School of Kinesiology, Counseling and Rehabilitative Sciences - Doctor of Occupational Therapy

z-2020-2021 Program-NEW - Full Proposal (Major or Certificate)

completed

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General Catalog Information
Next

  • Select Program below.

    Shared Cores are available in Acalog for shared information in program curriculum.

  • Type of Program *

  • **Read before you begin**

    1. Please turn on the help text before starting this proposal by clicking on the icon in the top right corner of the heading. Items with help text indicating format should be typed in the exact format as the help text (excluding the quote marks).
    2. Once all required fields have been filled in, click in the upper left corner, to launch proposal.
    3. Once you have launched the proposal form you can then begin editing imported fields, adding justifications, etc. All changes from that point will be tracked. Optionally, you may also attach syllabi or any additional supporting documents by clicking on the Proposal Toolbox icon.  . Please be aware that forms submitted without appropriate justifications will be returned to the proposer without consideration.
  • Status*
  • Identify Purpose of Proposal*
  • BASIC INFORMATION
  • College*
  • Department*
    (e.g. Department, Division, School)
  • Program Level*
  • Title of Proposed Degree Program*
    Doctor of Occupational Therapy
    Doctor of Occupational Therapy
  • Provide Catalog Program Description:*

    The 36 month 9 semester Entry Level Doctor of Occupational Therapy (OTD) curriculum integrates foundational knowledge, basic theoretical constructs and perspectives, and technical skills development for implementing the Occupational Therapy Process with a focus on systems and settings that represent contemporary and emerging Occupational Therapy practice. The curriculum is designed to prepare students to become evidence-based practitioners in the Evaluation, Intervention, and Outcomes stages of the Occupational Therapy Process for individuals, families, organizations, and communities across geographic locations and cultural settings.  The location of services can include schools, hospitals, skilled nursing facilities, outpatient clinics, homes, communities, and workplaces.

  • Does this proposal require TEC approval?*

  • Substantive Change:  Please use the following link to determine if this will constitute a SACCOC substantive change to NKU's current curriculum.   Substantive Change Form
    This form must be filled out, signed by the submitter and appropriate Dean (or Designee), and uploaded to this curriculog proposal.  If you have question about this form please contact the SACSCOC Liaison, Abdou Ndoye at ndoyea2@nku.edu or 859-572-5379

  • Will this constitute a SACSCOC Substantive Change?*
  • What previously approved NKU programs are closely related to this new program and how are they related?

    There are no previously approved progam at NKU that are closely related to the new Doctorate of Occupational Therapy.

  • Degree Level*
  • If Certificate, select appropriate option
  • Program Type*
  • Degree Type*
  • Name of Program Director*
    Terrance Anderson
    Terrance Anderson
  • Intended Date of Implementation*
    Fall 2021
    Fall 2021
  • Anticipated Date for Granting First Degrees*
    Summer 2024
    Summer 2024
  • Evaluation Criteria

  • All actions in the approval of new programs for public institutions are subject to a stipulation regarding the program’s ability to attain specified goals that have been established by the institution and approved by the Council on Postsecondary Education (the Council). At the conclusion of an appropriate period of time, the program’s performance shall be reviewed by Council staff following criteria established in the Council’s Academic Programs Policy.

  • MISSION

  • Centrality to the Institution’s Mission and Consistency with State’s Goals

    A program will adhere to the role and scope of the institution as set forth in its mission statement and as complemented by the institution’s strategic plan.

    Follow this link to view the state's postsecondary education strategic agenda.

  • 1. List the objectives of the proposed program. These objectives should deal with the specific institutional and societal needs that this program will address.*

    The goals of Entry-level Doctor of Occupational Therapy (OTD), in keeping with the mission of Northern Kentucky University and the College of Health and Human Services, are to:

    Provide the appropriate educational opportunities for students to acquire the knowledge, skills, and professional behaviors necessary to function as entry-level occupational therapists (OTD).

    Promote interprofessional educational opportunities in the classroom, laboratory, and clinical settings to increase students' ability to deliver a higher quality of care.

    Enhance our graduates' abilities to address the health and wellness of their clients, through clinical practice, service, and scholarship.

    Promote a learning environment that embraces critical thinking, intellectual curiosity, self-reflection, and professional growth with a commitment to life-long learning.

    Facilitate students' application of current and emerging evidence to clinical and scholarly endeavors that advance the profession.

