Curriculum Design

The Entry-Level Doctor of Occupational Therapy (EL-OTD) program curriculum is values-centered, with a strong ethical and philosophical foundation that is progressively integrated throughout.

Ethics and Philosophy

Ethics and philosophy are introduced in the first year of Professional Reasoning 1: Critical Inquiry and Decision-Making and are explicitly learned and progressively integrated into all other courses to promote integrity and ethical conduct.

The curriculum progression sequence develops foundational knowledge, followed by applying reflective skills, advocacy skills and an understanding of the complexities of the supervisory process. It embraces inter- and cross-disciplinary team roles and responsibilities while developing the skills for continued, lifelong learning as practitioners, managers and contributors.

Integration is achieved after completing the didactic portion of the curriculum during the Level II fieldwork experience, capstone project and capstone experience.

Ethical Professional Identity

Reflecting the mission and philosophy of Binghamton University, Decker College of Nursing and Health Sciences, and the Division of Occupational Therapy, seven curricular threads (see below) are integrated throughout the EL-OTD curriculum. Also woven throughout the curriculum are the OT professional identities of practitioner, manager and contributor (see bottom of page).

The curriculum design promotes students' progression in professional identity by developing foundational skills, followed by applying and integrating professional formation with a global view of the occupation.

Developing a professional identity requires students to enhance their self-reflection skills. Students must also learn to effectively collaborate with individuals from diverse cultures, age groups and learning styles to cultivate cultural humility, ethical integrity, and the ability to work independently and collaboratively.

View the Curricular Design diagram.

Sequence of Progression

The curriculum progression sequence starts with building foundational knowledge and then moves on to applying reflective and advocacy skills, as well as understanding the complexities of the supervisory process. It also involves embracing interdisciplinary team roles and responsibilities while developing lifelong learning skills as practitioners, managers and contributors. Integration occurs after completing the didactic part of the curriculum during the Level II fieldwork experience, capstone project and capstone experience.

Intellectual Curiosity and Critical Thinking

The mission of Binghamton's EL-OTD program is to foster intellectual curiosity and critical thinking skills, along with a dedication to lifelong learning. We achieve this by supporting innovative teaching methods that integrate clinical decision-making based on evidence and a strong theoretical foundation. This prepares occupational therapy graduate students with the knowledge, skills and philosophy needed for a global perspective.

The mission allows for developing the roles of practitioner, manager and contributor to promote, lead and serve as innovators in health and well-being through occupation in various sociocultural, professional and institutional contexts.

Integrating ICF Components

The EL-OTD program curriculum is based on science and incorporates the World Health Organization's International Classification of Functioning, Disability and Health (ICF) components, which include environment, participation, activities, and body functions and structures.

ICF Concept Interaction with OT Professional Roles

The OT roles of practitioner, manager and contributor interact with the ICF concepts to form the framework for the EL-OTD curriculum. The primary roles foster the development of the professional identity of EL-OTD students.

Occupational Therapy Role Descriptions