Occupational Therapy, MS

Introduction

Occupational Therapy is a health care profession designed to assist individuals of all ages with engaging in purposeful and meaningful life activities (called occupations) that support the individual's participation in work, home, and community environments. Occupational Therapists provide client-centered, occupation-based services consisting of purposeful activity (occupations) to achieve functional outcomes that promote health, prevent injury or disability, and develop, improve, sustain, or restore the highest possible level of independence and well-being. 

Occupational Therapy services include the following:

• Evaluation and provision of intervention services in consultation with the individual, family, or other appropriate persons.

• Interventions directed toward developing, improving, sustaining, or restoring daily living skills including work, play/leisure, and self-care skills.

• Developing, improving, sustaining, or restoring sensory-motor, perceptual, or neuromuscular functioning, emotional, motivational, cognitive, or psychosocial components of performance.

• Education of the individual and family in carrying out interventions. Occupational Therapists are also involved in education, research, consultation, administration, care management, telehealth, and healthcare planning.

Occupational Therapists may choose to work in a variety of settings including acute care and rehabilitation hospitals, mental health facilities, managed care environments, home health agencies, nursing homes, public and private schools, industry, community programs, correctional facilities, telehealth, and private practice.

 Becoming an Occupational Therapist

A person must graduate from an occupational therapy program accredited by the Accreditation Council for Occupational Therapy Education (ACOTE).

Each graduate must pass the national certification examination administered by the National Board for Certification in Occupational Therapy (NBCOT). To see the performance of Stockton MSOT graduates on the NBCOT exam, please visit the following link:

 https://www.nbcot.org/Educators-Folder/SchoolPerformance

In states that have licensure, therapists must obtain state licensure in order to practice https://www.aota.org/career/state-licensure/maintain-your-license

Program Organization

The Stockton University Master of Science in Occupational Therapy program is a two and one-half year entry-level professional program. It includes four semesters of course work, one summer session, and two, three-month Level II fieldwork rotations that must be completed within 24 months following completion of academic work to comply with current New Jersey licensure regulation.

Admission Requirements

Prospective students should request admission to the program through the Office of Graduate Admissions. Each year the MSOT program admits a limited number of qualified students.

Students must complete all program pre-requisite requirements and have a baccalaureate degree in order to be admitted to the MSOT program. Applicants may complete undergraduate preparation at Stockton University or any other college as long as all pre-requisite requirements are met prior to the first day of classes in the semester to which they were admitted. That is, conditional acceptance into the program may be granted pending successful completion of admission requirements prior to the start of the fall semester to which an individual is admitted.

The Office of Graduate Admissions requires the following items for application to the MSOT program.

• Completion of a baccalaureate degree

• Demonstration of academic preparedness with a cumulative GPA of 3.2 or better on a 4.0 scale.

• Completion of all required prerequisite courses with a grade of B- or better (see below for list of required pre-requisite courses)

• A typed essay that demonstrates graduate level written communication skills.

• For applicants whose native language is not English, scores from the Test of English as a Foreign Language (TOEFL)

• Documentation of 40 hours of work, volunteer work or community service with an Occupational Therapist in a variety of occupational therapy settings with clients of different ages and diagnoses.

• Three letters of recommendation (quantitative form is required; narrative in addition to quantitative form is optional). One reference MUST be from an OT professional with whom the applicant has completed observation hours, and one MUST be from a college/university professor familiar with the applicant’s academic potential. The third may be from an employer or someone else familiar with the applicant’s academic potential or work ethic. The MSOT program does not accept personal references from family members or individuals not meeting the criteria listed above.

Additional paperwork will be required of international students. Forms can be obtained from the Office of Graduate Admissions.

Some priority will be given to Stockton graduates and applicants from the state of New Jersey. A personal interview will be conducted for the most qualified candidates. These candidates will be required to provide a copy of their current driver’s license.

Prerequisite Courses:

• Human Anatomy and Physiology (two semesters) – at least one semester MUST include a lab

• Introduction to Psychology/General Psychology

• Abnormal Psychology

• Human Development or Lifespan Development

• Introduction to Anthropology or Introduction to Sociology

• Introduction to Statistics or Applied Biostatistics

It is also expected that all applicants will be proficient in computer applications and the use of email. Regular access to a Stockton email account is required.

