, kinesiology, arthrokinematics, and osteokinematics to joints of the body and deformable tissues, as well as analysis of human movement and occupational performance. Through lectures and hands on lab experiences, students will learn to evaluate strength, range of motion, and posture in the context of activity and occupation.

This course explores the role of occupation in human development, survival, health, and well-being. Through a combination of assigned readings, class discussions, and individual and group learning activities, students will examine how occupational performance evolves across the lifespan, including analyzing diverse variables that influence human engagement, such as temporal, environmental, and socio-cultural factors. Students will gain foundational understanding of human development, including theories and typical developmental progressions across the lifespan, to enhance occupational analysis and professional reasoning throughout the occupational therapy process. Finally, students will learn to analyze occupational performance through a systemized approach to activity analysis.

This course introduces foundational principles of practice management, administration, and emerging leadership in occupational therapy and healthcare settings. Students explore core practice management functions鈥攊ncluding reimbursement, authorization, budgeting, financial planning, and ethical personnel supervision鈥攚hile examining how these elements support effective and ethical occupational therapy practice. The course will emphasize how the administrative, managerial and leadership competencies support ethical, evidence鈥慴ased, and client鈥慶entered practice across diverse settings. Students integrate practice management skills with emerging leadership capabilities to support professional growth and readiness for current and emerging occupational therapy practice.

This course explores clinical developmental conditions that cause childhood and adolescent impairments and disabilities (physical, neurological, and psychosocial). The students gain emerging professional reasoning for analyzing the impact of the associated occupational performance limitations on childhood occupations and community participation. The course will review etiology and clinical features, diagnostic considerations, medical management, and intervention features from the occupational therapy lenses of the medical model, a holistic perspective, and the social determinants of health. Students will utilize evidence based decision-making and professional reasoning necessary to practice with these diverse children/youth populations.

This course introduces students to the principles and expectations of professional and graduate鈥憀evel writing, supporting their transition into the advanced communication skills required of practitioners and clinical scholars. Students will develop the foundational competencies needed to write effectively at the graduate level, including skills associated with academic research, formatting scholarly papers,engaging in professional correspondence, and conducting peer review and editing. Throughout the course, students will strengthen their ability to write and communicate with clarity, precision, and professionalism. Learning activities and assignments are designed to improve proficiency in grammar and syntax, ensure effective and accurate use of APA formatting, and enhance students鈥� ability to participate in constructive peer鈥憆eview processes. Students will also engage in structured opportunities to refine their professional communication skills and will be expected to make consistent use of the 黑料专区 Writing Center for additional support and skill development.

This course raises awareness of important policy, legal and ethical issues affecting the domain and process of occupational therapy. The course examines evidence supporting ways to advocate for others as leaders in traditional and emerging areas of practice and to self advocate to function within an ethical decision-making framework. Emphasis is placed upon a) gaining awareness of efforts to empower clients [i.e., person, population or organization] to seek and obtain resources to fully participate in occupations, b) exploring methods to influence policy change and c) examining strategies to identify, manage and reduce risk of legal and professional ethical problems.

Prerequisites: OT 701, OT 708

This course explores the evaluation of occupational performance, performance components, and occupational environments among children and youth. The course incorporates the occupational therapy process, including screening, assessment, evaluation, and intervention planning across traditional and emerging pediatric settings. The course explores aspects of typical and atypical development across childhood and adolescence, focusing on occupational performance, performance skills, and occupational environments rehabilitation or habilitation among children and youth. Students will be introduced to occupation-based assessments and evidence based interventions for children and youth including sensory integration, motor learning, cognitive, and behavioral approaches. The primary focus is on occupation-based program/intervention planning for pediatric-specific occupations including play, feeding and eating, and educational performance. Students will utilize evidence-based decision-making and clinical reasoning necessary to practice with these special populations across pediatric practice settings.

Prerequisites: OT 701, OT 702, OT 705, OT 706, OT 713

This course provides an overview of quantitative research design from the perspective of the hierarchy of levels of evidence. Students will evaluate common research study designs by analyzing problem statements, research question formulation, methodological features, and significance of findings for application in practice. Through the development, implementation, and dissemination of an applied research investigation, the course will prepare students to judge evidence based on: 1) the reliability and validity of diagnostic tests, standardized assessments, and outcome measures; 2) the effectiveness of clinical interventions for a client, population, or organization; 3) the natural history of healthrelated conditions; and 4) risk of harm from select preventative and therapeutic interventions. Quantitative article critiques will be conducted to strengthen students鈥� abilities to analyze the relationship between research questions and study design, facilitating an understanding of how evidence informs practice and scholarship.

