Doctor of Occupational Therapy (Entry-Level)

• Accreditation & Program Overview
• Professional Expectations & Opportunities
• Professional & Academic Conduct
• Fieldwork & Doctoral Capstone Education
• Academic Progression

OTD Program

This section of the Student Handbook describes requirements that are specific to the entry-level track of the TTUHSC Doctor of Occupational Therapy (OTD) program. Student policies that are common to the School of Health Professions are provided at the following website address:

https://hscweb.ttuhsc.edu/health-professions/current/policies.aspx

Accreditation and Program Overview

The entry-level Doctor of Occupational Therapy (OTD) degree program is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) located at:

7501 Wisconsin Avenue, Suite 510E
Bethesda, MD  20814
(301) 652-6611

www.acoteonline.org

Vision, Mission, and Philosophy of the OTD Program

OTD Vision

To earn recognition for elevating the practice of occupational therapy by promoting our distinct value as clinicians and professionals.

OTD Mission

To provide students with a strong foundation in professionalism, critical reasoning, and practice skills to become competent occupational therapists who use meaningful occupations to help people improve their health and well-being.

Philosophy Statement

The value of a profession lies within its professional identity and its distinct contribution to society. A deep understanding of the profession’s core subject is critical for the development of a strong professional identity and articulation of the profession’s distinct values. The core subject of the occupational therapy profession is the dynamics of occupation. Dynamics of occupation is a construct that characterizes how occupation-engagement in meaningful, necessary, and familiar activities-affects a person’s health and well-being. Dynamics are forces that influence growth, development, or change within a system or process. The dynamics of occupation can be understood as the forces related to occupational engagement that impact health and well-being.

Occupational therapists believe that being occupied in meaningful, necessary, and familiar activities is a source of health and well-being for human beings. These activities, or occupations, encompass areas that include: self-care, learning, work, play, leisure, social participation, and sleep/rest. Each person has a unique configuration of meaningful occupations that relate to their roles, habits, routines, contexts, and environments. Various life circumstances and health conditions can disrupt a person’s ability to engage in valued occupations.

Occupational therapists use their understanding of the dynamics of occupation to provide occupational therapy interventions that help people do the day-to-day activities that are important and meaningful to them. Occupational therapists work collaboratively with individuals, families, caregivers, and other groups whose life patterns and abilities to engage in valued occupations have been altered for various reasons (e.g., cognitive or developmental problems, injury or illness, social or emotional deficits, aging process). Occupational therapists apply critical reasoning and practice skills as they evaluate, plan, facilitate, and reflect on client care. The distinct value of occupational therapy is to improve health and well-being through facilitating participation and engagement in occupations at home, school, workplace, community, and various other settings.

Occupational therapy education must provide opportunities for students to integrate a wide range of topics learned into the core subject-dynamics of occupation-so that students profoundly understand and clearly articulate the distinct value of occupational therapy. Developing a deep understanding of the dynamics of occupations requires that students:

1. Learn what constitutes an occupation and how to analyze activity demands
2. Learn how to assess a person’s unique occupational profile
3. Learn how to analyze occupational performance
4. Learn how occupations can be disrupted, impoverished, or changed over time
5. Learn how underlying neurological and physiological mechanisms that positively and negatively affect occupational engagement, performance, and participation
6. Learn therapeutic strategies, techniques, and activities to help people engage, perform, and participate in meaningful occupations 
7. Learn methods to evaluate changes in occupational participation, health, and well-being

Curriculum Design and Program Evaluation

Curriculum Design and Student Learning Outcomes

The curriculum design has four major content areas (i.e., curriculum threads) that are apparent throughout the curriculum. These curriculum threads inform the selection, scope, and sequence of content. The curriculum threads are the dynamics of occupation, professionalism, critical reasoning, and practice skills.

Dynamics of Occupation

The core subject of the occupational therapy profession is the dynamics of occupation. Dynamics of occupation is a construct that characterizes how occupation-engagement in meaningful, necessary, and familiar activities-affects a person’s health and well-being. Dynamics are forces that influence growth, development, or change within a system or process. The dynamics of occupation can be understood as the forces related to (or facilitating) occupational engagement that impacts health and well-being.

Dynamics of occupation is a curriculum thread that is interwoven throughout each of the other three threads. A description of these threads with an overarching student learning outcome and associated objectives are specified below.

Professionalism

Professionalism is one of the curriculum threads that is integrated throughout the curriculum. Students learn key concepts related to being a professional who is prepared to be a self-directed lifelong learner; to uphold ethical standards, values, and attitudes of the profession; to effectively communicate and work interprofessionally with others; and to demonstrate active involvement in professional development, leadership, and advocacy.

Professionalism Student Learning Outcomes and Objectives

1. Students will exemplify the distinct value of occupational therapy through the provision of therapy services, interprofessional collaboration, scholarship, and organizational involvement.
2. Students will possess an in-depth understanding of the distinct value of occupational therapy services.
3. Students will participate in self-identified professional development activities.
4. Students will use interpersonal skills for effective collaboration with other professionals.

Critical Reasoning

Critical reasoning is another curriculum thread that is integrated throughout the curriculum. Students learn key concepts related to being a critical thinker who demonstrates the ability to synthesize information necessary for the development and implementation of theory-driven, evidence-based occupational therapy interventions.

Critical Reasoning Student Learning Outcomes and Objectives

1. Students will systematically analyze, synthesize, and use information to guide occupational therapy practice that enhances the health and well-being of people and communities.
2. Students will systematically analyze and discern information to guide decision-making in practice and scholarship.
3. Students will skillfully integrate occupation-based theory with different models of practice to guide occupational therapy practice.

Practice Skills

Practice Skills is another curriculum thread that is integrated throughout the curriculum. Students learn key concepts related to being a competent practitioner who can apply evidence-based evaluations and interventions to address physical, cognitive, psychosocial, sensory aspects of performance in a variety of contexts and environments to support occupational engagement and participation.

Practice Skills Student Learning Outcomes and Objectives

Students will demonstrate competency in knowledge and skills required for the practice of occupational therapy.

1. Students will select and administer a range of assessments to evaluate factors that impact occupational performance and participation.
2. Students will provide evidence-based interventions that promote health and well-being through engagement in occupation (i.e., meaningful daily activities).

Strategic Initiatives

The OTD Program has established the following strategic initiatives for the entry-level OTD program:

1. Promote innovative approaches in teaching and learning to prepare students with an in-depth understanding of the dynamics of occupation as well as the practice skills, critical thinking, and professionalism for competent occupational therapy practice.
2. Recruit, develop, and retain outstanding faculty, staff, and students who uphold TTUHSC values and contribute to the success of the OTD program.
3. Participate in research and scholarship to advance knowledge related to occupational therapy education and practice.
4. Provide quality healthcare, education, and service that contribute to the betterment of the community.

