Occupational Therapy, OTD

(Atlanta and Knoxville)

Mission

The Doctor of Occupational Therapy (OTD) program mission is to cultivate diverse doctor of occupational therapy practitioners who understand, apply, and model with confidence the distinct values of the occupational therapy profession. This includes, but is not limited to, demonstrating professionalism, critical reasoning, best-practice skills, empathy, mindfulness, and evidence in the design, development, and implementation of occupation-based and culturally responsive interventions, and to improve occupational performance, health, and well-being of individuals and populations in traditional and emerging practice areas.

Philosophy

Occupational therapy education, as outlined by the American Occupational Therapy Association (AOTA), equips practitioners to collaborate with clients, fostering health, well-being, and active participation in life through engagement in occupation as a lifelong process. This entails recognizing that achieving full participation, meaning, and purpose requires not just functioning but also comfortable engagement within one’s unique contexts.  

South College’s Doctor of Occupational Therapy program is dedicated to cultivating occupational therapy practitioners from diverse perspectives, instilling the profession’s values of reflection, empathy, and confidence. In this program, adult learners are regarded as dynamic occupational beings, actively involved in the teaching-learning process and exercising their right to participate in occupations. Graduates are prepared to practice as reflective practitioners and transformative leaders, integrating evidence-based methods while consciously considering all contextual factors.   

Through culturally responsive teaching and fostering a sense of collective inclusion and belonging, students gain confidence in low-stakes scenarios and situational learning in real-world contexts. They become empowered learners, engaging in relational communication, valuing their own experiences and those of others. Students and faculty engage in co-learning experiences, promoting growth and cultural humility while reflecting on systemic issues. Understanding the intersections of social identities and roles within interprofessional teams, students are primed to contribute to scholarship, teaching, and leadership within the profession.  

The program is grounded in constructivism and transformative learning theory, recognizing adult learners as self-directed and intrinsically motivated. Graduates are proactive and inclusive, driving occupational therapy forward through innovation, advocacy, and leadership in health. By embracing innovation, advocacy and leadership, graduates are equipped to enhance the well-being of individuals and populations across both traditional and emerging practice areas.  

Educational Principles 

Faculty-Student Relationship.  A strong, collaborative, and mutually respectful relationship between faculty and student is imperative for education. Education is an active, continuous, cooperative process that must meet student needs and faculty objectives. 

• Student Responsibility.  Learning is a developmental process in which the student is ultimately responsible for the acquisition and synthesis of knowledge. The program’s blended model empowers students to take a leadership role in their learning. Faculty serve as facilitators in this process, guiding students in self-discovery and the acquisition of knowledge. Faculty provide encouragement and reinforcement to the student throughout this process. 
• Active learning and engagement. Education must be student-centered, where students are actively involved in the teaching and learning process. Learning activities in online, lab, and clinical settings fully engage students and facilitate participation. Interactive discussions encourage critical thinking and promote the sharing of thoughts and ideas. Collaborative learning is encouraged whereby students help each other in knowledge acquisition and skill development. 
• Self-Reflection.  Learning is enhanced when students engage in frequent, intentional self-reflection.  Students develop skills to become mindful and reflective practitioners; skills that will be modeled by faculty and encouraged by students during the learning process. Students are provided with several opportunities for self-assessment and reflection during the program. 
• Motivational and Relevant. Students learn best when they are motivated to learn, and the best way to stimulate motivation is to make learning clinically oriented and professionally relevant. Using an evidence-based approach, students learn foundational and clinical science content that is immediately applicable to clinical practice and necessary for developing best practice entry-level skills. Faculty create opportunities for “teachable moments” in online, lab, and clinical learning activities to motivate students and provide connections between didactic content and clinical practice. 
• Sequential Building Blocks. Effective learning builds upon student knowledge and experiences to improve comprehension and skill development. This concept is applied internally to courses as content and learning objectives progress from foundational and factual to complex and conceptual. The overall curriculum design sequences courses in a logical, sequenced progression from foundational to clinical to occupational therapy sciences.  While sequenced, the curriculum recognizes the need for repetition in learning. Important concepts are taught multiple times in a variety of settings to solidify learning. 
• Practical Application. Practical application is a concept that encompasses and facilitates content relevancy, student motivation, and active engagement. Practical application is accomplished during virtual case presentations in discussion forum and synchronous sessions, hands-on lab immersion sessions, and most importantly during clinical education. These opportunities are well timed during courses and the curriculum to verify student understanding and skill development and contribute to the student’s confidence and competence. 

