Occupational Therapy Student Handbook

Last Updated: March, 2025

Welcome from the Chair and Assistant Chair

It is our great pleasure to welcome you to the New York Institute of Technology Department of Occupational Therapy! The faculty and staff look forward to building lasting relationships with you, as you embark on your educational journey.

In the coming years, you will collaborate with us to become competent entry-level occupational therapy practitioners and engaged members of the occupational therapy community. Our faculty has created a comprehensive, well-designed curriculum packed with opportunities that will enrich and broaden your understanding of occupational therapy theory and practice. As occupational therapy practitioners, we hold fundamental beliefs about the importance of advancing health and wellness, protecting those who are marginalized, alienated, and deprived of valued occupations, and ensuring that individuals find meaning and purpose in their daily occupations.

Remember… your future clients, their families, and our alumni count on you being the next "Doer, Maker, Innovator, Inventor, and Healer." We look forward to getting to know you and to watching you grow.

Pamela Karp, Ed.D., OTR/L
Associate Professor
Department Chairperson
MSOT Program Director

Christina Finn, Ed.D., OTR/L
Associate Professor
Department Assistant Chairperson
OTD Program Director

Overview of the New York Tech Occupational Therapy Programs

Congratulations on your acceptance into the New York Institute of Technology's Occupational Therapy Programs! We are pleased that you have chosen occupational therapy as your profession. It is an exciting time to begin your graduate academic career, which will provide you with what you need to enter the OT profession. We welcome you to an exciting future career.

This handbook complements the New York Institute of Technology Catalogs, Student Handbook, and the Student Code of Conduct and serves as an introduction to essential information needed in order to succeed in the professional program. It contains information about the faculty (with telephone numbers and email addresses), the practice of occupational therapy, the academic program, including the mission, philosophy and graduation requirements, the Department of Occupational Therapy Advisory Board, student rights and responsibilities, professional organizations, professional development, and the Occupational Therapy Code of Ethics. In short, it is a reference tool to be consulted during the entire course of study. A separate Occupational Therapy Fieldwork Manual and OTD Capstone Manual are also provided, which include important information about these crucial aspects of your professional and clinical training. The student is responsible for all of the information contained in these documents. Details are subject to change. Students will be notified if changes occur.

The answers to many questions are in the college catalogs, including information about admissions, financial aid, course, and grade requirements; (note: grade requirements differ for occupational therapy students from those for students in other majors), registration, enrollment, tuition and fees, physical facilities (including information about the New York Tech campuses), libraries, maps and travel directions and the academic calendar. You can also access the New York Tech website for information, including updates on school closings, etc.

This handbook is designed to assist you during your time in the occupational therapy program, and it includes information about academic policies specific to professional development, student responsibilities, and services. However, it is not intended to replace institutional New York Tech policy documents or personal contact with the advisor who is available by appointment. All Department of Occupational Therapy faculty members can be reached by telephone at the Department number: (516) 686-1058 or by direct contact via their email or direct line.

Accreditation, Certification, and Licensure

Accreditation

The MSOT program at New York Tech was initially granted full accreditation by the Accreditation Council of Occupational Therapy Education (ACOTE) in April 2012, and currently holds a ten-year re-accreditation granted by the Accreditation Council of Occupational Therapy Education (ACOTE) in 2021. The MSOT program is eligible for reaccreditation in 2031.

In Fall 2022, The New York Tech OTD Program was granted full accreditation and currently holds a seven-year initial accreditation granted by the Accreditation Council of Occupational Therapy Education (ACOTE) in 2021. The OTD program is eligible for reaccreditation in 2029.

Accreditation by ACOTE of an academic program is essential for graduates to be eligible to sit for the National Board for Certification of Occupational Therapy (NBCOT) certification exam. The results of this examination are used by most states, including New York, in considering an applicant for licensure to practice. Detailed information is available on the web sites: ACOTE: aota.org and NBCOT: nbcot.org.

The Accreditation Council for Occupational Therapy Education (ACOTE) can be contacted at the American Occupational Therapy Association: 7501 Wisconsin Avenue, Suite 510E; telephone: (301) 652-6611 or at the website aota.org or by email at accred@aota.org.

Certification

National Certification Examination Requirements The National Board for Certification of Occupational Therapists (NBCOT) administers the certification examination for graduates of accredited programs in occupational therapy. Upon completion of all graduation requirements, the student may be eligible to sit for the certification examination administered by NBCOT. The results of this examination, along with specific criteria, are used by the New York State Education Department (NYSED) Office of Professions, as well as by most other states, to determine eligibility for licensure.

Requirements to apply for the NBCOT Certification Examination Students are eligible to apply to NBCOT upon satisfactory completion of all academic and clinical education requirements. The following are required:

• Satisfactory completion of all required courses
• Satisfactory graduation requirement (see Graduation Requirements)
• Filing of a completed NBCOT application
• Submission of the Academic Verification Form (AVF)

Licensure

In order to practice as an occupational therapist, a person must be licensed by the state in which they practice. Licensure laws vary from state to state; therefore, it is the student's responsibility to familiarize themselves with the licensure requirements in the state they plan to practice.

Licensure to practice occupational therapy in New York State is granted by the New York State Education Department (NYSED), which reviews the applicant's: 1) academic credentials (i.e., college must certify that the student has satisfactorily completed all college requirements for the degree), 2) performance on the National Board for Certification of Occupational Therapists (NBCOT) Certification Examination (see National Certification Examination Requirements, above), and 3) personal qualifications.

NYSED reviews applicant's personal qualifications through a series of questions that help determine whether the applicant is of good moral character, e.g. "Have you ever been convicted of a crime (felony or misdemeanor) in any state or country?" and "Have you ever been charged with a crime (felony or misdemeanor) in any state or country, the disposition of which was other than by acquittal or dismissal?" A "yes" answer requires a complete explanation, including copies of any court records.

For more details about licensure procedures for occupational therapy, please contact the New York State Education Department. NYSED can also be reached via email at otbd@mail.nysed.gov or by phone at (518) 474-3817, ext. 100.

Note: Students in the School of Health Professions should be aware that certain legal issues and/or convictions may preclude a student from being accepted by clerkships, internships and/or fieldwork and impact the student's ability to successfully complete the program and achieve certification and/or licensure.

Program Mission and Vision

Mission

The mission of New York Tech's Occupational Therapy Program is to prepare students to become self-directed professionals, innovative problem-solvers and critical thinkers who base the practice of occupational therapy on evidence and science. Our students have the skills necessary to facilitate inclusive participation in meaningful occupations across diverse populations, communities, and global societies.

Vision

The Occupational Therapy Program's vision is to become a widely recognized institution that prepares students to be influential leaders within the field of occupational therapy. Our graduates will effectively utilize evidence, technology, and science to translate knowledge into clinical practice to meet the continually changing occupational needs of local, national, and global societies. Our graduates will be the next generation of inter-disciplinary, intra-disciplinary, and multidisciplinary practitioners, research leaders, and inspirational educators in the profession.

The Department of Occupational Therapy faculty are committed to delivering and continuing to build a graduate program curriculum that fosters the ACOTE Philosophy of Occupational Therapy Education within a community of occupation-based learning. The curriculum:

• Rests on the belief that humans are complex and occupational beings who are always evolving through change and adaptation.
• Is guided by moral principles and respect for others in responding to societal needs.
• Engages students, faculty, and the greater community in interactive dialogue.
• Addresses the broad areas of the humanities, behavioral and life sciences.
• Includes didactic occupational therapy professional courses and clinical experiences that are grounded in the constructs of occupation and occupational performance.

Through these means, New York Tech occupational therapy students are prepared to become entry-level, evidence-based generalists who practice ethically and with compassion.

