quinnipiac university supplemental essays

Quinnipiac University

• Cost & scholarships
• Essay prompt

Want to see your chances of admission at Quinnipiac University?

We take every aspect of your personal profile into consideration when calculating your admissions chances.

Quinnipiac University’s 2023-24 Essay Prompts

Healthcare short response.

Why do you have an interest in the specific health care major you are applying to? Please discuss any experiences you have had in this field.

Common App Personal Essay

The essay demonstrates your ability to write clearly and concisely on a selected topic and helps you distinguish yourself in your own voice. What do you want the readers of your application to know about you apart from courses, grades, and test scores? Choose the option that best helps you answer that question and write an essay of no more than 650 words, using the prompt to inspire and structure your response. Remember: 650 words is your limit, not your goal. Use the full range if you need it, but don‘t feel obligated to do so.

Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

Share an essay on any topic of your choice. It can be one you‘ve already written, one that responds to a different prompt, or one of your own design.

What will first-time readers think of your college essay?

This college guide uses the most recent data available provided by the U.S. Department of Education. This information was last updated on October 10th, 2023.

Quinnipiac University Admission Requirements Guide

Whether you’re just starting to consider Quinnipiac University as an option or are well into the application process, this guide will provide a comprehensive overview of the Quinnipiac University undergraduate admission requirements. After reading this guide, you will understand what needs to be done to maximize your chances of being admitted to this institution’s undergraduate program.

Quinnipiac University Acceptance Rate

For the most recent class, the Quinnipiac University acceptance rate was 88.12%. While odds of being accepted into this university are favorable, it is still important to follow the admission requirements. Neglecting to include even one required component could result in Quinnipiac University discarding your application without offering you a chance to resubmit. On that note, let’s discuss these key requirements.

Quinnipiac University GPA Requirements

Every high school has its own method of constructing students’ grade point averages (GPA). Some secondary schools use a weighted GPA system, where they take into account the rigor of honors courses and weigh them more heavily, and others use an unweighted GPA system, in which letter grades all carry the same weight regardless of the course’s difficulty.

To level the playing field, schools often compare applicants through their unweighted GPA and consider the number of honors and advanced courses separately. This is how Quinnipiac University typically conducts its college application review process. 

Quinnipiac University Average GPA

When looking at undergraduate students who were most recently admitted, the Quinnipiac University average GPA is 3.4. Although there are no GPA requirements for admission, it is strongly recommended that prospective students aim for at least a 3.4 to give themselves an adequate chance of being accepted into Quinnipiac University.

Here is the range of Quinnipiac University SAT scores segmented by the three sections of the test: Critical Reading, Math, and Writing.

Does Quinnipiac University Require SAT Test Results?

Several major colleges have placed less emphasis on requiring SAT test scores; some are not weighing them as heavily when making admission decisions. On the other hand, the majority of large universities still require applicants to send in their SAT results. Many schools waived the requirement for students impacted by the pandemic, making this question even more convoluted. Thus, is Quinnipiac University currently requiring the submission of SAT test results to be considered for admission?

Quinnipiac University does not require SAT test results, according to our latest data. However, keep in mind that this policy could change with little notice. We still encourage students to submit their SAT scores as part of their application.

Quinnipiac University's SAT Score Choice Policy

Quinnipiac University does accept the SAT ‘Superscore’ policy. This means that applicants who have taken the SAT several times may submit their best scores for each section, rather than submitting every full report. For example, if you received a higher score on your Reading section during your first test, but received a higher score on the Mathematics section on your second test, you may combine these scores for a comprehensive ‘Superscore’.

Does Quinnipiac University Require ACT Test Results?

Quinnipiac University is not requiring applicants to submit ACT test scores. Although standardized tests are not required for their current admissions period, it is strongly recommended to submit your ACT results. Admissions counselors are looking at the applicant holistically, and a good score can add weight to your application.

Quinnipiac University's ACT Score Choice Policy

Quinnipiac University only allows ACT composite scores to be submitted. Applicants are invited to submit all of their ACT attempts if their college counselor recommends it, though.

Quinnipiac University Application Requirements

Does quinnipiac university use the common app.

Like most major U.S. schools, Quinnipiac University does use the Common Application for their admissions process. The Common App is a unified application that prospective students use to apply to undergraduate colleges and universities. It allows applicants to use a single application that can be sent to as many colleges as they apply to, instead of repeatedly inputting the same demographic and academic information per school. Quinnipiac University may request additional materials, such as supplemental essays and questions, but the primary application structure remains the same.

Does Quinnipiac University Require Letters of Recommendation?

Quinnipiac University does not require a letter of recommendation from a teacher. Even though it’s not required, you are allowed to submit a teacher recommendation letter as supplemental material in your application. It is highly recommended that you do so, especially if you have a strong relationship with a teacher who is willing to attest to your academic and interpersonal skills.

A recommendation letter from a school counselor or guidance counselor is required to apply to Quinnipiac University. High school counselors are constantly writing letters of recommendation for students, so asking them to create one for you is a fairly straightforward process. Ensure that they are at least somewhat familiar with your character and goals, as the purpose of this letter is to show Quinnipiac University that you are a comprehensively complete applicant.

Quinnipiac University Application Checklist

See our application checklist for Quinnipiac University below to ensure you complete and submit the proper materials.

Required Application Materials:

• Completed Common App
• 1 Letter of Recommendation from a School Counselor
• Personal Statement (College Essay)
• Quinnipiac University Application Fee or Fee Waiver
• Academic Transcripts (at the time of submission and when senior year first semester grades are released)

Optional Application Materials:

• Standardized Test Scores, such as the SAT or ACT
• Additional Recommendation Letters (Teacher Evaluations)

Quinnipiac University Facts & Frequently Asked Questions

Is quinnipiac university public or private.

Quinnipiac University is a private, non-profit university. Private universities’ primary sources of funding are through tuition, donations, and endowments. Although tuition may be higher at these nonprofit institutions, generous financial aid packages are more common than public schools. Tuition rates do not differ between in-state and out-of-state students.

How Many Students Does Quinnipiac University Have?

Quinnipiac University’s student body is made up of 6243 undergraduate degree-seeking students, according to our latest data. Quinnipiac University offers the benefits of both large and small schools. The class sizes and student to faculty ratios are much lower than what a large school would have, and yet the college still offers a variety of options to network and get to know your professors.

How do I apply to Quinnipiac University?

Make sure you have all of the required application materials we covered on hand. You can learn more about the application process for this particular institution at Quinnipiac University’s Website.

Where is Quinnipiac University?

Quinnipiac University is located in Hamden, CT. To visualize where Quinnipiac University’s campus is based in relation to Hamden’s downtown area and landmarks, take a look at the interactive map below.