Program Goals/Outcomes

The South College Doctor of Occupational Therapy program has the following goals:

Program Goals

• Goal 1: Provide students with a rigorous hybrid didactic curriculum that includes immersive lab experiences and promotes lifelong learning skills, preparing them for careers in occupational therapy practice and leadership.  
• Goal 2: Prepare students to make significant contributions in the communities that they serve, foster their ability to improve client care practices, and promote the Occupational Therapy profession.  
• Goal 3: Facilitate student competency and enhance critical thinking in academic research and program development through the creation of a personalized research portfolio through the Capstone Experience and Project, reflective of scholarly works, including peer-reviewed abstracts, case reports, and other data.  
• Goal 4: Promote effective oral and written communication.  
• Goal 5: Provide graduates that are prepared to effectively serve as entry-level occupational therapists.  

Student Learning Outcomes

• Outcome 1: Engage in therapeutic practice that reflects the distinct value of the Occupational Therapy profession across the lifespan, for individuals, groups, and populations and contexts. 
• Outcome 2: Employ systems thinking to select appropriate interventions in settings where occupational therapy is currently practiced and where it is emerging as a service.  
• Outcome 3: Apply evidence-based assessments and interventions to improve occupational performance and provide client centered care within contexts.  
• Outcome 4: Demonstrate the requisite skills to function effectively as a collaborative member of intra and interprofessional health care teams.  
• Outcome 5: Demonstrate transformational leadership and advocacy while engaging with individuals, groups, organizations, and populations.  
• Outcome 6: Perform as reflective practitioners who are committed to lifelong learning and scholarship.  

Program Overview

The Doctor of Occupational Therapy program is designed for those qualified individuals who hold a bachelor’s degree and wish to continue their academic journey to gain formal education in the field of occupational therapy. The Doctor of Occupational Therapy program requires completion of 30 courses (135 total quarter credit hours), which can be completed full-time in consecutive quarters over a period of 24 months. The program is designed to be delivered in a hybrid format through distance education and lab immersion experiences.

Courses are delivered in a blended learning environment that optimizes technology and web-based teaching strategies for foundational didactics, integrates critical psychomotor skill development during onsite lab immersion sessions, and incorporates a structured and collaborative clinical education program. Irrespective of delivery mode, the OTD curriculum integrates course content and assignments that emphasize domains specific to occupational therapy practice.

The curriculum is designed to unfold over quarters, each phase strategically aligned with theoretical coursework and culminating in meaningful fieldwork and capstone opportunities. For instance, during Quarter 1, students engage with Theory of Fieldwork I, where foundational concepts of clinical and professional practice are introduced. In quarter II, they participate in their first Level I Fieldwork Experience, applying these initial insights in real-world or simulated settings under guided supervision. This early integration allows for deliberate planning and goal setting, ensuring that fieldwork experiences are not isolated events but seamless extensions of classroom learning. Concurrently in quarter two they will be introduced to the Capstone project, which is an integral part of the doctoral experience, during the Capstone I course. 

Students will engage in additional Level I Fieldwork Experiences during Quarters 3 and 4. Quarter 5 sees the culmination of Theory of Fieldwork II, in which the students are prepared for the commencement of Level II Fieldwork Experiences through the practice and demonstration of professional and clinical skills. Here, students deepen their understanding and application of advanced theories, translating them into practice through increasingly complex fieldwork challenges.

By Quarters 6 and 7, while engaged in Level II fieldwork, students are ready for Capstone II and III. During Capstone II, students will identify individualized objectives for their capstone project and collaborate with the Capstone Coordinator, site mentor, and faculty mentor to plan learning activities. During Capstone III, the student is expected to collaborate with all mentors and compile their finalized proposal incorporating knowledge gained throughout the curriculum and specific course content. The curriculum is tailored to provide a balance of theoretical, practical, and analytical instruction to prepare students for the unique challenges of healthcare in the 21^st century.  

Program Accreditation Status

South College Atlanta and Knoxville campuses are seeking accreditation of a new occupational therapist education program from Accreditation Council for Occupational Therapy (ACOTE). South College’s Doctor of Occupational Therapy (OTD) program is currently in applicant status to submit a candidacy application by the Accreditation Council for Occupational Therapy (ACOTE) of the American Occupational Therapy Association (AOTA), at 7501 Wisconsin Avenue, Suite 510E, Bethesda, MD 20814.