The Practice of Occupational Therapy

Occupational therapy is the art and science of helping people perform the day-to-day activities that are important and meaningful to their health and wellbeing through the engagement in valued occupations. Occupation, in occupational therapy, is defined by Wilcock and Townsend, as cited in Schell, Gillen, and Scaffa, (2014) "… to mean all the things that people want, need, or have to do whether of a physical, mental, social, sexual, political, or spiritual nature… "

The occupational therapist uses oral and written communication skills, the understanding of human growth and development, family dynamics, cultural influences, and organizational/managerial/financial strategies. A therapist may select and/or design and construct devices that assist the client in the performance of activities, or which protect or replace a body part, and train the client in the use of the device. Positioning, environmental adaptations (home, work, community, school, organization, and population), and the provision of technology and/or equipment are also part of the occupational therapist's role. The occupational therapy student learns how to analyze activities into their component parts and modify and grade activities to meet the needs of the client. Students can gain skills in the areas of group dynamics, problem-solving, clinical reasoning, occupation, activity and task analysis, assistive technology, and physical modalities, while developing therapeutic use of self. The student will learn how to improve the lives of clients, using clinical reasoning guided by evidence-based practice, i.e., best-practice as guided by evidence produced through rigorous research.

Professional accountability is critical to ensure competence and is achieved through accreditation, certification, licensure, and supervision. Occupational therapists are guided in their work by the profession's Code of Ethics (see Appendix B) and are committed to a lifetime of continued professional education.

Program and Curriculum Philosophy

Occupation and Humanity

Human beings are innately motivated to choose and participate in meaningful, purposeful activities across different contexts. The program philosophy aligns with the belief that human functionality reflects the balance between body functions/structure, activity, participation, and contextual factors (WHO, 2001).

The Occupational Therapy Program values the overarching idea that meaningful occupation, embedded within a client-centered approach, is the foundation upon which the program transmits professional knowledge to occupational therapy students. Students learn the concepts of being client-centered practitioners guided by the foundations of humanism, inclusion, diversity, meaningfulness, and cultural competence. The occupation-based practice is another core thread that serves to strengthen the fundamental dichotomy between person and occupation. Person and occupations are innately connected with context. It is difficult to understand human behavior and occupational performance in isolation of virtual, temporal, physical, socio-political, and cultural contexts in which one performs (Dunn, Brown, and McGuigan, 1994).

In addition, based on the Philosophy of Occupational Therapy Education (AJOT 2014), occupational therapy is "influenced by emerging knowledge and technologies" (P. 1). This philosophy guides the program curricular thread of evidence-based practice and the unique contributions to science and technology of New York Tech. The curriculum infuses theoretical knowledge, technology, research analysis, experiential opportunities, and clinical application. Lastly, the culmination of the curriculum is clinical reasoning. Students apply a variety of ethical and scientific principles to engage in problem-based and active learning experiences. Being an innovative and pragmatic practitioner requires exploration of creative solutions with evidence-based substantiation.

Philosophy of Learning: How Students Learn

Fink has defined significant learning as the interactive process by which the learner undergoes change (2013). The philosophy of occupational therapy education, as articulated by the American Occupational Therapy Association, conveys the belief that learning is an active, diverse, and collaborative continuum, which occurs throughout professional life (AOTA, 2014). We believe that students are occupational beings who are motivated to cultivate lasting intrinsic change as a product of the learning experiences they are exposed to. These experiences begin with the didactic program curriculum and continue throughout the students' clinical and professional lives.

Fink's Taxonomy (2013) undergirds the process by which students in our program engage in the active and participatory process of significant learning. The taxonomy is illustrated as six interrelated components. These components are used to illustrate the program's educational environment and philosophy of learning:

• Learning How to Learn: The faculty are committed to nurturing students in their evolution as self-directed learners.
• Foundational Knowledge: Occupational therapy education begins with a solid foundation of theoretical knowledge and science. This forms the basis for creative problem-solving and critical inquiry.
• Application: Students develop the skills needed to formulate appropriate questions, seek out relevant information, think critically, and engage in applying foundational knowledge to these processes.
• Caring: Learning experiences in the program are intended to motivate students intrinsically. Intrinsic motivation facilitates significant and lasting learning.
• Human Dimension: Significant learning is not limited to external knowledge. Students also learn about themselves through the process of continuous self-reflection so that they can begin to envision themselves. within the broader social world. This perspective is critical to developing cultural awareness and enabling positive engagement with communities and populations.
• Integration: Significant learning is achieved when students make connections between didactic understanding and the lived experience of the clients to whom they serve. Collaborative learning experiences are designed to address the interrelated components described holistically.

Overview

New York Tech's Occupational Therapy curriculums are structured within a multi-layered frame in which our students gain foundational knowledge and learn how to engage in the process of occupational therapy (evaluation, assessment and targeting outcomes) across different practice areas (pediatrics, adult psychosocial and geriatrics; and adult physical dysfunction). Our curriculum will emphasize research, leadership, professional development, and the influence of context on health, wellness, and participation (AOTA, 2017). The trajectory of knowledge and experiences continue to increase in depth and complexity as the student moves through the curriculum, with courses designed to be progressive, relational, and interactive in nature and practice.

The structure of the curriculum is strengthened by five core threads:

1. client-centered practice
2. occupation-based practice
3. context
4. evidence-based practice
5. clinical reasoning

These threads are present in each course in a variety of forms (e.g., lectures, assignments, labs, service-learning, readings, and/or exams).

Client-centered practice (Tickle-Degnen, 2002) emphasizes the importance of humanism and meaningfulness of occupation for diverse clients, groups, and populations. Client-centered practice in occupational therapy includes the concepts of collaboration, shared decision-making, and the inherent value of the client's ability to contribute to the therapeutic process (Mroz et al., 2015).

Occupation-based practice is a broad, multi-factored concept in which the practitioner collaborates with the client to address barriers to occupational performance and engagement (Polatajiko et al., 2012). The "client" may be an individual, family, communities, or populations. Occupation-based practice focuses on participation, quality of life, and occupational justice within society (AOTA, 2020).

Context is defined as the environmental and personal factors which ultimately influence the ability to actively engage or participate in occupations (AOTA, 2020). Occupational performance is dependent on contextual choices, affordances, hindrances, opportunities and demands. Context includes an understanding of diversity and culture (Dunn, Brown, & McGuigan, 1994). Therefore, the curriculum recognizes the importance of understanding the contexts as a thread. These threads advance the students' understanding and knowledge of "facilitating participation in meaningful occupations across a diverse and global society" in our program mission.

Evidence-based practice is conceptualized as the ability to critically appraise research and judiciously integrate that research with one's clinical knowledge and expertise to meet the expressed needs of the client, taking into account their values, desires, and beliefs (AOTA, 2021).

Clinical reasoning is the decision-making process that combines a variety of reasoning skills that integrate scientific perspectives, the client's narrative, and the pragmatic implications of a decision (Schell & Cervero, 1993; Schell & Schell, 2007). Clinical reasoning is intimately connected to client-centeredness (Unsworth, 2004), context-driven (Shafaroodi et al., 2014), and is influenced by the practitioner's worldview (Unsworth, 2005).

Since technology is an integral part of our daily functioning, the use of technology is another supplementary thread that accentuates the curriculum design. It allows the students to explore and use technology in optimizing the client's occupational performance (Smith, 2017).

These threads "prepare students to become innovative problem-solving practitioners, creative thinkers, and self-directed professionals whose practice is evidence-based, and science-driven" in our program mission.

