- Curriculum
- Fieldwork Education
- OTD Capstone Project
- National Board for Certification in Occupational Therapy (NBCOT)
- Student Outcomes
- Central Themes
The traditional weekday format of the program consists of seven semesters completed over a 36-month period. Click below to go to the OTD Course Schedule Detail and Course Descriptions in the Belmont University Graduate Catalog.
Fieldwork education is designed to provide occupational therapy students with opportunities to integrate academically acquired education with practice. It is during the fieldwork experience that the student can learn, practice and refine skills of observation, evaluation, treatment planning, implementation and communication. In the fieldwork setting the student begins to define his or her future roles as a practicing occupational therapist and can develop the necessary self-confidence and effective characteristics essential to meeting the demands for this challenging field. Fieldwork provides many opportunities for feedback which promotes professional behaviors and attitudes and clinical expertise.
Fieldwork is an integral part of the education of an occupational therapist. Fieldwork must occur in an environment that provides experiences which reinforce previous learning and which challenge and motivate the student to develop professionally and adapt to clinic situations.
The School of Occupational Therapy coordinates fieldwork opportunities for students at locations in Tennessee and across the United States within regulatory guidelines established by each state. International opportunities may also be available. Belmont University is part of the National Council for State Authorization Reciprocity Agreements (NC-SARA) which guides placement in most states.
The academic fieldwork coordinator is responsible for the planning and implementation of integrated and sustained fieldwork experiences. The experiences occur under the supervision of and with the support of occupational therapists or other qualified individuals. To ensure that the fieldwork activities support and enhance the goals of the program there is continual collaboration by clinical educators, academic faculty, and the academic fieldwork coordinator.
In keeping with Belmont University's occupational therapy program's mission and curriculum design, fieldwork will be directed toward meeting the goals of education for practice, advocacy, and research. The fieldwork experiences are designed to encourage values and behaviors that exemplify professional leadership, integrity, and social consciousness; these values/behaviors support the program's goals to develop ethical practitioners to meet the immediate and future needs of the community.
The occupational therapy program requires both Level I and Level II fieldwork experiences. Level I fieldwork is an integral part of the didactic portion of the educational program. Students are exposed to diverse practice settings to increase their understanding of occupational therapy. Level II fieldwork is the culminating educational experience for the Belmont University occupational therapy student.
Starting in the spring of the first year, students begin the first of three Level I fieldwork experiences. Students engage in directed observation and participate at clinical fieldwork sites where they can begin to apply principles taught in previous and concurrent coursework.
Level I Fieldwork
Level I fieldwork is designed to provide experience in a variety of cultures and service delivery systems for each of the developmental stages, including childhood, adulthood and older adulthood.
The experiences include opportunity to observe and assist in practice with occupational therapist practitioners and other qualified personnel in coordination with the academic faculty. The sites may include contemporary practice areas such as Exceptional Education classrooms, juvenile court programs, homeless shelters, group homes and other community agencies as well as traditional medical model environments. The purpose is to expose you to new opportunities for occupational therapy, to identify the role of the advocate and to explore questions for research.
Your preparation prior to each Level I clinical experience includes review of professional behaviors, safety procedures related to student and clients/patients, objectives, and assignments for the individual fieldwork experiences.
Students may be required to travel up to 1 hour for fieldwork placements, however, the majority of placements are within a 30 – 45 mile range of the Nashville area.
Level II Fieldwork
Upon completion of all of their academic work, students then enter the community to apply their knowledge, skills and abilities through completion of their Level II Fieldworks. Belmont has established over 800 clinical sites in occupational therapy across the United States.
The goal of Level II fieldwork is to develop competent, generalist occupational therapists.
Level II fieldwork includes an in-depth experience in delivering occupational therapy services to clients. During this experience you will get to apply what you've learned in the classroom to occupational therapy intervention programs for clients in a wide variety of traditional and emerging practice settings.