Students may apply to the program while in the final semesters of completing these admission requirements.

Aspects of graduate applications for the MSOT program (Supplemental Application) are submitted to The Office of Graduate Admissions. Other application materials, including signed volunteer hour verification forms, are submitted via the Occupational Therapy Central Applications System (OTCAS). For further information about the application process please contact the Office of Graduate Admissions. Applicants should check the MSOT program admissions website regularly for any changes to admissions requirements not included in this Bulletin.

The most qualified applicants will be invited for a personal interview. Qualified applicants who are not admitted may have their names placed on a waiting list. Applicants on the waiting list who are not admitted into the program may reapply for admission for the next enrollment period on a competitive basis with all other applicants. All applicants may reapply to the MSOT program and will be considered on a competitive basis with all other applicants.

To be considered a matriculated student, the applicant must have completed the application process, must have the program’s recommendation, must receive formal acceptance from the Office of Graduate Admissions to work toward a degree, must submit a non-refundable deposit, and must enroll in and begin coursework in the MSOT program.

Students attend the MSOT program on a full-time basis. There is no admissions part-time option. However, a matriculated student may need to take courses on a part-time basis due to academic issues discussed below or due to personal issues necessitating a move to a part-time status within the program. Such requests for part-time status must be made and approved through the MSOT program director.

Mission of the Occupational Therapy Program

The mission of the Occupational Therapy Program at Stockton University is to help our students become competent, caring practitioners who are lifelong learners with an understanding of global perspectives. We are committed to helping our students develop the capacity for continuous learning based on the belief that human beings learn and acquire knowledge as unique individuals who engage in the educational process through personally held values, interests, and beliefs, as well as individual drives to participate in desired occupations.

Learning occurs in a variety of curricular and co-curricular contexts/environments requiring the integration of cognitive, motor, perceptual, social, and sensory skills. This ensures that students are prepared to apply knowledge in the dynamic environments of a diverse and multicultural society. The Program recognizes the diverse needs of students and faculty in learning the process. We utilize various pedagogical tools and methodologies, including educational technology, instruction in global and diverse perspectives, and interprofessional educational experiences. These ensure the development of critical thinking and problem-solving, resourcefulness, scholarship, creativity, and intellectual achievement. Students emerge with integrated knowledge and skills to provide client-centered, occupation-based, holistic occupational therapy services and understand the need to engage in lifelong learning. The Occupational Therapy Program at Stockton University is also committed to the development of southern New Jersey through research and community service.

Philosophy of the Occupational Therapy Program

The philosophy of the Occupational Therapy Program at Stockton University is based on the philosophy of occupational therapy education and an articulated approach to human beings and how they learn (AOTA, 2018).

The Occupational Therapy Program at Stockton University is also based on the profession’s philosophy that describes occupation as the uniquely personal and meaningful activities that provide clients with a sense of personal identity and support participation in various contexts/environments. Occupation is expressed uniquely in clients across the lifespan, along a developmental continuum, and within varied contexts. Occupational therapy is a profession that understands the primary importance of occupation in allowing clients to be productive, satisfied, and contributing members of society. When biological, psychological, societal, or contextual factors prevent clients from participating in occupations, dysfunction may occur. The occupational therapy practitioner utilizes occupation for both intrinsic and therapeutic purposes. The occupational therapy practitioner’s understanding of the restorative, normalizing, and life-enhancing role of occupation enables clients to engage in occupation to support participation in context(s) (AOTA, 2017).

American Occupational Therapy Association (2018). Philosophy of occupational therapy education. American Journal of Occupational Therapy, 72(Suppl. 2), 7212410070. http://doi.org/10.5014/ajot.2018.72S201

 American Occupational Therapy Association (2017). Philosophical base of occupational therapy. American Journal of Occupational Therapy, 71(Suppl. 2), 7112410045. https://doi.org/10.5014/ajot.2017.716S06

Diversity/Equity/Inclusion Statement

The Stockton MSOT Program respects all people, regardless of ability, color, cultural background, gender identity, sexual orientation, and socioeconomic status. We strive to create an equitable, inclusive, welcoming environment free from bias in our program, University, community and the occupational therapy profession. Threaded throughout the MSOT curriculum students are exposed to individuals of varying backgrounds and abilities. We invite guest lecturers from a variety of backgrounds for student enrichment and seek to provide the best representation of society. Cultural and social competence is addressed in assignments throughout the curriculum including case studies and reflections focusing on systemic issues related to disparity in healthcare. Students are immersed in resources and education to achieve the MSOT Program’s mission of fostering competent and caring practitioners and lifelong learners to meet the occupational needs of diverse populations.

