12/16/16 1 OT PROGRAM STRATEGIC PLAN Master of Occupational Therapy Program School of Health Sciences College of Sciences and Health Professions/Cleveland State University Years: 2016-2020 Analysis of program evaluation, internal and external environments: 1. STUDENTS Program Evaluation Results Internal Institutional Environment External Environment Strengths Strong Student Outcomes: *NBCOT exam pass rates above national average - 2014, 2015: 100% pass rate. *Graduation rate is 97% over 2014-15 *Employment: (low response rate) per those who responded to survey, 95% employed within 6 months of graduation. Engaged Students & SOTA: *100% membership in AOTA strong community service activities (Buckeye Wellness Center, CCBDD Food Pantry, Boo at the Zoo, Go Baby Go); *fundraising for community agency (Buckeye Wellness Center, Gigi); *brownbag lunches with a variety of speakers from community, AOTA. *Campus PR activities: bake sale, info tale in Student Center; Social events, *Increased attendance at OOTA and AOTA conferences Student Supports *Employment preparation Annual Interview Day with Career Services after Level II FW Growing monetary supports for students to attend conferences to present scholarship or projects. College of Graduate Studies now provides student orientation for incoming students to university services and opportunities for students to network. Annual College Research Day where students present posters on their research/projects Faculty culture that is student- focused Strong employment growth predicted Several large health care facilities in region Employment opportunities growing in schools and SNFs
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OT PROGRAM STRATEGIC PLAN
Master of Occupational Therapy Program School of Health Sciences
College of Sciences and Health Professions/Cleveland State University
Years: 2016-2020 Analysis of program evaluation, internal and external environments: 1. STUDENTS
Program Evaluation Results Internal Institutional Environment External Environment
Strengths
Strong Student Outcomes: *NBCOT exam pass rates above national average - 2014, 2015: 100% pass rate. *Graduation rate is 97% over 2014-15 *Employment: (low response rate) per those who responded to survey, 95% employed within 6 months of graduation. Engaged Students & SOTA: *100% membership in AOTA strong community service activities (Buckeye Wellness Center, CCBDD Food Pantry, Boo at the Zoo, Go Baby Go); *fundraising for community agency (Buckeye Wellness Center, Gigi); *brownbag lunches with a variety of speakers from community, AOTA. *Campus PR activities: bake sale, info tale in Student Center; Social events, *Increased attendance at OOTA and AOTA conferences Student Supports *Employment preparation Annual Interview Day with Career Services after Level II FW
Growing monetary supports for students to attend conferences to present scholarship or projects. College of Graduate Studies now provides student orientation for incoming students to university services and opportunities for students to network. Annual College Research Day where students present posters on their research/projects Faculty culture that is student-focused
Strong employment growth predicted Several large health care facilities in region Employment opportunities growing in schools and SNFs
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*5 student scholarships * Annual monetary awards for service, leadership, research, and academic achievements *Students receive OOTA and AOTA scholarships *Each student assigned a FT faculty advisor
Weaknesses Financial/Social/Cultural *Rising student debt; working and going to school full-time, multiple responsibilities *More requests to complete Level II FW in town due to financial and complex social issues *Lack of diversity of students SOTA: poor visibility on campus and interactions with other student organizations; not all students participate; what's in it for me vs attitude of service Student Advising: Relatively unstructured system
Graduate students in health professions pay higher tuition rates than others. Number of graduate assistant positions declined this past year from 10 to 6.
Student loans are structured for 9 month AY placing growing strain on students to pay summer tuition. Practice scholarships come and go based on need.
Opportunities Outcome measures: *Explore other ways to contact students to determine employment *Revise alumni and employment surveys (too long) and update databases and distribution methods SOTA: Encourage SOTA to develop interprofessional community service initiatives: reach out to DPT, SPH, and undergraduate student clubs
Student Achievements *Enhance visibility of students and their achievements and accomplishments to college, university, region, nationally through PR initiatives
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Encourage students to pursue service that leads to the concept of being a powerful OT; what activities will empower students Student Supports: *Develop more student scholarships or other ways to help with financial pressures *Review and refine advising system *Alumni outreach to increase donations to student scholarships; email charitable contribution request every November; Emphasize at various events (distinguished speaker, AOTA conference) *Develop more structured ways to notify students of scholarship opportunities - look at timing of notifications - perhaps a SOTA role?