Measures

The following resources are used to measure the level of achievement for the program and student learning outcomes: 1) Graduation & Attrition Rates; 2) Fieldwork Performance Evaluation for the Occupational Therapy Student; 3) Occupational Therapy Knowledge Exam (provided by the National Board for Certification in Occupational Therapy) results; 4) National Board for Certification in Occupational Therapy (NBCOT) exam results; 5) Graduate surveys; 6) Student surveys; 7) Employer surveys; 8) Job Placement Rates;  9) Scholarly Activity; and 10) Faculty developed rubrics and evaluative tools.

Technical Standards

The Occupational Therapy program at Texas Tech University Health Sciences Center (TTUHSC) is a rigorous and intense program that places specific professional, intellectual, physical, and social requirements and demands on the students enrolled in the program. An objective of this program is to prepare graduates to enter a variety of employment settings and to render care to a wide spectrum of individuals with physical and psychosocial impairments. The technical standards set forth by the occupational therapy program establish the essential qualities considered necessary for students admitted to this program to achieve the knowledge, skill, and behavioral competencies for entry-level practice. These standards are subject to amendment based on changes in health care and the scope of occupational therapy practice.

The ability to meet these technical standards is required for admission to the Occupational Therapy program and must be maintained throughout the time a student is enrolled in the program. Applicants to (or accepted applicants for) the Occupational Therapy program will be required to verify that they understand and meet these technical standards, or that they believe that with reasonable accommodations they can meet the technical standards.

In keeping with applicable federal and state law regarding disabilities, we are committed to making reasonable accommodations for students with disabilities to enable them to perform successfully in our program Any student with a disability who is accepted to the Occupational Therapy program must contact Student Disability Services (SDS) in the TTUHSC Office of Student Affairs as soon as possible.  SDS Staff will determine whether the stated condition qualifies as a disability under applicable laws and work with the program faculty to determine reasonable accommodations.

There are two separate and distinct components in the curriculum for the occupational therapy program: 1) an academic didactic component, and 2) a clinical/fieldwork component. Accommodations in place for the didactic component may not be the same accommodations available for the clinical component in the curriculum. The technical standards listed below are necessary functions and skills for the development of the knowledge, skills, and behaviors to provide safe and effective occupational therapy services. 

1. Cognition:
   1. Applicants and students must be able to skillfully conceptualize, apply, analyze, synthesize, and evaluate information from a broad range of sources. Use of these learning domains must produce effective critical thinking skills to be used during observations of patient behavior, task performance, and the environment. To produce the required didactic and clinical learning, students must have:
      1. Sufficient perception and attention (sustained, shifting, and divided) to perform components, such as: discernment and discrimination of relevant information (e.g., attention to safety concerns during laboratory and clinical/fieldwork experiences; sustained attention for actively learning during lectures and taking tests lasting up to 4 hours); accurate perception and interpretation of spatial relationships (e.g., surface anatomy; analysis of movement); and acquisition and use of knowledge within rigorous time constraints (e.g., assignment due dates, semester schedules, allotted treatment time).
      2. Sufficient memory skills (immediate, short term/working, and long term) to perform components such as the transfer of immediate memories (from sensations) to short term memories, which are then developed into long term memories through various learning strategies. All forms of memory should be accessible/retrievable for use in working memory as evidenced by effective didactic and safe and effective clinical experiences (e.g., assignment completion; examination preparation; occupational therapy evaluation; treatment planning; reassessment; outcomes review).
      3. Sufficient higher-level cognitive skills to perform components, such as: concept formation (e.g. development of theoretical concepts in occupational therapy); cognitive flexibility (e.g. understanding of various contexts and patient situations); problem-solving and decision making (e.g., searching and evaluating published literature; selection of appropriate assessments and treatment strategies); and accurate self-assessment of clinical/fieldwork skills, professionalism, and academic performance (e.g. monitor one’s own actions; learn from peer, instructor, client, and environmental feedback).
2. Communication:
   1. Applicants and students must be able to effectively communicate with a broad range of individuals, such as peers, faculty, patients, caregivers, family members, other professionals, supervisors, and payers. Such communication requires that students can effectively engage in receptive and expressive forms of communication (e.g., written, spoken, non-verbal). Students must have:
      1. Sufficient proficiency with the English language to perform components, such as: acquisition of information and knowledge through written and spoken language (e.g., classroom instruction, textbooks, journal articles, websites, videos); production of written assignments with accurate spelling, grammar, and writing mechanics (e.g., essays, documentation); completion of examinations that require reading and comprehension; and professional presentation of information (e.g., class presentations; interdisciplinary team discussions; patient status reports).
      2. Sufficient proficiency with use of technology to perform components, such as: utilization of computer resources for didactic, laboratory, and clinical/fieldwork courses (e.g., internet, email, electronic health records, and computer software for word processing, spreadsheet, and presentation); accessing content using a variety of electronic media (e.g., videos, pdf, forums, electronic library databases); and utilization of technology resources used for standardized testing (e.g., electronic modalities).
3. Motor Skills:
   1. Applicants and students must be physically capable to perform a range of motor skills. Such motor skills require functional movement to effectively perform various physical components of patient assessment and intervention. Students must have:
      1. Sufficient muscular and cardiovascular endurance to perform components such as positioning and stabilization of patient; and sustaining physical activity levels necessary to meet academic and clinical/fieldwork productivity (e.g., classroom and clinical/fieldwork activities).
      2. Sufficient fine motor coordination, range of motion, and strength to safely perform components, such as: grasp and manipulation of therapy supplies, tools, and equipment (e.g., cut and form materials to fabricate splints and assistive devices; positioning of supplies or equipment in accordance with standardized testing procedures); demonstration of dexterous movements for various activities of daily living (e.g., write, button, open containers); and application and calibration of pressure to soft tissue (e.g., massage, facilitation, inhibition, and handling techniques).
      3. Sufficient gross motor coordination, range of motion, and strength to safely perform components, such as: stabilization, positioning, and moving of patient (or patient’s body parts); maneuvering patient in wheelchair; application of physical resistance to assess muscle strength and tone; and accommodation and/or demonstration of desired positioning or movement patterns for patient (e.g., crouch, kneel, squat, bend, reach, sit).
4. Observation
   1. Applicants and students must be able to effectively observe behavior, task performance, and the environment. Such observation requires the functional use of their senses. Students must have:
      1. Sufficient vision acuity and perception to perform components such as: visual observation of educators and/or peers demonstrating techniques, procedures, and equipment use; seeing and reading text and images( e.g., equipment gauges/dials, medical records); observation of patient behaviors, skills, and impairments; visual inspection of signs of distress, trauma, or impairment; visual monitoring of tools and equipment for safe, effective operation; and identification of environmental barriers and supports.
      2. Sufficient auditory function to perform components, such as hearing patient’s verbalizations and utterances; monitoring of tools and equipment for safe, effective operation; and accurately hearing sounds from the pulmonary, cardiovascular, gastrointestinal, and musculoskeletal systems.
      3. Sufficient tactile sensation to perform components, such as accurate discernment, palpation, and mobilization of muscles, bones, joints, and other subcutaneous structures; monitoring of temperature or tension through touch; and manipulation of supplies, tools, and equipment.
5. Social Behavioral Skills:
   1. Applicants and students must be able to establish and regulate behaviors to meet performance demands of occupational therapy practice. Such social behavioral skills require motivation, self-awareness, emotional regulation, and interpersonal skills. Students must have:
      1. Sufficient motivation to achieve academic or clinical/fieldwork performance expectations that include components, such as: self-direction and autonomy (e.g., utilize organization and time management skills; utilize resources for self-directed learning; access transportation to attend academic courses and clinical/fieldwork placements); compliance with academic and professional standards of conduct (adhere to safety guidelines and procedures; conduct oneself in an ethical and legal manner); and portrayal of honesty, integrity, and professionalism in all circumstances.
      2. Sufficient interpersonal skills to perform components, such as: respect for individual, social and cultural diversity; building and maintaining healthy relationships with a broad range of individuals (e.g., peers, faculty, patients, caregivers, family members, other professionals, and supervisors); facilitation of therapeutic interaction (e.g., attending, clarifying, coaching, facilitating, and touching as part of therapeutic process); professional interactions (e.g., provide constructive feedback; timely and appropriate response to feedback);
      3. Sufficient awareness of emotional and behavioral states to perform components, such as self-reflection, self-appraisal, and adjustment of actions when necessary (e.g., align behaviors to meet performance expectations; self-identify areas for improvement); and regulation of emotional and behavioral responses (e.g., manage uncertainty in academic and clinical/fieldwork situations; adapt thinking and behavior to changing situations).