During Level II fieldwork, you will have opportunities to enhance clinical reasoning and reflective practice, model professional behaviors, and develop and expand a repertoire of occupational therapy assessments and treatment interventions related to human performance.
Level II fieldwork for the OTD program at Belmont University consists of two twelve week experiences. Level II fieldwork (OTD 6480) is taken in the summer after the second year (students will register for the course in the spring and the fieldwork experience may begin the last week of the spring semester).
Students must complete all fieldwork and experiential component requirements within 24 months following completion of academic work.
In the final semester students complete their Capstone project. Successful completion of the Capstone depends on the student's ability to integrate the four curricular themes of Clinical Excellence, Scholarship, Service and Leadership to affect a positive social change.
The Capstone is an integral part of the program’s curriculum design and includes an in-depth experience in one or more of the following: clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, education, or theory development.
Guided advisement and reflection is started in the student’s first semester. Coursework and faculty mentorship facilitates the student ‘s creation of a learning plan tailored to their values, interests, and goals and contributes to the student's development of both generalist and advanced skills in occupational therapy. The student’s individual learning plan must reflect connections to the curricular themes of scholarship, leadership, service or clinical excellence and to their culminating project completed in the Spring of Year 2. A faculty mentor and expert mentor will supervise and assist the student during the Capstone to successfully complete their individualized learning plan.
As a requirement of the doctorate of occupational therapy degree, students will complete a 14 week (560 hour) Capstone project. The student must successfully complete all didactic coursework, fieldwork I and II’s, as well as a competency prior to proceeding to the Capstone. Fieldwork hours cannot be applied towards the Capstone hours.
Students must complete their Level II fieldwork and Capstone within 24 months of completing their didactic coursework.
2020 Capstone Projects
Belmont Digital Repository OT Collection: https://repository.belmont.edu/ot/
Click on linked Capstone titles below for a summary of each Capstone project prior to 2020.
2019 Capstone Projects
Ariana Amaya – Designing an Inclusive Postsecondary Education Program for Students with Intellectual and Developmental Disabilities (Agency: Belmont University)Alexandria Billings – Exploration of Resources for Transitioning High School Students & Environmental Analysis of the Classroom: What Factors Affect Performance at Benton Hall Academy, a School for Children Who Learn Differently (Agency: Benton Hall Academy)
Kathryn Coffer – Promotion of Life Skills and Wellness for Women with Substance Use Disorder (Agency: The Next Door)
Andrea Frishberg – Rock Steady Boxing (Agency: S.T.E.P.S. Fitness)
Margaret Gegen – An Exploratory Study of The Perceptions of Foot Wear for Individuals who use Lower Limb Orthotics (Agency: High Hopes/High Pointe Therapy)
Amy Goodman – Community Awareness and Program Sustainability at GiGi’s Playhouse Nashville (Agency: GiGi’s Playhouse Nashville)
Madeline Harcrow – Occupational Therapy’s Role in Promoting Positive Health Outcomes of Women Diagnosed with Breast Cancer (Agency: Nashville Breast Center at St. Thomas Midtown Hospital)
Alyssa Harding – Cross Point Church Children’s Ministry (Agency: Cross Point Church)
Beth Haug – Physical and Mental Health Maintenance through the Acquisition of a Primary Care Physician for Transitioning Foster Youth (Agency: Youth Villages)
Haley Hingtgen – Curating Educational Content for a Non-Profit Animal-Assisted Intervention Organization (Agency: Pet Partners)
Mariah Horton – Music Variety Show for Children with Disabilities
George Hotchkin – Rehabilitation Engineering and Assistive Technology Society of North America Accreditation for Assistive Technology Education (Agency: Belmont University)