 Educational Goals of the Occupational Therapy Program

Curriculum Design

The process of learning is conceptualized in the curriculum as a sequential and developmental progression where learning occurs through a spiraling curriculum of knowledge construction and reconstruction. This involves learning about human occupation and development across the lifespan within contexts following a developmental curriculum. Students learn foundational concepts and continue to build upon this knowledge to develop more advanced and complex skills.

Threads in Curriculum

• Foundational Knowledge

• Practice Skills

• Research

• OT Evaluation Across the Lifespan

• OT Intervention Across the Lifespan

• Professional Skills

Levels of the Curriculum

• Entrance with undergraduate knowledge and life experiences

• Understanding the foundational knowledge of occupational therapy

• Competency in clinical reasoning, evidence-based practice, research, and interprofessional practice

• Advanced problem-solving

• Integration of knowledge and entry-level application to practice

• Application of knowledge and skills to provide client-centered, occupation-based, culturally relevant occupational therapy services.

  Occupational Therapy Curriculum (80 credits total)

   

  Year 1 – Fall (20 credits)

  OCTH 5101 Foundations of Occupational Therapy                                 4 credits

  OCTH 5110 Foundations of Motor Performance                                      4 credits

  OCTH 5115 Clinical Conditions Across the Lifespan                                4 credits

  OCTH 5125 Professional Issues I                                                                         2 credits

  OCTH 5130 Group Process & Leadership                                                       2 credits

  OCTH 5160 Evidence Based Practice                                                                4 credits

   

  Year 1- Spring (16 credits) (*includes Level 1 fieldwork)

  OCTH5135 AdvancedMotorPerformance4 credits

  OCTH 5140 Evaluation of Occupational Performance in Pediatrics              3 credits

  OCTH 5141 Pediatric Occupational Therapy Intervention                                                                                                                         4 credits

  OCTH 5145 Fieldwork Level 1 Seminar 1                                                         1 credit

  OCTH 5150 OT in Mental Health*                                                                         4 credits

  Year 1 Summer (4 credits)

  OCTH 5165 Application of OT Theory (online)                                               2 credits

  OCTH 5175 Professional Issues II (online)                                                         2 credits

  Year 2- Fall (18 credits)

  OCTH 6100 Evaluation of Occupational Performance in Adults                                                                                                                                  3 credits

   OCTH 6110 Adult OT Intervention                                                                       4 credits

  OCTH 6115 Fieldwork Level I Seminar II                                                            1 credit

  OCTH 6120 Advanced Adaptations and Assistive Technology                                                                                                                                  4 credits

  OCTH 6130 Foundations of General Practice                                                    4 credits

  OCTH 6160 Clinical Research I                                                                             2 credits

   

  Year 2- Spring (16 credits)

  OCTH 6140 Evaluation of Occupational Performance in Older Adults                                                                                                                                  3 credits

  OCTH 6141 Older Adult OT Intervention                                                4 credits

  OCTH 6145 Fieldwork Level 1 Seminar III                                                           1 credit

  OCTH 6155 Management of Upper Extremity Dysfunction                              4 credits

  OCTH 6161 Clinical Research II                                                                            2 credits

  OCTH 6175 Professional Issues III                                                                       2 credits

   

  Year 2-Summer (3 credits)

  OCTH 6910-001 Fieldwork Level II                                                                       3 credits

   

  Year 3- Fall (3 credits)

  OCTH 6920-001 Fieldwork Level II                                                                       3 credits

   

  Student Learning Outcomes

  Students graduating from Stockton University’s Master of Science in Occupational Therapy Program will possess expected professional behaviors of an entry-level occupational therapist as demonstrated by the following learning outcomes (numbers in parentheses refer to threads listed above):

  •       Demonstration of professional skills based on an understanding of the profession’s ethics, practice framework, safety regulations, and standards of practice. (1, 6)