1. Participation:
   1. Applicants and students must be able to participate in various experiential learning opportunities to develop the knowledge, skills, and behaviors for occupational therapy practice. Such experiential learning occurs in the classroom, laboratories, and clinical/fieldwork experiences. Students must be able to:
      1. Complete the interprofessional core curriculum that involves completion of online modules as well as face-to-face interactions that involve teaching, learning, and collaborating with students from various professions.
      2. Complete a gross anatomy course, which includes extensive hands-on dissection of human cadavers.
      3. Participate in classroom and laboratory activities in a co-educational environment where students are required to practice observation and intervention skills on individuals of all body types and genders. Students are often required to dress in shorts and t-shirts/sports bras to allow appropriate visualization or palpation when engaged in simulation of patient assessment and intervention.
      4. Participate in small group activities and projects that require students to coordinate

Professional Expectations and Opportunities

Certification and Licensure Requirements

Successful completion of the program leads to a Doctor of Occupational Therapy (OTD) degree. Graduates of the program will be eligible to take the National Certification Examination for the Occupational Therapist administered by the NBCOT. After successful completion of this exam, the graduate will be an Occupational Therapist, Registered (OTR). In addition, all states require occupational therapists to have state licensure in order to practice. Licensure requirements vary by state according to practice act and state regulations that govern the practice of occupational therapy; however, state licensure is usually based on the results of the NBCOT certification exam. A criminal conviction (e.g., felony or misdemeanor) may affect a graduate’s eligibility to take the NBCOT certification examination or attain state licensure.

Occupational Therapy Code of Ethics

Preamble

The 2025 Occupational Therapy Code of Ethics (the Code) of the American Occupational Therapy Association (AOTA) reflects the dynamic and inclusive nature of the occupational therapy profession, the evolving health care landscape, and the impact of emerging technologies that may present ethical considerations in practice, research, education, and policy. AOTA members are dedicated to fostering inclusion, equity, participation, safety, and well-being for all individuals, across diverse identities, abilities, and life circumstances. AOTA members are committed to empowering every person, group, family, organization, community, or population they serve to help them achieve their occupational goals and meet their unique needs.

The Code serves as an AOTA Official Document and a public commitment to addressing the most significant ethical considerations within the occupational therapy profession. It articulates Core Values and outlines Standards of Conduct that all partners, including the public, can expect from occupational therapy personnel. The Code applies to all individuals within the profession, in every area of practice, and should be shared broadly to support and uphold ethical behavior across diverse settings.

The Code serves two purposes:

1. It provides aspirational Core Values that guide occupational therapy personnel toward ethical courses of action in professional and volunteer roles, and
2. It delineates ethical Principles and enforceable Standards of Conduct that apply to AOTA members.

The entire AOTA Code of Ethics may be found on the AOTA website: https://www.aota.org/practice/practice-essentials/ethics.

Professional Societies and Student Membership

Students are encouraged to join the American Occupational Therapy Association and the Texas Occupational Therapy Association. Membership is part of the socialization into the profession.

Students who are members of these professional associations receive access to the member section of the association website, online newsletters, discounted conference fees, and access to resources that facilitate their understanding of the profession. Students who are members of AOTA can obtain a discount on books published by AOTA.

Student Occupational Therapy Association

The Student Occupational Therapy Association (SOTA) is a student-led, service-oriented organization that strives to promote occupational therapy as a growing evidence ­based profession. SOTA offers opportunities for community service, social events, leadership, and professional development. A faculty member serves as a sponsor (advisor). All OTD students are encouraged to join SOTA. The TTUHSC SOTA is noted for its creativity, resourcefulness, and quality of activities. The SOTA must also abide by the registration of student organizations’ policies listed in the TTUHSC Student Handbook. Students are responsible for any and all fees and costs associated with membership, and participation is voluntary. Detailed information about the organization is available on the SOTA webpage: https://www.ttuhsc.edu/health-professions/student-occupational-therapy-association/default.aspx.

Pi Theta Epsilon

Pi Theta Epsilon is the honor society for occupational therapy. The purpose of the organization is to support the development of occupational sciences and the practice of authentic occupational therapy by promoting research and other scholarly activities by its members. Our chapter, Alpha Epsilon, is part of the national Pi Theta Epsilon honor society system recognized by the American Occupational Therapy Foundation.

Membership is limited to not more than the top 35% of the current class and students with a minimum 3.5 cumulative grade point average while enrolled in the OTD program. Pi Theta Epsilon must also abide by the registration of student organizations’ policies listed in the TTUHSC Student Handbook.

Professional Development / Academic Advising

Professional development, including academic advising, is an important part of each student’s experience throughout the TTUHSC OTD Program, beginning at orientation. The Professional Development Portfolio is designed to encourage exposure to various professional development opportunities including: knowledge, interpersonal skills, ethical reasoning, critical reasoning, performance skills, and professional responsibility. As a part of the professional development program, each student is paired with an OTD faculty academic advisor when they begin the program. Once the student is assigned a faculty capstone mentor, the faculty capstone mentor will also serve as the student’s faculty academic advisor for the remainder of the program. Each student meets with his or her faculty advisor periodically, at the initiation of the student, faculty advisor, or Program Director. The focus of these meetings is to guide students as they develop both academically and professionally. Each Fall semester, the student meets with his or her faculty advisor and completes the “Generic Abilities Advising” form, a standardized advising tool used to encourage self-assessment for the student. This tool creates a framework for students and advisors to discuss the student’s progression through the OTD program as well to foster development of professional behaviors.

A student who receives a Mid­term Academic Warning Letter or an Academic Probation Letter must meet with the Program Director and/or his or her faculty advisor. Additional meetings occur during other times of the year at the initiation of the student, faculty advisor, or Program Director.