Quinnipiac University Campus Map

Final thoughts on applying to quinnipiac university.

Hopefully this guide helped you to learn more about the admissions requirements for Quinnipiac University. When applying to colleges, remember to keep in mind that not every school will be a good fit. Take the time to evaluate what’s most important to you, such as the school’s academic opportunities, financial aid benefits, and location. All of the application components we covered are important – take your time to put your best foot forward. The College Grid team wishes you the best of luck on your college applications!

Sydney Janssen

As a valedictorian in high school, I developed a strong passion for learning and pushing myself to achieve academic success. Now, as a first-generation college graduate, I'm excited to share my experiences and insights with others who may be navigating similar paths through College Grid.

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Quinnipiac Requirements for Admission

What are Quinnipiac's admission requirements? While there are a lot of pieces that go into a college application, you should focus on only a few critical things:

• GPA requirements
• Testing requirements, including SAT and ACT requirements
• Application requirements

In this guide we'll cover what you need to get into Quinnipiac and build a strong application.

School location: Hamden, CT

This school is also known as: Quinnipiac University, QU

Admissions Rate: 83.8%

If you want to get in, the first thing to look at is the acceptance rate. This tells you how competitive the school is and how serious their requirements are.

The acceptance rate at Quinnipiac is 83.8% . For every 100 applicants, 84 are admitted.

This means the school is lightly selective . The school will have their expected requirements for GPA and SAT/ACT scores. If you meet their requirements, you're almost certain to get an offer of admission. But if you don't meet Quinnipiac's requirements, you'll be one of the unlucky few people who gets rejected.

We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies . We've overseen thousands of students get into their top choice schools , from state colleges to the Ivy League.

We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools.

Learn more about PrepScholar Admissions to maximize your chance of getting in.

Quinnipiac GPA Requirements

Many schools specify a minimum GPA requirement, but this is often just the bare minimum to submit an application without immediately getting rejected.

The GPA requirement that really matters is the GPA you need for a real chance of getting in. For this, we look at the school's average GPA for its current students.

Average GPA: 3.54

The average GPA at Quinnipiac is 3.54 .

(Most schools use a weighted GPA out of 4.0, though some report an unweighted GPA.

With a GPA of 3.54, Quinnipiac requires you to be around average in your high school class. You'll need a mix of A's and B's, and very few C's. If you have a lower GPA, you can compensate with harder courses like AP or IB classes. This will help boost your weighted GPA and show your ability to take college classes.

SAT and ACT Requirements

Each school has different requirements for standardized testing. Only a few schools require the SAT or ACT, but many consider your scores if you choose to submit them.

• The SAT or ACT is optional, but recommended by the school to improve your application chances.
• You might be able to get admitted with through your GPA or class ranking alone.
• Only specific departments at the school require the SAT or ACT.

Quinnipiac SAT Requirements

Many schools say they have no SAT score cutoff, but the truth is that there is a hidden SAT requirement. This is based on the school's average score.

Average SAT: 1210

The average SAT score composite at Quinnipiac is a 1210 on the 1600 SAT scale.

This score makes Quinnipiac Competitive for SAT test scores.

Quinnipiac SAT Score Analysis (New 1600 SAT)

The 25th percentile SAT score is 1130, and the 75th percentile SAT score is 1300. In other words, a 1130 on the SAT places you below average, while a 1300 will move you up to above average .

Here's the breakdown of SAT scores by section:

SAT Score Choice Policy

The Score Choice policy at your school is an important part of your testing strategy.

Quinnipiac has the Score Choice policy of "All Scores."

This means that Quinnipiac requires you to send all SAT scores you've ever taken to their office.

This sounds daunting, but most schools don't actually consider all your scores equally. For example, if you scored an 1300 on one test and a 1500 on another, they won't actually average the two tests.

More commonly, the school will take your highest score on a single test date. Even better, some schools form a Superscore - that is, they take your highest section score across all your test dates and combine them.

Some students are still worried about submitting too many test scores. They're afraid that Quinnipiac will look down on too many attempts to raise your score. But how many is too many?

From our research and talking to admissions officers, we've learned that 4-6 tests is a safe number to submit . The college understands that you want to have the best chance of admission, and retaking the test is a good way to do this. Within a reasonable number of tests, they honestly don't care how many times you've taken it. They'll just focus on your score.

If you take it more than 6 times, colleges start wondering why you're not improving with each test. They'll question your study skills and ability to improve.

But below 6 tests, we strongly encourage retaking the test to maximize your chances. If your SAT score is currently below a 1130, we strongly recommend that you consider prepping for the SAT and retaking it . You don't have much to lose, and you can potentially raise your score and significantly boost your chances of getting in.

Download our free guide on the top 5 strategies you must be using to improve your score. This guide was written by Harvard graduates and SAT perfect scorers. If you apply the strategies in this guide, you'll study smarter and make huge score improvements.

Quinnipiac ACT Requirements

Just like for the SAT, Quinnipiac likely doesn't have a hard ACT cutoff, but if you score too low, your application will get tossed in the trash.

Average ACT: 25

The average ACT score at Quinnipiac is 25. This score makes Quinnipiac Moderately Competitive for ACT scores.

The 25th percentile ACT score is 24, and the 75th percentile ACT score is 29.

ACT Score Sending Policy

If you're taking the ACT as opposed to the SAT, you have a huge advantage in how you send scores, and this dramatically affects your testing strategy.

Here it is: when you send ACT scores to colleges, you have absolute control over which tests you send. You could take 10 tests, and only send your highest one. This is unlike the SAT, where many schools require you to send all your tests ever taken.

This means that you have more chances than you think to improve your ACT score. To try to aim for the school's ACT requirement of 24 and above, you should try to take the ACT as many times as you can. When you have the final score that you're happy with, you can then send only that score to all your schools.

ACT Superscore Policy

By and large, most colleges do not superscore the ACT. (Superscore means that the school takes your best section scores from all the test dates you submit, and then combines them into the best possible composite score). Thus, most schools will just take your highest ACT score from a single sitting.

We weren't able to find the school's exact ACT policy, which most likely means that it does not Superscore. Regardless, you can choose your single best ACT score to send in to Quinnipiac, so you should prep until you reach our recommended target ACT score of 24.

Download our free guide on the top 5 strategies you must be using to improve your score. This guide was written by Harvard graduates and ACT perfect scorers. If you apply the strategies in this guide, you'll study smarter and make huge score improvements.

SAT/ACT Writing Section Requirements

Currently, only the ACT has an optional essay section that all students can take. The SAT used to also have an optional Essay section, but since June 2021, this has been discontinued unless you are taking the test as part of school-day testing in a few states. Because of this, no school requires the SAT Essay or ACT Writing section, but some schools do recommend certain students submit their results if they have them.