Upon review of that Application, ACOTE grants, defers action on, or denies Candidacy Status. Although the designation “Candidacy Status” is not a guarantee of accreditation, it does indicate that the resource allocation and plan for development of the proposed program appears to demonstrate the ability to meet the applicable ACOTE Standards if fully implemented as planned. Candidacy Status must be granted before students may be admitted or notified of admission to the program and is required in order for the program to proceed.

Upon receiving full accreditation, this program’s graduates will be eligible to sit for the national certification examination for the occupational therapist by the National Board for Certification in Occupational Therapy (NBCOT), Inc. An individual will be considered an Occupational Therapist, Registered (OTR) following successful completion of the above-mentioned exam. Though most states require licensure to practice, the state licenses are usually contingent on successful passage of the NBCOT Certification Examination.  A felony conviction may affect a graduate’s ability to sit for the NBCOT certification examination as well as eligibility to obtain state licensure. For further questions, one may reach ACOTE by phone c/o AOTA, at (301) 652-6611 x1184. 

The National Board for Certification in Occupational Therapy (NBCOT) can be contacted at www.nbcot.org. 

Occupational Therapist Licensure

All 50 states in the United States plus the District of Columbia, Puerto Rico, and Guam require occupational therapists and occupational therapy assistants to be licensed to provide occupational therapy services.  A license grants you the legal privilege to practice occupational therapy in the state in which you are licensed. 

Your occupational therapy license is not the same as the certification that you earn by passing the exam administered by the National Board for Certification in Occupational Therapy (NBCOT). 

 Some states have unique licensure requirements. For example, a jurisprudence exam is required in some states to test the graduate’s knowledge of state laws, rules, and practice acts that govern occupational therapy practice. Some require satisfactory background checks.  These unique requirements are not associated with preparation in the South College program.  

 The following link provides information regarding licensing: 

 Learn the steps to occupational therapy state licensure. | AOTA 

The core aspects of licensure include: 

• Graduate from an ACOTE-accredited educational program 

• Complete fieldwork requirements 

• Pass the NBCOT Certification Exam 

• Complete all state specific licensing requirements and pay a fee 

Program Admission and Prerequisites

South College considers the following criteria:

• Complete a baccalaureate degree from a regionally accredited institution prior to classes beginning. Admission may be granted pending completion of the degree. 
• Complete all required prerequisite courses. Pre-requisite grade point average (GPA) must be 3.00 GPA or greater on a 4.00 scale. Grades below “C” (2.0) in prerequisite courses will not be accepted.
• Evidence of a cumulative grade point average (CGPA) of 3.00 or greater on a 4.00 scale. 
• Application may be submitted, and a conditional acceptance may be awarded, during enrollment in an undergraduate degree program or completion of prerequisite course work as long as courses are successfully completed by enrollment.
• Submit a minimum of two (2) references from the following (references cannot include family, friends, clergy, or politicians): 
  • licensed occupational therapist (at least one letter required). 
  • academic advisor/professor. 
  • supervisor/employer. 
• Evidence successful completion of OTCAS essay consistent with technical standards. 
• For all applicants for whom English is not their first language or those who have completed a degree and prerequisite courses in a foreign country, demonstration of English language proficiency is required through completion of the Test of English as a Foreign Language (TOEFL). 
• Successful completion of an admission interview. Applicants are selected for interviews based on a holistic evaluation of their application and supporting documents. 

While not required, the South College OTD program strongly recommends that applicants complete at least 40 hours of OT observation in two different practice areas (in-person, virtual observations, OT webinars with certificates included). 

Prerequisite Courses:

• Human Anatomy & Physiology Lecture and Lab I (6 quarter hours/4 semester hours) 

• Human Anatomy & Physiology Lecture and Lab II (6 quarter hours/4 semester hours) 

• Statistics (4.5 quarter hours/3 semester hours) 

• Two (2) English (9 quarter hours/6 semester hours) 

• Communications (4.5 quarter hours/3 semester hours) 

• General Psychology (4.5 quarter hours/3 semester hours) 

• Human Growth & Development/Lifespan Development/Developmental Psychology (4.5 quarter hours/3 semester hours) 

• Abnormal Psychology (4.5 quarter hours/3 semester hours) 

• Medical Terminology (3 quarter hours/2 semester hours) 

• Sociology or Social/Behavioral Science (4.5 quarter hours/3 semester hours) 

State Authorization

South College seeks to make available all online programs/courses to residents of Tennessee and other states, and to allow completion of required clinical or practical experiences in those states. The program works through the State Authorization Reciprocity Agreement (SARA) process and with states directly to ensure that when authorization or licensure is necessary, required approvals are secured (such as California where South College is approved as an Out-Of-State Registered Institution). Tennessee is a member of SARA and South College is an approved SARA institution. As such, we adhere to a set of national standards for interstate offering of post-secondary distance education courses and programs. SARA also covers all interstate placements in clinical or practical situations among SARA member states, no matter the nature of the main program. However, not all states are SARA members. While we do monitor the laws in each state, authorization of distance education is a dynamic environment and prospective students should check this site often for updates. It is the student’s responsibility to understand current circumstances or special requirements in their state of residence.

