Addressing Issues in Occupational Therapy: Program Growth, Applications, and Graduate Preparation

2. AOTA Academic Affairs Updates Neil Harvison PhD, OTR, FNAP, FAOTAApril 3, 2019

3. 3 Issues for today… • Program growth • Applications • Graduate preparation

4. Program Growth

5. Accredited schools (March 1, 2019)

6. Accredited schools – revised (March 1, 2019)

7. New programs – regions (March 1, 2019)

8. Applications

9. Application Trends – across professions Source: ACOTE Annual data Report (2019). CAS Data Report.

10. Application versus Applicants - OT

11. Not just health professions…

12. Declining applicants Are Prospective Students About to Disappear? New book says most colleges -- and the vast majority of nonelite institutions -- are about to face severe shortage of potential students. By Scott Jaschik January 8, 2018 https://www.insidehighered.com/admissions/article/2018/01/08/new-book-argues-most-colleges-are-about-face-significant-decline

13. Decrease in undergraduates

14. Decrease high school graduates

15. Change in Race & Ethnicity https://www.insidehighered.com/news/2016/12/06/high-school-graduates-drop-number-and-be-increasingly-diverse

16. Change in Race & Ethnicity Report Projects: • Hispanicgraduates spiking by 50 percent at public high schools, • Asian/PacificIslander graduates projected to spike by 30 percent, • Blackpublic high school graduates is expected to level off and decline slightly, and • Whitepublic high school graduates is projected to fall by 14 percent between 2013 and 2030. The population of white public high school graduates is projected to decline by about a quarter of a million people between 2013 and 2032. https://www.insidehighered.com/news/2016/12/06/high-school-graduates-drop-number-and-be-increasingly-diverse

17. Google Search : OT Class

18. Who are the OT students?

19. Graduate preparation

20. Policy: Educational outcomes Education Department to publish program-level data in the College Scorecard on measures of student outcomes, including: • retention & graduation rates, • gainful employment in the field, • earnings/ student debt, • default rates and • loan repayment rates. (Source: CHE, March 21, 2019 https://www.chronicle.com/article/here-s-what-trumps/245943?cid=bn&cid=bn&utm_medium=en&utm_source=bn

21. Policy: Health outcomes • Volume to Value in existing settings: • Payment reform: SNF, HH, Private Practice • Outcomes measures/data • Quality outcomes • Focus on addressing health: • Health of individuals, groups & populations • Social determinants of health • Financial Concerns • Changing delivery models

22. Change

23. Impact on graduate competencies? Graduates who: • Demonstrate OT’s distinct value and quality outcomes in existing practice settings & delivery models. • Adapt to new practice settings and delivery models through identifying the value of occupation-based interventions to address health.

24. In existing practice settings… Graduate/ practitioners will need to demonstrate the ability to: • access relevant research, evidence, & knowledge translation, • provide evidence informedand occupation-basedinterventions, • demonstrate resilience (avoid burnout), • identify and measure “value”, • advocate for OT’s value, and • practice at top of license.

25. In new practice settings… Graduate/ practitioners will be prepared to : • lead in health management, maintenance, and promotion (distinct from disease management model), • address social determinants & adaptive performance patterns (drivers of health & life expectancy), • identify and advocate for the role of occupations in achieving health and self-management (individuals, groups & populations), • overcome the challenges of community-based practice.

26. More on this topic…

28. The AOTA Academic Leadership Institute (ALI) Jennifer Moore, PhD, OTR/L, FAOTADean, School of Occupational TherapyArkansas College of Health EducationALI Graduate

29. Next Institute: August 2019 – March 2020 Applications open: April 12 – May 3, 2019 Participants notified of acceptance: May 10, 2019 On site 2 day Workshop: August 8-9, 2019

30. Our Goal: Build a Community of Academic Leaders • Key Elements of the Academic Leadership Institute • Provide State of the Art Content in Higher Education • Grow Skills in Communication • Develop Trust across the group • Maintain Highest Level of Confidentiality • Experience Active Learning & Participation: Modules & Mentoring calls, small group pre module assignments & meetings

31. Our Progress to Date: 3 Cohorts of Leaders have completed ALI • 2016-17: n = 24 Leaders • 2017-18: n = 25 Leaders • 2018-19: n= 29 Leaders

32. Our Participants include: • New and Experienced Faculty • Program Directors • Department Chairs • Assistant & Associate Deans • Deans

33. ALI Participant Activities • Complete Personalized Leadership Development Plan • Attend Seven OnLine Learning Modules (with readings & preparation assignments, pre/post competency assessments) • Interact with Faculty who are recognized Leaders in the field (online modules) • Actively engage in Seven Mentoring Calls (1x/month) • Contribute to the development a Community

34. ALI Learning Modules Topics • Landscape of Higher Education • Leadership in Academic Environments • Developing Alliances and Facilitating Change • Academic Program Development • Research Program Development • Recruiting and Supporting Students: Developing a Learning Climate that Honors Integrity and Promotes Professional Development • Ethics: What are the Important Ethical Issues in Academia?

35. ALI Faculty • JANICE P. BURKE, ALI COORDINATOR, FACULTY & MENTOR • FLORENCE CLARK, FACULTY & MENTOR • NEIL HARVISON, FACULTY • ELZABETH CADA, FACULTY • DENISE CHISHOLM, FACULTY • ELLEN COHN, FACULTY • WINNIE DUNN, FACULTY • JULIE MCLAUGHLIN GRAY, FACULTY • LYNN KILBURG, FACULTY

36. Earning the Credential: Details