    These objectives should deal with the specific institutional and societal needs that this program will address.
  • 2. Explain how the proposed program relates to the institutional mission and academic strategic plan. *

    The proposed Entry-level Doctor of Occupational Therapy program meshes with two of the first five initiatives of the NKU Stratetic Framework Success by Design.

    Under COMPLETION - NKU will ensure that the curriculum and degree pathways are aligned with national best practices and regional workforce needs, inclusive of co-curricular and experiential experiences and other High Impact Practices the proposed OTD program is aligned with meeting regional workforce needs.

    For CAREER AND COMMUNITY ENGAGEMENT - NKU will catalyze a prosperous, equitable, and inclusive regional ecosystem through economic development and entrepreneurship, with an emphasis on talent development, research and innovation in technology, health and logistics the proposed OTD program supports the emphases on talent development and innovation in health.

    Aligned with the College of Health and Human Services’ emphasis on interprofessional education students in the Occupational Therapy program will participate in collaborative interactions and simulation experiences that allow them to support and encourage the contributions of other team member in optimizing client outcomes. The integration of basic foundational knowledge with interprofessional simulated client experiences allows for deeper integration of knowledge and better preparation for clinical experiences.

    MISSION: Consistent with the mission and values of Northern Kentucky University, and the College of Health and Human Services the faculty and staff of the Department of Occupational Therapy promote an innovative environment to facilitate excellence in academics, entry-level occupation-based practice, collaborative engagement, professionalism, and leadership within a global context to promote health through occupational engagement.   

  • 3. Explain how the proposed program addresses the state’s postsecondary education strategic agenda.*

    The Big Goal: 60% with Degrees and Credentials by 2030.

    NKU’s proposed entry-level OTD program’s first objective is to provide the appropriate educational opportunities for students to acquire the knowledge, skills, and professional behaviors necessary to function as entry-level occupational therapists (OTD). Currently within 120 miles of NKU reports indicate there are 1,000 plus qualified applicants to occupational therapy programs who are not being admitted due to the programs are at capacity.  This proposed program will allow additional Kentuckians to obtain occupational therapy degree and certification.  This will assist in raising the percentage of Kentuckians with a high-quality postsecondary degree or certificate to 60 percent by the year 2030.

  • 4. Explain how the proposed program furthers the statewide implementation plan.

    The proposed OTD program supports the statewide priority Objective 3. Increase participation in postsecondary education, particularly among traditionally underserved populations by offering occupational therapy education in Northern Kentucky.

  • Program Quality and Student Success

  • The curriculum should be structured to meet the stated objectives and student learning outcomes of the program.

  • 1. List all student learning outcomes of the program.
    <p style="margin-left:.25in">In compliance with ACOTE standards, gradates of the Northern Kentucky University Doctor of Occupational Therapy Program will:</p> <ol style="list-style-type:lower-alpha"> <li>Have acquired, as a foundation for professional study, a breadth and depth of knowledge in the liberal arts and sciences and an understanding of issues related to diversity.</li> <li>Be educated as a generalist with a broad exposure to the delivery models and systems used in settings where occupational therapy is currently practiced and where it is emerging as a service.</li> <li>Have achieved entry-level competence through a combination of didactic, fieldwork, and capstone education.</li> <li>Be prepared to evaluate and choose appropriate theory to inform practice.</li> <li>Be prepared to articulate and apply occupational therapy theory through evidence-based evaluations and interventions to achieve expected outcomes as related to occupation.</li> <li>Be prepared to articulate and apply therapeutic use of occupations with persons, groups, and populations for the purpose of facilitating performance and participation in activities, occupations, and roles and situations in home, school, workplace, community, and other settings, as informed by the Occupational Therapy Practice Framework.</li> <li>Be able to plan and apply evidence-based occupational therapy interventions to address the physical, cognitive, functional cognitive, psychosocial, sensory, and other aspects of performance in a variety of contexts and environments to support engagement in everyday life activities that affect health, well-being, and quality of life, as informed by the Occupational Therapy Practice Framework.</li> <li>Be prepared to be a lifelong learner to keep current with evidence-based professional practice.</li> <li>Uphold the ethical standards, values, and attitudes of the occupational therapy profession.</li> <li>Understand the distinct roles and responsibilities of the occupational therapist and the occupational therapy assistant in the supervisory process for service delivery.</li> <li>Be prepared to effectively collaborate with and supervise occupational therapy assistants in service delivery.</li> <li>Be prepared to effectively communicate and work interprofessionally with all who provide services and programs for persons, groups, and populations.</li> <li>Be prepared to advocate as a professional for access to occupational therapy services offered and for the recipients of those services.</li> <li>Be prepared to be an effective consumer of the latest research and knowledge bases that support occupational therapy practice and contribute to the growth and dissemination of research and knowledge.</li> <li>Demonstrate in-depth knowledge of delivery models, policies, and systems related to practice in settings where occupational therapy is currently practiced and settings where it is emerging.</li> <li>Demonstrate active involvement in professional development, leadership, and advocacy.</li> <li>Demonstrate the ability to synthesize in-depth knowledge in a practice area through the development and completion of a doctoral capstone in one or more of the following areas: clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, education, and theory development.&nbsp;</li> </ol>
    List all student learning outcomes for the program.
  • 2. Explain how the curriculum achieves the program-level student learning outcomes by describing the relationship between the overall curriculum or the major curricular components and the program objectives. *

