91ÉçÇø

Following 91ÉçÇø policies and the University's , the Division of Occupational Therapy has developed the following policies for students in the Entry-Level Doctor of Occupational Therapy (EL-OTD) program.

EL-OTD students should become familiar with these policies and contact the program director with any questions. 

• Academic Progression and Standing

  Students must successfully complete all Entry-Level Occupational Therapy Doctorate (EL-OTD) coursework in the sequence and academic terms specified in the EL-OTD degree curriculum requirements for their year of matriculation to ensure timely completion of all graduation requirements. (ACOTE A.3.3) See the .

  1. Per 91ÉçÇø's Graduate School policies, EL-OTD students must maintain a GPA of 3.0 or higher each term and an overall GPA of 3.0 or higher. Although the program has a minimum GPA requirement of 2.75 for admission, the program follows the University's Graduate School policies for academic standing and progress requirements. See 91ÉçÇø's Graduate School Manual for academic standing and progression information. (ACOTE A.3.3)
  2. EL-OTD students who earn a grade of B- or lower in a graduate crouse may repeat the course only once; students must obtain written approval from the program director and subsequent approval from Binghamtn University's Graduate School. Due to the program's cohort-based sequencing, repeating a course may delay graduation. Because tuition scholarships are merit-based, they do not cover repeated coursework. (ACOTE A.3.3)
  3. A graduate student whose cumulative GPA falls below 3.0 is placed on academic probation in according with 91ÉçÇø's Graduate School policy. With written approval from the program director, the student may continue enrollment on a probationary status and must meet with the program director at the beginning of the semester to establish a plan for return to satisfactory academic standing. (ACOTE A.3.3, A.3.5)
  4. Graduate students on academic probation are expected to engage in structured academic advisement and progress monitoring, including seeking timely consultation with faculty advisors to improve their performance and return to satisfactory academic standing. (ACOTE A.3.3, A.3.5)
  5. A leave of absence is granted only under exceptional circumstances (for example, prolonged illness or significant personal hardship) and requires formal approval through 91ÉçÇø's Graduate School. Leaves are typically granted for 6 months, with the possibility of one additional 6-month extension (for a maximum of 1 year). Due to the program's cohort-based academic sequencing, graduation delays may occur following a leave of absence. Requests should be submitted at least 1 month prior to the affected semester, using the Graduate School's Request for Leave of Absence form. (ACOTE A.3.3, A.3.4)
  6. An Incomplete (I) grade may be assigned only when a student has satisfactorily completed the majority of coursework, but is unable to complete remaining requirements due to unforeseen circumstances beyond the student's control. An Incomplete may not be used to convert a failing grade or unsatisfactory work to a passing grade and must be resolved within the University's 6-month grace period (or sooner if an earlier deadline has been established). (ACOTE A.3.3)
  7. To progress to Level II fieldwork, students must be in good academic standing; have successfully completed all required didactic coursework; and demonstrate satisfactory professional conduct, safety and readiness. Faculty conduct formal readiness reviews prior to placing students in fieldwork experiences. (ACOTE A.3.3, A.3.5)

  8. EL-OTD students must notify the academic fieldwork coordinator or doctoral capstone coordinator as soon as possible if there is a concern that they may not pass a clinical education experience or have difficulties during their capstone courses. When corrective action is needed, students are provided with a structured remediation plan including ongoing verbal and written feedback and continued assessment of their progress. Students are expected to work collaboratively with their clinical supervisor and academic fieldwork coordinator or doctoral capstone coordinator to improve their competency and successfully meet the course requirements. (ACOTE A.3.5) 

     Students complete a minimum of 32 hours per week for 14 weeks in a full-time doctoral capstone experience (OCT 642) during term 9 (spring/summer) of the third year of the EL-OTD program. The doctoral capstone is not solely an academic exercise; it is a culminating experiential component that supports professional identity formation. Through proposal development, stakeholder engagement, IRB preparation, project implementation and dissemination, students apply methodologically sound and transparent processes to develop skills as evidence-informed practitioners, advocates and emerging scholars.

  9. EL-OTD students are eligible to apply for the NBCOT certification examination only after completion of all EL-OTD degree requirements and receipt of an official 91ÉçÇø transcript verifying degree completion and award of the degree. Various NBCOT preparation resources, including Therapy Ed, are offered to ensure students' success with their certification exam experience. (ACOTE A.3.3)
• Academic Requirements (Grading System)

  The Division of Occupational Therapy in Decker College of Nursing and Health Sciences adheres to the general grading system of the 91ÉçÇø Graduate School, which applies to all graduate-level courses across the University.