Claire Isaia – Inclusive Design: Occupational Therapy, Physical Therapy & Architectural Design (Agency: Tucker’s House)
Halle Jarnagin – Designing an Inclusive Postsecondary Education Program for Students with Intellectual and Developmental Disabilities (Agency: Belmont University)
Taylor Jones – Building Resilience of 3rd-5th Grade Students in an After-School Program (Agency: Wilson County Schools)
Kelsey DeFreece Lampe – Promoting Family-Centered Practice to Increase Family Quality of Life (Agency: KIDtastic Gymnastics and Sprocket Therapy Solutions)
Cara Miller – Rollin’ Through Life: Pediatric Power Mobility (Agency: Vanderbilt Pediatric Rehabilitation, Monroe Carrell Jr. Children’s Hospital at Vanderbilt)
Jennifer Mohr – Interprofessional Collaboration Efforts & Preparing an Inpatient Rehab Facility for CARF Survey (Agency: TriStar Skyline Medical Center)
Hannah Munro – Tomorrow’s Tool For Today’s Occupational Therapist (Agency: Ability App)
Maria Papadopoulos – Advancing OT within the Interdisciplinary Model through Program Development and Integrative Client Centered Care at Ft. Campbell Intrepid Spirit Center (Agency: Ft. Campbell Intrepid Spirit Center)
Alexsandra Pickens – Transition Resources for Curriculum Development at Illuminate Academy (Agency: Illuminate Academy)
Autumn Powell – Developing Leadership and Advocacy in Youth (Agency: Family Voices of Tennessee)
Madeline Reynolds – Enhancement of Saddle Up! Therapeutic Riding Program through Additions to Sensory Field and Creation of Interactive Fine Motor Board (Agency: Saddle Up!)
Jaime Sparkman – Development and Implementation of Health and Wellness Programming for College Students with Intellectual and Developmental Disabilities (Agency: Lipscomb University, IDEAL Program)
Alyssa Tidwell – Statistical Analysis of Client Outcomes Following Participation in The New Beginnings Center’s Lifestyle Program (Agency: The New Beginnings Center)
Elina Toll – Development of a Pediatric Power Mobility Camp (Agency: Vanderbilt Pediatric Rehabilitation, Monroe Carell Jr. Children’s Hospital at Vanderbilt)
Charmaine Uy – Development and Implementation of an Interprofessional “Escape Room” for Graduate Healthcare Students (Agency: Belmont University)
Karon Uzzell-Baggett – Maximizing Participation through Advocacy (Agency: Tennessee Disability Coalition)
Jacob Van Aalsburg – Physical Agent Modalities in Belmont University’s Occupational Therapy Doctorate Curriculum (Agency: Belmont University)
Katherine Volkman – Orthosis Fabrication Elective Course for Belmont University’s OTD Program (Agency: Belmont University)
Andrew Wagner – State Medicaid Coverage of Occupational Therapy: Which States Have Underserved Populations in Need of Occupational Therapy Services (Agency: American Occupational Therapy Association)
Rebecca Williams – Flipping the Switch on Play (Agency: East Tennessee Children’s Hospital Rehab)
Matthew Young – Program Development and Sustainable Educational Materials for the Nashville Dolphins (Agency: Nashville Dolphins)
Rachel Zandee – Curriculum Development Targeting Implicit Bias Awareness & Strategies For Mitigation (Agency: Belmont University)
2018 Capstone Projects
2017 Capstone Projects
Savannah Alderman – Bel Ewo: Establishing a Caregiver Education Program and Support Group in the Country of Haiti
Antoinette Allen – Developing a Health Promotion Program for Older Adults in a Community-Based Setting
Annamarie Bernard – Pathway to Independence with Self-Efficacy: A Collaborative, Client-Centered, and Interprofessional Approach within an Inpatient Rehabilitation Setting
Paige Blades – Development of a Faith-Based Life Skills Training Program for Individuals with Substance Use Disorder
Audrey Byland – The New Beginnings Center
Emilie Cady – Advocating for and Researching Early Pediatric Mobility
McKenzie Callicoat – Chronic Disease Management in a Community Based Setting: Champaign Family YMCA
Breanna DeKuiper – Neuroplasticity and Martial Arts: Implications for a New Method of Reflex Integration
Marie Elder – Preliminary Findings of the REBOOT Combat Trauma Recovery Program; Examining Reintegration, Spirituality, Quality of Life, and Self-Perceived Character Traits