Program Learning Outcomes

Upon completion of the program, graduates will:

1. Demonstrate a broad knowledge of the biological, physical, social, behavioral, and technological sciences as the foundation for the practice of occupational therapy. (Foundational Knowledge)
2. Acquire entry-level competency in didactic and fieldwork education.
3. Demonstrate the socio-political and cultural knowledge and skills to translate occupational therapy knowledge to the assessment, interventions, and evidence-based practice.
4. Define, analyze, integrate, and apply therapeutic use of self and occupations in collaboration with clients and their families to facilitate functional independence, engagement, and participation, meaningful and role-relevant daily activities in a variety of inter-professional settings (Human Dimension Foundational Knowledge, Application, Integration, Caring, and Learning to Learn).
5. Identify, select, and administer assessments that address physical, cognitive, psychosocial, sensory, and culturally relevant aspects of performance in different contexts based on client and family identified needs (Foundational Knowledge, Application, Integration, Human Dimension, Caring).
6. Be prepared to connect and collaborate with clients and their families in the design and implement evidence and occupation-based intervention plans to facilitate active engagement and fulfillment of occupational roles. (Application, Integration, Human Dimensions, and Caring)
7. Seek, analyze, reflect, and utilize evidence, technology, professional knowledge, and client values to engage in evidence-based practice (Foundational Knowledge, Caring, Human Dimensions, and Learning to Learn)
8. Recognize, acknowledge, and apply ethical and clinical standards of research and professional service delivery (Foundational Knowledge, Huma Dimensions, and Caring)
9. Demonstrate responsible professional behaviors and interpersonal skills that reflect the intrinsic and extrinsic qualities necessary to be a lifelong learner and provide occupational therapy services within a dynamic, inclusive, multicultural, and ever-changing healthcare environment (Foundational Knowledge, Application, Integration, Caring, Human Dimensions, and Learning to Learn).
10. Develop critical, creative, and practical skills for designing and implementing proposals of research studies and communicate, report, or present research findings to professional and public audiences. Foundational Knowledge, Application, Integration, Human Dimension, Caring).
11. Demonstrate an understanding of the principles of learning and comprehension in academic settings and be prepared to design and deliver instructional and teaching material (Learning how to Learn).
12. Be prepared to learn, work, and effectively collaborate with occupational therapy assistants or peers from other professions to provide the most effective client-centered care (Foundational Knowledge, Application, Integration, Human Dimension, and Caring).
13. Learn to be an active, independent, and lifelong knowledge-seeker that serves and advocates societal needs and creates innovative solutions for clients, groups, and populations (Foundational Knowledge, Application, Integration, Human Dimension, and Caring).

Curriculum Maps

Updated curriculum maps for the OT programs can be accessed by here:

MSOT Curriculum Map

OTD Curriculum Map

The Department of Occupational Therapy is committed to the admission and matriculation of all qualified students and does not discriminate based on age, race, color, national origin, religion, sex, or disability. The college does not discriminate against persons with disabilities and students as set forth herein. These standards reflect what has been determined to be reasonable expectations for occupational therapy students in performing common and important functions, considering the safety and welfare of patients. These standards may not reflect what may be required for employment of the graduate occupational therapist.

Occupational Therapy Programs: Admissions Requirements

To be considered for admission into the program, the student must provide all required documentation and participate in the interview process as outlined in the programs' admission requirements.

At the time of the interview, the applicant reviews the program Technical Standards and has an opportunity to discuss any areas of concern, particularly with regard to the need for reasonable accommodation.

Occupational Therapy Programs: Matriculation Requirements

Full-time students in the professional phase of the program must be able to handle class-scheduling changes that can occur for any reason, and often with only short notice. This means that it may not be possible for the full-time professional student to be employed, as attendance in all classes is required.

The following requirements must be met by matriculated students in the OT programs:

• Blood-Borne Pathogens and Infection Control Certificate. Students must pass a mandatory course in Infection Control and Hepatitis, which will take place prior to the first day of Level I Fieldwork.
• Criminal Background Checks. Be aware that placement in some fieldwork sites may require the student to submit to a background check and/or fingerprinting. The facility will notify the student if they are financially responsible for these background checks.
• CPR Certification. Students must obtain certification in Basic Life Support for the Healthcare Professional with AED. Training is available through the American Heart Association, the Red Cross, and some hospitals.
• Health Insurance. Students must provide documentation of health insurance coverage prior to clinical fieldwork placements, which begins the first professional year. The cost of medical care is the responsibility of the student. Students may purchase a basic sickness plan. The university offers a medical insurance plan. Information can be found here.
• HIPAA Certificate. Students must receive a certificate in the Health Insurance Portability and Accountability Act (HIPAA) prior to the first day of Level I Fieldwork.
• Immunizations. The Academic Fieldwork Coordinator will review the special requirements for working in fieldwork settings well in advance so that the necessary immunizations can be completed prior to beginning the assignment. The student is responsible for the cost of these immunizations. Once in the professional phase of the program, the student will be required to submit an annual medical clearance form to the Academic Fieldwork Coordinator. Note that the immunization requirements exceed those of the college for students not in the Health Professions programs. Immunizations may include:
  • Measles, mumps and rubella titer test or immunization
  • Varicella titer test or immunization
  • Tetanus booster (within 10 years)
  • Mantoux TB screening (2-Step) OR QuantiFERON –TB Gold blood test
  • Hepatitis B vaccine series completed or initiated, positive titer, or a student-signed waiver
• Title IX and Gender-based Misconduct Training
  • Title IX is a federal law which prohibits discrimination on the basis of gender or sex. Sexual harassment and sexual violence are forms of discrimination under Title IX. Along with several other federal and state laws, Title IX guides New York Tech's policies and procedures in preventing and addressing these forms of misconduct.
  • Gender-Based Misconduct is the term New York Tech uses to describe the range of behaviors that are prohibited under our policies relating to gender, sex, and relationships. It includes non-consensual sex and sexual contact, sexual harassment, sexual exploitation, dating and domestic violence, and stalking.

Occupational Therapy Programs: Technical Standards

Technical standards are non-academic admission requirements, related to the essential nature of the program, which must be met by all students admitted to the program. The standards include personal and professional traits. Some of these requirements include skills and experiences, physical, sensory, medical and emotional competencies, and safety issues. The criteria may be objective or subjective but are the same for all applicants. The standards must:

• be nonacademic
• be requisite for admission
• be related to the essential function of the educational program at New York Tech and at fieldwork sites.

Note: Fieldwork sites may have a set of technical standards which could differ from these standards. The New York Tech program in occupational therapy does not disclose information about a student's disability to the clinical sites. It is the prerogative of the student to decide whether or not to disclose this information to the supervisor at the clinical site in order to request reasonable accommodation.

An occupational therapist must have the knowledge and skills to function in a broad variety of clinical settings and to render a wide spectrum of therapeutic interventions. To perform the activities required of a professional, an occupational therapy student must be able to learn, integrate, analyze, and synthesize data quickly, accurately, and consistently. This is the process of critical thinking. Multiple skills and abilities required include observation, communication, sensory/motor, behavioral, and social attributes. Reasonable accommodation can be made for persons with disabilities in some of these areas, but an occupational therapy student must be able to perform in a reasonably independent manner.

All applicants for admission into the occupational therapy major are required to review the program's Technical Standards at the time of the admission interview and to inform the faculty during the interview if there are any pre-admission concerns. The student is obligated to report to their faculty advisor any change in status during the course of study that may interfere with learning.

