(OTD) Program Requirements

The minimum requirements for program length and quality standards for the OTD graduate degree program at Notre Dame of Maryland University is described below. Requirements for graduate degree programs may be refined from time to time as determined by the University in its academic judgment. Even after the requirements for a degree have been fulfilled, each student must complete the degree application to graduate. The “Apply to Graduate” option is found within the university portal. No degree can be processed unless the degree application is completed.

Doctoral Degree

The successful completion of 124 weeks and 104 credits are the minimum requirement for the awarding of the NDMU-OTD degree.

Graduation Requirements

All occupational therapy doctoral graduate students must successfully complete the 104 credits of the NDMU-OTD program curriculum within five years from the date of matriculation in order to be eligible for graduation; this includes successful completion of all Level I and Level II fieldwork rotations, their doctoral capstone project and final capstone presentation. In addition, occupational therapy graduate students are required to maintain a minimum GPA of 3.0 or greater to receive an OTD degree.

Enrollment Status and Normal Study Load

Full-time status as a graduate student at Notre Dame of Maryland University is defined as a minimum enrollment of 13.5 to 15 semester hours during the Fall and Spring semesters, and 9 to 10.5 semester hours during the Summer semesters.

Progression

Students are promoted from one semester to the next, from the didactic to the clinical semester, and graduated based on performance related to both academic progress and ability to maintain Essential Functions and Professional Behavioral Expectations (outlined in the OTD Student Handbook).

Probation

A student who fails to meet academic, behavioral objectives, and/or essential function expectations may be placed on academic and/or behavioral probation. A student earning a grade less than a B- in any course will be placed on academic probation. A student who fails a Level II fieldwork rotation will be placed on probation and required to repeat the rotation, which may be prior to advancing to taking any other courses in the program. This may result in the student waiting up to one full year before being able to repeat the failed rotation and subsequently resuming his/her program. A student who receives a score of 23 or below on the professional behavior rubric will be placed on behavioral probation for a minimum of one semester. Students on academic or behavioral probation may not be allowed to progress to level II fieldwork until completing specific remediation related to academic or professional behavior concerns.

Occupational Therapy faculty affirm the importance of using programmatic and in-course remedial interventions to provide students with the opportunity to improve and demonstrate their competency of course content such that the students may progress through the curriculum. For the remediation process and outcome to be successful, students are expected to proactively seek help, utilize all available resources, take responsibility for their learning, and fully commit to successfully completing the remediation.

1. Remediation Activities

1. Within-Course Remedial Interventions are administered during the course to improve student’s knowledge, skills, or application of course material, to avoid a course failure. All students are eligible for and required to complete within-course remedial interventions.
2. End-of-Course Remediation: An opportunity for end-of-course remediation will be provided to any student who is at risk of earning a B- or a C grade in a course if they meet the criteria below and approved by the Promotion and Graduation Committee. As part of the Committee’s decision-making process, the course coordinator will be asked to provide a recommendation as to the student’s eligibility.

• Failure to demonstrate competency in any assessment or assignment deemed critical for successfully completing or passing the course
• Participation in and completion of within-course remedial interventions
• Completion of all assigned work within the course
• Earning a pending final grade of a B- or C.

3. Limits to eligibility: Students may not be allowed to take an end-of-course remediation in situations including but not limited to:

• Attempting to use end-of-course remediation when course failure is due to
• academic dishonesty
• Student conduct violation
• Violation of any other University or School codes, regulations, or policies

4. Individual Remediation Plan is developed for a student who is at risk of earning a grade lower than B- in a course as determined by the course coordinator. The remediation plan addresses and incorporates documented student deficiencies so that the student can successfully remediate the course and progress. The remediation plan is developed by course faculty and approved by the Promotion and Graduation Committee.

2. Remediation Outcomes

1. Students who successfully complete end-of-course remediation will have a grade of B submitted to the Registrar and recorded on the transcript.
2. Students who fail end-of-course remediation will have a grade of F submitted to the Registrar and recorded on the transcript. Students will repeat the course as per their progression policies.