  •       Effective articulation and utilization of occupation with individuals across the lifespan. (2, 3, 4, 5)

  •       Understanding of occupational therapy’s history, philosophy, theoretical base, models of practice, and frames of reference. (1)

  •       The ability to evaluate a client’s occupationally relevant strengths and needs in occupations, performance skills, performance patterns, contexts, activity demands, and client factors to achieve health, well-being, and participation in life through engagement in occupations. (4)

  •       The ability to provide occupationally-based, evidence-based and client-centered interventions. (2, 3, 5)

  •       Utilization of clinical reasoning that demonstrates problem solving, critical thinking, ethical reasoning, integration of knowledge, evidence-based practice, self-initiative and independent thought. (3, 4, 5)

  •       Understanding of the changing healthcare environment with a commitment to lifelong learning that will allow the provision of therapeutic and humanistic care to promote health and well-being as evidenced in the ability to organize and manage OT services. (3, 6)

  •       Utilization of effective verbal, nonverbal, and written communication skills. (1, 2, 3, 4, 5,6)

  •       Utilization of appropriate professional and interpersonal skills to establish and maintain effective relationships with clients, caregivers, and colleagues. (1, 2, 3, 4, 5, 6)

  •       Utilization of knowledge pertaining to cultural, political, and economic differences when working as a member of an interprofessional team, in the role of supervisor, and in the client-therapist relationship. (6)

  •       Demonstration of entry-level research and presentation skills. (3)

  •       Competent use of technology for gathering and processing information. (1, 2, 3, 4, 5, 6)

  •       Success in achieving personal satisfaction as an employed entry-level occupational therapist. (6)

  •       Satisfaction with the educational experience gained at Stockton. (6)

Attendance and Participation

The MSOT program is a full-time program. All didactic courses are in-person or hybrid except for the two online summer courses. All courses are held in the West Quad building on Stockton’s Galloway campus, which is ADA accessible. Courses typically are held between 8:30 am-5:30 pm, Monday through Friday. However, this schedule is subject to change due to program needs. Students will be given ample notice should a change in this typical schedule be needed. In addition, although the course schedule may not include all 5 days (M-F) in every semester, the program reserves the right to schedule make-up classes, meetings, and additional instruction at the discretion of the program and/or faculty. Students may also be required to attend learning seminars or other learning opportunities that fall outside of normal class hours. These will be listed as requirements within individual courses.

Attendance in the MSOT program is mandatory. Students are expected to attend ALL scheduled classes and participate in lectures, laboratories, examinations, field trips, observations, practicums, professional events, and all clinical experiences. If a student must be absent, it is the responsibility of each individual student to contact the course instructor prior to the scheduled class or activity, make up the work that was missed, and provide appropriate work assignments or documentation as required by the instructor. Students engaged in group work for their courses are expected to alert their group members of their absence and to complete all work associated with the project. Documentation may include medical clearance to participate in classroom or laboratory activities, and/or may be required by the instructor to document absence. Students who are absent from more than 5 class sessions per semester, regardless of the course, will be counseled by a panel of faculty who will develop a plan for continuation in the program (i.e. move to part-time status, repeat the semester, etc.)

Individual faculty members have the discretion of their own attendance policy.

 Technology Requirements:

It may be beneficial for students to have personal computers or tablets; however, they are not required for the program. Computers are available in numerous labs across campus for student use. Lab hours include evening and weekends, and three labs are open twenty-four hours a day during the fall and spring semesters. Information Technology Services (ITS) also loans laptops to students.

Continuation in the Occupational Therapy Program

To remain in the program, students MUST complete every course (including fieldwork levels I and II) successfully and maintain a GPA of 3.2 or above.

1.    At any point in the semester, if the student is at risk for receiving a grade lower than a B-, the student will be required to meet with the course faculty and his/her preceptor (or the entire faculty) to establish a remedial plan for improving their performance for the remainder of the semester.

2.    For courses with assignments noted as high stakes, such as case study assignments, students must complete this assignment with a grade of B- (80) or higher to pass the course. If a student scores below a B- on this assignment, the student is required to complete an alternative case study or other remedial work provided by course faculty. The alternative case study or other remedial work must earn a grade of B- (80) or higher to pass the course and progress in the MSOT program.