    The OTD curriculum will cluster the student outcomes in three curricular threads: Excellence in occupation-centered practice, collaborative engagement, and professionalism.  ACOTE specifies 99 specific course content standards.  The specific ACOTE standards and the program learning outcomes relating to each thread of learning included in each course will be identified on the curriculum map. 

    The Excellence in Occupation-centered Practice outcomes are:

    ·         Our students will achieve entry-level competency in occupation-based and evidence-based occupational therapy practice.

    ·         Our students will achieve beyond entry-level competency in an identified area as evidenced by completion and dissemination of a doctoral capstone project and experience

    ·         Our students will engage in occupation-focused scholarship as evidenced by engagement in the research process culminating in a scholarly dissemination.

    The program learning outcomes a, b, c, d, e, f, g, h, n, o, and q are supported in this thread.

    The Collaborative Engagement outcomes are:

    Our students will actively engage with:

    ·         the occupational therapy curriculum to enhance content synthesis and skill development

    ·         various community members to enhance occupational engagement and life participation

    ·         peers, occupational therapy professionals, and other professionals to develop collaboration and client-centered skills to enhance occupational engagement and life participation.

    The program learning outcomes a, b, c, d, e, f, g, h, j, k, l, n, o, and q are supported in this thread.

    The Professionalism outcomes are:

    Our graduates will demonstrate appropriate professionalism, collegiality, integrity, and leadership in all professional interactions.

    The program learning outcomes c, h, i, and m are supported in this thread.

    Describe the relationship between the overall curriculum or the major curricular components and the program objectives.
  • 3. Highlight any distinctive qualities of this proposed program*

    The proposed curriculum The proposed curriculum includes 3 courses from the NKU Haile US Bank College of Business.  No other entry level OTD program in the US offers as many non OTD specific courses in their curriculum.

  • 4. Will this program replace any existing program(s) or concentrations within an existing program?*
  • If yes, please specify.
  • 5. Include the projected faculty/ student in major ratio

    We anticipate a cohort enrollment size in the Occupational Therapy Program of 20 students, admitted once a year. By year 3, three cohorts (60 students) will be matriculating through the program.  Additional faculty will need to be hired and will include a fieldwork coordinator, a doctoral capstone coordinator, and a one full-time faculty member. 

  • 6. Is there a specialized accrediting agency related to this program?*
  • If yes, identify the agency
    The Accreditation Council for Occupational Therapy Education
    The Accreditation Council for Occupational Therapy Education

  • 7. Upload the SACS Faculty Roster Form in the Proposal Toolbox . Faculty resources shall be demonstrated to be adequate and appropriate for the proposed program. The number of faculty should meet external standards where appropriate. The qualifications of faculty will support the objectives and curriculum of the proposed program.

  • Attached
    Pull From Digital Measures

  • Access to the qualitative and quantitative library resources must be appropriate for the proposed program and should meet recognized standards for study at a particular level or in a particular field where such standards are available. Adequacy of electronic access, library facilities, and human resources to service the proposed program in terms of students and faculty will be considered.

  • 8.a. Describe the library resources available to support this program. You may attach any documentation provided to SACS*

    Steely Library provides digital access to data bases that are essential for students to conduct effective literature reviews of research (full text) in the area of occupational therapy. Utilization of Medline and PubMed will serve as databases for specific research articles. In addition, the library utilizes interlibrary loan of sources that are not readily available in full text.