The following technical standards apply to the occupational therapy programs at New York Tech:

1. The commitment to work in an intense setting (academic or clinical) that challenges the individual to meet the needs of people of diverse cultures and age groups who are ill, severely injured, limited by cognitive, emotional, and functional deficits, and whose behavior may create, at times, an aversive reaction.
2. The ability to interact with these individuals without being judgmental or prejudiced is critical in establishing a therapeutic relationship.
3. The ability to communicate verbally and in writing, using appropriate grammar and vocabulary, to build relationships with faculty, advisors, fellow students, coworkers, clients, and their significant others. Proficiency in communication includes transactions with individuals and groups in learner, collegial, consultative, leadership, and task roles. Students must be able to elicit information, gather information, describe findings, and understand non-verbal behavior. This includes the ability to read and communicate, both verbally and in writing, in English, using appropriate grammar and vocabulary.
4. The ability to travel independently to and from classes and fieldwork assignments on time, as well as possess the organizational skills and stamina for performing required tasks and assignments within allotted time frames. (This travel is at the student's expense.) A driver's license and a car or access to other means of transportation are needed for on- and off-campus travel.
5. Commitment to adherence of policies of the college, of the occupational therapy program, and of the fieldwork sites. These rules include matters relating to professional dress, behavior, and confidentiality.
6. Professional competence and moral character that meets state licensure guidelines.
7. Emotional health for full utilization of intellect, the exercise of good judgment, prompt completion of responsibilities, and the development of mature, sensitive, and effective relationships with others. Working with people in need often requires taxing workloads and adaptation to changing and challenging environments requiring flexibility and a spirit of cooperation.
8. Critical thinking skills in order to be able to problem solve creatively, to master abstract ideas, and to synthesize information in order to handle the challenges of the academic, laboratory, and fieldwork settings.
9. Physical coordination and strength to be able to handle moving clients and to direct clients in varied practice settings. Visual acuity and independent mobility, fine and gross movements, equilibrium, and the use of touch (touching and being touched) are essential to assuring the safety of clients, significant others, and staff.

Membership in Professional Organizations

Professional associations set standards for the profession and work for the practitioner in a number of ways: professional meetings, advocacy, lobby activities, continuing education, information, consultation, publications, product discounts, group insurance, grants, loans, scholarships and the opportunity for professional growth and recognition. Students in a professional program are required and/or encouraged to join, at student rates, the organizations that represent and support the profession. Membership allows the student to vote on matters of importance to the profession and to become acquainted with student members other schools at local, state, national, and international meetings.

New York State Occupational Therapy Association (NYSOTA)

• nysota.org
• The New York State Occupational Therapy Association (NYSOTA) mission "… is to promote the profession of occupational therapy and to represent the occupational therapy practitioners who work and live in New York State."
• Students are required to join the New York State Occupational Therapy Association (NYSOTA), the state's professional association. Membership is $25.00 per year for students.

American Occupational Therapy Association (AOTA)

• aota.org
• The American Occupational Therapy Association (AOTA)serves as a guiding light for the occupational therapy profession. Our mission statement guides us as we advance the work of occupational therapy practitioners, and our vision will lead the profession into the future.
• Students are required to join the American Occupational Therapy Association (AOTA), the nation's professional association. Membership for students is at a reduced rate ($78.00 per year).

World Federation of Occupational Therapists (WFOT)

• wfot.org
• Organized in 1951 in Liverpool, England, WFOT has as its mission the promotion of standards for occupational therapy education, maintenance of ethics of the profession and the promotion of standards of practice through an international exchange of information. Membership is optional and is obtained through the American Occupational Therapy Association.

Membership in Student Organizations

Student Occupational Therapy Association (SOTA)

• SOTA is an New York Tech student organization. The organization provides opportunities to meet fellow students, get to know the faculty, and become involved in professional activities. In addition to fundraising activities (to help send students to professional meetings and sponsor educational programs), there are regular meetings for both educational and social events. Membership and participation in the organization maximize the school experiences, as the student takes on a professional role through SOTA activities.

The Coalition of Occupational Therapy Advocates for Diversity (COTAD)

• Mission: To empower occupational therapy leaders to engage in practices that increase justice, equity, diversity, and inclusion (JEDI); anti-racism and anti-oppression for a transformative occupational therapy profession.
• Vision: A future in which occupational therapy is accessible, inclusive, and effective for all.
• New York Tech OT programs is proud to have a COTAD chapter for its faculty and students.

Graduation Requirements

Students are recommended for graduation upon satisfactory completion of all academic and clinical education requirements. The following are required:

• Satisfactory completion of all required courses
• Satisfactory completion of all required fieldwork
• Satisfactory completion of doctoral project and experience (OTD Only)
• Overall graduate GPA of 3.0
• Completion of Professional Enhancement Activities (PEPs)
• File a completed application for graduation
• Bursar account clearance
• Recommendation of the occupational therapy faculty and program director

Important

The student faculty advisor is available for help and guidance, but the student assumes final responsibility for conforming to all college regulations and curriculum requirements.

Fieldwork

Fieldwork experiences are central to the professional development of the occupational therapy student by exposing them to a variety of practice settings and populations. New York Tech's Department of Occupational Therapy has a curriculum where fieldwork experiences complement classroom experiences so that the student may have the opportunity to integrate clinical theory into practice.

In Level I Fieldwork, the student begins to integrate academic learning with clinical practice through direct observation or participation. It is a required component of a course each fall and spring semester, with the exception of the third professional year (See Curriculum Maps. If a student fails to pass Level I fieldwork, a grade of "F" will be assigned to the course. The student will be required to step out of the occupational therapy program and retake the course the next time it is offered (the following academic year). Upon successful completion of the re-taken course, the student may be admitted back into the program.

Level II Fieldwork is designed to immerse the student into occupational therapy's culture and process. In order to progress to each Level II fieldwork, the student MUST pass all required coursework prior to that Level II Fieldwork. The student is required to pass a total of TWO-Level II Fieldworks (or three if taking the optional specialty FW):

• Level II (12 weeks)
• Level II (12 weeks)
• Level II specialty FW (optional) (8-12 weeks)

Doctoral Capstone Project and Experience (OTD Only)

After successful completion of both Level II FW, students implement a 14-week capstone experience at a site confirmed by both the student, the site, and the doctoral capstone coordinator (DCC). The experience is based on the doctoral capstone project designed by each student and aligned with the students' interests. Coursework related to the capstone is completed prior to the experience. The capstone project and experience will allow doctoral students to continue expanding their knowledge through mentored projects and experiences in areas such as research, teaching and learning, program development, interprofessional practice, and policy and governance. The project and experience are designed in collaboration with the DCC, faculty mentor, and site mentor and are aligned with the Occupational Therapy Program curriculum and threads.

Professional Enhancement Program (PEP)

The Professional Enhancement Program (PEP) is designed to promote professionalism, community outreach, and professional development and socialization of our students.

PEP activities support the student's professional growth and emphasize the development of leadership skills, contribute to the department and university, and/or the community.

Completion of the minimum required PEP activities is a requirement of graduation.

Each student in the occupational therapy programs must complete six PEP activities within the three years of the professional phase of the programs.

Qualifying PEP activities for occupational therapy students are decided on by the department. Each academic year, the list of qualifying PEP activities will be posted to PEP Headquarters on CANVAS. Each student is responsible for enrolling in PEP Headquarters. An enrollment link is sent to all new/incoming occupational therapy students.

Download Detailed PEP Procedures

Graduation Awards

The following awards are presented during the department's valedictory ceremony.