A student who fails to meet academic, behavioral objectives, and/or essential function expectations while on academic or behavioral probation may be decelerated by the Academic Committee for repetition of a course, or other remediation as indicated for specific issues. If a student who is decelerated for any reason must register for fewer credits in a given semester than is otherwise required for the cohort, the student will be charged the current credit-hour rate that is stated in the Graduate Fee Schedule of the University catalog for "Occupational Therapy Program." Deceleration of any kind will result in a delay of a student's official graduation date.  

The following may result in dismissal from the program:

• A student who receives two courses graded with less than a B- during the didactic years or one course graded with an F according to the program's grading scale will be at risk for dismissal from the program.
• If a student is on academic or behavioral probation from the didactic year, failing a single fieldwork rotation may result in dismissal from the program.
• A second failed Level II fieldwork will result in dismissal from the program.
• A failure to complete the capstone project and presentation will result in dismissal from the program.

For personal or medical reasons, a student may voluntarily discontinue enrollment at the University by requesting either a leave of absence (temporary) or a withdrawal from the University (permanent).

A leave of absence is a temporary hiatus from the University with the intent to return after a specified period. Students requesting a leave of absence must indicate when they plan to return to their studies. The total time away from the University cannot exceed two consecutive semesters. A student may not take matriculated coursework at another institution while on a leave of absence. To be eligible to return from a leave of absence, the student must demonstrate readiness to return by satisfying all requirements for return. If a student does not return from a leave of absence at the scheduled time, the student will be administratively withdrawn from the University and must apply for readmission.

A withdrawal is a permanent separation from the University. A student who has withdrawn must apply for readmission to the University if the student wishes to re-enroll. Students withdrawing from School of Pharmacy and Health Sciences graduate programs will be contacted by the Dean or designated administrator for a brief exit interview.

A student may request a personal or medical leave of absence or a withdrawal by completing the Leave of Absence/Withdrawal Form available through their department. A student requesting a leave of absence or withdrawal will meet with the program director to discuss the academic and financial implications of their decision. The designated program official will also discuss the requirements for return if a student is taking a leave of absence. Leave of Absence & Return of Title IV Funds | Notre Dame of Maryland University

If the request for a personal or medical leave of absence/withdrawal is approved for a future semester, then the student may remain enrolled in and receive grades for the current semester. The student will have a hold on future registration until the conditions of return have been met.

If the request for a personal or medical leave of absence/withdrawal is approved for a current semester, then depending on the academic calendar and personal circumstance the program director/chair can determine the most appropriate resolution for the student’s enrollment. The student may not take a leave of absence and remain enrolled in the student's coursework if the leave of absence is for the current semester.

The University may require a student to take a medical leave of absence or withdrawal if, in the judgment of the University, the student poses an imminent threat to the lives, safety or well-being of themselves or other members of the university community (including preceptor and internship settings).

Except in unusual circumstances where safety is of immediate concern, the University will decide to involuntarily withdraw a student only after providing the student with advance notice and an opportunity to meet with the Occupational Therapy Program officials.

In cases of both medical leaves of absence and withdrawals, the tuition refund policies specified in the Notre Dame of Maryland University Catalog apply. Leave of Absence & Return of Title IV Funds | Notre Dame of Maryland University

For cases in which a student feels they have been given an unjustifiably low grade, the following grievance procedure for grades has been established:

1. Within 30 days following the date of issuance of the grade (the date on which grades are due at the registrar’s office or, in the case of incomplete, the date on which the “I” is removed), the student shall inform the professor of their dissatisfaction and arrange a meeting to discuss the grade in question. At this meeting, the professor will provide the student with their final examination paper if it is relevant to the question.
2. If the grade decision is not satisfactorily resolved at this meeting, the student may seek the intervention of the professor’s department chair. The chair shall discuss the grievance with both the student and the professor (either individually or together) and shall make a recommendation to the student and the professor as to the disposition of the grade. If the department chair is the professor, the senior member of the department other than the course instructor shall hear the appeal.
3. If the grievance has not been resolved in steps one or two above, the student may appeal to the appropriate dean. In this case, the student and the professor shall submit in writing their positions on the matter. The appropriate dean may request a written recommendation from the department chair. (These documents are not intended to preclude meetings between the academic dean and the student, the professor and/or the department chair.) The appropriate dean shall then forward a written recommendation to the student, the professor, and the department chair. Within 15 days, the professor shall give written notice to the student of the final disposition of the grade with copies to the appropriate dean and the department chair.
4. The student may appeal the decision of step three (above) to the academic vice president.