Prerequisites: OT 701, OT 706

This course introduces the students to qualitative research methods and their applications to problems and phenomena in healthcare. Emphasis is placed on the appropriate use and differences of qualitative methods, their philosophical underpinnings, and their application to clinical issues. This course reviews effective literature search methodologies for identifying and critically appraising scholarly qualitative evidence, methods for data collection and coding, and interpreting and analyzing data via a qualitative research investigation. Students strengthen their understanding of content from Scholarly Inquiry I through the introduction to mixed methods designs.

Prerequisite: OT 701, OT 706, OT 720

This course provides students with the foundational knowledge of the psychological conditions commonly addressed by occupational therapy in traditional settings (community, inpatient, outpatient) and non traditional settings. The course reviews diagnostic and general intervention features through the lenses of the medical model, a holistic perspective, and the social determinants of health. The students will gain emerging professional reasoning for analyzing the impact of psychological conditions on performance skills, occupational engagement, and community participation.

This course provides students with an understanding of major orthopedic, neurological, neurodegenerative, and physical diseases, injuries, and disorders that may impact adult occupational performance. The course reviews diagnostic and general intervention features through the lens of the medical model, a holistic perspective, and the social determinants of health. The students will gain emerging professional reasoning for analyzing the impact of physical and neurological conditions on performance skills, occupational engagement, and community participation.

This course explores the evaluation of occupational performance, performance components, and occupational environments focused on psychosocial factors and mental health across the lifespan, with an emphasis on adults and older adult populations. Students will investigate psychosocial considerations for mental health related to the occupational process, including screening, assessment, evaluation, and the interpretation of typical occupational performance problems evaluated. The course focuses on applying occupation鈥慴ased interventions in psychosocial settings. Students use occupational therapy theories and frames of reference to identify, prevent, and reduce occupational performance challenges related to mental health conditions. The students explore and analyze intervention strategies across primary, secondary, and tertiary prevention, and examine research on emerging OT roles in health promotion, prevention, and primary care. The course also introduces common practice settings in which occupational therapists address psychosocial needs. Throughout the course, students consider how occupational therapy can respond to population鈥憀evel needs through an occupational justice lens and models of behavior change.

Prerequisites: OT 701, OT 702, OT 706, OT 714, OT 723

This course explores the evaluation, intervention, and outcomes of occupational performance, performance components, and occupational environments focused on physical and neurological factors among adults. The course addresses screening, assessment, evaluation, interpretation, and intervention planning associated with typical occupational performance problems among adults. The study of theory and frames of reference related to occupation-based interventions for adult persons with physical and neurological disorders or injuries is explored and applied. The students will review and integrate current evidence related to restorative and adaptive interventions supporting participation and performance in meaningful occupations in physical dysfunction and neurological rehabilitation settings. The students will gain introductory skills for fabricating orthotics, assessing durable medical equipment needs, and the safe and effective use of clinical modalities. Finally, the student will demonstrate professional reasoning and sound judgment regarding safety for adult populations through the occupational therapy process.

Prerequisites: OT 701, OT 702, OT 703, OT 705, OT 706, OT 714, OT 723

This course explores the evaluation of occupational performance, performance components, and occupational environments among older adult populations. The course addresses screening, assessment, evaluation, interpretation, and intervention planning associated with typical occupational performance problems among older adults. Theories and frames of reference related to occupation-based interventions for geriatric persons with physical, neurological, cognitive, and psychosocial disorders or injuries are explored and applied. Students will review and integrate current evidence related to interventions supporting participation and performance in meaningful occupations and productive aging.

Prerequisites: OT 701, OT 705, OT 706, OT 714, OT 723, OT 725, OT 727

Building on prior courses reflecting evidence-based practice and occupational therapy principles and practice, this course emphasizes principles of program development and evaluation. The course will provide an opportunity for the learner to design and develop occupation-based programs for groups, and populations related to primary health care, health promotion or community-based programs. Mechanisms of program development such as feasibility study, proposal preparation, grant writing and business planning are reviewed along with topics associated with reimbursement, basic survey design and program evaluation. The students chooses a program approach and target population; appraise the state of the evidence in the selected realm and generate an evidence-based executive summary of a program that promotes the profession of occupational therapy as contributing to meeting the designated population鈥檚 occupational needs.