Teresa Everhart – Currey Ingram Academy Art Supports
Anne Gardiner – Program Development: Creating Physical Activity & Movement Opportunities to Benefit Students with Learning Differences
Julia Graham – Examining the Perceptions of Occupational Therapists and Yoga Practitioners Regarding the Effects of Yoga on Health and Wellness
Hannah Jacobs – Understanding Cultural Influences on Play: Caregivers’/Parents’ Perspectives of Pediatric Play
Natalie Klages – Early Psychosis in College Students and Global Life Skills
Nicole Kmieciak – Accessibility and Universal Design: Architects and Users
Jacquelyn Lazzaro – Promoting Occupational Balance of Adult Family Caregivers: A Community Approach
Daina Mathew – Creating Opportunities for Mental Fitness in Residents with Dementia at Belmont Village Senior Living
Chasity McMillan – Gymnastics for All: The Development of a Gymnastics Program for Children with Different Abilities
Madeline Mello – The Role of Therapy in the Critical Care Unit
Katherine Miner – Certified Therapy Animal Effect on Biometric Measures and Stress for Graduate Professional Students
Rachel Moore – Preliminary Findings: Benefits of the REBOOT Combat Recovery Program; Examining Reintegration, Spirituality, Quality of Life, and Self-Perceived Character Traits
Cosmo Morabbi – Home Modifications for Older Adults: Experiences and Collaboration with a Residential Contractor
Alexandria Morgado – Exploring the Role of Pediatric Occupational Therapy in Providing Services to Children with Visual Deficits
Mary Nestor – Program Development for Equine Assisted Occupational Therapy
Courtney Patrick – Family-Centered Care Model in a Pediatric Outpatient Setting
Nicole Signore – Community-Based Inclusive Fitness/Movement Services with New Jersey All People Equal (NJAPE)
Alison Sims – Advocating for the Rehabilitative Sciences in Haiti: HRF and FSRL
Hannah Spears – Life-Skills Curriculum Development for Students in the Afterschool Program at Bridges
Katelyn Stewart – Pediatric Vision: The Role of Occupational Therapy
Joseph Straatmann – Unleashing My Inner Child: Advocating for Pediatric Power Mobility
Danyelle Trent – WKids Buddies: Developing a Special Needs Ministry
Tim Zerwic – Rehabilitation Photovoice in Leogane, Haiti
2016 Capstone Projects
Melanie Benchic – Advocating for Occupational Therapy’s Role in the Area of Cancer Related Cognitive Dysfunction
Nora Brolsma – Developing a Community Accessibility Program: Access Music City
Amelia Brown – Community Reintegration Programming at TriStar Skyline Medical Center
Ashley Byers – Creating a Sensory Modulation Room at Greenhouse Ministries
Bethany Crain – Curriculum Adaptation and Volunteer Training for the Special Kids Sunday School Class at First Baptist Church of Hendersonville
Allison Davies – A Hand Up for New Hope: Expanding Current Programming at Greenhouse Ministries
Elizabeth Davis – A Daily and Community Living Skills Training Program for Adolescents with Different Abilities
Heidi Estright – Developing a Resource of Accessibility for the Upper Cumberland Region
Hannah Gilbert – “We Are All Able”: Exploring Students’ Perceptions of Disability and the Differently-Abled
Brianna Griffin – Supporting the Inclusion and Belonging of Individuals with Disabilities at Faith Communities in the Nashville Area
Samantha Grishaber – Tennessee Orthopaedic Alliance Upper Extremity Functional Measure: Development and Content Validity Testing
Abby Hawkins – Parenting Strategies in Transracial Foster Care Placements
Lauren Hodurski – Technology for Cancer Survivors: A Review
Katie Hogan – Educating Parents and Therapists about Therapeutic iPad Use
Evan Jackman – The Get Lost Initiative: Promoting Outdoor Play
Caitlin Klein – Development of Culturally Relevant Resources for Volunteers at World Relief Nashville
Gabrielle LaGace – Revisions of a Sensory Based Movement Program for Preschoolers
Rachel Marshall – Creating Programs to Establish Self-Determination and Socialization Skills for Students with Cognitive Disabilities
Krystina McBrayer – Creation and Translation of Wheelchair Resources into Spanish in Conjunction with United Cerebral Palsy (UCP), Wheels for Humanity
Sydney McClain – Developing a Live-In Program for Belmont OTD Students at Homeplace, Inc.