  • Describe the physical facilities and instructional equipment available to support this program. Physical facilities and instructional equipment must be adequate to support a high quality program. The proposal must address the availability of classroom, laboratory, and office space as well as any equipment needs.

  • 8.b. Describe the physical facilities and instructional equipment available to support this program*

    The new $105 million Health Innovation Center (HIC) was inaugurated for the 2018-2019 academic year on campus. The strategic initiative of the HIC is for all colleges to have involvement with the development of future health professionals by implementing a transdisciplinary approach to health problems and issues that confront our Commonwealth. The initiative of transdisciplinarity is to have interprofessional and cross discipline engagement in understanding the art and science of health promotion. In this regard, a new 5,200 square foot laboratory space shared with Athletic Training is included in HIC. In addition, hospital rooms and a complete studio apartment are available for the occupational therapy program in the HIC St. Elizabeth Healthcare Simulation Center.  The proposed budget includes funds for purchasing instructional equipment for the occupational therapy program.  

  • 9. Clearly state the admission, retention, and completion standards designed to encourage high quality*

    Minimum requirements for admission to the NKU OTD program:

    • A bachelor’s or master’s degree from a regionally accredited institution of higher education with a minimum GPA of 3.0 on a 4.0 scale.
    • Completion of the following prerequisite courses with a minimum grade of C and no more than two attempts in each prerequisite course. 
      • Human Anatomy and Physiology with Labs (BIO 208 & 209)
      • Advanced College Writing (ENG 102)
      • General Physics with Lab (PHY 211)
      • Introduction to Psychology (PSY 100)
      • Introduction to Sociology (SOC 100)
      • Lifespan Development Psychology (PSY 321)
      • Abnormal Psychology (PSY 333)
      • Introduction to Statistics Methods (STA 205 or equivalent)
      • Medical Terminology (BIO 272)
    • Completion of 20 hours of observing occupational therapists in a variety of settings.
    • Submission of GRE results to NKU OTD program.
    • Submission of an application through the Occupational Therapy Centralized Admission System
    • An interview with NKU OTD faculty

    OTD Program Retention

    • Maintain an overall 3.0 GPA
    • Completion of all coursework with a B- or higher
    • No more than one repeated OTD course

    Graduation

    • Completion of all coursework with a GPA of 3.0 or higher
    • Completion of all coursework with a B- or higher
    • Completion of the OTD capstone experience and project
  • 10. Clearly state the degree completion requirements for the program*

    In order to graduate with a Doctor of Occupational Therapy, students must complete all coursework with a grade of B- or higher and have an overall graduate GPA of 3.0 or higher.  This includes successful completion of 4 credit hours of Level I Fieldwork Simulation, 18 credit hours of Level II Fieldwork, a doctoral experiential component, and a doctoral capstone project.  

  • 11. Provide the following information for the program and for each concentration (some categories may not apply to all programs):

  • Total number of hours required for degree (incuding General Education credits)*
    117
    117
  • Number of hours in degree program core*
    117
    117
  • Number of hours in concentration*
    0
    0
  • Number of hours in guided electives*
    0
    0
  • Number of hours in free electives*
    0
    0

  • 12. Describe how the proposed program will articulate with related programs in the state. It should describe the extent to which student transfer has been explored and coordinated with other institutions.

    Attach all draft articulation agreements related to this proposed program in the Proposal Toolbox .

  • Describe how the proposed program will articulate with related programs in the state*

    EKU is also currently developing an entry-level Doctor of Occupational Therapy program.  The Accreditation Council on Occupational Therapy Education has the same student outcomes for all programs, but each program has latitude on the curriculum design, focus, and objectives. 

    It should describe the extent to which student transfer has been explored and coordinated with other institutions.

  • 13. List courses under the appropriate curricular headings, Then follow the directions below to create proposed curriculum in Proposal.  Click here to download the course template.

    Prospective Curriculum Field

    Step 1

    There are two options to add courses for proposed changes: "Add Course" and "Import Course." For courses that already are in the catalog, click on "Import Course" and find the courses needed. For new classes that are in the Curriculog Approval Process click on "Add Course"-- a box will open asking you for the Prefix, Course Number and Course Title.