Prerequisites: OT 701, OT 706, OT 708, OT 713, OT 720, OT 721, OT 723, OT 725, OT 726, OT 727, OT 728

This course exposes students to the provision of assistive technology for children/youth and adults to enhance their participation and performance in meaningful occupations and improve their quality of life. Students will explore specific models and frames of reference related to assistive technology and environmental design, assessment tools, various assistive technologies (play and leisure aides, communication aids, environmental controls, low vision, community mobility, computers and software, and technology for care), and strategies to support the implementation and daily use of technologies and designs.

Prerequisites: OT 701, OT 706, OT 708, OT 714, OT 713, OT 723, OT 726

This course prepares occupational therapy students to design, deliver, and evaluate effective learning across classroom, online, blended, and clinical practice environments. Students examine and apply learning theory, curriculum/instructional design practices, evidence-based assessment techniques to evaluate learner performance in didactic settings, instructor effectiveness, and program quality. Using a learner centered approach grounded in how people learn, students will design and execute assessment plans, interpret assessment data, and develop continuous improvement strategies aligned with quality standards and accreditation expectations. Emphasis is placed on creating dynamic, interactive learning experiences through both traditional and聽 innovative instructional methods, including low- and high-fidelity simulation and mixed-media resources. Learners apply best practices in module, course and curriculum design that may be applied to entry level education settings, professional development trainings and/or client/caregiver education and trainings.

Prerequisites: OT 701, OT 706, OT 708, OT 714, OT 720, OT 721, OT 731

This didactic course prepares students for the transition to Level II fieldwork by equipping them with the essential tools, resources, and professional competencies required for success. This course provides students with an increased understanding of expected professional behaviors vital to a successful fieldwork experience, doctoral capstone experience, and post-program clinical practice, including communication, receptiveness to professional feedback, taking initiative, dependability, and other interpersonal behaviors that are essential learning outcomes of the fieldwork and capstone experience. Furthermore, this course prepares students for professional development through the exploration of professional ethics, career development, and ongoing professional responsibility. By the conclusion of this course, students will be prepared to meet both individual and site-specific expectations to ensure a successful fieldwork and capstone experience.

This course provides students with an advanced exploration of priority topics in the following occupational therapy practice areas: 1) the role of the OT practitioner in addressing low vision and other vision-related topics and interprofessional collaboration with optometry across the lifespan; 2) assessment and interventions related to driving habilitation/rehabilitation among young adults, adults, and geriatrics; 3; 3) theories and interventions related to health and wellness coaching across occupational therapy related settings, populations, and conditions; and 4) assessment and interventions related to work and industry, including work hardening. The students will gain an understanding of the advanced topics and their application to occupational therapy and inter/intra professional practice in order to further the profession鈥檚 evolving scope of practice.

Prerequisites: OT 701, OT 702, OT 703, OT 705, OT 706, OT 708, OT 710, OT 713, OT 717, OT 723, OT 725, OT 726, OT 727, OT 728, OT 735

5 courses, 18 credits required

Code

Course

Credits

This seminar鈥憇tyle course introduces students to the foundational concepts of the doctoral capstone project and experience. Emphasis is placed on early project exploration, including identification of a focus area, potential capstone sites, and emerging topics of interest. Students will conduct preliminary investigation into gaps within the literature and engage in guided planning activities that support the development of a viable capstone direction. Through structured discussions and exploratory assignments, students will build the essential knowledge and skills needed to begin formulating their doctoral capstone project.

Prerequisite: OT 701, OT 702, OT 703, OT 705, OT 706, OT 708

This course launches students into the formal initiation of their doctoral capstone project
by building on foundational coursework and strengthening their development as emerging practice鈥憇cholars. Through scholarly discourse, self鈥憆eflection, and examination of evidence鈥慴ased practice and knowledge translation, students refine their capstone direction and formulate the core components of their project proposal. Course activities guide students in finalizing their problem and purpose statements; conducting a comprehensive literature review supported by a structured literature table or storyboard; and preparing an organized outline of the review for submission and feedback. Students also begin identifying and interviewing potential content experts to support proposal development. By the end of the course, students produce a working draft of their capstone proposal and receive targeted instructor feedback to enhance rigor, alignment, and feasibility. Instruction includes review of capstone project parameters, expectations for scholarly contribution and impact, and the processes necessary for successful completion of the OTD capstone requirement.