Threats
Financial *Rising tuition costs or continued shifting of expenses to students (e.g., cost of clinical sites) *Possible loss of more Graduate Assistant positions as these are shifted to PhD students from other departments in college
Financial Student debt rising - a national problem Social/Cultural Elevation of entry-level degree to OTD creates additional barriers to diversifying workforce. Clinical sites Some sites beginning to or threatening to charge for student clinicals which could threaten students' exposure to certain practice areas and may create additional costs for students.
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2. FACULTY
Program Evaluation Results Internal Institutional Environment External Environment
Strengths Scholarship and Creative Achievements (since 2013) *Actively publishing in peer reviewed journals (AJOT, JOS, OTJR): 19 peer reviewed publications (6 with students as co-authors). *writing/editing books/book chapters: 1 edited book, multiple chapters *Presenting at professional conferences: AOTA and SSO:USA, Education summit; OOTA; AOTA student conclave: 44 presentations *External grants: 4 (Ohio Dept of Ed-$720,000, OBWC-$249,000, MetroHealth -$5000), 2 submitted: with VA/CCF ($1.1 million); NIH *Internal grants: 2 civic engagement grants Innovative Teaching *Use state of the art technology: video labs, twitter, blackboard, mentimeter.com for live instructor feedback during class, Apps for mental health, self-regulation, coping, and sensory-perceptual skills, inputting information in electronic medical record system, some flipped classrooms, simulated driver’s education, sight center - ADLs in kitchen; fieldtrips Chilton, fieldtrips to Miller’s to experiment with different types of wheelchairs and seating options, fieldtrip to Advanced Arm Dynamics to for hands-on experience with prosthetics; West Bay Care Center dementia unit; hands on learning; hospice, Magnolia house *Service Learning - occupation-based practice in diverse community-based
*Travel funds available to support faculty attendance to professional conference per AY year *Dean's Office attempting to reduce disparities between levels of compensation of PDs. *we are getting faculty positions - just hired 2 new faculty (replacement positions)
;
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settings supporting the Mission of CSU State/National Awards *OOTA Award of Merit: SB, GG, BE, JB *FAOTA: SB *Cleveland Health Care Heroes Award: SB *OSU’s Hite Symposium Award: SB Service *University/College: Faculty Senate, University Faculty Affairs, AAUP, College PRC, College Budget and Planning, School PRC, Strategic Planning Committees, External PRCs, Peer Evaluations *National *AOTA: School Mental Health Work group (SB) *SSO:USA: Board and Legal Chair (BE) *Editorial Review Boards: OTJR (BE), WORK (GG) *Guest reviewers: CJOT, AJOT, OT International (SB, GG, BE) *AOTA exam prep (KK) *State: *Ohio Academic FW Consortium (SW) *Ohio Mental Health Network for School Success: SB Faculty Rank and Tenure/attributes 3 full professors with tenure (1 retirement May 2017) 1 assoc clinical professor with tenure 2 asst professors 1 asst clinical professor Faculty are student -focused and collegial
Weaknesses *We are not always aware of what everyone is doing. *Leadership succession and transitions are a concern due to prior and upcoming
*No additional faculty positions given after increasing cohort size from 30 to 45 (50%) Faculty shortage - constraints limit
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retirements *Core faculty are retiring faster than we can rehire. *Keeping faculty expertise balanced, as people retire (recent retirement of mental health expert and upcoming retirement of technology expert) *To stay current and competitive, future program development initiatives place more time constraints on faculty *Faculty mentoring of part-timers is time consuming
abilities to explore new opportunities *Enrollment driven budget and upper administration * Funds limited to attend program director and AFWC meetings, especially for AFWC. *Grant funding is challenging; little support in School/College/University in grants management *Salary compression and imbalance between salaries of newer hires and those who have longevity at CSU *Increasing service demands but receiving less credit for efforts re workload *Despite nominations for teaching and scholarship, faculty are not being recognized for achievements by college as much as they should be
Opportunities *Creating a positive culture of inquiry, scholarship, and creativity *Embrace KT as a main focus and strategically develop and implement a model to meet needs of community and profession *Explore ways to strategically nominate colleagues for awards and recognition *Improve external funding success: Seek out external funding opportunities, attend AOTA continuing education workshops, identify mentors who can aid new faculty in teaching, scholarship, service. *Develop strategies for leadership development *Encourage faculty to seek merit awards *Publicize faculty achievements *Strategically choose college/university/state/national committees that complement skills,
*Educate administration about value of OT Program and continually advocate for new positions.