Emily McLearran – Greenhouse MINIStries: A Place for Children to Grow
Jayme Mills – Intensive Pediatric Powered Mobility Training for Very Young Children with Disabilities: A Pilot Study
Evan Pendygraft – Effects of an Ergonomically Designed Food Vendor Hawker on Physiological and Musculoskeletal Aspects of the Body when Compared to a Current Hawker Design
Kelly Phipps – Postural Care and Sleep in Children with Cerebral Palsy
Caryn Pirko – Curriculum Research and Design for the State College of Florida Occupational Therapy Assistant Program
Allison Richardson – Effectiveness of REBOOT Combat Recovery: Examining Spirituality/Religiousness, Spiritual Wellbeing, Social Participation, and Social Isolation in Service Members and their Spouses
Jane Owen Robbins – The Effect of a Mindfulness-Based Intervention Course on Perceived Stress, Dispositional Mindfulness, and the Cultivation of Therapeutic Use of Self in Doctorate of Occupational Therapy Students at Belmont University
Emily Shimp – Serving Seniors Through Immanuel Nashville
Chelsea Skaggs – Supporting Hospice Volunteers
Mary Beth Thiel – Development of Instructional Enhancement Materials at Nashville State Community College
Laura Webreck – Expanding the After-School Journey Program for Refugee Adolescents in Smyrna, TN
Nicole Wright – Access Music City: Tourism Accessibility for Individuals with Visual Impairments
2015 Capstone Projects
Michelle Abt – Social Services Professional’s Knowledge and Perceptions of Low Vision and Integration of Low Vision Educational Materials
Laura Bachman – Activity Development for Horse Boy Learning
Elizabeth Baldwin – Promoting Meaningful Participation in Leisure Activities for Adults with Intellectual Disabilities in Supported Residential Living
Samantha Barnes – Creating Meaningful and Purposeful Activities for Individuals with Intellectual Disabilities Attending a Day Program in Nashville, Tennessee
strong>Maria Binney – Creating a special needs ministry
Kacey Bunger – An Inclusive Before and After School Child Care Program
Marcie Campbell – Occupational Therapy Evaluation Protocol for Pediatric Patients with Complex Movement Disorders
Kristen Cooke – Pediatric Curriculum Evaluation and Design in an Occupational Therapy Assistant Program
Katelyn Corpus – College for Life Summer Program Proposal
Cantrell Ellis – Awareness of Conflict Between Nurses and Therapists and Preferred Conflict Management Styles
Shelley Flemming – Envisioning Inclusion: Creating a Design Plan for Inclusive Playgrounds for Buddy Break
Peter Fraser – Men’s Health Issues and Promotion Initiatives through a Health Literacy Perspective
Morgan Gilley – Self-Management Strategies for Adolescents Who Are Cancer Survivors
Claire Grecco – YEWTHS ROC: Nashville Initiative
Alexandra Groot – Exploring International Education Opportunities for Belmont OTD Students
Tara Harper – The ROC Wheels Family Guide: A Caregiver Education Manual for Wheelchair Provision in Less-Resourced Countries
Amanda Hassen – Modified Aquatic Programming: Swimming on the Spectrum
Katherine Korsgard – Resources to Improve the Oral Health of Children on the Autism Spectrum
Kara Larson – Schmoga: Yoga-Based Self-Regulation Programming for Children with Autism Spectrum Disorder in the School Environment
Cayce Marshall – Using the Model of Human Occupation to Explore the Role of Occupational Therapy in Hospice
Kari Mason – Adapting Cross Fit for Enhanced Participation with Injured Warriors/Veterans
Anna Cole McTish – Promoting the Full Inclusion of Campers at the National Ability Center