Prerequisite: OT 701, OT 702, OT 703, OT 705, OT 706, OT 708, OT 713, OT 719, OT 720, OT 721, OT 723, OT 725, OT 726, OT 727, OT 761

This course continues the formal initiation of the doctoral capstone project by building on foundational coursework and strengthening students鈥� development as emerging practice scholars. Through scholarly discourse, self-reflection, and examination of evidence-based practice and knowledge translation, students refine their capstone direction and further formulate the core components of their project proposal. Course activities guide students in exploring potential content experts and capstone sites, outlining the components of the doctoral capstone plan鈥攊ncluding the project鈥檚 focus area, type, setting, and population and engaging in early planning and mentoring related to Institutional Review Board (IRB) considerations. By the end of the course, students will have strengthened the clarity, structure, and feasibility of their developing capstone project as they prepare for continued
proposal development in subsequent coursework.

Prerequisite: OT 701, OT 702, OT 703, OT 705, OT 706, OT 708, OT 717, OT 719, OT 720, OT 721, OT 717, OT 727, OT 728, OT 735, OT 731, OT 761, OT 762

This course advances students through the key developmental stages of their doctoral capstone by refining the literature review, finalizing the capstone plan and experience objectives, securing site and mentor agreements, and completing all required IRB documentation. Students ensure strong alignment between their capstone project, capstone experience, and professional interests while preparing deliverables and defending their capstone project and experience proposal. Support is provided throughout by the students鈥� capstone committee.

Prerequisites: OT 761, OT 762, OT 763

This culminating course focuses on the full implementation, evaluation, and dissemination of the student鈥檚 doctoral capstone project and the accompanying capstone experience. Building on the approved capstone plan and prior coursework, students execute project methods in their selected practice, community, or academic setting; develop and refine negotiated deliverables (e.g., final paper or executive summary, program tools, educational materials, quality鈥慽mprovement products); and demonstrate integration of advanced knowledge, professional competencies, and occupation鈥慴ased evidence in their chosen focus area (e.g., Program Development and Implementation, Research, Education, Clinical Skills). With ongoing mentorship from the capstone committee, students synthesize outcomes, translate knowledge to practice, and produce a scholarly product of practice/clinical scholarship (e.g., professional presentation, manuscript for peer review). Emphasis is placed on ethical and safe practice, effective inter/intraprofessional communication, adherence to site policies and relevant human鈥憇ubjects鈥� requirements, and reflective appraisal of professional growth as an emerging occupational therapy practice scholar. The course culminates in a virtual OTD capstone colloquium, where students defend and disseminate their capstone project and experience, document achievement of program鈥慳pproved learning outcomes, and finalize a plan for post鈥慻raduation scholarship and practice impact.

Prerequisites: OT 750, OT 751, OT 761, OT 762, OT 763, OT 764

聽(1 course, 1 credit required)

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Course

Credits

This professional interest elective course explores advanced practice concepts relevant to contemporary pediatric occupational therapy. Students will explore emerging and specialized areas of practice, intervention models, and specialized pediatric programming. Through case-based learning and evidence-informed discussions, students will gain early exposure to advanced pediatric practice areas that support professional reasoning and prepare them for doctoral capstone and post-program clinical practice.

Prerequisites: OT 701, OT 702, OT 703, OT 706, OT 708, OT 713, OT 717

This professional interest elective course explores advanced practice concepts relevant to contemporary neurorehabilitation and medically complex adult populations. Students will examine emerging and specialized areas of neurological rehabilitation practice and intervention models, and evidence鈥慽nformed approaches used with individuals experiencing complex neurological and medically fragile conditions. Through case鈥慴ased learning and guided discussions, students will gain early exposure to advanced neurorehabilitation and critical care practice settings to strengthen professional reasoning and prepare them for their doctoral capstone and post鈥憄rogram clinical practice.

Prerequisites: OT 701, OT 702, OT 703, OT 705, OT 706, OT 708, OT 725, OT 727, OT 728

This course introduces advanced and emerging occupational therapy practice concepts related to pelvic health and sexual well鈥慴eing across the lifespan. Students explore specialized intervention models, assessment approaches, and OT鈥憆elevant factors that influence participation in meaningful activities involving pelvic function, sexual health, intimacy, and sexual expression. Through case鈥慴ased learning and evidence鈥慽nformed discussion, students gain early exposure to advanced pelvic health practice areas that strengthen professional reasoning and support preparation for doctoral capstone and post鈥憄rogram clinical practice.