Formal academic complaints about a class or professor should be taken directly to the professor concerned first. If the issue is not resolved, a written complaint should be filed with the appropriate department chair or director. This written version should identify the complainant, specifically detail the perceived problem, the date of the meeting with the Professor and be accompanied by any relevant supporting documentation or data. It should also include the proposed response or remedy.

• The department chair/director shall discuss the grievance with both the student and the professor (either individually or together) and shall make a recommendation to the student and the professor as to a resolution.  If the department chair or director is the professor, the senior member of the department other than the course instructor shall hear the appeal.
• If the problem has not been resolved in steps one or two above, the student may appeal to the appropriate dean. In this case, the student and the professor shall submit in writing their positions in the matter. The appropriate dean may also request a written recommendation from the department chair or director. (These documents are not intended to preclude meetings between the academic dean and the student, the professor and/or the department chair or director.)
• The appropriate dean shall then forward written recommendation to the student, the professor and the department chair. 
• The student may appeal the dean’s decision to the academic vice president within 15 days.
• Formal academic complaints about a program should be filed with the appropriate department chair or director and then proceed to resolution through the same steps outlined above for complaints about professors or courses.

Additionally, complaints against the Notre Dame of Maryland University, Occupational Therapy Program may be submitted directly to the Accreditation Council for Occupational Therapy Education (ACOTE). To receive formal consideration, all complaints must be submitted in writing to the ACOTE Chairperson, c/o the AOTA Accreditation Department. The complaint must be submitted as an attachment to an email addressed to accred@aota.org and must include a signed complaint form, "Complaint Against a Program Subject to ACOTE Accreditation". The Accreditation department will acknowledge the complaint within one week of receipt of the complaint. A complaint against an educational program must: a. describe the nature of the complaint and the related accreditation Standards or accreditation policies or procedures that the complainant believes are not being met by the program, including any evidence or documents that might substantiate the complaint; b. provide documentation that the complainant has followed the academic program's complaint or grievance policy and made reasonable efforts to resolve the complaint, or, alternatively, information that demonstrates such efforts would be unavailing; and, c. be signed by the complainant.

NOTE: The confidentiality of the complaining party is protected by AOTA Accreditation staff unless release of identity has been authorized, or disclosure is required by legal action. 

Students who graduate from the Notre Dame of Maryland Occupational Therapy Program will be able to:

1. Demonstrate foundational knowledge about established and evolving biopsychosocial and medical sciences and their applications to individuals’ and populations' care.
2. Demonstrate an investigative and analytic thinking approach to clinical situations
3. Accurately formulate and develop client-centered treatment plans.
4. Obtain an accurate occupation-based history and perform a comprehensive occupational therapy assessment.
5. Demonstrate an understanding of how practice decisions regarding resource allocation impact health organizations’ finances, while safeguarding the practice of cost-effective health care that does not compromise the quality of care.
6. Provide practical, equitable, understandable, and respectful quality care and services responsive to diverse cultural health beliefs, and practices, preferred languages, health literacy, and other communication needs, adhering to the culturally and linguistically appropriate services (CLAS) standards.
7. Understands, accesses, uses and evaluates the effectiveness of resource providers and systems to extend equitable occupational therapy services.
8. Demonstrate an awareness of and responsiveness to the more extensive healthcare system to provide patient care that balances quality and cost while maintaining the person's sense of agency
9. Develop an interdisciplinary advocacy plan for effective health policy changes to facilitate health and social equity.
10. Contribute to creating, disseminating, applying, and translating new healthcare knowledge and practices in an interprofessional team