Quinnipiac considers the SAT Essay/ACT Writing section optional and may not include it as part of their admissions consideration. You don't need to worry too much about Writing for this school, but other schools you're applying to may require or recommend it.

Final Admissions Verdict

Because this school is lightly selective, you have a great shot at getting in, as long as you don't fall well below average . Aim for a 1130 SAT or a 24 ACT or higher, and you'll almost certainly get an offer of admission. As long as you meet the rest of the application requirements below, you'll be a shoo-in.

But if you score below our recommended target score, you may be one of the very few unlucky people to get rejected.

Admissions Calculator

Here's our custom admissions calculator. Plug in your numbers to see what your chances of getting in are. Pick your test: SAT ACT

• 80-100%: Safety school: Strong chance of getting in
• 50-80%: More likely than not getting in
• 20-50%: Lower but still good chance of getting in
• 5-20%: Reach school: Unlikely to get in, but still have a shot
• 0-5%: Hard reach school: Very difficult to get in

How would your chances improve with a better score?

Take your current SAT score and add 160 points (or take your ACT score and add 4 points) to the calculator above. See how much your chances improve?

At PrepScholar, we've created the leading online SAT/ACT prep program . We guarantee an improvement of 160 SAT points or 4 ACT points on your score, or your money back.

Here's a summary of why we're so much more effective than other prep programs:

• PrepScholar customizes your prep to your strengths and weaknesses . You don't waste time working on areas you already know, so you get more results in less time.
• We guide you through your program step-by-step so that you're never confused about what you should be studying. Focus all your time learning, not worrying about what to learn.
• Our team is made of national SAT/ACT experts . PrepScholar's founders are Harvard graduates and SAT perfect scorers . You'll be studying using the strategies that actually worked for them.
• We've gotten tremendous results with thousands of students across the country. Read about our score results and reviews from our happy customers .

There's a lot more to PrepScholar that makes it the best SAT/ACT prep program. Click to learn more about our program , or sign up for our 5-day free trial to check out PrepScholar for yourself:

Application Requirements

Every school requires an application with the bare essentials - high school transcript and GPA, application form, and other core information. Many schools, as explained above, also require SAT and ACT scores, as well as letters of recommendation, application essays, and interviews. We'll cover the exact requirements of Quinnipiac here.

Application Requirements Overview

• Common Application Accepted
• Electronic Application Available
• Essay or Personal Statement Required for all freshmen
• Letters of Recommendation 3
• Interview Not required
• Application Fee $65
• Fee Waiver Available? Available
• Other Notes

Testing Requirements

• SAT or ACT Required for some
• Scores Due in Office February 1

Coursework Requirements

• Subject Required Years
• Foreign Language 2
• Social Studies 2
• Electives 2

Deadlines and Early Admissions

• Offered? Deadline Notification
• Yes February 1 November 15
• Yes November 15 January 15
• Yes November 1 December 15

Admissions Office Information

• Address: 275 Hamden, CT 06518-1940
• Phone: (203) 582-8200
• Fax: (203) 582-8906

Other Schools For You

If you're interested in Quinnipiac, you'll probably be interested in these schools as well. We've divided them into 3 categories depending on how hard they are to get into, relative to Quinnipiac.

Reach Schools: Harder to Get Into

These schools are have higher average SAT scores than Quinnipiac. If you improve your SAT score, you'll be competitive for these schools.

Same Level: Equally Hard to Get Into

If you're competitive for Quinnipiac, these schools will offer you a similar chance of admission.

Safety Schools: Easier to Get Into

If you're currently competitive for Quinnipiac, you should have no problem getting into these schools. If Quinnipiac is currently out of your reach, you might already be competitive for these schools.

Data on this page is sourced from Peterson's Databases © 2024 (Peterson's LLC. All rights reserved.) as well as additional publicly available sources.

1920 SAT Score Standings

Here's how you compare to other students and how many colleges you are competitive for:

Out of the 1.67 million test-takers, 181974 scored the same or higher than you.

You can apply to 1213 colleges and have a good shot at getting admitted.

If you apply to these schools, with this score, you have a very low chance of getting in.

Top Choice Colleges Chances

We've collected data from millions of students and thousands of colleges to figure out your chances at getting admitted with a 1920 SAT score. You'll also see how your chances improve with a higher SAT score.

To add a school to your list, type in part of the school name, choose from the dropdown, and click the button.

• be competitive for 67 more schools in the country
• raise your chances of getting into target schools from 64.15% to 67.69%

Check Out a Different Score

Curious about what your profile is with a different score? Choose any score from the entire SAT score range to see what you'd be able to do!

If You Liked Our Advice...

Our experts have written hundreds of useful articles on improving your SAT score and getting into college. You'll definitely find something useful here.

Subscribe to our newsletter to get FREE strategies and guides sent to your email. Learn how to ace the SAT with exclusive tips and insights that we share with our private newsletter subscribers.

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Post-Baccalaureate Doctor of Occupational Therapy

Program Contact:  Nicole Fidanza , OTD, OTR/L   203-582-7361  

Our Post-Baccalaureate Doctor of Occupational Therapy (PB-OTD) program prepares students with a breadth and depth of knowledge and skills to practice autonomously or collaboratively within various healthcare, educational and social systems. Our curriculum consists of three distinct elements:

• Academics: Didactics integrated with laboratory and immersive Fieldwork-I experiences
• Fieldwork: Two 12-week, full-time Fieldwork-II experiences designed to prepare students for entry-level practice
• Capstone: Doctoral capstone seminar series that culminates in a 14-week doctoral capstone experience and scholarly project that represents in-depth knowledge in occupational therapy

Throughout each phase of the program, each student is required to maintain a professional portfolio that coincides with the program's learning outcomes. The PB-OTD program is a full-time, intensive program designed to be completed in three years (Fall, Spring, Summer) of coursework for a total of 115 credits.

Post-Baccalaureate OTD Curriculum

The curriculum is reviewed regularly and subject to modification in both content and credit as deemed necessary to maintain a high-quality educational experience and to keep current with best practices in the profession.

Doctoral Year 3 - Spring:   OTD 582 ,  OTD 754 ,  OTD 762 ,  OTD 764  are courses that will be offered in a 7-week format during Spring A.

Doctoral Year 4 - Summer:   OTD 790  and  OTD 791  are experiential components that will begin in Spring B and will conclude in Summer I.  