1. Outstanding Student Mentor Award:
   This award recognizes an outstanding student mentor who has demonstrated exceptional commitment to the success of their OT mentees.
2. Occupational Therapy Academic Performance Award/Valedictorian(s):
   Awarded to the student(s) with outstanding academic performance in the occupational therapy program (highest overall grade point average).
3. Occupational Therapy Fieldwork Performance Award:
   Awarded to the student(s) who showed an outstanding performance in all aspects during their fieldwork experience, including professionalism, practice, safety, hardworking and resilience.
4. Occupational Therapy Capstone Experience Award:
   Awarded to the student who demonstrated exemplary commitment to client-centered, occupation-based practice, and advocacy for underserved populations and/or the field of occupational therapy throughout their doctoral capstone experience.
5. Occupational Therapy Capstone Research Project Award:
   Awarded to the student who designed and completed a doctoral capstone research project which embodied a client-centered approach and demonstrated a deep commitment to understanding and addressing the needs, preferences, and priorities of populations in addition to making a significant contribution to the advancement of the field of occupational therapy.
6. Occupational Therapy Capstone Program Development/Advocacy Project Award:
   Awarded to the student who designed and completed a doctoral capstone project focused on program development and/or advocacy. The project utilized a client-centered, occupation-based approach and demonstrated a deep commitment to understanding and addressing the needs, preferences, and priorities of populations. The project addressed a critical gap and/or challenge within the field of occupational therapy and has the potential to transform practice and improve client outcomes.
7. Doctoral Capstone Site Mentor Award: (five nominees)
   Nominated by students and awarded to the mentor who showed an outstanding commitment to the mentoring relationship, served as an exceptional role model, and encouraged the student to reach and exceed their goals.
8. Occupational Therapy Perseverance and Resilience Award:
   Awarded to the student who has exhibited perseverance, courage, and resilience while remaining dedicated to achieving academic and professional goals.
9. Leadership Award in Occupational Therapy:
   Awarded to the student(s) with outstanding record of leadership while in the program and whose activities are clearly reflected on the general body of the New York Tech OT students.
10. Occupational Therapy Research Award (Group) MSOT Only:
    Awarded to the group of students with outstanding performance in a research project inside or outside the department.
11. Occupational Therapy Advocacy Award:
    Awarded to the student(s) who clearly exhibited the effort and commitment to advocate the OT profession and the New York Tech image in the local, national, or global community.
12. Fieldwork Supervisor Award:
    Nominated by Students and awarded to the fieldwork supervisor who showed the highest commitment to supervising, guiding, and helping the OT students at New York Tech achieve their goals during their clinical placements.
13. Occupational Therapy Alpha Eta Honor Society:
    Awarded to the graduating student(s) with an overall grade point average of 3.8 or better (out of 4.0)

Academic Policies

Students can find New York Tech's academic standards and policies here.

The following academic standards must be met and maintained in the occupational therapy programs at New York Tech:

• Maintain a term and cumulative grade point average (GPA) of 3.0 at all times and in each semester.
• Have no grade below C in any course. Students who score below C are given an F in the course.
• Satisfactory professional conduct/behavior.

Grading Standards and Procedures

Students in the graduate program (i.e., the professional phase of the program) must have an overall graduate GPA of 3.0 in order to graduate. Refer to the New York Tech Graduate Catalog (Grades and Credits section) to review the grading and quality point systems, which differ from the undergraduate policy in several important details. Refer to Academic Probation and Failure/Dismissal policies below.

New York Tech has established the following letter grades for graduate students. The Department of Occupational Therapy has established the numerical equivalents. Students must receive a grade of C or better in all of the occupational therapy courses. A grade below C is recorded as an F.

*All New York Tech graduate students must have an overall GPA of 3.0 or better to graduate.

Grading Rounding Policy: Grade Rounding Policy

The Department of Occupational Therapy has a rounding policy. Each grade, including the final grade, is calculated at two respective decimal points and the resultant grade will be rounded.

Examples:

A grade of 83.24 = 83.2 = 83 (B)
A grade of 83.55 = 83.6 = 84 (B)
A grade of 84.62 = 84.6 = 85 (B+)
A grade of 92.43 = 92.4 = 92 (A-)

Fieldwork and Capstone

Level II Fieldwork is graded on a pass/fail basis (i.e., a grade of "P" of "F"). For Incomplete grades ("I"), please refer to New York Tech Graduate Catalog for more information. Consult the college catalogs for information about grade appeals and calculation of the graduate GPA's (Grade Point Average).

Doctoral Capstone Experience is graded on a pass/fail basis (i.e., a grade of "P" of "F"). For Incomplete grades ("I"), please refer to New York Tech Graduate Catalog for more information. Consult the college catalogs for information about grade appeals and calculation of the graduate GPA's (Grade Point Average).

Examinations, Quizzes, Lab Practicals, Assignments, and Written Work

Examinations, Quizzes, Lab Practicals

If a student will not be in class on the day of a quiz, exam, or lab practical, they MUST provide a medical note to excuse the absence. In this case, the faculty member will determine the appropriate time and format for a makeup exam. Absences without a medical note on these days will be considered UNEXCUSED and the faculty are not obligated to provide a makeup exam, quiz, or practical. Your exam, quiz or practical will be marked as a zero. All makeup exams, quizzes and/or lab practicals are administered in their original mode of delivery. This means that if you missed an in-person exam, quiz or practical, your makeup MUST take place in-person*.

* In general, exams are only administered in-person/on campus (unless otherwise noted in individual course syllabi.)

Assignments and Written Work

All written work must be typed, proofread, and in APA style (current edition). Unacceptable written assignments will be returned to the student to be rewritten, and the student's grade will be lowered. All assignments must be handed in on or before the due date. Late assignments will not be accepted unless a prior written request is approved and signed by the course instructor. Written assignments will be graded on content, presentation (neatness, clarity, creativity, scope [i.e., addressing all parts of the assignment]) and method (spelling, punctuation, grammar, and appropriate citations).

Assignments not handed in on time will receive a grade reduction based upon the following:

• 20% reduction in assignment grade starting at one day late to five days late.
• 40% reduction in assignment grade starting at six days late to ten days late.
• No assignment will be accepted after ten days late and will be given a grade of zero (0)

Please see each individual course syllabus for individual requirements and class policies.

Educational Materials: All textbooks/software are costly; those dealing with medical subjects are especially expensive. However, the school years provide an opportunity for the student to set up a personal, professional library that will prove of value for much longer than the semester of the course for which a book is purchased. Course instructors take this into consideration in the selection of texts and other materials.

Laboratory Classes: The laboratory courses provide a venue in which to practice skills. Students are required to attend all classes, to take care of the equipment, to participate in the cleanup and to respect the tools and materials in terms of safety, maintenance, and cost. Part of the grade for the lab work will be for the evidence of competence in the way that lab work is organized and executed.

Grade Appeals

Students in the occupational therapy programs at New York Tech may challenge a final course grade (if applicable.) Details on this procedure can be found on Grade Appeals Procedures in the School of Health Professions (SHP). Please be aware that the criteria required to file an appeal is quite specific, and that the timeline for filing is short.

Departmental Grievances

• If you have a complaint about a course or a professor, and have not reached a satisfactory resolution, you should speak to the OT Department Chairperson.
• A detailed explanation of the complaint will be required in writing prior to the meeting.
• When submitted, you should provide supporting documentation as indicated relating to the matter.
• If the issue remains unresolved after review and decision by the chair or their designee, you will then make an appointment with the Dean of the School of Health Professions.
• If you have a complaint regarding the performance or actions of the OT Department Chairperson, you may direct those concerns to the dean.

Occupational Therapy Academic Review Committee

The Academic Review Committee (ARC) provides assistance to the OT programs in dealing with student academic and disciplinary concerns and makes recommendations and provides guidance to the chair and Program Director of the OT programs regarding these matters. These recommendations may include recommendations for dismissal, or various forms of remediation.

The ARC is composed of representatives of the program's principal faculty, faculty from other departments within the School of Health Professions and other members as deemed appropriate by the chair. A student in jeopardy due to professional or academic issues will be given an opportunity to present their case, and any mitigating circumstances, in person to the committee. The date and time of the ARC meeting will be communicated to the student in advance.