As the OTD program is an academic program that leads to a professional license required in many states, it is highly recommended that applicants first seek guidance from the appropriate licensing agency in their home state BEFORE beginning the academic program located outside of the state. It is the student’s responsibility to contact the appropriate licensing board in his/her home state to confirm whether a South College program will meet the requirements for licensure in that state.

Advanced Placement and Transfer Credit

All courses required for the Doctor of Occupational Therapy program, both didactic and clinical, must be completed with the OTD Program. The OTD Program does not grant advanced placement, credit for experiential learning, or transfer credits from another program or institution.  

Background Checks and Drug Testing

Individuals working in health care facilities often must consent to and be cleared to work through criminal background investigations and/or drug screenings. Additionally, this is a common policy/requirement for occupational therapy licensing boards and many corporate and individual occupational therapy clinics.  

Occupational Therapy students are required to complete an approved criminal background check prior to formal enrollment or matriculation into the program.  

Additional criminal background checks, registry checks, and/or drug testing may be required prior to clinical internships. A failed background check or drug screen may preclude participation in the didactic and clinical phases of training. All background checks and drug screens are completed at the students’ expense. 

Health Insurance

Students are responsible for purchasing and maintaining health insurance coverage during their entire tenure in the OTD Program. Students must provide verification of personal health insurance to the OTD Program to be kept on file.    

All fieldwork and capstone experiences require health and immunization information to be provided to clinical facilities prior to the clinical rotation. Students should also have a copy of the form on their person the first day of the rotation. Please note that students without health insurance cannot be permitted to participate in patient contact activities both in the didactic and clinical phase, and therefore cannot successfully complete the program.  

South College does not provide health services. Students in the OTD Program are advised to seek health care services from a healthcare provider or facility near their location. 

Immunizations

Prior to entering the South College OTD Program, students must submit proof of health insurance, a physical examination, and complete immunization records. The South College OTD Program Mandatory Student Immunization Documentation Form must be used to document all vaccinations and are to be completed and signed by a licensed healthcare provider. Suggested reference is the Immunization of Health-Care Workers: Recommendations of the Advisory Committee on Immunization Practices (ACIP) and the Hospital Infection Control Practices Advisory Committee (HICPAC).   

Specific related requirements include proof of:  

• Personal health insurance throughout the entire program.  

• Satisfactory and current physical examination.  

• Tuberculosis (TB) testing through one of the following: Tuberculin Skin Test (TST), Quantiferon-Gold Blood Test (QTBG), or documentation from a healthcare provider assessing tuberculosis status with a copy of any diagnostic reports.  

• Hepatitis B vaccine series (Full 3 dose series or full 2 does series accepted) OR immunity by titer.  

• MMR vaccine (2 doses) OR immunity by titer.  

• Varicella history, vaccination (2 doses) OR immunity by titer.  

• Tetanus, Diphtheria, & Pertussis (Tdap) vaccine within the last 10 years.  

• Influenza vaccine (recommended annually to be given during influenza season: October through May).  

Prior to entering the clinical phase (year 2) of the program, students must update their immunization and health certificate and provide proof of:  

• Updated annual Tuberculosis (TB) testing.  

• Influenza vaccine (required annually to be given during influenza season: October through May).  

• Current personal health insurance (or equivalent as defined through the Affordable Care Act mandate) throughout the clinical year.  

• Current/active BLS (Basic Life Support) certification granted by the American Heart Association.  Information about classes offered in your community can be found here.    

Computer Requirement

Students are required to have a laptop computer and mobile device in their possession at the time of the Doctor of Occupational Therapy program orientation and classes. Minimum requirements and specifications are listed in the OTD Student Handbook.

Technical Standards

The Occupational Therapy program is committed to enabling students with disabilities to complete the course of study in the OTD program by means of reasonable accommodations consistent with the American with Disabilities Act (ADA). These essential skill standards outline the requisite abilities and requirements essential for Occupational Therapy students to become primary providers of OT services. All students admitted to the OTD program must demonstrate these abilities throughout the program through graduation.  