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promote the profession, and enhance our image and programs
Threats
*Resource constrained environment with many programs throughout university operating with reduced faculty and competing needs.
*External funds competitive *Difficulty finding qualified faculty *Faculty shortages in OT nationally
3. PROGRAM/CURRICULUM/SPACE
Program Evaluation Results Internal Institutional Environment External Environment
Strengths Well-prepared for entry-level practice (per SEFWE, FWPE, Employer/Alumni Surveys) -students demonstrate positive professional behaviors, good interpersonal communication skills, client-centered, responsible, good documentation/assessment skills, able to articulate role of OT, responsible for learning; therapeutic use of self -Value practicum, service learning, and leadership experiences. -Practice sample NBCOT questions throughout curriculum Community service learning strong component *County Board of DD: Occupation-centered/psychosocial Level I - SW *Friendly Inn Settlement House: occupation-centered service learning: SB *Eliza Bryant: occupation-centered service learning for older adults: RC *Office of Disability Services: service learning for CSU students with disabilities and assistive technologies *Urban Health Fellows Program: service learning mentorship program for freshman interested in health
*OT program listed as high priority in terms of receiving resources *Administration (Dean) supportive of transition to OTD entry-level degree *Supportive School Director, Assoc Director, Dean's Office, Provost *New lab space in PE 71 (environments) and IM building (mat lab) with advanced technologies *Upgrades in several teaching and lab space in HS building to advance technologies. *2 new administrative personnel to assist with secretarial and operations of program (share with PT) *Student space is adequate- students have study areas in HS, IM, and Julka *Successfully applied for and received tech fee money from university to enhance current space and teaching technologies
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professions Clinical Placements *Successful in placing students in 5 different clinical experiences *100% pass rate on Level I and SL experiences *Offer wide variety of experiences: traditional hospital-based, Center for Discovery (therapeutic farm), locations across country. *Offer students opportunity to take FW in town but possibly off schedule. Reflection and Clinical reasoning interwoven throughout courses to promote critical thinking, reflective practitioner, therapeutic use of self, just right challenge, socioemotional learning Evidence-based practice: Framework offered in Research class and assignments in each class to apply evidence Occupation-centered *Emphasis on occupation-centered practice throughout curriculum Innovative lab space and teaching technology *enhances teaching effectiveness *prepares students to use technology in practice Certificates: school certificate and gerontology Part-time options *makes program accessible to students with other family/social obligations or financial obligations Part-timers Rich source of part-timers who share their expertise with program in areas such as administration, splinting, SCI rehabilitation, industrial rehab, pediatrics, mental health, home care,
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etc. Distinguished Speaker Day *Invite strong OT national leader each year to present to community and students
Weaknesses Preparation could be improved in following areas (per SEFWE, FWPE, Employer/Alumni Surveys) * ability to grade/modify activities and plans, articulating how activity relates to goal *speed of documentation, grammar/spelling errors *more practice with assessments and evaluation process, discharge planning; *management of OT services; *acute care *applying evidence to practice *supervision of OTAs *translating occupational science to practice Reliance on Part-timers *Rely on part-timers to teach 38% of our curriculum and it is challenging to monitor their effectiveness *Relying on some part-timers to supervise research projects due to faculty shortage IPE *Challenging to coordinate IPE activities given busy MOT curricula Program policies and description *Policies re FW withdrawal, program dismissal, and appeal process need to be revised to improve clarity. Could improve strategies used to monitor student progression through program. *Advising system could be more structured.