Fieldwork Expectations

All students are responsible for transportation to all fieldwork experiences. All students are required to maintain viable health insurance, CPR certification and current immunization records according to their fieldwork placement requirements. A fieldwork site may have additional requirements as part of its affiliation agreement such as background checks and site-specific mandatory in-services. Failure to comply with fieldwork requirements may negatively impact a student's ability to participate in fieldwork. The department also requires current membership in the American Occupational Therapy Association.

Capstone Expectations

All students are required to complete a capstone experience ( OTD 791 ) and a capstone project ( OTD 790 ) in the final semester. All fieldwork and didactic requirements must be satisfactorily fulfilled and a student must pass a comprehensive competency exam prior to matriculating into OTD 790 and OTD 791 .

• CAPSTONE EXPERIENCE: The capstone experience is a mentored process by an individual with demonstrated expertise in the student's area of interest. The capstone experience may occur in a traditional clinical site or non-traditional/non-clinical site that is appropriate for the implementation of the capstone project and the integration of learning. Students are responsible for transportation to all capstone experiences. All students are required to maintain viable health insurance, CPR certification and current immunization records according to their capstone placements. A capstone site may have additional requirements as part of its affiliation agreement or memorandum of understanding such as background checks and site-specific mandatory in-services. Failure to comply with capstone experiential requirements may negatively impact a student's ability to participate in capstone. 
• CAPSTONE PROJECT: The doctoral capstone project is an opportunity for students to demonstrate in-depth knowledge in occupational therapy and the attainment of all program learning outcomes. The project concludes in the production of a scholarly manuscript and oral presentation to the occupational therapy practice community.

Progression, Retention and Graduation Requirements

All policies and procedures regarding progression, retention and graduation are found in the E-OTD Student Handbook. These policies and procedures are routinely reviewed with the students at the beginning of each semester and/or during advising.

Grade and Course Sequence Requirements

The program uses a tiered approach to curricular progression. In order for students to progress within the program, students must:

• Earn a GPA of 3.00 in each semester
• Earn a minimum grade of C+ in all OT lecture courses
• Earn minimum grade of B in all OT lab courses
• Earn a minimum grade of B+ in all OT Level I Fieldwork experiences
• Earn a "Pass" in OT Level II Fieldwork experiences and Doctoral Capstone Experience

Failure to meet the aforementioned requirements will result in a referral to the Academic Progression and Retention Committee (APRC). The outcome of such referral may be: program probation with course remediation; program probation with a course repeat (and repay); or program dismissal. 

All courses must be taken sequentially as indicated in the program of study. Students may request in writing to the department chairperson (or designee) any deviations from the course sequence, waivers from occupational therapy courses, and/or transfer credits from other occupational therapy programs. All requests must be approved by the APRC and the department chairperson.

Fieldwork Requirements

• Students must complete all the required didactic coursework and be in good academic standing prior to starting Level II fieldwork ( OTD 580 and OTD 581 ).
• All Level II fieldwork experiences must be completed within 12 months following completion of the didactic portion of the program.

Capstone Requirements

• Students must complete all didactic coursework and Level II fieldwork, be in good academic standing and pass a comprehensive exam prior to starting the Doctoral Capstone Experience ( OTD 791 ) and Project ( OTD 790 ).
• The Doctoral Capstone Experience and Project must be completed within 12 months following the successful passing of the comprehensive exam.

Successful completion of all didactic, fieldwork and capstone requirements is necessary for graduation with the degree of Doctor of Occupational Therapy.

Student Learning Outcomes

Upon completion of the Doctor of Occupational Therapy program, students will demonstrate the following competencies: 

• S ynthesis of Occupation : Synthesize and articulate in-depth knowledge of occupation with health and participation to guide the practice of occupational therapy.   
• P rofessionalism and Leadership Development : Demonstrate professionalism , competent role performance  and leadership.   
• A dvocacy : Advocate for the distinct value of occupational therapy for individuals, groups and populations.  
• Professional R easoning : Apply occupation and client-centered principles and professional reasoning as part of the occupational therapy process to produce positive outcomes with individuals, communities and populations within broader systems.   
• K nowledge Translation and Evidence-Based Practice : Evaluate, synthesize, translate and contribute evidence to inform practice and support the delivery of OT services.
• S ystems and Practice Contexts : Demonstrate in-depth knowledge of systems and occupational therapy roles in order to work collaboratively in and lead intra/interprofessional teams within traditional and role emerging settings.   

The underscored text within each PLO forms the mnemonic SPARKS: S for synthesis, P for professional, A for advocacy, R for reasoning, K for knowledge and S for systems. SPARK is also the title of a book by Morgan, Lynch and Lynch (2018) that portrays leadership and the agency for change as an internal quality that can be harnessed through purposeful and intentional (educative) process.

Program Mission

The mission of the OTD program is to provide high-quality education to develop occupational therapy practitioner-scholars who possess broad-based knowledge and skills to influence meaningful change in the health and functioning of individuals, populations and communities. The program aims to graduate entry-level occupational therapists who possess  in-depth knowledge and skills  in advocacy, occupational therapy process, systems, professional leadership, evidence-based practice and in the synthesis of occupation, health and participation. 

Program Philosophy

The Department of Occupational Therapy views the Entry-Level Doctoral Educational program with a n occupational and transformative-humanistic lens.  This approach acknowledges that each student has a pre-existing occupational identity and possesses varying abilities and experiences, which are brought to the university environment.  “ S tudents are viewed as occupational beings who are in dynamic transaction with the learning context and the teaching-learning process ” (AOTA Philosophy of Occupational Therapy Education, 2018). The transformative philosophy of education assumes that students can be shaped and transformed through the questioning, analysis and re-examination of worldviews, perceptions and prior belief systems utilizing a humanistic and critical approach to solving problems ( Mezirow, 1997). Utilizing community-based, experiential learning; professional interactions; and opportunities for creative flow experiences, student’s perceptions, skills and cognitive processes are enhanced and transformed.    

Through mentorship and curricular experiences, faculty members apply a transformative-humanistic approach to support doctoral students in their personal and professional growth toward becoming an entry-level occupational therapist and leader. Students are also taught the value and potential of every human being (including themselves) in their capacity for self-determination and need to participate in desired occupations for health, wellness and inclusion as social beings.   

The department conceptualizes both development and transformation not merely as a sequential ontological event but rather as a complex iterative, heterarchical and hierarchical set of processes that are situated in various contexts. Creative, high impact transformation is the basis of curriculum content while developmental transformation is reflected in how the courses are arranged in overlapping phases or tiers using a modified version of Fink’s Taxonomy of Significant Learning:  

• Foundational Knowledge (Caring and Learning to Learn) – refers to understanding, remembering information and ideas; developing interests and professional values; and self-directing one’s learning.
• Application and Integration (Learning About Oneself/Others) – refers to development of practical, creative and critical thinking skills by connecting ideas/concepts, events and realms of life, as well as in-depth exploration and integration of awareness of oneself and of others.
• Application and Synthesis – refers to continued refinement of practical, creative and critical thinking and reflection through the understanding of systems and embracing one’s agency in decision-making on complex issues affecting individuals, communities and society.