Caitlin Miller – Nashville Accessibility
Emily Moore – The Development of the “Success Screen” for the Residents of the Park Center Emerging Adults Program
Erika Muether – Existing Roles of Occupational Therapy Practitioners in Transition Planning with an Emphasis on Students with Autism Spectrum Disorder in Middle School and High School
Jordan Murphy – Workforce Development at Room In The Inn
Jevorius Prince – The Importance of Implementing Physical Activity into the Classroom
Megan Rahhal – Student Perceptions of Occupational Therapy and Adults with Intellectual Disabilities
Shelley Singh –
Jamie St. Laurent – Ergonomic Musician Chairs: Effects on Comfort and Playing-Related Pain in Musicians
Daniel Teague – Developing a Business Plan for a Company Specializing in Home Modifications
Channing Tinch – Advocacy for Occupational Therapy Student Leadership
Kimberly Walker – Needs and Assets Assessment of Milan African American Youth
Tracy Wussow – Professional Behaviors Interactive Workbook
2014 Capstone Projects
Justine Antoine - Developing Successful KindergartenersBrianne Bricker - Provision of Community and Technology-Based Resources for Oregon Families of Children with Autism Spectrum Disorder
Rachel Cales - Implementation of the Eden Alternative into Occupational Therapy at Signature HealthCare
Taylor Clark - Adults’ with Amputation’s Perspective on Phantom Pain Management and Quality of Life: A Qualitative Study and Literature Review
Nathan Cruse - Moving Forward: Advocating for the Inclusion of Athletes with Disabilities in Mainstream Running
Kelly Denison - Educating Burmese Parents of Elementary School Students, Who Are Newcomers to Nashville, About Metro Nashville Public Schools
Lauren Foster - Play-Based Curriculum Designed for Camp Brick
Rebecca Francisco - Development of Curriculum to Facilitate Work Experiences for Friends Life Participants
Jamie Freese - Manual Design For The Best Buddies Friendship Walk
Ashley Ganus - Project Grow: Connecting Caregivers with Resources in a Zambian Orphanage
Megan Gianneschi - An Academic Experience in Occupational Therapy
Carrie Henson - Empowering Grandparents Program
Mark Ivey - The Lived Experience of Stroke Survivors and Their Family Caregivers: A Mixed Methods Study
Jackie Katzenstein - Increasing the Awareness and Understanding of the Relationship between Domestic Violence and Traumatic Brain Injury within Shelter Life
Morgan King - First Annual Adaptive Leisure Day
Lauren Lax - College 101: Life Skills-Pathfinder Program
Larae Murray - The Effects of Tension Management Techniques on Muscle Activation in Violinists
Jennifer Nogueros - Sexuality and Occupational Therapy for Individuals with Spinal Cord Injury: The Unspoken ADL
Whitney Owens - Giving Back to the Community: Addressing a Need of Youth Life Learning Centers
Danielle Paulsen - Integrating Services for the Council on Aging of Greater Nashville
Rachel Rarig - Video Documentary: Perceptions of Wheelchair Users on Accessibility
Rachel Restko - Community Accessibility: Advocating For Individuals With Mobility Impairments
Erica Revel - Autism “Egg” Stravaganza
Mary Riggins - Influencing Participation & Inclusion of Children with Special Needs: Strategies for Camp Counselors and Volunteers
Sarah Ritchey - A Study of the Mentoring Process at Teach for America
Lindsey Scheller - Enhancing Education in the NICU
Amanda Sisco - The Lived Experience of Individuals with Disabilities
Hannah Steuber - Uncovering the Attitudes and Perceptions of Occupational Therapists Towards Animal-Assisted Therapy