Verbal/Written Expression  

Students are required to demonstrate the ability to communicate verbally and in written format with clients and their families, team members, fieldwork supervisors, insurance representatives, etc. Their communication must be appropriate with individuals regardless of socioeconomic, cultural, ethnic, and religious backgrounds. English language skills in written and verbal communication must be demonstrated as functional for others’ understanding in a client-centered and therapeutic approach.  

Conceptual Intellect 

A student must display the ability to problem-solve during all didactic and fieldwork components of the program. This includes but is not limited to carrying out instructions in a timely manner, being able to follow and, understand policies and procedures, interpreting information from verbal, environmental, interpersonal, and written sources. Subsequently, a student should be able to demonstrate the ability to read complex information and be able to accurately and descriptively write consistent with program standards and guidelines (e.g. error free use of therapeutic terminology). Critical thinking and clinical reasoning skills should be utilized for data gathering, as well as problem identification in order to present with spontaneous decision-making strategies or plans of action that require thinking under pressure with time, environmental, and workload changes.  

Sensory Processing for Observation 

A student must demonstrate functional proprioceptive, vestibular and tactile abilities required to receive and analyze input while interacting with a client during any therapy session involving evaluation and treatment. Further, a student should demonstrate visual and auditory abilities at a functional level for accurately interacting with and observing clients.  

Motor Skills  

Fine and gross motor skills are required to safely execute the physical tasks associated with service delivery during an occupational therapy session. This includes strength, range of motion, and functions associated with the sensory system during therapeutic interventions, including but not limited to: performing transfers, bed mobility, dressing skills, therapeutic exercise, postural control,  splinting/orthotic fabrication, and assistive technology or computer use. These skills must further be performed while maintaining effective body-mechanics to prevent injury to self or of the client.  

Accommodations

Applicants are encouraged to discuss their disabilities with the Program Director and/or AFWC in order to assess for the accommodation that may be needed. After enrollment, a student with a disability may directly contact the Program Director if they wish to request reasonable accommodations. Verification and documentation of the disability by a qualified professional, e.g. physician, psychiatrist, psychologist will be needed prior to the determination of reasonable accommodations. Accommodations will not be considered reasonable if they affect the substance of the occupational therapy educational program, compromise the OTD program or South College’s educational standards, and/or negatively affect the safety of students and/or other individuals, including clients/consumers, with who they may come into contact in the course of their studies.  All information submitted on accommodations provided is considered confidential and will be treated as such. 

Students with documented disabilities are entitled to receive approved accommodations or modifications, auxiliary aids, or appropriate academic adjustments that will enable them to participate in and benefit from all educational programs and activities of the College.  All accommodations, modifications, and services are provided on a case-by-case basis and may vary depending on the needs of the student and his/her classes (online, on ground, or both).  Reasonable accommodation refers to ways in which the College can assist students with disabilities to accomplish learning activities. Reasonable accommodation does not mean that students with disabilities will be exempt from completing certain tasks. Applicants who cannot complete essential program tasks, even with reasonable accommodation, are not eligible for admission. Any previously made offer of admission may be withdrawn if it becomes apparent that the student cannot complete essential tasks even with accommodation, or that the accommodations needed are not reasonable and would cause undue hardship to the institution, or that fulfilling the functions would create a significant risk of harm to the health or safety of others. Certain aspects of the academic program may be considered essential as designed.  Accommodations which create a fundamental change of an essential element of the program will not be granted.  Students may receive the same or similar accommodations in other areas of the program where the accommodation does not create a fundamental change to an essential program element.

Steps for requesting, continuing, and/or waiving accommodations can be found in the OTD Student Handbook (Section 6.20.0 - Services for Students with Disabilities).

South College does not discriminate on the basis of disability in education programs and activities pursuant to the requirements of Section 504 of the Rehabilitation Act of 1973, as amended by the Rehabilitation Acts Amendments of 1974 and the Americans with Disabilities Act (ADA) of 1990. Inquiries and charges of violations concerning these acts should be directed to the designated Disability Services Coordinator at the campus.

