Doctor of Occupational Therapy

Guiding Principles

The mission, vision, and guiding philosophies of our occupational therapy program at Allen College serve as the foundation for our OTD program. These elements reflect our commitment to fostering future occupational therapists who are dedicated to excellence in clinical practice, ethical leadership, and compassionate care. Grounded in core values such as integrity, collaboration, and service, our program aims to equip students with the knowledge and skills necessary to meet the diverse needs of the communities they serve, while also promoting lifelong learning and innovation within the field of occupational therapy.

Mission

The mission of the Doctor of Occupational Therapy Program at Allen College is to prepare occupational therapy practitioners committed to service, scholarship, and lifelong learning. The program develops professional leaders adept at evidence-based clinical reasoning with a focus on occupation-based, client-centered care to meet the needs of diverse populations while making a lasting impact on the communities they serve.

Vision

Our vision is to ignite a transformative journey at Allen College, where our Doctor of Occupational Therapy Program is celebrated for shaping trailblazing, collaborative occupational therapists. We aim to stand out by delivering unparalleled educational experiences that produce innovative professionals prepared to be leaders and advocates in the communities they serve. Our graduates excel in providing dynamic, evidence-based, and client-centered services that empower diverse individuals, groups, and populations to achieve their fullest potential through a focus on meaningful occupations and participation.

Philosophy

Philosophy of Learning

At Allen College, our OTD faculty recognize the evolving nature of teaching and learning. To prepare learners for the complexities of occupational therapy practice, we embrace a comprehensive approach integrating theories of complexity, multimedia, communities of learning, and contextual learning. This framework focuses on problem-solving, interprofessional collaboration, creative skill development, and fostering comfort with ambiguity as a component of innovation. We emphasize a mindset of optimism, exploration, experimentation, and seeking feedback for iterative performance (Wenger, 1998). Our philosophy acknowledges the necessity for dynamic and forward-thinking education. 

Communities of Learning & Contextualism

We emphasize the social nature of education, situating learning within relevant contexts to enhance collaboration and shared experiences (Brown, Collins, & Duguid, 1989). Faculty encourage learners to build networks with peers, educators, and experts, engaging in group activities that require cooperation and collective problem-solving (Johnson & Johnson, 1999).  

Problem Solving & Multimedia Learning

Problem-solving is central to meaningful learning. We use a variety of multimedia sources, including text, audio, video, and interactive elements, to enhance understanding and retention (Mayer, 2009). By emphasizing critical thinking and practical application, learners develop essential real-world skills. Real-life scenarios and group projects foster teamwork and diverse perspectives, while an iterative problem-solving approach encourages resilience and adaptability (Kolodner et al., 2003).  

Creativity, Ambiguity, & Innovation

Our philosophy prioritizes creativity, encouraging learners to challenge their thinking and explore new possibilities. Navigating ambiguity is crucial in a world of constant change and abundant information. We cultivate a culture of experimentation, allowing initial trial and error within safe environments before real-world application during fieldwork and capstone experiences (Sawyer, 2011). We instill a mindset valuing continuous growth and adaptation, preparing learners for lifelong learning and practice in an ever-changing world (Candy, 1991). Faculty select strategies to encourage exploration (Sawyer, 2011), support risk taking (Amabile, 1996), develop comfort with uncertainty (Beghetto, 2009), and foster inquiry-based learning (Hmelo-Silver, Duncan, & Chinn, 2007) that incorporates diverse perspectives (Facione, 1990).  

Our integrated philosophy fosters a dynamic and inclusive learning environment, empowering learners to become critical thinkers, creative problem-solvers, and innovative leaders. This holistic approach enhances academic achievement and cultivates the skills necessary for lifelong success. 

Philosophy of Occupational Therapy: Therapeutic Use of Occupation for Health and Well-Being

Occupational therapy (OT) defines occupation as daily activities that are meaningful and purposeful to individuals (American Occupational Therapy Association [AOTA], 2020, p. 7). These activities include activities of daily living (ADLs, e.g., bathing and hygiene), instrumental activities of daily living (IADLs, e.g., home management and driving), rest, sleep, education, work, play, leisure, and social participation. OT is grounded in the belief that engaging in meaningful occupations is essential for health and well-being (AOTA, 2020, p. 7). Occupational therapists enhance engagement in occupations through person-centered, occupation-based interventions that use the meaningful occupation throughout the assessment and intervention process (Fisher, 2014).

OT is client-centered, respecting clients' preferences, values, and needs to ensure personalized interventions (Law et al., 1995). The focus of OT includes skill development, daily living skills, health promotion, and community integration (AOTA, 2020; Baum & Christiansen, 2005; Clark et al., 1997; Wilcock, 2006;) of individuals, groups, and populations. Occupational science emphasizes understanding the socio-cultural context of occupations, highlighting the transactional relationship between individuals and their environments (Dickie, 2003; Dickie, Cutchin, & Humphry, 2006).

Unhealthy occupations can negatively impact health and well-being, such as substance use, criminal activity, or addictive behaviors (Griffiths, 2005; Maslach & Leiter, 2016; Smith et al., 2011; Twinley, 2013;). Occupational therapists focus on re-engaging individuals in healthy occupations that promote being, belonging, and becoming (Wilcock, 2006). 

Sustainability in OT refers to maintaining a balance of healthy occupations and considering the environmental impact of occupational engagement (Weaver, 2015). This holistic approach emphasizes the interconnectedness of people, occupations, and environments, supporting both individual well-being and environmental health.

Curricular Threads

Curriculum Design, Sequence & Outcomes

Outcomes

• Experienced faculty with a wide range of clinical specialties
• Passionate advocates for the occupational therapy profession
• Open door policy with exceptional faculty-student support
• Promote a family feel culture within the program
• Committed to 1:1 meetings with advisees to promote student success
• Facilitate faculty led student clinic opportunities on campus

Competence is achieved when future practitioners apply the OT process.  Fieldwork experiences allow the opportunity to use evidence based interventions to meet the occupational needs of a diverse population. These experiences provide opportunities for OT students to apply theoretical and scientific principles learned from the academic program.  Working with actual client needs within the context of varied practice environments enhances the didactic education and skills. Both fieldwork and service experiences provide diverse opportunities for the learner to develop advocacy, leadership, and managerial skills and the opportunity to develop entry level competencies. 

As learners progress through community assignments, performance expectations will become progressively more challenging. Two types of fieldwork will occur:   

• Level I Fieldwork Experiences: Occur concurrently with academic coursework.  These experiences are designed to enrich didactic content through supervised experiences and participation in selected aspects of the occupational therapy process. Level I experiences will occur during Semesters 1-5.   
• Level II Fieldwork experiences: Occur at the conclusion of the didactic phase of the occupational therapy curricula.  These experiences are designed to develop competent, entry-level, generalist practitioners. Level II fieldwork assignments will provide comprehensive experiences for the delivery of occupational therapy services to varied clients and settings. Level II experiences require the learners to focus on the advancing application of purposeful and meaningful occupation and evidence-based practice. Level II experiences will occur in the last 6 months of the program.  

The fieldwork experiences allow for real world reinforcement of didactic learning experiences. Students will have the opportunity to compare the didactic content with client-based experiences from a variety of practice settings.  The learners will apply their critical reasoning skills and adult learning experiences to address new and innovative situations.  Learners will also be expected to seek out additional information and evidence that supports their decision-making processes. These learning experiences will serve to foster the development of a competent, OT health care professional.