Academic Probation

Automatic academic probation is imposed under the following circumstances:

• Term GPA falls below 3.0 in any semester
• Cumulative graduate GPA falls below 3.0
• Unsatisfactory professional conduct

Academic Dismissal/Failure

A student may be dismissed from the Occupational Therapy Program for any of the following reasons:

• Term GPA falls below 3.0 in any two consecutive semesters
• Cumulative GPA falls below 3.0 in two consecutive semesters
• The student receives a grade of F in any course
  • At the discretion of the Academic Review Committee, students may be given the opportunity to repeat the failed course the following year (without progressing in the program), provided they were not already on probation and/or there are no professional behavioral concerns.
  • Re-entry is not automatic. It may be offered to the student if:
  • Space is available in the professional courses of the requested year.
  • The student submits their request to return in writing to the occupational therapy chairperson by March 15 for September (for the next academic year) and September 15 for January of the same academic year.
  • A letter requesting consideration for re-entry and outlining remediation activities performed since leaving the OT programs.
  • The program reserves the right to deny re-entry if the requirements listed above are not satisfactory as determined by the Academic Review Committee and the department chairperson.
• A second F is earned at any time throughout the curriculum will result in immediate dismissal without the possibility of returning to the program.

Non-Academic Dismissal/Failure

Students may be dismissed from the program for the following non-academic reasons:

• Behavior endangering others' safety or well being
• Disrespectful behavior towards faculty, staff, students, and others
• Unprofessional conduct as defined by the professional behaviors (below)
• Unexcused absences/lateness

Leave of Absence

A student requesting a leave of absence, not to exceed 12 months, must do so in writing, addressed to the occupational therapy department chairperson, with a copy to the Dean of the School of Health Professions.

• In the case of a medical leave of absence, a letter from a licensed clinician must accompany the request describing the nature of the medical condition for which the leave is requested, and the estimated length of time needed for recovery (not to exceed a total of 12 months).
• The Occupational Therapy Chairperson, upon consultation with the Dean, will recommend whether the leave is to be granted and conditions under which the student may return to school.
• Before a student may be reinstated, a written request must be submitted to the Occupational Therapy Chairperson by May 15 for the upcoming academic year and September 15 for January of the same academic year.
• If a medical leave of absence was granted, a letter from a licensed clinician stating that the student is cleared to return must accompany the reinstatement request. In addition, the HCP must review and evaluate the student's capability to meet program technical standards on a form to be supplied by the Department Chairperson.
• If the student requires a leave longer than 12 months, the student will be required to withdraw from the program and seek re-admission, the student must reapply to the program.

Reapplying to the Occupational Therapy Programs

Any student who has withdrawn from the program or failed to return from a prolonged leave of absence at the designated time, may reapply for admission to the program.

• To be considered for re-admission, the student must meet the following conditions in addition to any applicable admission criteria in effect at the time of reapplication:
  • The student withdrew in good standing (financially, as per Bursar).
  • The student had no outstanding disciplinary actions.
  • The student must apply through OTCAS. Re-application does not guarantee that the applicant will be granted an interview and/or re-admission to the program.
  • Transfer of prior credit achieved in the New York Tech OT programs is not guaranteed and will be reviewed and decided on at the time of readmission.

Attendance Policies

Students are required to attend all classes in the modality the class is offered and to be on time. There are no unexcused absences allowed. Unexcused absences and tardiness are viewed as a lack of professionalism and will lead to a lowered grade and/or dismissal from the Program. Any student unable to attend class is required to call or email the instructor PRIOR to class and leave a message where they may be reached at a later time that day. The student is solely responsible for making up the missed work and assignments. Records of class attendance, tardiness, absence emails, and phone calls are kept in the student's file.

• No "makeup" exams will be allowed without proper documentation (for extenuating circumstances only) or prior approval.
• If a student misses a test or exam without previously contacting the instructor, the situation will be reviewed by the faculty and may result in a grade of "F" for that test or exam.
• Refer to Professional Behaviors policies (below).

Academic Integrity

Academic integrity is a matter of concern in all educational settings. However, it is of particular concern in the health professions because of the unique responsibilities that a health professional has toward clients. Therefore, plagiarism in a health professional program is a clear marker of professional integrity and is a matter of grave importance.

New York Tech academic policies include the following definition of academic integrity:

"Academic integrity is the pursuit of scholarly work in an open, honest, and responsible manner. Academic integrity is a basic guiding principle for all academic activity, and all members of the university community are expected to act in accordance with this principle. Academic integrity includes a commitment to engage in academic work that adheres to the highest standards of academic honesty. These standards include purposeful avoidance of plagiarism, cheating, misrepresentation, unauthorized collaboration, or any efforts at facilitating any academic deception. Such acts of dishonesty violate the fundamental and ethical principles of the community and compromise the worth of work completed by others."

In addition, the New York Tech Academic Senate defines plagiarism as:

"Plagiarism is the appropriation of all or part of someone else's work (such as, but not limited to writing, coding, programs, images, etc.) and offering it as one's own. Cheating is using a false pretense, tricks, devices, artifacts, or deception to obtain credit on an examination or in a college course."

If a faculty member determines that a student has violated the Academic Integrity Policy and committed academic dishonesty by plagiarism, cheating, or in any other manner, the faculty has the academic right to:

1. Fail the student for the paper, assignment, project and/or exam, and/or
2. Fail the student for the course and/or
3. Bring the student up on disciplinary charges, pursuant to Article VI, Academic Conduct Proceedings, of the Student Code of Conduct.

Each student enrolled in a course at New York Tech agrees that, by taking such course, they consent to the submission of all required papers for textual similarity review to any commercial service engaged by New York Tech to detect plagiarism. Each student also agrees that all papers submitted to any such service may be included as a source document in the service's database, solely for the purpose of detecting plagiarism of such papers.

Plagiarism is always a serious matter, but it is of special significance in the health professions. Note the falsification of a medical record is a CRIMINAL, not a CIVIL matter.

Generative Artificial Intelligence

The Occupational Therapy Programs recognize that artificial intelligence (AI) tools—such as generative text applications (e.g., ChatGPT), language translators, and other emerging technologies—can serve as valuable educational aids. At present, however, there is no definitive, program-wide policy governing their use. The use of ChatGPT and other artificial intelligence tools is determined by the instructor of each of your courses, because different courses have different learning goals.

1. If your instructor has permitted the use of ChatGPT and/or a generative AI tool, they will share guidance and information regarding its appropriate use and how it should be cited/referenced for that course.
2. If your instructor has not explicitly discussed the use of ChatGPT and other generative AI tools within the course, you should assume its use is not permitted. When in doubt, we strongly encourage you to ask your instructor before using any of these tools for academic work.
3. If your instructor does not permit the use of these tools, using them is considered academic misconduct and a violation of New York Tech's Academic Integrity Policy. Specifically, unapproved use of generative AI tools may be considered plagiarism and/or unauthorized online collaboration, among other potential academic integrity violations.

For more information visit the following links:

• libguides.nyit.edu/ai/policy
• nyit.edu/student_resources/chatgpt

Professional education is made up of four major areas: (1) the educational foundation provided by the required core courses or undergraduate prerequisites, (2) the knowledge and skills provided by the sciences and occupational therapy courses, (3) supervised fieldwork and (4) the process of socialization into the profession (professional development), the subtlest, and, probably the most critical, in assuring success as an occupational therapist.

This process is embedded in everything that you do as a student and is reflected through your professional behavior. Therefore, the educational program provides the venue for the acquisition of behaviors that are the mark of a professional. Students will have the opportunity to self-assess their professional development in each semester, throughout the curriculum. Students will complete the Student Self-Appraisal of Professional Development form and will discuss it with your faculty advisor.

Students are expected to always maintain professionalism as described in the sections that follow. Satisfactory professional behaviors are a program requirement. Students who fail to demonstrate the required behaviors will be provided with feedback using the Breach of Professionalism form.

• The Breach of Professionalism form will be completed by faculty for students who breach professional behaviors policies.