  Grades are on a letter scale: A through °ä– and F. For the purpose of computing term or cumulative averages, grading is computed as the chart below indicates:

  Number	Letter	Quality Point
  93–100	A	4.0
  90–92.99	A-	3.7
  87–89.99	B+	3.3
  83–86.99	B	3.0
  80–82.99	B-	2.7
  77–79.99	C+	2.3
  73–76.99	C	2.0
  70–72.99	C-	1.7
  <70	F	0.0

• Student Advisement and Academic Coaching  

  Student Advisement and Support
  The Entry-Level Doctor of Occupational Therapy (EL-OTD) program maintains a structured, documented student advisement process conducted by occupational therapy faculty practitioners once students are admitted to the program. Advisement is designed to support students’ academic progression, professional conduct, fieldwork readiness and doctoral capstone development from orientation through program completion.

  Faculty Advisement Process
  Student advisement begins at program orientation and continues on a regular basis throughout the didactic, fieldwork and capstone phases of the curriculum. Each student is assigned an OT faculty academic advisor who provides ongoing guidance related to:

  • Professional conduct and responsibilities for entry into the profession
  • Student progress and academic standing
  • Fieldwork education
  • Doctoral capstone preparation and completion

  Within the first 6 weeks of the initial semester, faculty advisors meet with their assigned advisees to establish the advisor–student relationship, clarify roles and expectations and initiate the advisement process. Students are expected to maintain proactive communication with their advisors throughout the program.

  Each term, students complete structured self-assessments related to study skills, learning strategies and professional conduct. Faculty advisors review these assessments with students, provide individualized coaching and feedback, and document advisement discussions and plans using standardized advisement forms. Advisement documentation is maintained in a confidential, restricted-access system to ensure both continuity of support and student privacy.

  Professional Conduct and Staged Advisement
  Professional conduct is an essential competency for academic standing, fieldwork participation and capstone success. Expectations for professional behavior apply across the classroom, fieldwork and capstone settings and are reviewed regularly with students.

  When concerns related to academic performance or professional conduct arise, the program follows a structured, staged advisement process grounded in a growth-mindset and academic-coaching framework. This process may include meetings with the course instructor, academic advisor and program leadership, as appropriate, to support reflection, accountability and timely improvement. Documentation and follow-up occur at each stage to ensure clarity of expectations and student progress.

  Fieldwork Advisement
  During Level II fieldwork experiences, students receive coordinated advisement support from their academic advisor and the academic fieldwork coordinator. This includes collaboration with the student and fieldwork educator to support professional conduct, academic success and readiness for practice. If concerns arise, the academic fieldwork coordinator works with the student to develop and monitor a structured remediation plan and provides guidance, resources and reflective support tailored to the fieldwork setting.

  Doctoral Capstone Advisement
  Doctoral capstone advisement is supported by OT faculty advisors and the doctoral capstone coordinator. Students receive guidance related to capstone planning, professional conduct, collaboration with content experts, and successful completion of required agreements and program expectations. Advisement and, when needed, remediation, continue throughout the capstone experience to support timely progression and successful program completion.

  Student Support Services
  In addition to faculty advisement, the program facilitates student access to appropriate health, well-being and support resources throughout the didactic, fieldwork and capstone phases. When concerns extend beyond academic coaching, faculty advisors may refer students to University and college support services, including:

  • Accessibility services
  • Counseling and psychological services
  • Health and wellness services
  • Graduate student support services

  These referrals provide a parallel support pathway to ensure equitable access to resources and reasonable accommodations, consistent with institutional policies and student needs.

• Supported Services Throughout Didactic, Fieldwork and Capstone Experiences

  EL-OTD students are assigned a faculty advisor by the OT program director for the duration of their studies. Faculty advisors offer personalized guidance and mentorship.

  In addition to faculty advising, Decker College's Division of Advising and Academic Excellence ensures that EL-OTD students have equitable access to support services and academic advising. Students are regularly informed about key resources, including financial aid, physical health services, academic support, mental health support and career development opportunities. Students are encouraged to utilize these resources for navigating their needs for academic progression.

  Students can contact the Division of Advising and Academic Excellence for assistance at any time at decker@binghamton.edu.

  91ÉçÇø’s support network offers a wide range of services to ensure students receive holistic support throughout their time at the University. Well-being resources are published in the Division’s Entry-Level OTD Program Manual.

  Upon successful completion of all didactic coursework, students in the EL-OTD program must complete all Level II fieldwork (minimum 24 weeks full-time) and an individual doctoral capstone experience (minimum 14 weeks full-time) within 18 months. This timeline is in accordance with ACOTE standards and reflects best practices in professional health education. Extensions beyond 18 months may be considered only under documented, exceptional circumstances and must be approved by the Division of Occupational Therapy's Academic Review Committee.

  The total duration of the EL-OTD program from initial enrollment to degree conferral may not exceed 4.5 years.

• Graduation Requirements

  91ÉçÇø degrees are conferred by the Office of Student Records and Registrar Services in December, May and August.

  Graduation requirements are published in the Entry-Level OTD Program Manual, which is posted to this website and given to students before the first day of classes.