*Upper Administration has hesitated to support transition to entry-level OTD without enrollment increase. *Limited space for faculty offices requiring one new faculty to have office in new building *Basement of HS building floods periodically. *Space is university-wide issue *Growing pressure from administration to grow enrollment even though we are at capacity with space, and experiencing faculty and clinical site shortages
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Opportunities Curriculum *Develop entry-level OTD *More exposure to acute care and SNF practice and embed in OP 1,2,3 courses using case studies *Enhance lab on vitals in Medical Conditions and review in Level I *Explore development of SL in medical settings *Explore how we can make occupation more explicit in assignments and activities *Explore other ways to integrate mental health in FW experiences *Explore how reflection is used in various courses *Explore developing specialty electives in acute care, orthopedics, life span, home care *Schedule advanced technology course in spring and promote as interdisciplinary course *Implement documentation changes from curricular review - make sure discharge planning and summary are included *Strengthen articulation of connections of curricular threads to practice *Add refresher skills workshop for students before they go out on Level II (acute care, inpatient hospital) IPE Build curricular thread with nursing Participate in MEDTAPP program Consider expanding SL to include other disciplines Review IPE as a curricular review topic Encourage students to participate in IPE activities Expand community of practice activities and collaborative ties with CMSD, state,
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nationally *Participate in revision of MSHS Culture Certificate as an alternative way to provide service to community and enhance IPE Technology *Continue to optimize use of tech fees. *Need technology committee to monitor and coordinate faculty/student needs Student Policies and Procedures *Review and revise student handbook to clarify withdrawal, dismissal, and petition processes. Part-timers *Refine ways to prepare part-timers to teach a course and understand how content fits within the curriculum to enhance their effectiveness. Ensure that they understand the Program’s occupation-centered philosophy and are grounded in the OTPF. *Develop a bank of consistent adjuncts to stabilize program
Threats Concerns that failure to transition to entry-level OTD will place program at risk for reduced enrollments and loss of talented students who may choose to go elsewhere
* Most OT programs in State are transitioning to entry-level OTD. *Fieldwork shortage given the growing number of OT schools in Ohio and nationally *State funding declining for higher education. *Increased focus on productivity and clinical ed impact on productivity *Growing disconnect
between practice and education *Transition to entry-OTD is growing nationally.
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4. COMMUNITY ENGAGEMENT AND CAPACITY BUILDING
Program Evaluation Results Internal Institutional Environment External Environment
Strengths Community service learning strong component refer to curriculum Community Collaborations/Partnerships Initiatives with OT practitioners: *Ohio Every Moment Counts (Oh Dept of Education): Knowledge translation initiative to promote mental health in schools - model is being adopted nationally -SB *CSU:University Hospitals partnership to promote education and research - BE, KK, GG *University of Utah: Pollie Price: Collaboration to develop knowledge translation pilot project focusing on occupation-based practice (BE) Initiatives with community and consumers: *Buckeye Wellness Center: community based wellness - BE *Cleveland Department of Aging: RC *Replay for Kids: Part of team course: KK *Invacare: education, research: GG *Jennings Center for Older Adults: promoting safe patient handling for STNAs: GG, BE, PT, nursing, engineering *Indian Health Services in New Mexico: Level I FW: KK *St Vincent -CSU Center for Behavioral Health (SB) *Galvin Therapy Center (KP) *InMotion: Wellness Center for individuals with Parkinson’s Disease:
*Values community engagement and provides small internal grant opportunities to promote activities.
*Community practitioners eager to participate in knowledge translation initiatives. *Community practitioners want to partner to learn more about research
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research and education collaboration (BE, RC)
Weaknesses *Difficulty finding out what other community outreach is being done by others at the university which impacts collaborative efforts. *Many of our efforts do not include other disciplines *Difficulty finding funding to support activities. Unsuccessful HCOP proposals.
*University resources are limited and may impact ability to offer post professional OTD *Poor coordination of community outreach activities at the college and university level *Weak support to assist with grant writing and management.