Students may be dismissed from the program for the following reasons:

• Academic dishonesty/plagiarism
• Behavior endangering others' safety or well-being
• Disrespectful behavior towards faculty, staff, students, and others
• Unprofessional conduct as defined by the professional behaviors delineated in this handbook
• Unexcused absences/lateness

Failure to improve after faculty intervention could be grounds for dismissal, even if the student is meeting the academic requirements.

Student Code of Conduct

The University Code of Conduct sets minimum standards for New York Tech students. Standards for professional behavior programs such as Occupational Therapy incorporate these standards and, in certain areas of behavior, are somewhat higher, reflecting expectations for behavior expected of a professional in the health field. (See: Student Self-Appraisal of Professional Development form)

New York Tech Student Honor Code

As members of the New York Tech community, we are committed to upholding the highest standards of academic integrity. This pledge is a solemn promise to ourselves, our peers, and the university community to act with honesty and integrity in all academic and personal endeavors and with the understanding that doing so will further our development as responsible members of our community and benefit our educational and career endeavors.

We pledge to:

1. Strive for excellence and to do our best work consistently.
2. Follow the Academic Integrity Policy and course syllabi for all exams, assignments, and other coursework.
3. Meet deadlines, show up for classes and meetings prepared and on time, and respond in a timely manner to emails and other correspondence.
4. Seek and utilize faculty and campus resources when we are unsure of the requirements of an assignment.
5. Uphold the behavioral expectations outlined in the Student Code of Conduct (U.S. and Vancouver campuses) in our interactions with fellow students, staff, faculty, administrators, and all who further our education and professional development.
6. Take ownership of our mistakes.
7. Prioritize our holistic (mental, emotional, physical, spiritual, and social) wellbeing.
8. Support others in their pursuit of success and wellness.
9. Be respectful of individuals with experiences and feelings that are different from our own, as well as individuals from all identities, as described in our Statement on Non-Discrimination.
10. Listen to our peers with an open mind and challenge our own opinions when their beliefs differ from our own.
11. Make evidence-based decisions.
12. Be attentive and conscious of how our words, decisions, and actions impact others. Adhering to this Honor Code demonstrates respect and integrity for ourselves, New York Tech and the greater community.

Code of Ethics

Students are expected to adhere to the occupational therapy profession's Code of Ethics and to maintain confidentiality. Access The Occupational Therapy Code of Ethics and Ethics Standards (2020).

Professional Etiquette

1. Computers and other electronic devices: Computers in the classroom environment should be used for notetaking, or instructor approved activities only. Web surfing, social media, etc. are not allowed.
2. Breaks: Students should take advantage of formal breaks offered during lengthy classes. Only in rare instances should it be necessary for a student to leave and return to the classroom.
3. Punctuality: Students should be on time to class and stay the entire session. If the student is going to be late or needs to leave early, arrangements should be made with the instructor prior to class. See the absentee section for more information.
4. Cell Phones: All cell phones must either be switched off or kept on vibrate or the silent mode during class sessions. Text messaging or taking calls during class or fieldwork assignment is not allowed.
5. Visitors: The program has no guest policy. This is in keeping with the New York Tech policy that states that students who are not enrolled in the course may not audit or attend classes.
6. Conversations: If students have questions, they should ask them at appropriate times and should avoid talking and participating in other conversations during classes.
7. Email Communication: Students should communicate with the faculty members, advisors, department staff, and Chair in a professional and respectful manner in terms of timing, language, content, tone, and response. Inappropriate communication is considered unsatisfactory student conduct and unprofessional behavior and will be taken seriously. Students should respond to email queries within 24–48 hours (unless the request is received on non-business days). In this case, email responses should be sent on the next business day. The faculty will respond to student email queries during business hours, within 48 hours of receipt.
8. Online (Virtual Classroom) Etiquette: Students are strongly encouraged to demonstrate professionalism when participating in classes held in the online environment (i.e., Zoom). This includes appropriate attire, active participation, and an effort to remain visible during the class (i.e. cameras on).

Professional Dress and Personal Appearance

The following policies are non-gender specific. It is important that the student be prepared to dress and groom professionally in the classroom, when assigned to fieldwork, and when representing the program and institution in the community. The following guidelines are applicable.

Classroom and Campus Attire
Casual, modest clothing choices are acceptable. Stomach, chest, and torso should be covered, and midriffs should not be exposed at any time, with the exception of when required in laboratory sessions. Clothing should be clean, free of rips/tears. Clothing with profanity or derogatory slogans is NOT acceptable. Clean sneakers and close-toed shoes are acceptable. Flip flops, sandals, and open‐toed shoes are not allowed. It is not appropriate to wear dangling jewelry or rings or long fingernails, which may interfere with the frequent hand washing required and which can present safety hazards in the operation of tools and equipment and the threat of transmission of infection.

For certain lab-based classes, you may be required to wear clothing that provides coverage of underclothes but permits freedom of movement. Consult your lab instructor for further instruction as needed.

Community
Unless otherwise indicated, the above dress code applies. You may be required to wear New York Tech program specific attire ( i.e., imprinted shirts, name tags, IDs, etc.)

Fieldwork and/or Capstone
Fieldwork and capstone sites may have their own dress codes that students are expected to follow. This may include attire such as medical scrubs, masks, gowns, etc. Students must adopt the dress, grooming, and hygiene policies of their assigned fieldwork sites and as applicable by law.

Students are encouraged to consult with the Academic Fieldwork Coordinator and Doctoral Capstone Coordinator.

Safety: Student Practitioner and Patients

Throughout your academic and clinical education, you will be oriented to the issue of safety not only regarding the patients but also for yourself as you practice and eventually work as an OT. The following will be addressed:

• Patients' Bill of Rights
• Safe and proper handling, lifting, and transferring techniques of patients
• Safety issues involved in treatment techniques, including indications and contraindications, especially regarding electrical modalities
• Confidentiality of patient information, medical records, statements made during work
• OSHA and handling of bloodborne pathogens*
• Proper use of body mechanics
• Safety concerns during a practical examination or during a clinical affiliation experience may be grounds for failure.

*All students will complete training in Hepatitis/OSHA Blood Borne Pathogens/ Infection Control as a preplacement requirement for fieldwork. The online course is available on the students' EXXAT account.

Safety: Emergency Procedures and Evacuation

New York Tech has documented emergency procedures, which can be accessed here.

In addition, New York Tech has documented evacuation procedures, which can be accessed here.

All students should download the Tech Safe App to their mobile devices. The Tech Safe app is a security app customized for the entire New York Tech community. The user-friendly app is a direct channel to New York Tech Campus Security and enhances the university's community and safety response to incidents and emergencies. Tech Safe is available and fully functional for the Long Island and New York City campuses.

Confidentiality

Your student materials, grades, records, and files are considered to be privileged and confidential information. They are stored and locked when not in use in file cabinets within the Occupational Therapy Department. They are only accessible to Occupational Therapy faculty and clerical staff. No information from your record is given either verbally or in writing without your written consent. The information generated by New York Tech may be released in accordance with New York Tech policy.

Students can also now complete the FERPA student release form online through their Student Service HUB.

College Identification Cards

Students have been issued ID cards that are required to use certain library materials (e.g., books and laptops) and computer facilities. The student must carry the card at all times while on campus.

Address and Telephone Changes

It is the responsibility of each student to maintain a current residential address and phone number on file with the Department of Occupational Therapy. The department will not be held responsible for the consequences incurred due to address changes that are not reported.

Computers

Students are required to have access to a computer in order to access educational resources utilized throughout the curriculum. Additionally, students are expected to check their official New York Tech email daily for communications from New York Tech faculty and staff. There are numerous computer labs on campus; please refer to the New York Tech website for the locations of these labs.