Alex Stuerke - Health Care Transition Planning
Brittni Thompson - Managing Challenging Behaviors for Caregivers of Individuals with Dementia
Michelle Tibbs - Fitness Center Accessibility and Disability Awareness
2013 Capstone Projects
Amanda Alford - Promotion of Collaboration between Therapist, Teachers, and Parents through TechnologyPhilusa Chua - Best Buddies Tennessee: Volunteer Education and Promotion of Occupational Therapy
Lynnsey Creamer - Development of Curriculum to Support Inclusion at the Maryland Farms YMCA Youth Activity Center
Jennifer Dutchess - Coping with Cognitive Dysfunction and Learning Deficits: A Guide of Best Practice Strategies for Working with Individuals Experiencing Cognitive Impairments Secondary to Psychiatric Disorders
Melissa Green - Sensory Based Activities, Strategies, and Environmental Modifications for Youth Villages Inner Harbour Campus Children’s Unit
Ashley Griffin - Determining the Feasibility of Providing Occupation-Based Services to Prenatal Women on Bed Rest
Rebekah Hart - Developing Statistical Normative Data for the Dynavision-D2 Visuomotor Assessment and Training System
Sarah Hayes - Sensory Processing and Mental Health
Rebecca Helm - Grant Search to Fund an Accessible Fishing Pier
Mary Beth Long - Eleanore’s Project: Providing Inclusion and Participation for Children in Developing Countries through Assistive Technology
Delma Maldonado-Gomez - Mapping Assistive Technology through Client-centered Help (MATTCCH) Model: Development of an Evidence-Based Model for Matching Individuals with Brain Injury with Assistive technology
Alison Martin - A Participatory Action Qualitative Research Study on the Perceived Barriers and Facilitators to Campus Access for Individuals with Mobility Limitations
Eva McCain - Curriculum Development for Survivors of Domestic Violence And Abuse
Marshell McCall - Exploring Best Measure of Success in Community Living Skills in the Adolescent Population
Cassie Moore - Cleft Lip and Palate Education for the Parents of Children Affiliated with the Moore Pediatric Surgery Center in Guatemala City, Guatemala
Jessica Norman - Education for Teachers on Augmentative and Alternative Communication Devices (AAC), Inclusion, Collaboration, and Obtaining Grants for IPADS for use as AAC
Summer Scandrani - Increasing Independence in Self-Care Skills at Friends Life
Katie Schneller - Designing an Activity Resource Manual and iPad Training Power Point for Empower Me Day Camp
Cassie Swihart - Cleft Lip and Palate Education for the Parents of Children Affiliated with the Moore Pediatric Surgery Center in Guatemala City, Guatemala
Annie Taylor - Improving Outcomes for Individuals with Traumatic Brain Injury
Kristin Walker - Animal-Assisted Therapy Business Concept: Essentials to Starting an Occupational Therapy Practice Incorporating Animals
Julie Walters - Perceived Role Changes and Generational Differences Experienced by Grandparents Who are Serving as Primary Caregivers of their Grandchildren
2012 Capstone Projects
Amber Alverson - Framework for a Free Rehabilitation ClinicAmanda Attas - The Creation of an Online Research Portfolio for Permobil and Advocacy Videos for Users First Alliance
Kristin Barnes - Development of a Business Plan for an Inclusive Preschool and Pediatric Therapy Clinic
Alex Christiansen - Assistive Technology Resource for Postsecondary Educational Institutions
Ali Cole - Establishing an AMBUCS Chapter in New Jersey
Caitlyn Fisher - Cognitive Support Technologies for Cognitive Rehabilitation
