Duties and Responsibilities

• ACOTE Standard A.2.7
  • The program must identify an individual for the role of academic fieldwork coordinator who is specifically responsible for the program’s compliance with the fieldwork requirements of Standards Section C.1.0 and is assigned to the occupational therapy education program as a full-time faculty member as defined by ACOTE
  • The academic fieldwork coordinator may be assigned other institutional duties that do not interfere with the management and administration of the fieldwork program
  • The institution must document that the academic fieldwork coordinator has sufficient release time to ensure that the needs of the fieldwork program are being met
• Ensure that the fieldwork program reflects the sequence and scope of content in the curriculum design in collaboration with faculty so that fieldwork experiences strengthen the ties between didactic and fieldwork education 
• Document the criteria and process for selecting fieldwork sites, to include maintaining memoranda of understanding, complying with all site requirements, maintaining site objectives and site data, and communicating this information to students 
• Demonstrate that academic and fieldwork educators collaborate in establishing fieldwork objectives and communicate with the student and fieldwork educator about progress and performance during fieldwork
• Ensure that the ratio of fieldwork educators to students enables proper supervision and the ability to provide frequent assessment of student progress in achieving stated fieldwork objectives 
• Ensure that fieldwork agreements are sufficient in scope and number to allow completion of graduation requirements in a timely manner in accordance with the policy adopted by the program as required by Standard A.4.14 
• The program must have evidence of valid memoranda of understanding in effect and signed by both parties at the time the student is completing the Level I or Level II fieldwork experience. (Electronic memoranda of understanding and signatures are acceptable.) Responsibilities of the sponsoring institution(s) and each fieldwork site must be clearly documented in the memorandum of understanding
• Ensure that at least one fieldwork experience (either Level I or Level II) has as its focus psychological and social factors that influence engagement in occupation
• Ensure that Level I fieldwork is integral to the program’s curriculum design and include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process 
• Ensure that qualified personnel supervise Level I fieldwork. Examples may include, but are not limited to, currently licensed or otherwise regulated occupational therapists and occupational therapy assistants, psychologists, physician assistants, teachers, social workers, nurses, and physical therapists 
• Document all Level I fieldwork experiences that are provided to students, including mechanisms for formal evaluation of student performance. Ensure that Level I fieldwork is not substituted for any part of Level II fieldwork 
• Ensure that the fieldwork experience is designed to promote clinical reasoning appropriate to the occupational therapy assistant role, to transmit the values and beliefs that enable ethical practice, and to develop professionalism and competence in career responsibilities
• Provide Level II fieldwork in traditional and/or emerging settings, consistent with the curriculum design. In all settings, psychosocial factors influencing engagement in occupation must be understood and integrated for the development of client-centered, meaningful, occupation-based outcomes. The student can complete Level II fieldwork in a minimum of one setting if it is reflective of more than one practice area, or in a maximum of three different settings 
• Require a minimum of 16 weeks’ full-time Level II fieldwork. This may be completed on a part-time basis, as defined by the fieldwork placement in accordance with the fieldwork placement’s usual and customary personnel policies, as long as it is at least 50% of an FTE at that site 
• Ensure that the student is supervised by a currently licensed or otherwise regulated occupational therapist or occupational therapy assistant (under the supervision of an occupational therapist) who has a minimum of 1 year full-time (or its equivalent) of practice experience subsequent to initial certification and who is adequately prepared to serve as a fieldwork educator. The supervising therapist may be engaged by the fieldwork site or by the educational program
• Document a mechanism for evaluating the effectiveness of supervision (e.g., student evaluation of fieldwork) and for providing resources for enhancing supervision (e.g., materials on supervisory skills, continuing education opportunities, articles on theory and practice) 
• Ensure that supervision provides protection of consumers and opportunities for appropriate role modeling of occupational therapy practice. Initially, supervision should be direct and then decrease to less direct supervision as appropriate for the setting, the severity of the client’s condition, and the ability of the student
• Ensure that supervision provided in a setting where no occupational therapy services exist includes a documented plan for provision of occupational therapy assistant services and supervision by a currently licensed or otherwise regulated occupational therapist or occupational therapy assistant (under the direction of an occupational therapist) with at least 3 years’ full-time or its equivalent of professional experience. Supervision must include a minimum of 8 hours of direct supervision each week of the fieldwork experience. An occupational therapy supervisor must be available, via a variety of contact measures, to the student during all working hours. An on-site supervisor designee of another profession must be assigned while the occupational therapy supervisor is off site 
• Document mechanisms for requiring formal evaluation of student performance on Level II fieldwork (e.g., the AOTA Fieldwork Performance Evaluation for the Occupational Therapy Assistant Student or equivalent) 
• Ensure that students attending Level II fieldwork outside the United States are supervised by an occupational therapist who graduated from a program approved by the World Federation of Occupational Therapists and has 1 year of experience in practice 

Qualifications: According to Indiana Wesleyan University employment policy all employees must possess a strong Christian commitment and adhere to the standards outlined in the IWU Community Lifestyle Statement.

Education

• Degree in Occupational Therapy or Occupational Therapy Assistant. Hold a minimum of a baccalaureate degree, master’s degree preferred. Must also be licensed or eligible for licensure as an Occupational Therapist or Occupational Therapy Assistant in the state of Indiana and have current NBCOT certification
• This individual must be a licensed or otherwise regulated occupational therapist or occupational therapy assistant. Coordinators must hold a minimum of a baccalaureate degree awarded by an institution that is accredited by a USDA-recognized regional or national accrediting body.

Experience

• Demonstrated ability to work effectively with individuals from diverse communities and cultures
• A minimum of three (3) years clinical experience practicing as an occupational therapist with experience working with occupational therapy assistants or as an occupational therapy assistant is required. Commitment to teaching excellence required

Required Skills

• Provide leadership for the Occupational Therapy Assistant program, serving as the Academic Fieldwork Coordinator full time in the OTA Program. It is anticipated that this administrative and leadership role will constitute approximately 50% of the time associated with this position.
• Teach the equivalent of 12 semester hours of undergraduate instruction per year in the OTA Program, since there is a 50% release for administrative responsibilities.
• Develop scholarship and personal professional development goals. Within this area, specific activities include:
  • Advising students academically and mentoring students class-related activities.
  • Professional development to stay current and maintain licensure.
• Maintains an ongoing system that permits the evaluation of the effectiveness of the fieldwork program and meets the preparation needs of the students for future practice.
• Participate in departmental and School of Health Sciences work as appropriate. For example, engage in university and School of Health Sciences committee assignments and departmental and interdepartmental collaborations to benefit the program, School of Health Sciences, university, and students

IWU Kingdom Diversity Statement

IWU, in covenant with God's reconciling work and in accordance with the biblical principles of our historic Wesleyan tradition, commits to build a community that reflects Kingdom diversity.  We will foster an intentional environment for living, teaching and learning, which exhibits honor, respect, and dignity.  Acknowledging visible or invisible differences, our community authentically values each member's earthly and eternal worth.  We refute ignorance and isolation and embrace deliberate and courageous engagement that exhibits Christ's commandment to love all humankind.

LIMITATIONS AND DISCLAIMER

As a religious educational institution operating under the auspices of The Wesleyan Church, Indiana Wesleyan University is permitted and reserves the right to prefer employees on the basis of religion (42 U.S.C., Sections 2000e-1 and 2000e-2).

The above job description is meant to describe the general nature and level of work being performed; it is not intended to be construed as an exhaustive list of all responsibilities, duties and skills required for the position. Employees will be required to follow other job-related instructions and to perform other job-related duties requested by their supervisor in compliance with Federal and State Laws.