Professional and Academic Conduct

Students are expected to exhibit professional conduct at all times during the OTD program. Professional behavior includes, but is not limited to, adherence to ethical standards; respectful and appropriate communication; punctuality and reliability; accountability for one’s actions; receptiveness to feedback; maintenance of professional boundaries; compliance with site and program policies; and conduct that supports a safe, respectful, and effective learning and clinical environment. Members of the faculty and staff have the authority and responsibility to maintain professional standards of conduct within their respective classrooms, labs, offices, and other areas of public presentations.

Patient/Client Interaction

It is unacceptable for any School of Health Professions student to interact with any patient or client outside of the scope of clinical practice. This includes text messaging and email as well as all social media, including but not limited to Facebook, Twitter, Instagram, LinkedIn, and Snapchat.

Students must not post on social media any information that violates the privacy of patients, students, or community members. Disclosure of such information may violate federal HIPAA and/or FERPA laws, and any such violation may result in disciplinary action against the student.

Consensual Relationships

Consensual relationships between a student and supervisor, patient or other persons at clinical experience sites constitute (1) conflicts of interest; (2) unprofessional conduct; (3) breach of trust; (4) appearances of impropriety; and (5) questions the validity of consent, any of which impairs the integrity of academic and clinical decisions. Such relationships also have the potential for (1) undermining the atmosphere of trust and objectivity essential to the educational process and clinical experience; (2) exploiting subordinate faculty, staff, employees, or students, and the possible professional or academic disadvantage of third parties; and (3) subjecting both TTUHSC, the clinical sites and the individuals to the risk of liability. Therefore, the OTD program strictly prohibits any type of such relationship as described above, whether consensual or not. Violation of this prohibition may result in dismissal from the program. Should such a relationship develop, faculty, staff, fieldwork educators, and OTD students who become aware of the relationship have the obligation to disclose the existence of the relationship to the Program Director.

Adapted from TTUHSC OP 70.55 Consensual Relationships Faculty, Staff, and Residents.

Behavior within the Learning Environment

Students are expected to maintain a learning environment that ensures all students have the opportunity to learn and participate. Disruptive, distracting, or inappropriate behaviors include, but are not limited to:

• unauthorized device use (e.g., cell phone, headphones, ear buds, speaker)
• tardiness or leaving class early
• multiple bathroom breaks
• chattering, sleeping, or overt inattentiveness
• distracting activities irrelevant to lecture or lab content being delivered (e.g., reading newspapers or magazines, ball-throwing)
• demanding special treatment
• challenges to faculty authority
• offensive remarks

Instructors will address disruptive, distracting, or inappropriate behavior with the student, which may include providing feedback via email, requesting that the student leave the class, or scheduling a meeting to discuss the issue further. Repeated offenses will result in disciplinary action by the faculty and/or program director, as deemed appropriate, in accordance with the TTUHSC Student Handbook: Code of Conduct.

Use of Laptop Computers and Electronic Tablets

It is at the course instructor’s discretion if laptop computers and electronic tablets (e.g., iPad) can be used in the classroom. If approved by the course instructor, students may use these devices to take notes, access readings discussed in class, and for other purposes authorized by the instructor. Students are not allowed to use devices for social networking, checking email, or any other non-class-related activities during class. It is at the discretion of the course instructor and guest lecturer to permit or restrict the use of these devices during guest lectures as a courtesy to the guest presenter. Instructors will address inappropriate behavior with the student, which may include providing feedback via email, requesting that the student leave the class, or scheduling a meeting to discuss the issue further. Repeated offenses will result in disciplinary action by the faculty and/or program director, as deemed appropriate, in accordance with the TTUHSC Student Handbook: Code of Conduct.

Appearance and Attire

Since TTUHSC is a public institution in which patients and visitors are present, standards of dress should reflect good judgment and convey professional conduct. One aspect of professionalism is appropriate hygiene and attire. As clinicians, your appearance and conduct significantly impact how you are perceived by patients, families, other professionals, and the public. Whether in the classroom, lab, or community sites (e.g., clinical, capstone, service-learning), students are expected to maintain a professional image and adhere to the dress code. The following sections describe the consequences for dress code violations, as well as general and more specific expectations (e.g., Clinic Dress, Professional Dress).

Deductions for Dress Code Violations

Instructors will address a student’s failure to abide by the dress code expectations, which may include providing feedback via email, requesting that the student leave the class, or scheduling a meeting with the student.

Additionally, a 1% deduction from your overall final grade percentage for the course can be applied for each dress code violation.

General Dress Code Expectations

In all situations, the OTD program considers unprofessional attire to include sleepwear (e.g., pajama pants) or clothing that is revealing (e.g., short shorts/skirts/dresses, exposed midriffs, deep-cut/cropped blouses, see-through apparel, jeans with revealing/large rips and/or holes).

TTUHSC picture ID badges must be worn at all times while on campus, including during lectures, labs, and other campus activities. These badges are to be worn as an accompaniment to the student’s dress (or, “On the student’s physical body”), not attached to backpacks, purses, etc.

Course instructors can adjust and notify students of dress code expectations for specific situations.

Classroom Expectations

Acceptable attire includes clothing such as jeans, scrubs, pants, shorts, and hats/caps. Unprofessional attire is not permitted.

Lab Expectations

Lab attire is the same as classroom attire unless the instructor specifies otherwise. Certain labs will require students to wear clothing that allows for greater mobility. For example, labs that require palpation of surface anatomy and joint measurements may be more conducive to tank tops. On these lab days, students are expected to dress appropriately in the hallways before and after lab, as well as during bathroom breaks. There are also certain lab sessions where guest lecture, clinic, or professional dress expectations will be required.

Guest Lecture Expectations

Guest lecturers include anyone other than the full-time OT faculty. Jeans and a polo shirt, or an OT program t-shirt, are appropriate attire for guest lectures. Clinic and professional dress are also appropriate for guest lectures. Other expectations include:

1. No food
2. No workout clothes/athletic wear
3. No hats (including beanies) or caps
4. Name badge needs to be worn (magnetic badge with your name)

Clinic Dress Expectations

Clinic dress expectations include scrub pants, a TTUHSC polo shirt, and closed-toe shoes with socks. Professional dress is also appropriate with closed-toe shoes with socks. Ensure all undergarments are completely covered, including when bending. A student’s TTUHSC name badge must be worn (i.e., magnetic badge with your name). Other expectations include:

1. No food or drinks
2. No chewing gum
3. No workout clothes/athletic wear
4. No hats or caps

Depending on experience and site, students may be required to abide by the following (refer to specific course/setting expectations):

1. No visible tattoos or body piercings
2. No dangling jewelry
3. Long hair should be pulled back from your face

Professional Dress Expectations

Business casual clothing, often including slacks, a polo shirt, or a button-down shirt, is an appropriate professional dress. Ensure all undergarments are completely covered, including when bending. A student’s TTUHSC name badge must be worn (i.e., magnetic badge with your name). Other expectations include:

1. No food or drinks
2. No chewing gum
3. No workout clothes/athletic wear
4. No hats or caps

Depending on experience and site, students may be required to abide by the following (refer to specific course/setting expectations):

1. No visible tattoos or body piercings
2. No dangling jewelry
3. Long hair should be pulled back from your face

Fieldwork and Doctoral Capstone Dress Expectations

For fieldwork and doctoral capstone experiences, the fieldwork educator or capstone site supervisor will provide information on the specific dress code for the site to which the student must adhere.