    Step 2

    Click on  "View Curriculum Schema." Click on "Add Core" which will be the header for your course groups of the program. After creating the different sections you can proceed to assign courses in each header by clicking on "Add Courses" this will bring up the list of courses available from Step 1. Select the courses you wish to add and reorder as needed by dragging courses. For removing courses click on the .

    Commonly used headers: Degree Requirements, Core Courses, Electives.

  • Prospective Curriculum*
  • Attached*
  • Delivery Method*
  • 14. Will this program utilize alternative learning formats (e.g. distance learning, technology-enhanced instruction, evening/weekend classes, accelerated courses)? *
  • 14.a. Describe planned alternative methods of program delivery you checked, involving greater use of technology, distance education, and/or accelerated degree designs, to increase efficiency, better address student educational and workforce needs, and maximize student success, for both traditional and non-traditional students.

    The proposed curriculum is an acceleareted degree design in which students entering with a bachelor’s degree earn an entry-level clinical doctorate degree in 36 months.This design allows graduates to enter the occupational therapy workforce earlier and thus help alleviating the shortage of occupational therapy practitioners.

Demand
Next

  • Program Demand/Unnecessary Duplication

    Proposed programs must respond to the needs of the academy and to larger economic and social environments. Thus, the institution must demonstrate demand for the proposed program. All proposed programs must address student demand. Programs must also address either employer demand or academic disciplinary needs.

  • 1. Student Demand

  • a. Provide evidence of student demand. Evidence of student demand is typically in the form of surveys of potential students or enrollments in related programs at the institution, but other methods of gauging student demand are acceptable. *

    Evidence of student demand is typically in the form of surveys of potential students or enrollments in related programs at the institution, but other methods of gauging student demand are acceptable.

    The demand for Occupational Therapist in the United States is growing faster than supply of graduates from occupational therapy programs.   The United States Bureau of Labor Statistics identified Occupational Therapist’s Job Outlook for 2016-2026 as having a projected much faster than average growth (24%) in the number of jobs. 

    The Kentucky Center for Education and Workforce Statistics reported Occupational Therapy is in the Top 25 Fastest Growing Northern Kentucky Local Workforce Area Occupations for 2014-2024. Occupational Therapists Ranked # 6 with a projected 39% growth in jobs.

    The demand for occupational therapy education is growing.  The American Occupational Therapy Association’s 2017-2018 Annual Report identified there were 46523 applicants for 8029 student admissions slots into Occupational Therapy programs in 2017.  Only 17% of applicants were admitted into occupational therapy programs.  Of the 8029 students admitted in 2017, only 702 were admitted into entry-level Doctor of Occupational Therapy programs.  

    Typically in the form of surveys of potential students and/or enrollments in related programs at the institution.
  • b. Identify the applicant pool and how students will be reached. *

    Potential students will be recruited from current undergraduate students at NKU and externally.  NKU undergraduate majors such as Exercise Science, Health Science, Biological Sciences, Psychology, Human Servies, Sociology, and Neuroscience will be recruited.  In addition, the NKU OTD program will be listed in the Occupational Therapy Centralize Application Service, the American Occupatinal Therapy Association program allowing prospective occupational therapy students to search through available occupational therapy programs in the United States.

  • c. Describe the student recruitment and selection process. *

    Potential students will be recruited from current undergraduate students at NKU and externally.  NKU undergraduate majors such as Exercise Science, Health Science, Biological Sciences, Psychology, Human Servies, Sociology, and Neuroscience will be recruited.  In addition, the NKU OTD program will be listed in the Occupational Therapy Centralize Application Service, the American Occupatinal Therapy Association program allowing prospective occupational therapy students to search through available occupational therapy programs in the United States.

     

    Application to the OTD program will occur in the spring and classes will begin in the fall. The application will consist of the following:

    College level transcript with documentation of degree conferred

    GPA (minimum 3.0) (40%)

    Three letters of recommendation (10%)

    GRE Scores (10%)

    Interview (40%)

    The GPA, letters of recommendation, GRE scores, and interview will be used to rank students. The program will accept the 20 highest ranking applicants into the program.

  • d. Identify the primary feeders for the program.*

    The primary feeders for the entry-level Doctor of Occupational Therapy degree are Bachelor’s programs such as Exercise Science, Health Science, Biological Sciences, Psychology, Human Servies, Sociology, and Neuroscience.

  • e. Provide any evidence of a projected net increase in total student enrollments to the campus as a result of the proposed program*

    As a three year graduate program with 20 students admitted per year, the Doctor of Occupational Therapy program will add 60 students to the campus.  Once fully accredited by ACOTE, the projection will be 24 students admitted per year for a total of 72 students added to campus.