Estimated Program Costs (2024-2025)

Quarterly Tuition ($11,975 per quarter x 8 quarters) 10-20 credit hours ($11,975) 1-9 credit hours ($800 per credit hour)	$95,800
Technology Fee ($695 per quarter x 8 quarters)	$ 5560
Supplemental Application Fee	$ 60
Graduation Fee	$ 300
Subtotal costs	$ 101,720
Additional Program-Affiliated Expenses
Computer, Textbooks, Clinical Apps, Licensure Prep materials	$ 3,500
Occupational Therapy professional equipment	$ 180
AOTA student membership ($78 per year) x 2 years	$ 156
State Chapter student membership ($0 - $40 per year) x 2 years	$ 80
OTCAS Application Fee (for application to one OTD program)	$ 164
Lodging costs for onsite Lab Intensives ($50 x 90 training days)	$ 4,500
Totals for entire Doctor of Occupational Therapy Program:	$ 110,300

Notes:

^a These are estimated costs for the entire program. Tuition, fees, and costs are subject to change. Tuition for in-state and out-of-state residents is the same.

^b Estimated costs for textbooks and tablet clinical applications are based on current course requirements.

^c Occupational therapy equipment costs include a student kit consisting of common clinical exam instruments, gait belt, exercise mat and more.  A portable treatment table is highly recommended for personal practice at home.

^d Rates vary depending on state of residence (generally range from $0 - $40 per year).

^e This includes a base fee to OTCAS and an application to one OTD program.  Each additional program applied to adds $71 per program to your OTCAS fees.

^f Estimated lodging costs apply to students commuting to Atlanta and Knoxville for onsite Lab Intensives.  This estimate includes Orientation, 6 Lab Intensives, and Graduation Week activities for a total of 86 required training days.  An additional 4 days are included should the student be required to remain after a Lab Intensive session for remedial training and retesting.

^g Students are required to make their own lodging arrangements for Lab Intensive sessions. Costs may vary according to campus location. Block room pricing is available at some hotels. Several extended stay hotels are available in the area around the campuses. Additionally, many students rent vacation homes with other classmates.

Payment of Tuition and Fees

All charges are due and payable on or before the registration date for each quarter. Circumstances which prevent a student from adhering to these dates should be discussed with the Business Office. Students attending South College under a loan should confer with the Financial Aid Department concerning the payment of fees. Students attending the college under the G.I. Bill should discuss payment of school fees with the Director of Financial Aid. Tuition and fees are subject to change at the end of any quarter. Failure to make proper payments, unless otherwise cleared with the Business Office, will result in dismissal from the college.  

Academic Calendar

The Doctor of Occupational Therapy academic calendar may vary from the institutional calendar. Information will be provided to Occupational Therapy students both in-person and via Canvas.

Grading System

Academic Course Grading: Course directors/faculty determine the grades for each course with specific requirements defined within the course syllabus. Evaluation methods assess student achievement of specific educational learning objectives, and in a broader sense, their communication skills and professional behaviors. The means by which a final grade is computed may include, but are not limited to, written examinations, practical examinations, skill checks, oral presentations, written assignments, laboratory exercises, online class participation, clinical participation, and clinical performance. All didactic courses are graded with a letter grade of A, B, C, F, or I.

Where objective testing is used, scores and grades are correlated as follows:

Grade	Quality Points	Range
A	4.00	90.00 - 100
B	3.00	80.00 - 89.99
C	2.00	70.00 - 79.99
F	0.00	69.99 and below
I	***	Incomplete

Clinical Education Course Grading: The fieldwork supervisor and students will perform mid-term and final performance assessments during each clinical education experience. This is to be completed online through the FWPE in the Exxat database. The AFWC should also sign off as applicable. The AFWC will have access to see when these are completed. More information regarding expected performance criteria for each clinical course can be found within the Fieldwork Manual. Students are encouraged to actively seek out more frequent feedback from their clinical faculty to complement midterm and final assessments.  Establishing a professional relationship and open communication with clinical faculty will facilitate this feedback.

Minimum Requirements for Progression

Successful progression in the OTD program requires each student to earn a minimum acceptable grade for all academic and clinical education courses, maintain minimum standards for quarter and cumulative grade point averages (GPA), and exhibit appropriate professional behaviors throughout the program. Specific requirements for progression are detailed below: 

1. Academic and Clinical Course Grade Requirement: Students must achieve a final grade of “C” or higher (i.e., ≥ 70%) for all academic courses and “Pass” for all clinical courses to progress to the next academic quarter.   

1. Cumulative Grade Point Average (CGPA) Requirement: Students must have a minimum CGPA of 3.0 to graduate from the OTD program. Allowances will be made in the first year of the program for students with CGPA below 3.0.  At the end of Quarter 1, students with a CGPA between 2.0 and 2.5 will be placed on academic probation. Students with a CGPA between 2.51 and 2.99 will be placed on academic warning. Students receiving a failing course grade anytime during the program will be dismissed regardless of their CGPA. 