Attendance

Students are expected to attend all lectures, labs, exams, clinicals, and community site experiences. Students are expected to provide notification of absence via e-mail or telephone prior to the absence as follows:

1. Notify the primary course instructor for each course lecture or lab missed.
2. Notify the primary course instructor of an absence related to an individual course exam (e.g., Anatomy).
3. Notify the Program Director or Assistant Program Director of an absence related to a combined written exam or comprehensive practical exam.
4. Notify the Fieldwork Educator or Capstone Site Supervisor of an absence related to a fieldwork or capstone experience.

A student’s failure to abide by attendance expectations will result in deductions from the overall final grade percentage in the course. Additionally, frequent or extended absences, whether excused or unexcused, may impact a student’s ability to earn credit for a course. Credits are earned based on a specified amount of academically engaged time in addition to course requirements that include but are not limited to successful completion of assignments, examinations, and demonstration of skills. Therefore, students are required to meet with the Program Director, the Academic Fieldwork Coordinator (if applicable), and the Doctoral Capstone Coordinator (if applicable) regarding frequent or extended absences. The following sections describe the excused and unexcused absences, including consequences.

Excused Absences

Excused absences include, but are not limited to:

• Personal illness (doctor’s note required for missing a lab, an exam, or more than 1 day of lecture)
• Serious illness or death of an immediate family member (documentation required)
• Attendance of a professional meeting (e.g., TOTA, AOTA) may be allowed with prior approval from primary course instructor(s), provided the student is in good academic standing (documentation required)
• Absences for religious holy days are allowed under HSC OP 77.12

Note:

• The student must contact the primary course instructor to determine a plan for making up any course content and requirements within 2 days after returning to school.
• A student who misses an exam due to an excused absence must take it as soon as possible.

Unexcused Absences

Unexcused absences include (but are not limited to): oversleeping, schedule conflict with work, attending a wedding, graduation, or other celebratory/social event, vacations, missed flights, and illness without requested documentation. Unexcused absences and tardiness will result in a percentage being deducted from your overall final grade percentage for the course.

Deductions for unexcused absences will occur according to the following guidelines:

• For each unexcused lecture absence, 2% will be deducted from the overall final grade percentage for the course.
• For each unexcused lab absence, 4% will be deducted from the overall final grade percentage for the course.
• Unexcused absences for exams must be reported immediately to the Program Director or Assistant Program Director, who will determine with the course instructor(s) if the student may take an alternate exam with a maximum score not to exceed 75% or receive a zero (0) for the exam. Considerations for which option is permitted include the reason for the absence, the student’s communication regarding the absence, and previous occurrences of absences (not limited to exam absences) by the student.

Deductions for unexcused tardiness (e.g., arriving late for a class, lab, exam) will occur according to the following guidelines:

• For an initial tardy for class or lab, no deductions will be taken.
• For a second tardy, 1% will be deducted from the overall final grade percentage for the course.
• Each additional tardy (beyond the second one) will also result in an additional 1% deduction from the overall final grade percentage for the course.
• Students arriving late for an exam will not be allowed to enter to avoid disrupting the testing environment once the test has begun. Unexcused tardiness must be reported immediately to the Program Director or Assistant Program Director, who will determine, in consultation with the course instructor(s), whether the student may proceed with the exam, take an alternate exam with a maximum score not exceeding 75%, or receive a zero (0) for the exam. Considerations for which option is permitted include the extent of tardiness, whether other students taking the exam have submitted the exam, and previous occurrences of tardiness by the student.

Professional and timely communication by the student regarding an unexcused absence or tardy may result in a penalty reduction.

Excessive tardiness or absences (whether excused or unexcused), or failure to follow attendance procedures, will be considered behavior that may result in disciplinary action by the faculty and/or program director, as deemed appropriate, in accordance with the TTUHSC Student Handbook: Code of Conduct.

Fieldwork and Doctoral Capstone Attendance Expectations

Students are expected to be present at their fieldwork or capstone site each scheduled day except in cases of illness or emergency. All absences must be made up to meet fieldwork or doctoral capstone site experience requirements. Students must follow site-specific procedures for reporting absences and notify the fieldwork educator or site supervisor in advance. If an absence of more than three consecutive or total days is required, the student must also notify the Academic Fieldwork Coordinator or Doctoral Capstone Coordinator.

Students should not assume holidays apply during fieldwork or capstone site experience as schedules follow the policies of the assigned site. Any time missed due to site-recognized holidays (e.g., Spring Break, Thanksgiving) must be made up to ensure completion of the required minimum of 12 weeks of full-time Level II Fieldwork or 14 weeks of doctoral capstone site experience.

Examinations

Written examinations are designed to support students’ preparation for the National Board for Certification in Occupational Therapy (NBCOT) exam. When feasible, the TTUHSC OT Program aligns its testing procedures with those used by NBCOT’s official test administration partner, Pearson VUE. Practical examinations are designed to assess practice skills and readiness for future fieldwork experiences. Specific testing procedures and expectations are detailed in the Exam Acknowledgement Form, which students must review and sign before each exam.

Indications of academic misconduct associated with an exam will be addressed immediately upon detection and may include the proctor taking the exam from the student and dismissing the student from the exam room. Academic misconduct related to exams may result in consequences, including a failing grade for the exam, course failure, or dismissal from the OTD program.

In extenuating circumstances, students may be required to take examinations remotely using proctoring tools to preserve academic integrity and fairness. Such proctoring tools used during remote exams may include, but are not limited to, the use of video and/or audio capabilities to examine, scan, evaluate, and/or monitor you, your workstation, associated areas, and surroundings.

Comprehensive Practical Examination

Successful completion of the Comprehensive Practical Exams, held in the third and sixth semesters of the program, is a mandatory requirement for the respective course.

• Passing Threshold: Students must achieve a score of 70% or higher.
• Attempts: Students are allowed a maximum of two (2) attempts.
• Failure Policy: Students who do not achieve a passing score will automatically receive a grade of F for the course, regardless of their performance in other areas.

Remediation of the Comprehensive Practical Examination

For students who earn a score below 70% on the first attempt, one (1) remediation attempt will be permitted. The remediation will be scored as follows:

• If a student earns a score of 70% or higher on the remediation attempt, the recorded score for the [high-stakes assessment] will be 70%.
• If the student earns a score below 70% on the remediation attempt, the Failure Policy will apply and the student will receive a grade of F for the course.
• No additional remediation attempts will be permitted.

Written Assignments

All assignments are due at the beginning of class on the specified date unless otherwise stated in the syllabus. Late assignments will incur a one-letter grade penalty for each day they are late, resulting in a grade of zero if not submitted.

Original work is required, and material taken from a different source must be properly cited. Failure to do so will be considered plagiarism and may result in consequences, including a failing grade for the assignment, course failure, or dismissal from the OTD program.