  • f. Project extimated demand for the first five years of the program.
  • Degrees Conferred
  • Degr Conferred Year 1
    0
    0
  • Degr Conferred Year 2
    0
    0
  • Degr Conferred Year 3
    20
    20
  • Degr Conferred Year 4
    20
    20
  • Degr Conferred Year 5
    20
    20
  • Majors (Headcount - Fall Semester
  • Major Headcount Fall Semester Year 1
    20
    20
  • Major Headcount Fall Semester Year 2
    40
    40
  • Major Headcount Fall Semester Year 3
    60
    60
  • Major Headcount Fall Semester Year 4
    64
    64
  • Major Headcount Fall Semester Year 5
    68
    68

  • 2. Employer Demand:

    Clearly describe evidence of employer demand. Such evidence may include employer surveys, current labor market analyses, and future human resources projections. Where appropriate, evidence should demonstrate employers’ preferences for graduates of the proposed program over persons having alternative existing credentials and employers’ willingness to pay higher salaries to graduates of the proposed program.

    Attach additional documentation in Proposal Toolbox.

    Data provided in tables should be uploaded in the proposal toolbox.

  • a. Describe the types of jobs available for graduates, average wages for these jobs, and the number of anticipated openings for each type of jobs. *

    The demand for Occupational Therapist in the United States is growing faster than supply of graduates from occupational therapy programs.   The United States Bureau of Labor Statistics identified Occupational Therapist’s Job Outlook for 2016-2026 as having a projected much faster than average growth (24%) in the number of jobs. 

    The Kentucky Center for Education and Workforce Statistics reported Occupational Therapy is in the Top 25 Fastest Growing Northern Kentucky Local Workforce Area Occupations for 2014-2024. Occupational Therapists Ranked # 6 with a projected 39% growth in jobs.

    The demand for occupational therapy education is growing.  The American Occupational Therapy Association’s 2017-2018 Annual Report identified there were 46523 applicants for 8029 student admissions slots into Occupational Therapy programs in 2017.  Only 17% of applicants were admitted into occupational therapy programs.  Of the 8029 students admitted in 2017, only 702 were admitted into entry-level Doctor of Occupational Therapy programs.  

  • 3.  Academic Disciplinary Needs:

    If the program proposal is in response to changes in academic disciplinary need, as opposed to employer demand, please outline those changes. Explain why these changes to the disciple necessitate development of a new program.

  • Clearly describe all evidence justifying a new program based on changes in the academic discipline or other academic reasons*

    The proposed Doctor of Occupational Therapy at NKU is an entry-level degree not an advanced practice degree

  • 4. Similar Programs:

    A new program may serve the same potential student population. The proposed program must be sufficiently different from existing programs in the state or access to existing programs must be sufficiently limited to warrant initiation of a new program.

    Identify similar programs in other Southern Regional Education Board (SREB) states and in the nation.

    If similar programs exist in Kentucky,

  • a. Are there similar programs in other Southern Regional Education Board (SREB) states and in the nation? *
  • Please identify similar programs in other SREB states and in the nation.

    The accredited Entry-level OTD programs in SREB states are:

    1. Arkansas State University-Jonesboro
    2. Belmont University
    3. Gannon University-Florida Campus
    4. Nova Southeastern University-Tampa Bay Regional Campus
    5. Mary Baldwin University, Murphy Deming College of Health Sciences
    6. University of St. Augustine for Health Sciences-Austin Campus Virginia Commonwealth University
    7. University of St. Augustine for Health Sciences-Florida Campus
    8. University of Tennessee at Chattanooga

    The accredited Entry-level OTD programs in the US are:

    1. A.T. Still University, Arizona School of Health Sciences
    2. Boston University, College of Health and Rehabilitation Sciences (Sargent College)
    3. Creighton University
    4. Drake University
    5. Duquesne University
    6. Huntington University
    7. Indiana Wesleyan University
    8. Kettering College
    9. MGH Institute of Health Professions
    10. Midwestern University-Downers Grove Campus
    11. Northern Arizona University
    12. Ohio State University
    13. Pacific University
    14. Rush University
    15. Samuel Merritt University
    16. St. Ambrose University
    17. The University of Toledo
    18. Thomas Jefferson University-Center City Campus
    19. Touro University Nevada
    20. University of St. Augustine for Health Sciences-California Campus
    21. University of Indianapolis
    22. University of Pittsburgh
    23. University of the Sciences
    24. University of South Dakota
    25. Washington University
    26. West Coast University-Los Angeles
    27. Western New England University
       
  • b. Please identify any similar programs exist at public institutions in Kentucky.

