Ideas for Capstone Experience

According to ACOTE:

"Programs will be required to comply with the new 2018 Standards by July31, 2020.

In addition, ACOTE voted to allow early implementation of two doctoral-level Standards as programs would like to develop their curricula to reflect the new Standards to better address the needs of their faculty and students and for strategic planning purposes. Specifically,

1. Allow programs to waive the requirement in 2011 Standard A.3.2 for program applicants to hold a baccalaureate degree or higher prior to admission to the program.

2.Allow OTD programs to have a 14-week Capstone Experience (2018 Standard D.1.5) versus a 16-week Capstone Experience (2011 Standard C.2.3)" (https://www.aota.org/~/media/Corporate/Files/EducationCareers/Accredit/StandardsReview/2018-ACOTE-Accreditation-Standards-Adopted-Effective-2020.pdf).

The 2020 Standards related to the Capstone are as follows (https://www.aota.org/~/media/Corporate/Files/EducationCareers/Accredit/StandardsReview/2018-ACOTE-Standards-Interpretive-Guide.pdf):

D.1.1. Doctoral Capstone Reflects Curriculum Design

D.1.1. Ensure that the doctoral capstone reflects the sequence and scope of content in the curriculum design so the doctoral capstone can allow for development of in-depth knowledge in the designated area of interest.

D.1.2. Design of Doctoral Capstone

D.1.2. Ensure that the doctoral capstone is designed through collaboration of the faculty and student, and provided in setting(s) consistent with the program’s curriculum design, including individualized specific objectives and plans for supervision.

D.1.3. Preparation for Doctoral Capstone Project

D.1.3.Ensure that preparation for the capstone project includes a literature review, needs assessment, goals/objectives, and an evaluation plan. Preparation should align with the curriculum design and sequence and is completed prior to the commencement of the 14-week doctoral capstone experience.

D.1.4. MOUs for Doctoral Capstone Experience

D.1.4. Ensure that there is a valid memorandum of understanding for the doctoral capstone experience, that, at a minimum, includes individualized specific objectives, plans for supervision or mentoring, and responsibilities of all parties. The memorandum of understanding must be signed by both parties.

D.1.5. Length of Doctoral Capstone Experience

D.1.5. Require that the length of the doctoral capstone experience be a minimum of 14 weeks (560 hours). This may be completed on a part-time basis and must be consistent with the individualized specific objectives and capstone project. No more than 20% of the 560 hours can be completed offsite from the mentored practice setting(s),to ensure a concentrated experience in the designated area of interest. Time spent offsite may include independent study activities such as research and writing. Prior fieldwork or work experience may not be substituted for this doctoral capstone experience.

D.1.6. Mentor for Doctoral Capstone

D.1.6. Document and verify that the student is mentored by an individual with expertise consistent with the student’s area of focus prior to the onset of the doctoral capstone experience. The mentor does not have to be an occupational therapist.

D.1.7. Evaluation of Doctoral Capstone Experiences

D.1.7. Document a formal evaluation mechanism for objective assessment of the student’s performance during and at the completion of the doctoral capstone experience.

D.1.8. Doctoral Capstone Project

D.1.8. Ensure completion and dissemination of an individual doctoral capstone project that relates to the doctoral capstone experience and demonstrates synthesis of in-depth knowledge in the focused area of study.

So what might be possible options to design the Capstone? Here are a few of my ideas.

A) Tracks:

Identify tracks (e.g., pediatrics, geriatrics, upper extremity rehabilitation, etc.). Secure MOUs/contracts for each area. Design elective courses or require projects in courses that focus on that area. Consider assigning Focused Area of Practice Portfolios whereby students collect and submit assignments related to the Focus Area of Practice throughout the OTD program and articulate what they learned and develop a professional development plan post graduation.

B) Lottery or Placement using Current FW contracts:

Develop a lottery system in which students choose to complete their Doctoral Experiential Component (DEC) from a listing of current FW sites who have agreed to mentor students.

Complete the lottery “early” in the program so that students can focus assignments in the curriculum on that area related to the FW site.

OR

Develop a system for students to complete an interest form. From this information, meet individually with each student to “advise” them in site selection from current FW contracts or to identify a site in which there is enough time to develop a MOU/contract.

C) Student created:

Students choose a focus area of interest. Students write the learning objectives for the Capstone – guided by the Capstone Coordinator. Students find a site that will provide the best environment for them to achieve their learning objectives. Students contact the site, under the direction of the Capstone Coordinator to secure a MOU/contract. Based on the communication, students co-create learning activities that correspond to each learning objective. Students also articulate what evidence they will bring forth to show achievement and performance related to each learning objective.

The implied resources need to fulfill the Capstone include:

- Appointing a faculty member who has the time and expertise to serve as the Capstone Coordinator. This may mean hiring an additional faculty member and possibly another support staff member to assist with MOU/contract management and associated paperwork.

- Faculty time dedicated to assuring the capstone planning is integrated into the doctoral level curriculum. Faculty should consider the model that will be used for capstone creation and facilitate students' professional development to be successful (e.g., independent learning strategies).

- Planning for mentor development must be considered. From past experience, practitioners who serve as FW II educators need training on how to serve as a mentor.

- Time to create capstone materials and handbook for students. Such materials will include how to document hours completed on the capstone site, how to gather evidence of the mentor's expertise, the mentor's evaluation of the student, the student's evaluation of the mentor and/or site.

- Time to design and structure the capstone project. This might be a professional practice portfolio, a poster session, an oral presentation, etc. Think about inviting parents, friends, and professionals to a public capstone event. A capstone can be a great way to offer continuing education credits to those practitioners who serve as fieldwork educators and mentors.