Artificial Intelligence (AI) Statement

Upon faculty approval, students are permitted to use artificial intelligence (AI) tools to assist in brainstorming ideas, gathering information, and editing student-written content. When approved, faculty will indicate expectations for AI use using the scale below (Artificial Intelligence Assessment Scale, Perkins et al., 2024). In the instance that no approval for AI use has been specified, a student is not permitted to use AI for the assignment.

1 = No AI: The assignment is completed entirely without AI assistance. This level ensures that students rely solely on their knowledge, understanding, and skills. AI must not be sued at any point during the assigment.

2 = AI-Assisted Idea Generation: AI can be used in the assignment for brainstorming, creating structures, and generating ideas for improving work. No AI content is allowed in the final submission.

3 = AI-Assisted Editing: AI can be used to make improvements to the clarity or quality of student-created work to improve the final output, but no new content can be created using AI. AI can be used, but your original work with no AI content must be provided in an appendix, and AI use is appropriately cited.

4 = AI-Task Completion, Human Evaluation: AI is used to complete certain elements of the task, with students providing discussion or commentary on the AI-generated content. This level requires critical engagement with AI-generated content and evaluating its output. You will use AI to complete specified tasks in your assignment. Any AI-created content must be cited.

5 = Full AI: AI should be used as a ‘co-pilot’ in order to meet the requirements of the assignment, allowing for a collaborative approach with AI and enhancing creativity. You may use AI throughout your assignment to support your own work, and you do not have to specify which content is AI-generated.

When AI use is approved, students may not copy and paste information directly from the AI tool and present it as their own work. It is the student’s responsibility to ensure that information (including information generated by AI) does not contain misinformation or unethical content and does not violate intellectual property laws. Additionally, students’ use of AI tools must be properly disclosed, documented, and cited for academic integrity. Students must include a disclosure statement in their assignments that identifies the specific AI tool and its intended use. Examples may include, but are not limited to:

• “ChatGPT was used to draft about 25 percent of this paper and to provide revision assistance. AI-produced content was edited for accuracy and style.”
• “Gemini was used for idea generation. Ideas were adapted to meet assignment expectations.”
• “OpenAI was used to provide revision assistance. See submitted paper prior to AI, with AI, and final paper (OpenAI, 2023; see Appendix A for the full transcript).”
• Note: Consult APA Style for additional guidance on appropriate citation (e.g., https://apastyle.apa.org).

All assignments are subject to review by an AI detector when there is reason to believe that the AI expectations were not followed. Failure to abide by AI expectations and procedures will be considered academic misconduct and may result in consequences, including a failing grade for the assignment, course failure, or dismissal from the OTD program.

Failure to comply with a fieldwork or doctoral capstone site’s AI policy or misuse of AI during fieldwork or doctoral capstone is considered academic misconduct and may result in consequences, including, but not limited to, a failing grade for the assignment, failure of the fieldwork course, or dismissal from the OTD program.

Group Work

Group projects are an important component of learning in a graduate program. Group work in our program involves students collaborating on smaller in-class exercises and larger projects outside of class. Students have many responsibilities associated with group work. Responsibilities are:

• To ensure that all members of a group understand the concepts of the assignment
• To abide by AI use expectations and procedures (as stated above) for group assignments
• To build in time in your schedules for ample meeting time and unexpected delays
• To be in contact with your group frequently, so unforeseen glitches can be taken care of immediately.
• To work collaboratively on the final products of the group. In a collaborative project, writing is working together. Assigning each member “their part” to be put together into a final product is NOT collaboration, and it can make the assignment appear disconnected.
• To be proactive in handling problems that arise in the group. Don’t wait until the end of the semester to respond or deal with problems that occurred or were apparent early in the semester.

Failure to adequately plan and complete work, both individually and collectively, can result in all group members being penalized on the final grade. Additionally, failure to abide by AI use expectations and procedures will be considered academic misconduct and may result in consequences, including a failing grade for the assignment, course failure, or dismissal from the OTD program.

Fieldwork and Doctoral Capstone Education

Fieldwork Education

Fieldwork education is an integral aspect of our program. Level I Fieldwork experiences are scheduled throughout the professional program to introduce students to fieldwork, to apply knowledge to practice, and to develop understanding of the needs of clients. Students will be involved in Level I Fieldwork experiences that are a part of specific courses during the first and second years in the program. Students must successfully complete Level I Fieldwork experiences to earn a passing grade in the associated course and move forward in the OT program.

Level II Fieldwork courses are completed following successful completion of the first two years of the program. Students complete 24 weeks of full-time Level II Fieldwork during the third year of the program. No part of Level I Fieldwork may be substituted for any part of Level II Fieldwork. Students must complete all Level II Fieldwork within 12 months following the completion of the didactic portion of the curriculum. Level II Fieldwork courses are full-time and will often require the student to relocate outside the immediate geographic area. In rare situations, a Level II Fieldwork experience may be completed on a part-time basis to meet a student’s accommodation requirements or extenuating circumstances that are documented and approved by the Academic Fieldwork Coordinator and Program Director. Available placements are determined by clinical education agreements between the OT Program and the facility.

Fieldwork education consists of the following experiences designed to prepare and expose the student to a variety of applied settings in occupational therapy:

• Level I fieldwork emphasizing pediatric populations is embedded in HPOT 6240 Intervention: Developmental and Learning Models II with faculty-led experiences in the summer semester of the second year.
• Level I fieldwork emphasizing behavioral health/psychosocial interventions are embedded in HPOT 6341 Intervention: Cognitive and Behavioral Models with faculty-led experiences in the summer semester of the second year.
• Level I fieldwork emphasizing adult physical dysfunction is embedded in various courses (e.g., HPOT 6231 Professional Seminar 1 in Spring 1; HPOT 6261 Professional Seminar III in Spring 2) with progressive Comprehensive Practical Examinations using simulated environments, standardized patients, and faculty-led experiences.
• Fieldwork II:1 is a 12-week, full­-time experience that typically begins in May of the student’s third year.
• Fieldwork II:2 is a 12-week, full­-time experience that typically begins in August of the student’s third year.

Fieldwork Selection and Approval

Facilities that have occupational therapy clinical education agreements with TTUHSC may be used for Fieldwork sites. The program has opportunities locally, across the state, and in other states across the US. The Academic Fieldwork Coordinator provides detailed information for selection procedures. The student may provide preferences for certain setting types and for the location of Fieldwork II placements; however, the student’s selection of a Fieldwork site must be approved by the Academic Fieldwork Coordinator and/or the Program Director prior to the student enrolling in the applicable Fieldwork courses. The Academic Fieldwork Coordinator reserves the right not to approve a student’s selection of any clinical education site. The Academic Fieldwork Coordinator may consult with OT faculty and the Program Director in order to determine a Fieldwork placement for any student. Considerations in this recommendation include student’s academic performance, completion of program requirements, demonstration of adequate professionalism, and behaviors indicative of the ability to be effective and productive during clinical training, including problem-solving ability and critical thinking. As such, the Academic Fieldwork Coordinator further reserves the right to place the student at any clinical site determined necessary for successful completion of a student Fieldwork course, or to not allow a student to enroll in a Fieldwork course, for the following reasons:

1. The student is on Academic Probation.
2. The student has previously displayed behavior resulting in counseling using the Generic Abilities.