At the end of Quarter 2:  

• Students placed on probation after Quarter 1 will have the following conditions based on their cumulative GPA at the end of Quarter 2:  
  • GPA < 2.7 will be dismissed from the program.
  • GPA between 2.7 - 2.99 will continue on probation and be allowed to progress into Quarter 3.   
  • GPA > 3.0 and probation status will be removed.  
• Students placed on academic warning after Quarter 1 will have the following conditions based on cumulative GPA at end of Quarter 2:
  • GPA < 2.7 will be subject to dismissal.
  • GPA between 2.7 - 2.99 will be placed on probation and be allowed to progress into Quarter 3.
  • GPA > 3.0 will continue in good standing without academic warning  

At the end of Quarter 3: 

• Students on probation who do not increase their cumulative GPA to > 3.0 will have their academic progress reviewed and will be subject to dismissal.
• Students with cumulative GPA < 3.0 without prior academic warning or probation will be placed on probation and will have 1 academic quarter to raise their GPA to > 3.0. 

Students must have a minimum 3.0 cumulative GPA at the end of Quarter 4 and all subsequent quarters thereafter to progress in the program. Students with cumulative GPA’s that fall below 3.0 at any time point in the program after Quarter 4 will not be permitted to progress to their next clinical experience. The student’s academic record will be reviewed by program administration and will be subject to dismissal from the program.   

Students dismissed from the program at any time may appeal this dismissal and will follow the procedures for appeal as defined in the OTD Student Handbook. 

Professional Behavior Requirement: Students must display appropriate professional behaviors during all academic and clinical education courses. These are requisite behaviors for any student or licensed occupational therapist and necessary for successful clinical practice. Any incident of violation of the South College Student Conduct Standards and Regulations, the South College Honor Code, or the AOTA Code of Ethics, and the OTD Program expectations for professional behaviors (see Section 2 of this Handbook) will be reviewed by the program for recommendations for subsequent actions and may include dismissal from the program.  

Student performance is evaluated at the completion of each academic term to determine if academic and fieldwork standards are met. Students who achieve or surpass these minimum standards will be allowed to progress in the program. Students with extenuating circumstances may be permitted to continue in the program at the discretion of the Program Director. 

Once final course grades are posted, any student who does not meet the minimum requirements for progression may be placed on academic probation, withdrawn, or dismissed from the program in accordance with the student handbook. 

Academic and Professional Probation

A student is placed on academic or professional probation for any of the following conditions: 

• Cumulative GPA of less than 2.50 at the end of the 1^st quarter or below 3.0 for quarters 2 or 3 as described in the Minimum Requirements for Progression. 
• Violation of the South College Student Conduct Standards and Regulations, the South College Honor Code, the AOTA Code of Ethics, and/or the OTD Program expectations for professional behaviors (see Section 2 of the OTD Student Handbook) to a degree that does not warrant academic dismissal. 

The student is notified in writing by the Program Director informing them they are placed on probation. The written communication requires the student to meet with their academic coach to develop a student success plan that supports them in the area(s) of the academic difficulty and defines requirements to remove probation status. Included within this success plan may be regular meetings with the academic coach. 

To remove probation status, the student must: 

• Achieve a cumulative GPA of at least 3.00 by the end of the term following being placed on probation. Students who do not achieve a 3.00 cumulative GPA by the following quarter who report extenuating circumstances may be given an administrative override by the Program Director and permitted to progress in the program. 
• Demonstrate corrective action and a consistent pattern of professional behaviors consistent with the South College Student Conduct Standards and Regulations, the South College Honor Code, and the AOTA Code of Ethics, and the OTD Program expectations for professional behaviors (see Section 2 of the OTD Student Handbook). Conduct is evaluated by the Academic Standing and Progression Committee/Program Director before probationary status is removed.   

The student is not permitted to be on probation for more than one quarter unless circumstances warrant an administrative override by the Program Director. A second issue relating to probation may result in dismissal from the program. The Program Director will notify the student and Registrar of the academic dismissal action in writing. 