Application Process

Students are admitted to the Post-Baccalaureate OTD (PB-OTD) program using a holistic review process. A holistic review takes into account multiple factors about the candidate's potential for meeting the expected outcomes of the PB-OTD program, as well as their potential contribution to the educational experience of their fellow students.

There are two stages to the application process: a screening stage and an interview stage. 

The  screening stage  involves a review of the applicant's GPA, prerequisites and observation hours as listed below. After the screening stage, the most qualified applicants will be offered an interview.

The  interview stage  involves an actual interview, as well as a review of the applicant's recommendation letters, personal essay and resume.

There are three potential outcomes of the application process: 1) acceptance; 2) conditional acceptance; or 3) denial of admission. An applicant may be denied admission at either stage of the process. Note:  A student with a prior history of dismissal from any of the programs within the QU Occupational Therapy department is ineligible for admission. 

Application Timeline

Students are admitted to the Post-Baccalaureate OTD program on a rolling basis. As the program begins in the Summer II session (early July), applications are accepted until May 1 of the same year the applicant plans to matriculate. Interviews are required and offered to the most qualified candidates. Applicants are notified of their acceptance on a rolling basis.

Admission Requirements

• Bachelor’s degree prior to matriculation into the program. 
• A minimum GPA of 3.00 in all post-secondary coursework.  
• A minimum prerequisite GPA of 3.00 with a grade of C+ or better in each prerequisite course.  
• A minimum of 20 verifiable observation hours in the past 3 years. These hours may be a completed in a combination of traditional/clinical and non-traditional/non-clinical settings and patient/client populations. 
• Three letters of recommendation, with at least one from an academic adviser or faculty member, and at least one from a supervisor in an employee or volunteer capacity.
• Supplemental personal statement that includes reasons for pursuing the Post-Baccalaureate OTD at Quinnipiac and examples of personal attributes as well as professional and academic experiences that demonstrate capacity for rigor of doctoral studies and future success as a well-rounded occupational therapist and leader. 
• Resume or curriculum vitae.
• Applicant must have access to technology devices needed for online or hybrid courses that are interwoven throughout the curriculum. Courses labeled DE or HY indicate that they are delivered in part or whole as online. Student should be knowledgeable in utilizing technology software including Word, Excel, PowerPoint, video conferencing (Zoom, Microsoft Teams) and email communication. Information on recommended computing device and software may be accessed through information technology services .
• Successful interview with the OTD Admissions Committee. 

Scores from the Graduate Record Examination (GRE) are not required. However, applicants may submit scores if they believe it can enhance the strength of their application.

PB-OTD Prerequisites

 The PB-OTD prerequisite courses are as follows:

• Anatomy and Physiology I with Lab (4 credits)
• Anatomy and Physiology II with Lab (4 credits)
• Other quantitative science courses to fulfill this requirement may be considered upon request with syllabus review.
• Biostatistics or Statistics for Social and Behavioral Sciences (3 credits)
• Lifespan Development including Child Development and Adult Development (3-6 credits) 
• Abnormal Psychology (3 credits)
• Sociology or Cultural Anthropology (3 credits)

In order to be credited, prerequisites must meet the following conditions:

• Prerequisites must be completed within 10 years of application from a regionally or nationally accredited institution of higher learning. For students whose credentials were received from a foreign institution, submit an academic equivalency evaluation from a credentialed agency ( naces.org ).
• Each prerequisite course must be completed with a grade of C+ or better. Each prerequisite course may only be repeated once.
• For prerequisite courses with a separate lab course grade (e.g., Anatomy and Physiology), the lecture and lab components will be weighted and calculated based on credit hour, and recorded as a single course grade.
• At the time of application, up to two prerequisite courses (excluding labs) may be in progress or pending but must be completed by May before starting the PB-OTD program. Qualified candidates whose prerequisites are in progress or pending may be granted conditional acceptance until all prerequisites are satisfactorily met. 

The following courses are strongly recommended:

• Coursework on the disease process (e.g., Pathophysiology, Human Health and Disease, Biology of Aging, etc.)
• Coursework on health systems, health policy or leadership
• Coursework in Humanities such as philosophy, logic, ethics and courses on Western thought and ideas

Required Documents

• Application form completed through OTCAS
• Personal statement (required by OTCAS)
• Supplemental personal essay (required by Quinnipiac Occupational Therapy)
• Official transcripts from all undergraduate, graduate and professional schools attended, uploaded through OTCAS
• Three letters of recommendation, uploaded through OTCAS
• Observation hours (20) that are verified in an official letter from the supervising occupational therapist with contact information

NOTE: Incomplete submissions will not be reviewed.

Additional Program Costs

As a clinical education program, the Post-Baccalaureate Doctor of Occupational Therapy degree requires some expenses that go beyond university graduate tuition and fees. Please note all cost estimates are subject to change:

• Clinical/Fieldwork Education Travel  – Students are responsible for all expenses (gas, parking, maintenance) related to transportation to get to a fieldwork site. This includes private transportation, public transportation and air travel as necessary.  Cost: variable
• Immunizations  – Consistent with the School of Health Sciences policy, all students must have a full battery of immunizations and, in some cases, titer affirmation of immunity for common diseases including but not limited to: MMR, HepB, varicella, polio, TDAP, TB, COVID and influenza. These must be documented prior to the start of clinical experiences and must be maintained until graduation.  Cost: variable (please check with your insurance carrier)
• Initial background check cost is  $63  for all domestic addresses for the past 7 years or  $158 for students who have resided in New York state  in the last 7 years due to NY state surcharge.
• Some clinical fieldwork sites may require an additional yearly background recheck (recheck not available for NY residents).  Cost: $32 per annual recheck
• Drug Screening  – Drug screenings may be required and are dependent upon individual fieldwork site requirements.  Cost :  $42.25
• Liability Insurance  – All students have liability insurance coverage through the university, free of charge, while performing required clinical activity. Students may choose to purchase additional coverage at their own expense.
• PRISM is the clinical tracking and assessment program used by the School of Health Sciences.  A one-time payment of $150 per student for the PB-OTD program is required (students are responsible for this cost).
• APPROVE is the program within PRISM that tracks all student health and safety records, provides documentation to prospective clinical sites and provides notification of impending expiration dates.  Cost: $35 for first year, $10 per year thereafter
• Professional Association Membership  – All occupational therapy students in the PB-OTD program are required to purchase a student membership from the American Occupational Therapy Association (AOTA). The cost of the student membership is $78 per year (2024 cost) . Students have full access to all of the resources as part of this membership including journal articles, videos, and other class and professional learning materials needed for program completion. 
• Certification Examination Costs  – All occupational therapy students upon successful completion of the academic and fieldwork requirements of the PB-OTD program must take a certification examination in order to practice as a registered occupational therapist. This is given by the National Board of Certification of Occupational Therapy (NBCOT) and  costs $540 (2024 cost) to take the examination.