3.    A final course grade below a B- for one course will require the student to meet with the course faculty and his/her preceptor (or the entire faculty) to establish a remedial plan that the student must successfully* complete before proceeding further in the program.

4.    A grade below a B- for a second course may warrant a dismissal from the program.

5.    Any student earning a D+ or below in a class will be required to repeat the class** or will be dismissed from the program (GPA and potential to raise GPA in one probationary semester will dictate this).

6.    Students may be dismissed from the Program in the event that they have not successfully completed the fieldwork experiences within the curriculum, even if they are maintaining the required GPA.

7.    In some cases, students may be passing courses, but having difficulty with specific concepts, professional behaviors, or skills. In such cases, faculty may ask students to meet with the faculty to develop and successfully* complete REQUIRED remedial assignments addressing the identified deficits before they can proceed further in the program.

8.    If a student requires more than 2 academic interventions (i.e. remedial plans, learning contracts, etc.), this may warrant a dismissal from the program.

*The program considers the remedial plan as successfully completed when the student has met all conditions of the remedial plan contract. The faculty and student will agree upon this contract when meeting.

**Repeating a class will alter the sequence and duration of the program.

Individual faculty members have the discretion of their own policies in terms of passing specific components of their courses. These policies will be present on the syllabus.

Campus Supports and Student Well-Being

Students may experience concerns both related and unrelated to their academics. Stockton University provides a wide range of resources and support services, available both in person and online. A comprehensive list of campus support services, policies, and procedures is available at https://stockton.edu/ctld/student-syllabus-policies-and-resources.html. Students are informed of such services at various points in the program including on course syllabi, in the program and fieldwork handbooks and during student orientations to the program and fieldwork. These services are accessible to students throughout the entire duration of their program, including the completion of Level 2 Fieldwork. Students are encouraged to seek support independently, or faculty may initiate a referral after discussing the student's concerns with them.

Academic Probation

If a student’s cumulative GPA falls below 3.2, the Office of the Registrar will notify the student of academic probationary status. Students will have one semester to raise their GPA above 3.2. The MSOT Program will grant students no more than one probationary semester throughout the MSOT graduate program. Students on probation may need to successfully* complete remedial activities, engage in independent study, repeat a course, and/or repeat a fieldwork experience. Depending on the timeline necessary for completing probationary requirements, graduation may be delayed. There may be the instance when a student cannot mathematically improve their GPA to 3.2 in one semester (i.e. probationary semester is during fieldwork level II semester when 3 credit FW experience occurs, and GPA is too low to recover). In this instance, the student will be dismissed from the program. In addition, if a student fails two Level II fieldwork placements, the student will be dismissed from the program. In some cases, students may be passing courses, but having difficulty with specific concepts, professional behaviors, or skills. In such cases, students may be asked to meet with the faculty to develop and complete REQUIRED remedial assignments addressing the identified deficits before they can proceed further in the program.

*The program considers the remedial plan as successfully completed when the student has met all conditions of the remedial plan contract. The faculty and student will agree upon this contract when meeting.

Individual faculty members have the discretion of their own policies in terms of passing specific components of their courses. These policies will be present on the syllabus.

Course Withdrawal and Leaves of Absence

MSOT program policy regarding withdrawal from individual courses is based in University policy.

 The MSOT program is a sequentially designed program. Courses are offered once a year and must be taken in sequence, including by students attending on a part-time schedule due to academic issues or other acceptable reasons for decreasing to a part-time status. Students who must withdraw from a course or the program due to personal, family, or social emergencies are required to get preliminary permission of the Program Director for withdrawal prior to going through the University’s withdrawal procedures. If the withdrawal is granted, the student will likely have to wait until the following year when the course is next offered (with the exception of Level II Fieldwork which is offered in the following semester). This results in a leave of absence.

Students who wish to interrupt their occupational therapy education for one or more semesters must submit a written request for a leave of absence (LOA) to the Program Director. The request must be received prior to the next semester. The written request must include the reason for the LOA, anticipated date of return, and a description of how the reason for the LOA is resolved upon return to full-time study in the Occupational Therapy Program. The Program awards a maximum of a 1-year LOA. The Program reserves the right to limit, modify, and/or deny a LOA request. Should the LOA be approved by the Program Director, students must then follow college-wide LOA procedures as described in this Bulletin.