    Eastern Kentucky University is the only public university in Kentucky to offer Occupational Therapy program.

  • c. Does the proposed program differ from existing programs? *
    (i.e., students in a different geographic area)
  • If yes, please explain

    Eastern Kentucky University is transitioning from an entry-level Masters of Occupational Therapy program to an entry-level Doctor of Occupational Therapy program.  

  • d. Does the proposed program serve a different student population (i.e., students in a different geographic area) from existing programs?
  • If yes, please explain.

    Northern Kentucky University serves the Greater Cincinnatie region and Eastern Kentucky University is located over 100 miles from Northern Kentucky University

  • e. Is access to existing programs limited?*
  • If yes, please explain

    EKU reported in 2019 between 90 and 110 qualified applicants for their entry-level occupational therapy programs were not admitted.

  • f. Is there excess demand for existing similar programs?*
  • If yes, please explain

    In Spring 2019 email requests regarding applicant and admission totals for entry-level occupational therapy programs within 120 miles of Northern Kentucky University were sent to Eastern Kentucky University, Xavier University, University of Cincinnati, Kettering College, Spaulding University, Ohio State University, and Shawnee State University. 

    The email responses indicated:

    EKU receives 80 to 90 applicants for the 20 to 25 slots in the BS to MOT program.

    EKU receives 80 to 90 applicants for the 50 to 55 slots in the Freshman to MOT program.

    Xavier receives 50 applicants for their MOT and that they would be transitioning to an entry-level OTD with a cap of 24 students (16 less than their MOT program).

    University of Cincinnati receives 48 applicants for 30 slots.

    Kettering College receives 220 applicants for 28 slots.

    Ohio State University receives 304 applicants for 47 slots.

    Phone call responses indicated:

    Spaulding University receives 170 to 300 applicants for 80 slots.

    Shawnee State University receives 85 to 150 applicants for 40 slots.

  • g. Will there be collaboration between the proposed program and existing programs?*
  • If yes, please explain the collaborative arrangements with existing programs
  • If no, please explain why there is no proposed collaboration with existing programs

    No collaboration is currently planned due to the unique nature of each curriculum and geographical locations.  However, if feasible opportunities for collaboration arise, they will be explored.

  • Advanced Practice Doctorates

  • If the proposed program is an advanced practice doctorate, please address the following 5 questions.  If not, skip to the COST/FUNDING section.

    For submission to CPE you will need to attach the following, additional documentation, in the Proposal Toolbox. 

    1. Letter of commitment from each clinical site that specifies the number of students to be accommodated and identifies other academic programs that also use the facilities.

    2. Letter from each institution with a similar program stating that the proposed program will not negatively impact the existing program.

  • 1. Does the curriculum include a clinical or experiential component?
  • If yes, list and discuss the natureand appropriateness of available clinical sites.
  • 2. Describe how the doctorate builds upon the reputation and resources of the existing master’s degree program in the field.
  • 3. Explain the new practice or licensure requirements in the profession and/or requirements by specialized accrediting agencies that necessitate a new doctoral program.
  • 4. Explain the impact of the proposed program on undergraduate education at the institution. Within the explanation, note specifically if new undergraduate courses in the field will be needed.
  • 5. Provide assurance that funding for the program will not impair funding of any existing program at any other public university.
COST/FUNDING
Next

  • The resource requirements and planned sources of funding of the proposed program must be detailed in order to assess the adequacy of the resources to support a quality program. This assessment is to ensure that the program will be efficient in its resource utilization and to assess the impact of this proposed program on the institution’s overall need for funds.

  • 1. Will this program require additional resources?*
  • If yes, provide a brief summary of additional resources that will be needed to implement this program over the next five years
  • 2. Will this program impact existing programs and/or organizational units within your institution?*
  • If yes, please describe the impact
  • 3. Provide adequate documentation to demonstrate sufficient return on investment to the state to offset new costs and justify approval for the proposed program.