Doctoral Capstone

An integral part of the program curriculum, the Doctoral Capstone (DC) provides in-depth exposure to one or more of the following areas: administration/leadership, program development and evaluation, education, practice skills, research skills, and advocacy. It consists of an individual capstone experience and capstone project. Three capstone courses (HPOT 6250 Capstone 1: Project Development in Fall 2; HPOT 6260 Capstone 2: Project Proposal in Spring 2; and HPOT 6180 Capstone 3: Project Coordination) facilitate the student’s progress in required preparatory activities to the capstone experience and project which occur in HPOT 6790 Capstone 4: Community Engagement & Implementation and HPOT 6290 Capstone 5: Project Evaluation & Dissemination in Spring 3.

The full-time, 14-week DC experience, beginning in January of Year 3, must be completed after completion of all coursework, Level II fieldworks, and required preparatory activities which occur during the first three capstone courses. Students must complete the final Doctoral Capstone course within 6 months following the completion of Level II fieldworks. Requirements for clinical experiences, professional behaviors, and associated costs outlined under the Fieldwork section also apply to the DC experience (e.g., immunizations, drug screen, background check). Students must be approved for the DC experience placement by the Doctoral Capstone Coordinator (DCC), faculty mentor, and program director. The DCC assigns the student to a DC experience site in consideration of the student’s DC proposal, available opportunities, and any student preferences. The DCC reserves the right to place the student at any site determined necessary for successful completion of the DC, or to not allow a student to enroll in Capstone 4 due to: (1) the student being on academic probation or (2) the student having previously displayed behavior resulting in advising using the Generic Abilities. All DC experiences occur local to Lubbock. All DC experience sites have a written agreement with the site, student, faculty mentor, and DCC.

The DC project is finalized immediately following the DC experience and is disseminated at the OTD Scholarship Symposium at the end of Spring 3.

Student Responsibilities for Fieldwork and Doctoral Capstone Education

The student must meet the expectations identified in the Course Catalog, Student Handbook, course syllabi, Fieldwork Education Manual, and/or the Doctoral Capstone Manual in order to successfully complete the fieldwork and doctoral capstone education requirements. Failure to complete or submit required materials in a timely manner may result in counseling using a learning contract and may lead to inability to proceed with the placement and/or failure of the fieldwork course.

Students pay regular tuition and fees for enrollment in Fieldwork and Doctoral Capstone Education courses. Additionally, students are responsible for all costs associated with these courses including transportation, housing, meals, uniforms, and other incidental expenses. In order to participate in Fieldwork and Doctoral Education experiences, students must maintain and submit all of the documentation required by the facility. Failure to complete or submit required materials in a timely manner may result in counseling using a learning contract and may lead to inability to proceed with the placement and/or failure of the fieldwork course. The student is expected to seek clarification prior to signing or providing any site documents in which they have questions about the implications of signing or providing the document. Facility requirements may vary as to the type of documentation required but will likely include the following:

1. Proof of current cardiopulmonary resuscitation (CPR) certification for the healthcare professional. Most facilities require CPR certification provided through the American Heart Association.
2. Proof of current Tuberculosis (TB) test results.
3. Proof of current immunizations/vaccinations for Diptheria-Tetanus (current DpT or DT), Meningococcal Vaccine (MCV) for adults 22 and younger, and seasonal Flu vaccination. Some facilities also require positive titers for Hepatitis B, Measles-Mumps-Rubella (MMR), and Varicella (Chicken Pox).
4. Proof of COVID-19 Vaccination or approved exemption.
5. Proof of current personal health/medical insurance.
6. Proof of professional liability insurance provided by TTUHSC.
7. Proof of current criminal background check (CBC).
8. Proof of drug screening requirements.
9. Site policy acknowledgment documents, including but not limited to, a non-compete/non-disclosure agreement or conflict of interest statement.
    

Payment for and completion of the above requirements are the sole responsibility of the student with the exception of the professional liability insurance that is provided by TTUHSC.

Students required to travel as part of fieldwork or doctoral capstone must review the Student Travel Policy and submit a signed liability release for each rotation. Student travel policy and procedures are covered in HSC OP 77.08 - Student Travel Policy. 

Students must comply with the site’s identification requirements and bring their name tag unless the site requires alternate identification.

Students on Fieldwork and Doctoral Capstone placements are expected to follow the safety procedures of the site, plus any other requirements deemed important by the Academic Fieldwork Coordinator, Fieldwork Educator, Doctoral Capstone Coordinator, and/or Capstone Site Supervisor for a specific site. Behaviors observed during the professional curriculum are taken to be a measure of a student’s readiness for Fieldwork and Doctoral Capstone Education.

Grading for Fieldwork and Doctoral Capstone Education Courses 

The grading of Fieldwork I experiences is associated with designated courses. Students must successfully complete Level I Fieldwork experiences to earn a passing grade in the associated course. The grading of Capstone 1 - 3 courses follows standard grading practices within the OTD curriculum. Refer to the “Academic Probation”, “Recycling,” and Academic Dismissal” sections for additional information.

All Fieldwork II courses and the Doctoral Capstone 4 course are graded on a pass/fail basis (i.e., course grade of “P” or “F”). The syllabus for each course specifies criteria that constitute a passing or failing course grade. The course coordinator assigns each student’s course grade based on evaluative feedback from the Fieldwork Educator or Doctoral Capstone Site Supervisor in consideration of requirements specified in the course syllabus.

Fieldwork II or Doctoral Capstone 4 Courses: Course Grade of “F” Results in Recycling or Dismissal

A student may receive a course grade of “F” (Fail) for a Fieldwork II or Doctoral Capstone 4 course for any of the following reasons:

1. Failure to maintain and present all of the appropriate documentation to the site as required by that facility. The student is expected to seek clarification prior to signing or providing any site documents in which they have questions about the implications of signing or providing the document. The documentation required varies from facility to facility, but typically includes:
   1. Evidence of current immunizations for Hepatitis B, Tdap (Tetanus, Diphtheria, Pertussis), and MMR (Measles, Mumps, Rubella/Rubeola).
   2. TB (tuberculosis) test results.
   3. Personal medical/health insurance.
   4. Current CPR (cardiopulmonary resuscitation) certification.
   5. Site policy acknowledgment documents, including but not limited to, non-compete/non-disclosure agreement or conflict of interest statement.
2. Failure to meet all requirements set forth by a site for students receiving Fieldwork or Doctoral Capstone education at their site (e.g., failure of a facility-required drug test, failure to adhere to dress code, failure to adhere to site policy, etc.).
3. Failure to complete course objectives or assignments as specified in the course syllabus.
4. Unsafe, unethical, or unprofessional behavior at a site or associated outreach location resulting in the site’s determination to discontinue the student’s capstone/fieldwork experience. It is recommended that students self-disclose any potential conflicts of interest related to their site or persons served or breaches in their own performance or professional behavior as soon as it is recognized.