*Withdrawal from courses and LOA will alter graduation timelines and/or course sequencing.

Level I (FWI) and Level II Fieldwork (FWII)

The MSOT program will assign each student to Fieldwork Level I if the student complies with all requirements established by the program and the fieldwork site. Fieldwork I is a 1 credit seminar course. This course consists of in-class learning and assignments paired with a fieldwork clinical site placement. The grade is based on the completion of class assignments; however, students must pass the fieldwork level I assessment (pass/fail) in order to successfully pass the course and move on in the program. Successful completion of each Level I Fieldwork is required to continue into the next semester of the program. Students who fail a FW I experience will be required to successfully* complete a remediation plan prior to repeating the course and FWI experience. Once successful completion of the FWI experience occurs, students can then complete the remaining courses in the program. Students who have satisfactorily completed all academic coursework and Level I Fieldwork may be placed in Fieldwork Level II. The Program reserves the right to delay** a student’s FWII start in lieu of the successful* completion of a remedial plan/activities to improve other skills required of the occupational therapist (i.e. clinical reasoning, interpersonal communication, etc.). Students who fail two Level II Fieldwork experiences will be dismissed from the program. Successful completion of all fieldwork experiences is a requirement for graduation.

*The program considers the remedial plan as successfully completed when the student has met all conditions of the remedial plan contract. The faculty and student will agree upon this contract when meeting.

 **Delay in FWII participation may alter graduation timelines.

Withdrawals, Incompletes, and Termination of Level II Fieldwork

Withdrawals from FWII

Although the University provides a permissive time frame for allowing students to withdraw from classes with no academic penalty, the MSOT program must have a more stringent policy for Level II fieldwork, as withdrawal from Level II fieldwork other than for the most serious reasons will affect the student’s ability to complete their degree and apply for the certification examination and for licensure. It may also affect the student’s financial aid status.

Since the schedule for fieldwork does not generally conform to the academic schedule, and because fieldwork is more complex than an academic course, students MUST withdraw from Level II Fieldwork before the end of the 5th week of Level II fieldwork.   The MSOT Program REQUIRES students to receive permission from the AFWC and MSOT Program Director before they can withdraw from Level II Fieldwork. Any students withdrawing from fieldwork II after the 5th week will be given a failing grade unless there are circumstances warranting a late/medical withdrawal or an incomplete grade. Please see the policies related to late/medical withdrawals and incompletes below. 

If a student withdraws from a placement they will be required to wait until the next semester in which the course is offered to be to be placed in an alternative placement. Depending on the circumstances that necessitated the withdrawal, a remediation plan may also be recommended by the AFWC and the student’s preceptor in order to be placed in an alternative placement when next offered. 

If a student has had to withdraw from fieldwork and has been granted permission to do so, the AFWC will work with the student to determine the best plan for completing their assignment at a later time. These plans will vary widely depending on the needs of the student and the availability of placements. To return to fieldwork, students will be expected to meet the MSOT Program Technical Standards and any such Standards that are held by the affiliate as well as satisfactorily complete any remediation plans that were established (as determined by the AFWC and preceptor or remediation plan mentor). 

(Students should refer to the University webpage for Academic Affairs for information about University policies on Withdrawals from non-Fieldwork courses) 

Late or Medical Withdrawals from FWII

Students may withdraw from fieldwork when there are medical circumstances beyond the student’s control. In the case of withdrawal from fieldwork due to medical reasons, the student must FIRST obtain preliminary permission of the AFWC and Program Director. Once Program permission is obtained, students MUST then provide medical documentation to the Program as well as other University offices (i.e. Learning Access) PRIOR TO withdrawing from the fieldwork placement. 

In cases supported by medical documentation, the student will submit the medical documentation through the online form. Students must then follow the procedures set out on the website. 

A medical withdrawal may be obtained through an appeal process through the online form The appeal must include appropriate documentation regarding such circumstances. The student is encouraged to complete all procedures associated with withdrawal. 

In order to make a recommendation on re-enrollment, the Office of Health Services may request pertinent medical documentation of the student’s readiness to resume academic activities. 