Prerequisites: OT 701, OT 702, OT 703, OT 705, OT 706, OT 710, OT 717, OT 723, OT 725, OT 726, OT 727, OT 728, OT 735

Faculty-directed clinical, basic, or applied research practicum, which may include but not limited to review of literature preparation, human subjects committee proposal development, data collection, and presentation/manuscript preparation.

Prerequisites: OT
714, 720, 721 Graded Pass/Fail.

Fieldwork Courses (5 courses, 17 credits required)

Code

Course

Credits

The educational exposure of Level I fieldwork is to introduce students to the fieldwork experience, apply knowledge to practice, and develop an understanding of the needs of clients. Level I fieldwork is integral to the program鈥檚 curriculum design and includes experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process. Through these experiences, students will also engage in professional interactions with community members (healthcare providers and clients) to enhance professional behaviors. The focus of these experiences is not intended for the students to be independent in performance. In addition to the educational exposure to fieldwork, this course includes discussions, reflections, and preparatory activities to increase the students’ participation in Level I and Level II fieldwork experiences.

Corequisite: OT 726

The educational exposure of Level I fieldwork is to introduce students to the fieldwork experience, apply knowledge to practice, and develop an understanding of the needs of clients. Level I fieldwork is integral to the program鈥檚 curriculum design and includes experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process. Through these experiences, students will also engage in professional interactions with community members (healthcare providers and clients) to increase professional behaviors. The focus of these experiences is not intended for the students to be independent in performance. In addition to the educational exposure to fieldwork, this course includes discussions, reflections, and preparatory activities to increase the students’ participation in Level I and Level II fieldwork experiences.

Prerequisite: OT 719; Corequisite: OT 727

The educational exposure of Level I fieldwork is to introduce students to the fieldwork experience, apply knowledge to practice, and develop an understanding of the needs of clients. Level I fieldwork is integral to the program鈥檚 curriculum design and includes experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process. Through these experiences, students will also engage in professional interactions with community members (healthcare providers and clients) to increase professional behaviors. The focus of these experiences is not intended for the students to be independent in performance. In addition to the educational exposure to fieldwork, this course includes discussions, reflections, and preparatory activities to increase the students’ participation in Level I and Level II fieldwork experiences.

Prerequisite: OT 719, OT 729; Corequisite: OT 717

This course provides an immersive clinical experience designed to transition students from the classroom to professional practice and to develop competent, entry level practitioners. Students complete 12 weeks of full time supervised fieldwork practice integrated with an online didactic component focused on professional reasoning and evidence based synthesis. Emphasis is placed on the complete OT process鈥攅valuation, intervention planning, and documentation鈥攚hile addressing social determinants of health and psychosocial factors. Students will demonstrate ethical behavior, professional identity, and a commitment to diversity, equity, and inclusion. Requirements include a site-specific project and a Critically Appraised Topic (CAT) to bridge the gap between current research and clinical practice.

Prerequisite: OT 701, OT 702, OT 703, OT 705, OT 706, OT 708, OT 710,
OT 713, OT 717, OT 719, OT 720, OT 721, OT 723, OT 725, OT 726, OT 727, OT 728, OT 729, OT 735, OT 739, OT 745

This course provides an immersive clinical experience designed to transition students from the classroom to professional practice and to develop competent, entry-level practitioners. Students complete 12 weeks of full-time supervised fieldwork practice integrated with an online didactic component focused on professional reasoning and evidence-based synthesis. Emphasis is placed on the complete OT process鈥攅valuation, intervention planning, and documentation鈥攚hile addressing social determinants of health and psychosocial factors. Students will demonstrate ethical behavior, professional identity, and a commitment to diversity, equity, and inclusion. Requirements include a site-specific project and a comprehensive case study presentation.

Prerequisites: OT 701, OT 702, OT 703, OT 705, OT 706, OT 708, OT 710, OT 713, OT 717, OT 719, OT 720, OT 721, OT 723, OT 725, OT 726, OT 727, OT 728, OT 729, OT 735, OT 739, OT 745, OT 750

Program Accreditation

The entry-level occupational therapy doctoral program is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), located at 7501 Wisconsin Avenue, Suite 510E, Bethesda, MD 20814. ACOTE鈥檚 telephone number c/o AOTA is (301) 652-AOTA, and its web address is .

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