Failure of Fieldwork II or Doctoral Capstone 4 Course and Recycle

A student who receives a course grade of “F” in a Fieldwork II or Doctoral Capstone 4 course is required to recycle the course if they are academically eligible to do so (i.e., no previous recycling of a course, no more than one previous academic probation, and otherwise in good academic standing), provided the reasons are not due to unsafe or unprofessional behaviors, in which case the student is subject to dismissal from the program. Criteria that constitute successful recycling of a Fieldwork II or Doctoral Capstone 4 course will be specified in a “Recycling Requirements Document” that will be written by the Program Director with input from the Academic Fieldwork Coordinator or Doctoral Capstone Coordinator. Refer to the “Recycling” section for additional information about the recycling process.

Failure of Fieldwork II or Doctoral Capstone 4 Course and Dismissal

If a student’s failure (course grade of “F”) of a Fieldwork II or Doctoral Capstone 4 course is due to unsafe or unprofessional behaviors, the Program Director, Academic Fieldwork Coordinator, and/or Doctoral Capstone Coordinator reserve the right to deny the student a recycling opportunity. In such situations, the student is subject to dismissal on grounds of academic deficiency. Refer to “Dismissal from the OTD Program” section for additional information about the dismissal process.

A student who receives a course grade of “F” in a Fieldwork II or Doctoral Capstone 4 course is subject to dismissal if the student has been on academic probation twice or if the student has previously recycled a course in the OTD curriculum. A student who is in the process of grieving dismissal from the OTD program is not allowed to participate in a fieldwork or capstone course. Refer to “Dismissal from the OTD Program” section for additional information about the dismissal process.

Academic Progression

Academic Probation

A student will be placed on Academic Probation for failure to maintain a cumulative grade point average (GPA) of 2.700 or higher. Cumulative GPA is calculated at the end of each semester. For a student to return to good academic standing and be removed from Academic Probation in this situation, the student must raise his or her cumulative GPA to 2.700 or higher by the end of the following semester. A student whose cumulative GPA is less than 2.700 in consecutive semesters (i.e., fails to come off Academic Probation) is subject to dismissal (refer to “Dismissal from the OTD Program” section below).

A student who has been on Academic Probation twice and subsequently meets any of the criteria for Academic Probation a third time is subject to dismissal on grounds of academic deficiency (refer to “Dismissal from the OTD Program” section below).

Recycling

Recycling in the OTD program is the re-taking of an entire course in which the student received a course grade of “D” or “F”. A student who fails a course may be eligible for course recycling if the student meets academic eligibility requirements (i.e., no prior course recycling and a minimum cumulative GPA of 2.700). A student may recycle only one course, and that course may be recycled only once.

Students are not eligible for recycling if failure is due to unprofessional, unsafe, or unethical behavior, and may instead be subject to dismissal from the program. Refer to “Dismissal from the OTD Program” section below.

Criteria for successful recycling of academic, fieldwork, and/or doctoral capstone education deficiencies will be specified in a “Recycling Requirements Document” written by the Program Director.

Recycling Requirements

For a course to be successfully recycled, the student must earn a passing grade of “C” or better in standard grading courses and a grade of “P” (Pass) in pass/fail courses the next time the course is offered in the student’s curriculum. The OTD curriculum is designed so that coursework is taken in sequence; therefore, students are not permitted to advance academically until they have successfully recycled the course in which they were found to be academically and/or clinically deficient.
Recycling students must:

1. Re-take and earn a passing grade in the course for which the student received a grade of “D” or “F”;
2. Earn a cumulative GPA of 2.700 or higher by the completion of the recycle period specified in their “Recycling Requirements Document”;
3. Audit the preceding year’s OTD curriculum in total if the recycled course is within the first two years of the curriculum. Courses taken in the third year of the curriculum may be recycled in the subsequent semester, pending the availability of appropriate fieldwork or doctoral capstone site.

Regarding auditing requirements, the recycling student must actively participate in audited courses. Participation is defined as attending courses and completing all assignments and examinations as specified in the course syllabus.

A recycling student who fails to meet all requirements for a passing grade (“C” or higher) as specified by the course syllabus for any of the required recycled course will be subject to dismissal on grounds of academic deficiency. Refer to “Dismissal from the OTD Program” section below.

Other Considerations With Respect to Recycling

There may be instances in which recycling Capstone 4 in a Summer semester may not be feasible due to an incongruence between the capstone experience’s time requirements and the shortened semester timeline. In this case, Capstone 4 will be recycled in the Fall semester or be subject to an “In Progress” grade until the requirements are completed. The Doctoral Capstone Coordinator will consult with the registrar about the earliest possible semester/timeline for recycling Capstone 4.

A student who refuses to recycle a course in which they received a grade of “D” or “F” must withdraw from the program or be subject to dismissal on grounds of academic deficiency. Refer to “Dismissal from the OTD Program” section below.

After successfully recycling, a student is subject to dismissal on grounds of academic deficiency if there are any instances of subsequent academic and/or clinical deficiency, including a cumulative GPA below 2.700 or receiving a course grade of “D” or “F” in any course. Refer to “Dismissal from the OTD Program” section below.

It is the student’s responsibility to obtain financial information and pay for any additional expenses incurred as a result of recycling.

Both the original and recycled course grades are included on the student’s transcript and are used to calculate the cumulative GPA.

A student who fails a Level II Fieldwork or the Capstone 4 course and is subject to potential dismissal will not be permitted to participate in subsequent fieldwork or capstone course while awaiting adjudication through the School of Health Professions academic appeals and grievance processes.

Student Misconduct

Student misconduct can lead to dismissal with no opportunity to remediate or recycle. For policies and procedures related to behavioral deficiencies and misconduct, refer to the TTUHSC Code of Professional Conduct (“Student Code”) .

Dismissal from the OTD Program

A student enrolled in the OTD program is subject to dismissal for any of the following reasons:

1. Failure to maintain the academic standard of a cumulative GPA of 2.700 or higher for two consecutive semesters.
2. Failure to maintain the academic standard of a cumulative GPA of 2.700 or higher for any three semesters of the curriculum.
3. After receiving a course grade of “D” or “F” in one course, refusal to sign a “Recycling Requirements Document” or refusal to recycle/audit courses specified in “Recycling Requirements Document” (see section on “Recycling”).
4. Failure to meet all requirements specified in the “Recycling Requirements Document.”
5. Receiving a course grade of “D” or “F” in two or more courses or the same course twice.
6. Failure to maintain the academic standard of a cumulative GPA of 2.700 or higher in any subsequent semester after successfully recycling a course.
7. Failure of a Fieldwork or Capstone 4 course due to unsafe practices and/or unprofessional behavior as documented by the Fieldwork clinical instructor or capstone site supervisor.
8. Based upon a complaint of misconduct as set forth in the TTUHSC Student Handbook.

Dismissal procedures will occur in compliance with the dismissal policy established by the School of Health Professions. Refer to the School of Health Professions policy entitled “Academic Dismissal”, available at the following website: 
https://hscweb.ttuhsc.edu/health-professions/current/policies.aspx.