In the rare event that a student has experienced circumstances beyond his or her control (i.e. military deployment, natural disaster affecting student’s home or family) that might permit an exception to the MSOT program policy on fieldwork withdrawals, the student must FIRST inform the AFWC and Program Director to obtain permission for the late withdrawal. Once the student obtains permission of the AFWC, they must follow the procedures set out by the Office of Academic Affairs by submitting an appeal and supporting documentation through the online form. 

If a student has had to withdraw late from fieldwork and has been granted permission to do so, the AFWC will work with the student to determine the best plan for completing their assignment at a later time. These plans will vary widely depending on the needs of the student and the availability of placements. At the very least, they will be required to wait until the next semester in which the course is offered in order to be to be placed in an alternative placement. Medical withdrawals are not to be used in cases where the student is failing a fieldwork placement. If a student is informed that they are failing a placement, they have the option to withdraw from the course if before the 5th week, follow the remediation plan that is typically set up in such cases, or leave the placement and receive a failing grade. If withdrawing or leaving the placement, students are responsible for any financial repercussions this entails (i.e. paying tuition for the course again, if repeated). 

Students should refer to the University webpage for policies and procedures on Late or Medical Withdrawals visit the website. 

Additional FW II Withdrawal Policies

Students will not be permitted to withdraw from more than one Level II Fieldwork. That is, any student who has withdrawn from one Level II Fieldwork placement is not eligible to withdraw from a second. If a second withdrawal occurs, the student will be dismissed from the program. If a student leaves their placement without notice and permission of the AFWC, and of their own accord at any time, this does not constitute withdrawal. Students who leave their placement under these circumstances will fail the course. 

Incomplete Grades for FWII

Students may be considered for an Incomplete if s/he is doing satisfactory work and must leave his/her placement for reasons beyond their control, such as a family emergency, sudden unavailability of a fieldwork educator, or unexpected closure of the facility, among others. In this instance, the student will be assigned to another placement, as determined by the AFWC. Extraordinary circumstances necessitating the assignment of an incomplete grade will be individually evaluated by the AFWC and MSOT Program Director. 

Termination of FWII

In the event that the performance of the student violates client confidentiality, interferes with patient care, patient management, or patient safety, negative interference with the fieldwork site’s working or collegial environment, violates the site or University policies, or the OT ethical code of conduct, or commits a legal offense, the site has the right to immediately terminate the student. There may be additional reasons for termination of fieldwork. A fieldwork II student who is terminated for any reason will receive a failing grade for the course.

Difficulty at FWII Placement

If difficulties arise during the course of fieldwork, it is the responsibility of both the fieldwork educator (FWEd) and the student to contact the AFWC immediately. The AFWC will work closely with the student and the fieldwork educator to devise remedial strategies, extend the length of the experience, ask for a change in fieldwork educator, or other strategies appropriate to the nature of the problem, and to serve the needs of the student to resolve any issues. Students will have input into the proposed solutions and must agree to whatever conditions are mutually determined in a formalized learning agreement or remediation plan.

FW II Failure/Dismissal from the MSOT Program due to FW II Failures

The AFWC and the student MUST be notified if the student is in danger of performing unsatisfactorily at midterm or at any other time. The AFWC will arrange a site visit, and/or communicate with the site by phone, as soon as possible.

If a student fails a first fieldwork, then s/he must successfully complete two other fieldwork assignments. If the student repeats a first fieldwork and is subsequently successful, after a remediation plan has been developed and completed to the satisfaction of the Program, s/he will be permitted to move on to the next assignment. If this third fieldwork is not completed successfully, the student will be dismissed from the program. In other words, if a student fails two Level II fieldwork experiences, in any sequence, he/she will be dismissed from the program.

If a student fails a Fieldwork II experience and must repeat it, s/he must register for that course again, and s/he is responsible for the tuition associated with the additional course.

If a student fails fieldwork II for any reason, the AFWC and another faculty member will meet with the student to develop a mutually agreed upon remediation plan. This plan will be set down in writing, will require the agreement of those involved, and will be similar to that which is appropriate for a student on academic probation. Students will be required to successfully* complete the remediation plan before moving on to another placement.

Given usual circumstances, failure to complete all Level II Fieldwork requirements within 24 months of completing academic coursework will result in dismissal from the program, except in circumstances including military deployment or other circumstances that are permitted by the NJ Division of Consumer Affairs.

