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OTD Fieldwork

The goal of fieldwork is to apply theoretical knowledge to practice, gaining a deeper understanding of client needs. At Gannon University a student works closely with the academic fieldwork coordinator (AFWC) to personalize three Level I, and two Level II opportunities allowing exposure to different settings and populations of interest across the lifespan. Fieldwork experiences are crafted according to standards determined by the Accreditation Council of Occupational Therapy Education (ACOTE®). Level I fieldwork, embedded in the intervention courses, is the first opportunity to gain hands-on experience; to ‘try on’ the role of an occupational therapy practitioner (OTP) through directed observation and participation. It is the baseline for future, more progressive experiential learning that occurs in two Level II fieldwork experiences, twelve-weeks each, where the student transforms into an entry-level OTP.

Examples of level I & level II fieldwork

Level I psychosocial fieldwork occurs in spring of the first year. Experiences to choose form are expansive and vary widely including: residential forensic drug rehab centers, inpatient psychiatric hospital units, community-based clubhouses and human trafficking survival facilities, to pediatric clinics and niche outdoor nature practices specializing in life skills, organizations that focus on adults with intellectual/behavioral challenges such as day programs with Easter Seals and ARC.

Level I and II fieldwork in pediatric and adult physical disabilities occur in the second and third year and can range from Level I Trauma hospitals, inpatient rehab centers and long-term sub-acute facilities to outpatient hand or neuro-based clinics, both private and hospital based pediatric facilities and school-based settings. These experiences can be local, within the fifty states, or international. Time is spent to understand and support each student’s vision of themselves and for their future work as an occupational therapist.

Doctoral Capstone

The Gannon University doctoral capstone is designed based on the accreditation standards as outlined by the Accreditation Council for Occupational Therapy Education (ACOTE®) and includes both a capstone project and experience. As the culminating piece of the OTD, the doctoral capstone provides students the opportunity to develop in-depth skills in one or more of the eight areas of focus delineated by ACOTE®, ultimately resulting in dissemination of project outcomes, demonstrating synthesis of the skills and knowledge gained. The doctoral capstone is collaboratively designed as an individualized, student-center, mentored experience, capitalizing on andragogical/pedagogical approaches.