Accreditation

The Entry-Level Doctor of Occupational Therapy (OTD) program at Quinnipiac University has been granted Certificate of Accreditation by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA). The ACOTE address is:

c/o Accreditation Department American Occupational Therapy Association 7501 Wisconsin Avenue, Suite 510E Bethesda, MD 20814 Phone: 301-652-6611 Fax: 301-652-1417 Email:  [email protected] Website:  acoteonline.org

All graduates of the program are eligible to sit for the national certification examination for the occupation 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). All states and jurisdictions require graduation from an ACOTE-accredited occupational therapy program and passing the NBCOT exam is a requirement for state licensure. Note that a felony conviction may affect a graduate’s ability to sit for the NBCOT certification examination or attain state licensure.

The  American Occupational Therapy Association (AOTA) website  provides links to state regulations regarding qualifications and licensure, including continuing competency requirements, scope of practice by state and a list of the states that offer temporary licensure to graduates from ACOTE-accredited programs who have not yet passed the NBCOT exam.

Program Sponsorship

Quinnipiac University assumes primary responsibility for appointment of faculty, admission of students and curriculum planning for the Entry-Level OTD program. This responsibility includes the delivery of course content, satisfactory completion of the educational program and granting of the degree. The university also is responsible for the coordination of classroom teaching and supervised fieldwork practice and for providing assurance that the practice activities assigned to students in a fieldwork setting are appropriate to the program.

Quinnipiac University complies with the administrative requirements for maintaining accreditation of the Entry-Level OTD program.

OTD 500. Philosophy and Science of Occupational Therapy. 2 Credits.

This course presents the philosophical, historical, and scientific foundations of the occupational therapy profession and their relevance to contemporary practice. From a philosophical perspective, the course unpacks the epistemology (knowledge), ontology (reality/view) and axiology (actions/methods) of the profession. The evolution of practice throughout history and current and emerging trends in practice is analyzed with respect to meeting societal needs.

Prerequisites: None Offered: Every year, Summer

OTD 501. Occupational Therapy Theory. 3 Credits.

This course explores how occupations influence health and well-being from a historical, developmental, and evidence-based perspective. Current and emerging occupation-based models are analyzed and applied as theoretical foundations in the promotion of health, prevention of disease, and management of occupational disruptions across the life span. Complementary healthcare models and current global social political issues are highlighted.

Prerequisites: None Offered: Every year, Fall

OTD 502L. OT Service Learning. 1 Credit.

This course applies the concepts of observation and therapeutic use of self to a community setting where the students observe and conduct and applied activity analysis of the clients/community and/or the population in order to design service projects that meet the occupational needs of those being served in the setting. Application of context variable analysis and service provision in a meaningful occupation provides a natural experience of learning about human occupations.

OTD 503. OT Practice Framework & Professional Reasoning. 2 Credits.

This course explores the profession's domain and scope through the Occupational Therapy Practice Framework and links the terminology to the analysis of occupation and occupational performance in context, as well as the various forms of professional reasoning used in the occupational therapy process.

OTD 505. Development of Human Occupations Seminar. 2 Credits.

This course explores typical human development and more specifically, occupational development from conception through early (emerging) adulthood. In this course, traditional theories of development are explored along with more contemporary and occupation-focused theories. Each of these sets of theories will contribute to an understanding of how biologic capacity, environmental, and cultural factors influence occupational development.

OTD 510. Clinical Anatomy in Occupational Therapy. 3 Credits.

This course provides a comprehensive study of the musculoskeletal system and the peripheral nervous system with emphasis on their correlation to health conditions and occupational dysfunctions as well as the biomechanical basis of occupational performance. This course has a corresponding dissection and palpation lab.

OTD 510L. Clinical Anatomy in OT Practice Lab. 1 Credit.

This laboratory course involves dissection, visual examination, and surface palpation as part of a comprehensive study of the human anatomy. Emphasis is in the thorough examination of the musculoskeletal system and select components of the nervous system relative to the anatomical and biomechanical bases of occupational performance.

OTD 511. Applied Kinesiology. 2 Credits.

This course integrates information from Human Anatomy with principles of biomechanics and their application to occupational therapy practice. Emphasis is on the biomechanical analysis of human occupations and performance. Key concepts in clinical kinesiology are presented as essential elements to the OT process.

OTD 511L. Applied Kinesiology Lab. 1 Credit.

This laboratory course provides a comprehensive review of fundamentals of musculoskeletal assessment relevant to occupational therapy practice. This course applies and integrates the concepts learned in the lecture course, OT 521.

OTD 512. Applied Neuroscience in OT Practice. 4 Credits.

This course provides a comprehensive study of neuroanatomy including the structures, functions, and interrelationships of neural subsystems that are key to occupational performance. Students apply their understanding of these neural substrates including motor behaviors, sensory-perception, emotional processing, cognition, and learning, to the analysis of human occupations and dysfunctions in occupational performance.

Prerequisites: Take OTD 510 Offered: Every year, Fall

OTD 512L. Applied Neuroscience in OT Practice Lab. 1 Credit.

This course builds upon and provides practical application of the concepts taught in the OTD 512 course. Students are introduced to standardized and non-standardized procedures for neurological screening, as well as dynamic analysis of human occupational performance as essential tools of occupational therapy practice.

Prerequisites: Take OTD 510L Offered: Every year, Fall

OTD 515. Research Methods and Evidence-Based Practice. 3 Credits.

This course addresses research fundamentals in the practice of occupational therapy. The course examines research epistemology, methods, research designs, and data analysis in occupational therapy research. Levels of evidence are addressed and applied to decisions in occupational therapy interventions. Students gain experience developing research procedures, critically analyzing data, and identifying ethical issues involved in developing a research study.

OTD 520. Occupational Therapy Mental Health and Psychosocial Practice I. 3 Credits.

This course highlights OT's distinct value in addressing psychosocial and mental health needs among children and youth, groups and organizations. Emphasis is on the distinct nature of occupation in promoting mental health, preventing disease, and managing life disruptions. Scientific evidence and theories guide the student's learning of the OT process across the continuum of service delivery.