Copies

There are various copier machines located throughout campus (e.g., the library, computer labs in Harry Schure Hall). Copy machines in the Riland Building are not available for student use.

Mail and Mailboxes

The Department of Occupational Therapy's faculty and staff mailboxes are located in Room 363 in the Riland Building.

Recording Lectures and Labs: Audio or Video

Permission from the instructor is required prior to audio or videotaping any class.

Academic Advisement

New students in the professional phase are assigned an advisor (a faculty member in the OT department) who will counsel regarding academic progress and professional behaviors. The student's advisor is available for help and guidance, but the student assumes final responsibility for conforming to all college regulations and curriculum requirements. Faculty advisors will meet with students at least once per semester. The Academic Advisement Form will be completed and signed by both student and adviser.

Laboratory Responsibilities

• Laboratory courses provide a venue in which to practice clinical skills.
• You are expected to practice with each other in a professional manner, by providing comfort, dignity, and respect.
• You are to take care of the equipment, participate in the cleanup, and respect the equipment and materials in terms of safety, maintenance, and cost.
• You are responsible for reporting any equipment in need of repair to an OT faculty or staff member.
• No one other than New York Tech students are allowed in the lab.
• Equipment MAY NOT be removed from the lab without the permission of department faculty or staff.
• Lab safety guidelines can be found in Appendix D.

Course/Faculty Evaluations

You are given the opportunity to provide ongoing feedback on your course work and on the faculty. At the end of each semester, New York Tech administers an evaluation on faculty teaching.

Careful thought should go into these evaluations to ensure data accuracy. As these provide valuable information on faculty performance, your careful assessment is appreciated.

Class Representatives

Each year, representatives for each class will be elected through the Student Occupational Therapy Association (SOTA.) The class representatives will act as liaisons between their class and the administration to introduce and discuss any general student issues that may be present.

Occupational Therapy Books and Journals

• There are numerous medical and health professions books and journals located in the New York NYITCOM Medical Library. Some are very specific to the occupational therapy field, while others are for more general use.
• Your ID card is necessary for admittance. Recommended course books will be placed on reserve. New York NYITCOM Medical Library and the main library resources are located online.
• The New York Tech Library has created a dynamic digital resource specifically for the occupational therapy programs. The resources can be found here.

Computer/Technology Requirements

All students attending New York Tech are required to own or have access to a Windows or Apple desktop, or a laptop with a camera. This computer must have reliable connectivity to the internet and an installed, current version of Microsoft Office.

• We do not recommend using a Chromebook, iPad, or Android tablet as your primary device.
• New York Tech students are eligible for discounts offered by Dell and Apple.
• Please review the Software Downloads page for Microsoft Office and other software available for enrolled New York Tech students.
• The computer device you will be using for quizzes and exams MUST have Respondus installed. Click here for instructions.

Peer Mentorship

All first-year OT students are paired with a second-year OT student who will act as their mentor for the three years they are in the OT program.

The goals of the OT Mentorship Program include:

• Providing a forum for sharing information
• Promoting student engagement
• Developing leadership skills, student self-confidence, interpersonal communication skills and enhancing the quality of the learning experience through the exchange of ideas, knowledge, and experience

Benefits of the OT Mentorship Program include:

• Helping to reduce student fears and concerns of beginning a graduate/doctorate level program
• Acclimating a student to the OT Program
• Promoting student success, a positive and beneficial experience, and student personal and professional growth

Scholarships, Awards and Honor Societies

Scholarships

The Department of Occupational Therapy has scholarship opportunities with the New York State Education Department that may be available to qualifying students. Please note that at this time, the NYC DOE scholarship is not available to OTD students. In addition, scholarships may be available from the American Occupational Therapy Foundation, the New York State Occupational Therapy Association, and the World Federation of Occupational Therapists. Students will be alerted to any other scholarship opportunities that are shared with the department. Students should visit the New York Tech Office of Financial Aid, located on the first floor of Harry Schure Hall on the Old Westbury campus, to find out information on all available scholarship opportunities.

Graduation Awards

The Department of Occupational Therapy may present as many six awards at graduation:

• Occupational Therapy Academic Performance Award
  Awarded to the student(s) with outstanding academic performance in the occupational therapy program (highest overall grade point average).
• Occupational Therapy Fieldwork Performance Award
  Awarded to the student(s) who received the highest fieldwork rating from the clinical supervisor or to the student(s) who showed outstanding and innovative performance during their fieldwork experience.
• Occupational Therapy Capstone Award
  Awarded to the student who demonstrates excellence in capstone development, implementation, attendance, and development of an excellent experience and achieves excellent ratings from site and adjunct mentors.
• Occupational Therapy Community Service Award
  Awarded to the student(s) with outstanding extracurricular activities directed to serving the local and national and global community.
• Leadership Award in Occupational Therapy
  Awarded to the student(s) with an outstanding record of leadership while in the program and whose activities are clearly reflected on the general body of New York Tech OT students.
• Occupational Therapy Research Award (Group)
  Awarded to the group of students with outstanding performance in a research project inside or outside the OT curriculum.
• Occupational Therapy Advocacy Award
  Awarded to the student(s) who clearly exhibited the effort and commitment to advocating the OT profession and the New York Tech image in the local, national, or global community.
• Outstanding Mentor Award
  Awarded to an outstanding mentor who has demonstrated exceptional commitment to the success of their OT mentees.

Honor Societies

• The Alpha Eta Society – The National Scholastic Honor Society for Allied Health Professionals.
  • Alpha Eta Honor Society was established in 1975. It is the national scholastic honor society for the allied health professions, consisting of approximately 12,000 members and 77 chapters in colleges and universities nationwide. Its purpose is to promote and recognize significant scholarship, leadership, and contributions to the allied health professions. Student candidates must be enrolled in the last year of their academic program and have achieved a minimum cumulative grade point average of 3.8.
• Pi Theta Epsilon (PTE)
  • Pi Theta Epsilon is a specialized honor society for occupational therapy students and alumni. The society recognizes and encourages superior scholarship among students enrolled in professional entry-level programs at accredited educational programs across the United States. The mission of Pi Theta Epsilon is to promote research and scholarship among occupational therapy students.

Counseling and Wellness

The New York Tech Counseling and Wellness Center offers free confidential counseling services. Special programs, workshops, and time-limited group support are offered to students experiencing a wide range of difficulties.

The Counseling and Wellness Center also provides referral services to hospitals, clinics, and private practitioners when more specialized assistance is needed.

The New York NYITCOM Center for Behavioral Health is available to students in the School of Health Professions. For an appointment, please call 516.686.1274 or email centerforbh@nyit.edu.

Accessibility Services

New York Institute of Technology adheres to the requirements of the Americans with Disabilities Act of 1990 and the rehabilitation Act of 1973, Section 504. In addition to monitoring compliance with the Americans with Disabilities Act (ADA) and other applicable laws, the Office of Accessibility Services actively supports students in the pursuit of their academic and career goals. All services pertaining to students with disabilities are coordinated by this office and are meant to foster a barrier-free academic environment.

Identification of oneself as an individual with disability is voluntary and confidential. The Office of Accessibility Services assists with referrals and support services, as well as sponsors activities to increase opportunities for employment, academic success, disability awareness, and knowledge of disability-related issues.

Students wishing to receive accommodations, referrals, and other services are encouraged to contact the Office of Accessibility Services as early in the semester as possible although requests can be made throughout the academic year.

Tech Safety App

Tech Safe is a new security app customized for the entire New York Tech community. The user-friendly app is a direct channel to New York Tech Campus Security and enhances the university's community and safety response to incidents and emergencies. Tech Safe is available and fully functional for the Long Island and New York City campuses.

Download Student Forms:

Academic Advisement Form

Breach of Professionalism Form

Lab Safety Guidelines Form

Student Self-Appraisal of Professional Development Form