Academic Dismissal

Students who fail to achieve the expectations for progression as stated in the policies and procedures will be dismissed. Academic dismissal will occur upon any one of the following:

• A student receives a grade less than “C” in any academic course or a “Fail” in any fieldwork course. 
• A student withdraws from any course during the term, therefore, not successfully completing all required courses for a given quarter, unless an alternate degree plan has been approved.  
• Inability to be removed from probation status in the time frames established in the OTD Student Handbook.
• Cumulative GPA that is less than 2.7 at the end of Quarter 2 will be subject to dismissal. After Quarter 3, students on probation who do not increase their cumulative GPA to > 3.0 will have their academic progress reviewed and will be subject to dismissal.
• Violation of the South College Student Conduct Standards and Regulations, the South College Honor Code, the AOTA Code of Ethics, or the OTD Program expectations for professional behaviors (see Section 2 of this Handbook). 
• Any determination by the Program Director or OTD program faculty that the student is unfit for clinical practice as an occupational therapist or is otherwise not meeting the requirements of the OTD program and South College.

 The student will be notified of this academic dismissal in writing and informed of the appeal procedure.  

Appeal of academic dismissal is heard and decided by the Academic Standing and Progression Committee and a recommendation is submitted to the Program Director. The Program Director may accept or reject the recommendation of the Committee and provide the decision in writing to the student. If unsuccessful in the appeal of the dismissal, the student may submit an appeal to the Dean of Academic and Student Services within three business days of receipt of the decision. Should that appeal be denied by the Dean, the student may submit a final appeal to the Chief Academic Officer (CAO) within three business days of receipt of the decision. The decision of the CAO is final and not subject to further appeal. Students with a final dismissal from the OTD program may reapply for admission through the regular admissions process, unless an alternative process/arrangement is deemed appropriate by the Dean and/or Program Director.

In certain cases, dismissed students may be offered to decelerate or be admitted to the next admissions class and restart the program. This alternative to reapplying to the program through the formal admissions process is offered on a case-by-case basis and subject to the decision of the Program Director after evaluation of the student’s performance to date.  Should a student be readmitted or decelerated through this process, a reinstatement/deceleration plan will be developed prior to the student restarting the program. This plan will outline what courses the student must audit versus what courses must be repeated for a grade as a regularly enrolled student. The reinstatement plan typically requires all courses in which the student earned a “C” or lower to be repeated. Students can elect to repeat all courses should they so desire. Note: Audited courses do not replace previous course grades nor do they count towards credit hours enrolled for a given quarter. Therefore, the student should consult with the Financial Aid Department to determine how the reinstatement/deceleration plan affects their aid package. Courses repeated for credit will replace the previous grade and impact the CGPA. Readmitted or decelerated students must achieve the minimally accepted CGPA at the conclusion of their first quarter in which they return to the program as described in the Minimum Requirements for Progression.

Graduation Requirements

To graduate from the Doctor of Occupational Therapy program, the student must be in good academic and professional standing, have satisfactory progress in all quarters of the academic program, and satisfactorily complete the following:  

• Successfully complete the required 135 quarter credit hours of academic and clinical education course work.
• Maintain a minimum cumulative grade point average of 3.00 or above.
• Achieve a letter grade of “C” (70%) or better in all academic courses.
• Successfully complete and “Pass” all clinical education courses.
• Achieve entry-level competence as an occupational therapist, as demonstrated on the Fieldwork Performance Evaluation (FWPE).
• Exhibit professional behaviors consistent with clinical practice as described in the AOTA Core Values, and the Code of Ethics for the Occupational Therapist within the OTD Student Handbook.
• Complete all required South College and OTD Program documents in preparation for graduation.
• Honor all professional and financial obligations to South College as published in the South College and OTD Program Handbooks, and as specified in any written communications from the school’s administrators.

South College reserves the right, and the student, by the act of matriculation, concedes to give South College the right to require withdrawal at any time the college deems it necessary to safeguard the standards of scholarship, conduct, and compliance with regulations, or for such other reasons deemed appropriate by South College as set forth in the South College Student Handbook, OTD Student Handbook, and/or the South College Catalog. 

The following statement from the Accreditation Council of Occupational Therapy Education (ACOTE) provides guidance on completion timeline requirements for the fieldwork and capstone components of the OTD educational program:

OTD Level II Fieldwork and Capstone Requirement

Students must complete 24 weeks of Level II fieldwork and an individual 14-week capstone experience within 12 months following the completion of the didactic portion of the program. The doctoral capstone experience must be started after completion of all coursework, Level II fieldwork, and preparatory activities defined in 2023 ACOTE OTD Standard D.1.H3o.

The Doctor of Occupational Therapy program is offered at the Knoxville and Atlanta campuses.