*Many community practitioners have not sought out higher degrees; many with BSOTs or MOTs; few with OTDs or PhDs
Opportunities *Explore the possibility of offering a post-professional OTD to build capacity of practitioners as clinical experts and future educators *IPE champion helping to identify other community engagement opportunities *School strategic planning subcommittee identifying what other types of community engagement is occurring within school *Expand outreach to community engagement that involves IPE *Seek external funding to support initiatives
Threats
*Grants supporting community engagement activities are highly competitive and difficult to secure.
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STRATEGIC PLAN
(2016-2020)
Institution’s Strategic Goals: University: Sustain and enhance academic excellence and student success; Maintain Economic Stability; Respond to Community Needs; Construct a Distinctive Image of Enduring Quality College: Meet needs of all CSU students School: Enhance initiatives to promote student success (educational, social, financial) and to promote diversity within the professions so that our students can become activated members of proactive practice teams;
Long-Term Program Goal
Action Steps Person(s) Responsible
Due Date for Action
Results / Update
1. Make our program accessible to the citizens of NE Ohio and beyond.
Update Grad College Web site annually to assure accurate information is posted.
PD Jan 2017, 2018, 2019, 2020
Form admissions committee to review process, make annual recommendations in spring, and implement any changes to streamline process using OTCAS
PD and faculty Form Committee Aug 2016, 2017, 2018, 2019, 2020 Recommendations to faculty annually in March 2017, 2018, 2019, 2020
Enhance existing student scholarships and gift account and develop and endow 1 more scholarship for MOT Program students through increased efforts to raise funds for the Program- renew efforts to engage alumni in fundraising by developing and implementing a strategic fundraising plan
PD Fall email drive; Nov-Dec 2016, 2017, 2018, 2019,2020 Strategic plan April 2017; revise April 2018, 2019, 2020 Endow new scholarship Dec 2020
Systemize notification process of potential scholarship for students to promote successful applications
PD Process in place April 2017
Convert Intent to Enroll to PD and faculty Begin March 2017,
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competitive admission for BSHS Students to ease management; Reserve 15 slots annually for BSHS students
continue March 2018, 2019, 2020
Engage pre-OT student club in MOT SOTA activities
Faculty and SOTA
April 2018, 2019, 2020
Sustain scholarships targeted for disadvantaged students
PD Annual appeal at DSD March/April 2017, 2018, 2019, 2020
Participate annually in pipeline programs (CHAMPS, NEOREMA, urban health fellows, TRIO, Tri-C outreach)
Faculty Aug 2017, 2018, 2019, 2020
Implement 2 additional strategies to monitor student progression and professional development through program (e.g., advising)
Faculty May 2017
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Institution’s Strategic Goals: University: Sustain and Enhance Academic Excellence and Student Success College: Educate Students for Careers in Science; Promote Quality Teaching. School: Develop, implement and maintain sustainable state of the art educational programs that reflect the evolving health system and societal needs related to health and well-being
Long-Term Program Goal
Action Steps Person(s) Responsible
Due Date for Action
Results / Update
2. Prepare graduates for entry level practice in complex interdisciplinary systems/settings to meet the occupational and health needs of diverse individuals, groups, and populations as measured by Program outcomes.
Create an inventory of main assessments taught in curriculum that are used in community practice.
Faculty April 2017
Redesign assessment assignments to promote more hands on application and add a level of clinical reasoning.
Faculty January 2017
Incorporate two inter-professional educational activities into curriculum
Faculty Dec 2016-2020 March-April 2017-2020
Participate with Nsg MEDTAPP program to develop IPE Curricular threads
Faculty March 2017-2020
Enhance use of case study analysis/case stories of diverse clients, groups, populations in various practice settings that focus on occupation-centered practice, EBP, application of multiple relevant frames of reference, and interdisciplinary collaboration
Faculty Curricular review March 2018
Explore use of standardized patients and integration with IPE and curricula
Faculty Aug 2019
Attend national or state conference meeting for prof development & to participate
Enhance number and variety of fieldwork placements opportunities
AFWC Aug 2020
Conduct needs assessment for entry level OTD
PD Jan 2017
Write proposal for entry-level OTD Program: PDP, full proposal
PD Aug 2017
Obtain accreditation of entry-level OTD Program
PD and Faculty 2020-2021
Implement one or more additional methods to monitor student progression through program
Faculty May 2017
Clarify and monitor FW policies re learning contracts, withdrawal, failure, and dismissal and assure these are in line with ACOTE and university policies
AFWC PD May 2017, 2018, 2019, 2020
Form a technology committee that will enhance and maintain technologies used for teaching and in practice through use of tech fees and other resources as available; post annual report on BB
Faculty Aug 2016-2020 Tech fee request submitted Fall 2016
Enhance use of technology in the areas of electronic documentation and telemedicine
Dec 2016, Aug 2017
Proactively request faculty positions to reduce reliance on part-timers and to replace retiring faculty.
