Document Type (Journals)



Occupational therapy educators are tasked with preparing the future leaders in the profession. This responsibility requires a thoughtful and evidence based approach to reviewing and revising curricula to address changing professional and societal needs while aligning with a university’s mission and vision. While the need for occupational therapy leadership has been a topic of much discussion in the literature, little has been written about evidence-based curricular practices to develop and prepare students for leadership roles. This article demonstrates how one entry-level occupational therapy doctorate program incorporated the underpinnings of the Social Change Model of Leadership Development (Wagner, 2006) into the curriculum. Curricular mapping and intentional learning experiences are described and doctoral student leadership outcomes are discussed.


Lorry Liotta-Kleinfeld, EdD, OTR, BCP, FAOTA is Professor and Chair of the School of Occupational Therapy at Belmont University. She has published on social justice and instructional methods. For over 15 years, she has been a faculty for the Vanderbilt Consortium LEND (VCL) which prepares students to assume leadership roles to serve children with neurodevelopmental disabilities. Debra Gibbs, EdD, MHS, OTR/L, CAPS, FAOTA has been an OT practitioner for 40 years working in a variety of settings. Her research interests include professional behaviors, participation for the aging adult, community service delivery, and the use of clinical simulation in education. Yvette C. Hachtel, JD, MEd, OTR, FAOTA has been an OT educator for 27 years. She has developed and directed the OTA program at Kent State University, East Liverpool campus, the MOT program at University of Southern Maine, LAC campus, and the Weekend MSOT program at Belmont University. Teresa Plummer, PhD, OTR/L, CAPS, CEAS, ATP is an Associate Professor in the School of Occupational Therapy at Belmont University. She has been an OT practitioner for nearly 40 years in the areas of higher education, assistive technology and research.

Declaration of Interest

The authors report no declarations of interest.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.