    See attached Funding Source and Budget Tables

  • Complete the Funding Sources, by year of program template and Breakdown of Budget Expenses/Requirements template tables for the first five years of the proposed program and provide an explanation of how the institution will sustain funding needs, attach document in Proposal Toolbox. *The total funding and expenses in the table should be the same, or explain sources(s) of additional funding for the proposed program.

    Links to the Funding Source and Budget Expenses/Requirement Templates are:

    A.  Funding Source Template

    B.  Budget Expenses/Requiement Breakdown Template

  • Attached
  • Attached
PROGRAM REVIEW AND ASSESSMENT
Next

  • Describe program evaluation procedures for the proposed program. These procedures may include evaluation of courses and faculty by students, administrators, and departmental personnel as appropriate. Program review procedures shall include standards and guidelines for the assessment of student outcomes implied by the program objectives and consistent with the institutional mission.

    For each assessment method, please provide direct indicators of achievement of program-level student learning outcomes and frequency of data collection:

  • 1.a. Which components will be evaluated?*

    Faculty, students, courses, curriculum, clinical education sites, fieldwork educators, fieldwork sites, doctoral capstone preceptors, doctoral capstone sites, NBCOT pass rates, employer satisfaction, and student job placement

  • 1.b. When will the components be evaluated?*

    Annually

  • 1.c. When will the data be collected?*

    Courses and fieldwork data will be collected each sesester.  All others will be collected annually

  • 1.d. How will the data be collected?*

    Faculty teaching effectiveness will be assessed through course evaluations. Students will be assessed by GPA and fieldwork performance evaluations. Courses and curriculum will be assessed in the course evaluations and in the student satisfaction survey. Fieldwork sites and fieldwork educators will be assessed in the Evaluation completed by the students. Student occupational therapy knowledge base will be assessed throught the Occupational Therapy Knowledge Exam (OTKE), NBCOT pass rate, job placement, and employer satisfaciton will be collected with post-graduation evaluations.

  • 1.e. What will be the benchmarks and/or targets to be achieved?*

    Faculty are expected to demonstrate strong teaching effectiveness documented with the level of at least “professional” on their annual performance reviews. Students are expected maintain a minimum of 3.0 GPA and score an average of 70%  or higher on their fieldwork performance evaluations. The target for courses and curriculum will be more qualitative in nature, using information gained from both Likert scales and written responses to make changes when needed. The target for first year post graduation pass rate for the NBCOT exam will be 80% or higher. There will be no target for job placement, but the information will be recorded each year.

  • 1.f. What individuals or groups will be responsible for data collection?

    The program director and academic fieldwork coordinator will be responsible for data collection.

  • 1.g. How will the data and findings be shared with faculty?

    The data and findings will be shared with faculty during individual and department meetings.  In addition, the annual OTD assessment report will be shared with faculty.

  • 1.h. How will the data be used for making programmatic improvements?*

    All data will be collected, analyzed, and summarized in the Annual OTD Assessment Report. The information will be used to evaluate program effectivelness.  Areas of potential improvent include course design, classroom /lab structure, teaching styles, communication styles and policies, assignment structure, program policies and procedures, fieldwork site utilization, and curriculum design.  Plans for enhancement and changes will be included in the annual OTD strategic plan.

  • 2. What are the measures of teaching effectiveness?*

    The program assess teaching effectiveness by looking at student course evaluations,the Occupational Therapy Knowledge Exam (OTKE), NBCOT pass rates. Innovative teaching strategies and direct student learning projects will also be used in consideration of teaching effectiveness.

  • 3. What efforts to improve teaching effectiveness will be pursued based on these measures?*

    As a program preparing students to pass the certification exam and to practice as an athletic trainer, it is very important that we are able to effectively educate our students. The faculty will work together to find ways to continue to improve teaching effectiveness through discussing teaching strategies, coordinating interprofessional education opportunities, or providing directed student learning opportunities, all which aid in the students educational experience.

  • 4. What are the plans to evaluate students’ post-graduate success?*

    The program will send out an alumni evaluation and employer satisfaction survey twelve months after graduation from the program. This evaluation will assess job placement, salary, NBCOT pass rate, and preparedness to work as an occupational therapist.

VPUAA Processes
Next
  • CIP Code
    51.2306
    51.2306
  • BOR Approval Date
    05/13/2020
    05/13/2020
  • CPE Final Approval Date
    09/15/2020
    09/15/2020
  • CPE ID
    15157
    15157

  • User Tracking

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