 *The program considers the remedial plan as successfully completed when the student has met all conditions of the remedial plan contract. The faculty and student will agree upon this contract when meeting.

Graduation from the Program

Students must maintain a GPA of 3.2 or better, pass all Fieldwork Level I and II experiences with acceptable competencies, and demonstrate professional development in order to be eligible for graduation from the program. Students in their last term of enrollment must submit an Application for Graduation to the Office of the Registrar for review and certification.

Graduation with Program Distinction

Stockton University Master of Science in Occupational Therapy program may convey recognition of superior performance in the MSOT program to students graduating with a minimum cumulative GPA of 3.80 in all MSOT coursework. Additional criteria for this award include academic performance, scholarship, and service to the program, college, profession, and community. The awards are mailed when the diploma is issued.

The MSOT Program Distinction Award is a competitive honor reserved for students who demonstrate excellence in academic performance, service, and scholarship beyond what is typically expected behavior in graduate education. A ranked scoring system along with faculty deliberation is utilized to determine eligibility for this award. The award will be granted to no more than two students per graduating class.

Application Guidelines for the MSOT Program Distinction Award

Students interested in being considered for the MSOT program Distinction Award must complete the online application, available on Blackboard, on or before November 30th in the year of completion of all program requirements/anticipated graduation. Completion of the application form requires data entry, development of portfolio evidence to support eligibility for this award, and a written self-reflection statement. Experiences prior to enrollment as an MSOT student at Stockton are not considered when determining eligibility for this award.

Alpha Eta Allied Health Honor Society, Chapter #73

Alpha Eta is the National Scholastic Honor Society for the Allied Health Professions (http://www.alphaeta.net/).   Basic qualifications for membership are GPA of 3.8 or better (on a 4-point scale) while enrolled in the MSOT program. No more than twenty (20) percent of the graduating class of the MSOT program shall be invited to membership. Students are eligible to be nominated by the program faculty during the last semester of their academic

programs. It is possible that more than 20% of a graduating class is eligible to be nominated for membership in Alpha Eta. However, the MSOT faculty will look at various criteria in selecting a student for nomination for membership. These criteria are: cumulative GPA of 3.8 or better, membership in professional organizations, service to the University, program, and community, and participation in research and scholarly activity. The Alpha Eta nomination and induction ceremony occurs yearly.

Student Occupational Therapy Association (SOTA)

All MSOT students are eligible to be members of SOTA. SOTA is a non-profit student organization that serves to promote professional development through education, leadership opportunities, networking, volunteer activities, social activities and fundraising. SOTA creates a professional culture that is member driven and facilitates communication between first year and second year students, allowing all members to have the opportunity to contribute to the organization's yearly objectives. SOTA provides annual funding to a first-year occupational therapy student to represent the Stockton MSOT program students as the Assembly of Student Delegates (ASD) representative at the annual American Occupational Therapy Association (AOTA) conference. This representative reports back to the SOTA members to allow students to stay up to date on national issues surrounding the profession of occupational therapy. The Stockton MSOT program also has an active Coalition of Occupational Therapy Advocates for Diversity (COTAD) chapter. As a non-profit organization, COTAD operates as a group of individuals from across the United States working to achieve a common goal of promoting justice, equity, diversity, and inclusion (JEDI), anti-racism, and anti-oppression within the occupational therapy workforce while simultaneously striving to increase the ability of occupational therapy practitioners to effectively serve an increasingly diverse population.

Accreditation

Stockton University’s Master of Science in Occupational Therapy program is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA). ACOTE is located at 7501 Wisconsin Avenue, Suite 510E, Bethesda, MD 20814. The telephone number for ACOTE, c/o AOTA, is 301-652-6611 (AOTA). The ACOTE website can be found at https://acoteonline.org/.

Students graduating from the MSOT program are eligible to sit for the National Certification Examination for the Occupational Therapist administered by the National Board for Certification in Occupational Therapy (NBCOT). After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR). In addition, most states require licensure in order to practice; however, state licenses are usually based on the results of the NBCOT Certification Examination. A felony conviction may affect a graduate’s ability to sit for the NBCOT exam or attain state licensure.

Full details about the curriculum can be accessed on the MS in Occupational Therapy website