Prerequisites: None Offered: Every year, Spring

OTD 520L. Occupational Therapy Mental Health and Psychosocial Practice I Lab. 1 Credit.

This course builds on concepts from OT 720 highlighting OT's distinct value in addressing psychosocial and mental health needs among children and youth, groups and organizations. Students practice assessments and evidence-based intervention modalities for various mental health conditions across the lifespan. Application of theoretical models and frames of reference are highlighted. Additionally, students enhance observation skills needed for documentation and practice verbal interventions related to therapeutic modes.

OTD 521. OT Mental Health and Psychosocial Practice II. 3 Credits.

This course highlights OT's distinct value in addressing psychosocial and mental health needs among adult and older adult populations, groups, and organizations. Emphasis is on the role of occupation in promoting mental health, preventing disease and managing life disruptions. OT, psychosocial, & group theories, as well as, group interventions are highlighted. Related skills such as documentation, therapeutic use of self and evidence-based practice are emphasized.

OTD 521F. OT Mental Health and Psychosocial Practice II Fieldwork. 1 Credit.

This course provides structured fieldwork observation in various settings working with the mental health and psychosocial populations across the lifespan. It allows the student to observe and explore the evaluation and intervention process utilized in occupational therapy. Students have the opportunity to observe and report on the variety of assessment and intervention tools utilized across a continuum of service delivery. Students develop an appreciation for the frames of reference used in the models of practice, as a guide to the evaluation and intervention process.

OTD 521L. OT Mental Health and Psychosocial Practice II Lab. 1 Credit.

This lab builds upon concepts from OT 512 highlighting OT's distinct value in addressing psychosocial and mental health needs among adult and older adult populations, groups, and organizations. Emphasis is on the role of occupation in promoting mental health, preventing disease and managing life disruptions. Group theory and evidence-based group interventions are practiced to promote leadership skills and therapeutic use of self. A culminating group protocol assignment integrates theory, practice, and research.

OTD 522. Occupational Therapy for Children and Youth I. 6 Credits.

This course provides a comprehensive overview evaluation and interventions used by occupational therapy practitioners for children and youth. Traditional theoretical models/frames of reference and current evidence is utilized as a basis for the clinical/professional reasoning process applicable to the OT process for children and youth so that facilitators and barriers to occupational performance can be identified. Documentation related to contextual philosophies, procedures and regulations dictating pediatric practice is highlighted throughout the course.

Prerequisites: None Offered: Every year, Spring and Summer

OTD 522F. Occupational Therapy for Children and Youth I Fieldwork. 1 Credit.

This course provides structured fieldwork observation in various settings working with the children/youth population. It allows the student to observe and explore the evaluation and intervention process utilized in occupational therapy. Students also have the opportunity to observe and report on the variety of assessment and intervention tools utilized within the models of health care for the children and youth population.

OTD 522L. Occupational Therapy for Children and Youth I Lab. 1 Credit.

This lab course complements the OT 531 and OT 531F and provides opportunity for experiential learning of the evaluation process and intervention techniques used in occupational therapy for children and youth. The safe, efficient, and culturally sensitive delivery of specific assessment and intervention techniques are highlighted.

OTD 523. Occupational Therapy for Children and Youth II. 6 Credits.

This course focuses on specialized interventions for individuals and populations with sensory integrative and processing difficulties and brain-based behavioral challenges. It integrates the use of the SI frame of reference with previously learned theoretical models and apply best available evidence and clinical/professional reasoning to various systems (e.g., state/federal regulations for early intervention and school- based practice, insurance funding, and community-based health and wellness initiatives). Documentation within these various systems are illustrated, discussed and produced.

Prerequisites: None Offered: Every year, Fall and Spring

OTD 523F. OT for Children and Youth II Fieldwork. 1 Credit.

This course provides structured fieldwork observation in sensory integration settings and allows the student to observe and explore the intervention process utilized in these frames of reference. Students have the opportunity to see, observe and report on the variety of intervention strategies utilized within the various models such as health care, education, community and social systems. The settings utilized are equipped to provide clinical application of principles learned in the OT curriculum and focus on the sensory integration intervention process.

OTD 523L. OT for Children and Youth II Lab. 1 Credit.

This lab integrates the advanced intervention techniques/specialized interventions used by occupational therapy practitioners for individuals and populations with sensory integrative and processing difficulties, developmental disabilities and brain-based behavioral challenges. Opportunities are provided to learn specific interventions required for a variety of occupational therapy practice contexts and with consideration of cultural and environmental factors.

OTD 524. Occupational Therapy for Adults and Older Adults I. 6 Credits.

This course provides a comprehensive overview of assessments and interventions used by occupational therapy practitioners in general medicine/surgery, neurology and orthopedics. The course integrates the use of various theoretical models/frames of reference, current evidence, and clinical/professional reasoning pertinent to the OT process. Documentation is highlighted throughout the course including for traditional systems for individual and population-based approaches. Key concepts in interprofessional practice and health literacy are incorporated.

OTD 524F. Occupational Therapy for Adults and Older Adults I Fieldwork. 1 Credit.

This course provides structured fieldwork observation in various settings working with the adult population. It allows the student to observe and explore the evaluation and treatment process utilized in occupational therapy with adults and older adults. Students develop an appreciation for the frame of reference used in the models of practice as a guide to evaluation and treatment.

OTD 524L. Occupational Therapy for Adults and Older Adults I Lab. 1 Credit.

This lab course complements the OT 532 and OT 532F and provides opportunity for experiential learning of the evaluation process and intervention techniques used in occupational therapy for adults and older adults. The safe, efficient and culturally sensitive delivery of specific assessment and intervention techniques are highlighted.

OTD 525. OT for Adults and Older Adults II. 6 Credits.

This course provides a comprehensive overview of specialized interventions used by occupational therapy practitioners in neurorehabilitation, oncology and geriatrics/gerontology. The course integrates the use of various theoretical models/frames of reference, current evidence, and clinical/professional reasoning pertinent to the OT process in neurorehabilitation practice. Documentation is highlighted throughout the course for traditional and emerging systems for individual and population-based approaches. Key concepts in interprofessional practice and health literacy are incorporated.

OTD 525F. OT for Adults and Older Adults II Fieldwork. 1 Credit.

This course provides structured fieldwork observation in neurorehabilitative settings and allows the student to observe and explore the intervention process utilized in these frames of reference. The settings utilized are equipped to provide clinical application of principles learned in the OT curriculum and focus on the neurorehabilitation intervention process.

OTD 525L. OT for Adults and Older Adults II Lab. 1 Credit.