PD Feb 2017-2020
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Enhance and maintain number of part-time instructors with adjunct faculty appointments
PD March 2017-2020
Develop more formalized orientation for new part-timers to acquaint them with curricular design and teaching methods
PD Aug 2017
Develop 3 new courses that will become part of the entry-level OTD, e.g., population health, advanced practice areas
Faculty May 2020
Arrange 1-2 seminars per year that focus on improving teaching effectiveness of faculty and part-timers
PD Oct 2017-2020; March 2017-2020
Utilize special topics course to take advantage of innovation and needs in the community that will offer students unique opportunities or research/project opportunities.
Faculty Jan 2017; consider Aug 2017-2020; Jan 2018-2020
Every moment counts in Cleveland International school (SB) Research (KK)
Enhance acute care curricula to address IPE, policy, and practice
Faculty Sept 2016; Jan 2017
Emphasize vitals in Occ Conditions and Practicum courses beginning Fall 2016
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Institution’s Strategic Goals: University: Create a Supportive Learning Community College: Foster Creation of New Knowledge; Promote Culture of Service; Promote Quality Teaching School: Build leadership capacity of faculty, staff, students, and the community in innovative research, administration, education and practice within the health system; Proactively represent and market the school’s achievements internally and externally; Develop a collaborative and strategic culture for obtaining funding and resources to advance innovative education, research, and practice
Long-Term Program Goal
Action Steps Person(s) Responsible
Due Date for Action
Results / Update
3. Faculty will demonstrate leadership in research, education, practice, and service within university, community, state, nationally, and/or internationally
Write or participate in interprofessional/collaborative grants to fund research, service, education programs
Faculty Identify opportunities Aug 2017, 2018
1) Ohio Bureau of Worker's Comp; 2) VA-CC grant for urocontrol device - submitted but not funded.; resubmitted Fall 2016 by VA/CCF
Each faculty member will serve on one School, College and/or University Committee to develop partnerships and enhance program image within the School, College, and University
Faculty Aug 2018-2020
Each faculty member will provide professional service in the community, regionally, at state-level, nationally, or internationally and sustain involvement
Faculty Aug 2018-2020
Actively make works accessible each year, e.g., present at conferences, publish in peer-reviewed journals, write books/book chapters, etc.
Faculty Aug 2017-2020
Attend at least one professional conference each year.
Faculty Any of following: SSO: Oct 2016-2020 Ed summit: Oct 2017, 2019 OOTA conf: Oct 2016-2020
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AOTA conf March/April 2017-2020
Serve on school strategic planning committees and actively participate in process
Faculty Meet 4 X per year, 2016-2020
Educate administration and community partners regarding the distinct value of OT in various settings by sharing important research articles, outcomes, faculty accomplishments via social media, email, and/or annual newsletter
Faculty and PD annual blast via newsletter, Facebook; May 2017-2020
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Institution’s Strategic Goals: University: Create a Supportive Learning Community; Respond to Community Needs College: Work with Community Partners to Provide Instruction with Real Life Context and to Understand Community Problems and Find Solutions for Them. School: Collaborate with relevant stakeholders at the local, state and national levels to advance our vision and to create productive interactive relationships externally to the School of Health Sciences
Long-Term Program Goal
Action Steps Person(s) Responsible
Due Date for Action
Results / Update
4. Program will promote occupational justice and health among individuals, groups, and populations through service, research, and practice
Offer service learning programs that emphasize occupational engagement to individuals, groups, or populations
Faculty Aug 2016-2020; Jan 2017-2020 3 options each year
AY 2017: Offer 3 in program: Eliza Bryant, Students with disabilities, Friendly Inn
Identify a minimum of 2 new community partners and expand service learning, research, or educational programming to meet occupational needs of stakeholders.
