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Fieldwork Education Innovations: Adapting to State Authorization and Program Growth

Explore challenges and strategies in fieldwork education, including state authorization impacts and program expansion considerations. Learn about new supervision models and address anticipated issues in this changing landscape.

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Fieldwork Education Innovations: Adapting to State Authorization and Program Growth

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  1. TOTA’s 2013FieldworkEducators Forum This year’s presenters: Matt Geddie, OTR, PhD Sher Harnish, MA, OTR Autumn Clegg, OTR, MSOT Sophie Rydin, OTR, PhD

  2. Course Objectives • Understand factors that currently impact fieldwork education. • Recognize the main components of a collaborative learning model. • Implement supervision strategies with multiple fieldwork students. • Define entry-level competencies for fieldwork students in their practice setting. • Create learning experiences that address a variety of learning styles and developmental needs across a range of entry-level capabilities. • Update on development of the Texas OT Consortium Website

  3. Outside Influences: State Authorization and Growth of Programs

  4. State Authorization of Distance Learning Programs • October 2010 – U.S. Dept. of Education releases ‘state authorization’ regulation • Institutions offering distance ed. courses must have approval from each state where they serve students • Later vacated by the courts, • No enforcement until July 2014…but… • Highlighted existing state policy and regulations, that had been mostly ignored

  5. 2011 – schools send requests for approval….then wait, and wait • 49 states and District of Columbia • Some states begin to modify their policies based on ↑ number of requests from outside their borders

  6. Fieldwork and Practicum requirements trigger ’physical presence’ rulings in some states • Bureaucratic nightmare • Financial Burden on programs • i.e. $4000 per student, $150,000 per year • May ultimately restrict enrollment

  7. TWU’s response • Seek approval in border states • Join the Electronic Campus of the Southern Education Regional Board • Strategically seek approval elsewhere pending staff & fiscal resources • Do not permit enrollments from certain states in some programs • AL, MD, DC, MN, UT

  8. Effects of State Authorization • Short-term • Restricts some FW placements • Limits admissions • Long-term • Unknown • Projected ↑ in local placements

  9. Growth of Programs

  10. Do the math. • 6 new programs • X 12 students in each cohort • X 5 (3 FW1 + 2 FW2) • 360 additional placements/cohort of 12 • 600 placements for classes of 20

  11. Anticipated Issues • Increased need for FW 1 and FW2 sites • Increased need for faculty • Concurrent shifts in definition of FTE status • Increased number OTRs working less hours/ shorter work weeks • More job sharing • Paying for FW placements

  12. Solutions ? • New models of supervision • Collaborative learning (1 FWE: 2-3 interns) • Shared supervision • OTR-OTA models • Emerging practice areas • Length of placements • Mixed-site placements • Are we adequately preparing students to assume a future FWE role?

  13. Suggestions/Discussion • Sher Harnish, MA, OTR, AFWC Texas Woman’s University sharnish@twu.edu

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