This lab integrates the advanced intervention techniques discussed and described in the lecture portion of this class. Opportunities are provided to learn specific interventions required for a variety of occupational therapy practice contexts and with consideration of cultural and environmental factors.

OTD 526. Technology in OT Practice. 2 Credits.

This course provides students with opportunities to demonstrate knowledge and apply practice in the use of technology that includes assistive virtual and telehealth technology. The course focuses on application of technology across the lifespan, emphasizing a variety of practice contexts and practice settings. Since technology options change rapidly, emphasis is on the clinical reasoning processes in the utilization of technologies in education, home, work, leisure and community practice domains.

OTD 526L. Technology in OT Practice Lab. 1 Credit.

This lab provides students with opportunities to practice the design and fabrication and use of technology in practice that includes assistive technology; virtual environments in practice and telehealth technology. This lab must be completed concurrently with OTD 641 the lecture component of Technology in OT Practice.

OTD 527. Work and Ergonomics. 3 Credits.

This course focuses on the occupation of work applied across the lifespan and to various practice contexts and worker challenges. The course addresses topics related to the occupation of work, including employment acquisition, job performance, volunteerism, and retirement. Work tasks and work demands are analyzed relative to physical, cognitive, social, organizational, and environmental factors that impact job performance. Modifications that optimize worker functioning are examined as prevention and as rehabilitation.

OTD 528L. Biomechanical Interventions Lab. 1 Credit.

This course provides hands on learning in the therapeutic application of orthotics, physical agents and modalities, and exercise programs. Students will develop the skills to evaluate and develop an intervention plan for specific conditions. Students also learn the role of occupational therapy during pre-prosthetic and prosthetic training.

OTD 530. Administration and Management of Systems. 3 Credits.

This class introduces students to the systems involved in delivering occupational therapy services in health care, educational and community-based environments. Students examine components of service delivery including external influences, internal processes, communication, reimbursement and measurable outcomes to understand how occupational therapy services are optimized. The course addresses core management functions including planning, organizing, directing and controlling. Students gain hands-on experience with strategic planning, budgeting, marketing, program evaluation and conflict management.

OTD 531. Leadership and Change. 2 Credits.

This course addresses the means to become an "agent of change" within the occupational therapy environment using leadership approaches. Leadership theories are addressed and applied to supervision, advocacy, and mentoring. Students self-reflect on leadership and communication styles and strategies to promote effective supervision for groups both internal and external to occupational therapy.

OTD 580. Fieldwork Level IIA. 6 Credits.

This 12-week full-time supervised fieldwork experience provide the student with the opportunity to apply theory and clinical reasoning skills to the occupational therapy evaluation and intervention process for clients across the life span and in a variety of life environments. Students must abide by all fieldwork policies as listed in the Student Fieldwork Manual. This is the first of two required level II experiences.

OTD 581. Fieldwork Level IIB. 6 Credits.

This 12-week full-time supervised fieldwork experience provide the student with the opportunity to apply theory and clinical reasoning skills to the occupational therapy evaluation and intervention process for clients across the life span and in a variety of life environments. Students must abide by all fieldwork policies as listed in the Student Fieldwork Manual. This is the second of two required level II experiences and is different in setting/population from OTD 580 .

OTD 582. Professional Development. 2 Credits.

This course focuses on the current issues related to transitioning from student to professional roles and responsibilities. Topics include updates in the OT profession with a focus on official documents; emerging roles of OT in practice; credentialing, licensure and continuing competence/professional development. Contemporary issues of practice such as access to services, advocacy and inter-/intra-professional collaboration are explored.

OTD 751. Capstone Seminar I - Exploration. 2 Credits.

This course is the first of a series of capstone seminars designed to assist the students in understanding the elements and process of developing a culminating signature project in the OTD program. Students explore personal interests, opportunities and the social context around topic areas. They develop skills of conducting an environmental scan and needs assessment relative to their project interests. Students identify program evaluation methods and ultimately present a capstone proposal as an initial plan for their capstone project.

OTD 752. Knowledge Translation and Synthesis. 3 Credits.

This course focuses on the assessment, review and utilization of research to inform policy and improve practice. Students actively engage in multiple components of the knowledge translation process including defining the problem, searching for and critically appraising the evidence. Students work in small groups to apply this information to the development of a clinical practice guideline. Competencies acquired in this course are integral to the Capstone process.

OTD 753. Capstone Seminar II - Planning. 2 Credits.

This course is the second of a series of Capstone seminars leading to the Doctoral Capstone Experience and Project. This course is specifically designed to assist the students in finalizing their Doctoral Capstone Project (DCP) proposal based on a needs assessment. Students are expected to complete a comprehensive literature review that serves as justification for the DCP.

OTD 754. Capstone Seminar III - Preparation. 2 Credits.

This course is the third of a series of capstone seminars designed to assist the students in planning their Doctoral Experiential Component. Under faculty mentorship, students design a 14-week experience and project plan that outlines goals and objectives, as well as formal evaluation mechanism. Students write the methods section of the formal capstone project paper.

OTD 760. Principles of Teaching/Learning. 2 Credits.

This course introduces students to the principles of the teaching-learning process to meet the needs of clients, communities, other health providers, and the public. Concepts discussed include health literacy, assessment of learning outcomes, factors which may influence the teaching-learning process, instructional methods, and best practices in clinical and academic teaching.

OTD 762. Health Policy, Law & Advocacy. 2 Credits.

This course prepares students as future leaders of the profession who need an understanding of the political and legal policies impacting occupational therapy, as well as the ethics involved in decision making. The role of the occupational therapist in advocacy and concepts of social justice are explored.

OTD 764. Business Leadership and Entrepreneurship. 2 Credits.

This course provides an overview of business development and entrepreneurship for occupational therapy practitioners within today's health care environment, including public initiatives for health and wellness and prevention for society. Leadership concepts are threaded in the context of a business enterprise.

OTD 790. Doctoral Project Seminar. 1 Credit.

This seminar course is designed to facilitate the completion of the student's Doctoral Capstone Project and promote an in-depth reflection on the program learning outcomes. The seminar runs concurrently with the Doctoral Capstone Experience where specific competencies representing in-depth knowledge of practice are synthesized. The final outcome of the seminar is a scholarly manuscript and public dissemination of the Doctoral Capstone Project.

OTD 791. Doctoral Experience. 2-4 Credits.

The Occupational Therapy Doctoral Experience is a culminating experience in the OT curriculum to develop occupational therapists with skills beyond a generalist level. The experience provides the student with an in-depth learning opportunity in one or more (but not limited to) of the following areas of practice: education, clinical practice skills, advocacy and professional identity, theory development, research, administration, leadership and program and policy development. The experiential component requires a total of 560-640 hours.

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