Faculty Aug 2020
Publish works in journals, SIS, or other accessible forms or present works at regional, state, national, or international conferences that address occupational justice
Faculty Aug 2018-2020
Offer two level I FW options that address needs of underserved populations or primarily addresses psychosocial issues
AFWE and faculty
Aug 2019 Level I - New Mexico experience Level I County Board experience
Explore 1-2 new models of Level I or II fieldwork in community and develop an implementation plan
faculty AFWE Aug 2020
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Institution’s Strategic Goal: University: Create a Supportive Learning Community; Foster a Collaborative University Culture College: Forge internal and external partnerships that promote the advancement of science and its application School: Collaborate with relevant stakeholders at the local, state and national levels to advance our vision and to create productive interactive relationships externally to the School of Health Sciences
Long-Term Program Goal
Action Steps Person(s) Responsible
Due Date for Action
Results / Update
5. Form and retain strong partnerships within the university, regionally, nationally, and internationally to enhance education, research, practice, and service opportunities
IPE champion within program will facilitate 2 IPE opportunities per AY and participate in development of IPE curriculum.
Faculty 1 Aug and 1 Jan, 2016-2020
Faculty will develop IPE opportunities with university and community partners to advance education, research, or service initiatives to meet the needs of individuals, groups, or populations
Faculty Aug 2018 UH collaboration; MEDTAPP, Urban Education
Develop additional connections for FW education and community partnerships.
AFWC, Faculty Aug 2020
Offer 1-2 workshops per year via NEOhio FWC to enhance education opportunities
AFWC Aug 2020
Develop comprehensive list of partnerships and link to opportunities
Faculty May 2018
Identify IPE champion within program to facilitate IPE
Faculty Aug 2016 -2020
Develop and implement 2 strategies to improve ability to network with alumni
PD and faculty Aug 2018
CSU School Health Community of Practice (CoP) representing multiple college faculty/students (COSHP,
Faculty Jan 2017 -2020 CSU and CMSD collaboration Experiential learning at Campus International School
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Education, Nursing) will meet quarterly and develop annual collaborative practices with Cleveland Metropolitan School District
(CIS)
Institution’s Strategic Goals: University: Sustain and Enhance Academic Excellence and Student Success College: Forge internal and external partnerships that promote advancement of science and its application; Promote a culture of service; Promote quality teaching. School: Develop, implement and maintain sustainable state of the art educational programs that reflect the evolving health system and societal needs related to health and well-being
Long-Term Program Goal
Action Steps Person(s) Responsible
Due Date for Action
Results / Update
6. Build capacity of OTs in the community to be change leaders in innovative occupation-centered practice, fieldwork education, research, and service-based on current knowledge.
Identify qualified part time faculty and appoint up to 4 to adjunct positions to provide stability to the program
PD and faculty May 2017
Develop a strategy to recruit and mentor talented faculty as we transition to OTD and replace faculty who retire
PD and faculty Dec 2018
Develop and offer a series of seminars/webinars to introduce clinicians and part-timers to curricular design and OTPF, blackboard, and teaching methods
PD and faculty Aug 2018 -2020; Jan 2019-2020
Consider designing and implementing a post-professional OTD; conduct needs assessment, identify models of delivery, resources needed.
PD and faculty Aug 2020
Implement knowledge translation demonstration projects nationally and internationally with OT practitioners using community of practice model.
faculty Aug 2017-2020 Every moment counts; School health community of practice; Mental health promotion
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Identify two new KT initiatives in collaboration with community partners.
faculty Aug 2018
Develop collaborative partnerships within CSU involving HS (PT, OT, SLP), Education and Nursing; School Health Community of Practice.
Faculty Aug 2017-2020
Consider replicating the building capacity process (per Bazyk) in strategic areas of practice to create OT Change leaders in the greater Cleveland community.
Faculty Aug 2018
Participate in the development of a PhD program proposal that will be offered by the School to create a pipeline of new faculty