Megan Floyd - Barriers of Travel for Individuals Living with Parkinsons and Their Travel Partners
Tracey Friedman - The Establishment of a Prison Pet Program for Inmates Who Train Dogs for Individuals with Disabilities
Amy Haynes - Community Based Fall Prevention Program for the Well Elderly: A Social Model
Rachel Higdon - Mercy Children’s Clinic Healthcare Transition Initiative
Ashley Hutcheson - Designing an Educational Session for Future and Seasoned Teachers in Special Education
Kristin Lidvall - Perceptions of Families with Disabilities: Theme Park Barriers and Facilitators
Hannah Page - Educational/Instructional Video on the Use of a Power Wheelchair
Kate Rungee - Occupational Therapy Dance Workshop
Amanda Russell - Occupational Therapy Informational Packet for General Education Teachers in the Franklin Special School District
Julianne Russell - Creating a Support Group for New Parents
Jessica Rutledge - Prevocational Curriculum for the Center for Living and Learning
Megan Self - Program Development in Juvenile Arthritis and Transitioning
Christopher Stamps - Fighting Obesity In Mississippi: Development of a Business Plan for a Health and Wellness Center
Jaclyn Williamson - Development of a Mentor/Mentee Wheelchair Skills Training Program for Pediatric Wheelchair Users
Amanda Woodall - Home Modification Interventions for Aging in Place
2011 Capstone Projects
Rebecca Anderson - Mentoring Up: A Guide for Transitioning from the Student Role to the Professional RoleR. Bergstresser-Simpson - Advocating for Wheelchair Users
Sara Best - Bridging the Gap Between Occupational Therapists and Early Childhood Educators
Amanda Bird - Meeting the Needs of Older Adults for Program Development
Beth Bright - Effective Treatment Planning: The Role of Managers in Utilization of Occupation-Based Activities in Treatment
Ellie Brooks - School-Based Transition Planning: Developing Self-Advocacy Among Students with Special Needs
Amanda Cobb - Therapists' Perceptions of Client Outcomes When Using Animal-Assisted Interventions
Jessica Deal - Incorporating Occupational Therapy into Gymnastics: Enabling Participation of Children with Special Needs
Rachel Enlow - Facilitating Fine Motor Development Among Children in the Classroom Setting
Carleigh Evans - Advocating for a Healthy Lifestyle for Adults with Intellectual Disabilities
Chelsea Fisher - Try Out: Wellness Curriculum to Promote Interest in Activities Among Elementary School Students
Jessica Henry - An After-School Program for Children on the Autism Spectrum in Montgomery County
Kim Hyojin - Activity Programming and Environmental Modification for Residents at Homeplace Group Home
Kristi Jarrett - Stroke Rehabilitation: A Look at Best-Practice
Erin Jenks - Promoting Collaboration Between Occupational Therapists and Future Educators
Rachel King - Planning a Service Trip to Ecuador
Julie Kluska - Daily Living Skills for Young Adults Aging Out of Foster Care
Anna Ledbetter Smith - Developing Fine Motor and Handwriting Skills in Children from YES
Stephanie Long - Increasing Awareness of Occupational Therapy as a Career Among High School Students in a Rural Setting
Lauren Medley - The Benefits of Collaboration Between Vision Therapy and Occupational Therapy
Mary Moore - Stroke Rehabilitation
Lori Moot - Training Babysitters to Care for Children with Autism
Cheryl Smith - Promoting Positive Attitudes in Children Toward Diversity in an Elementary School Environment
Tish Turner - Reducing Agitation in Clients with Dementia
Courtney Wilkes - Wheels in the Paint: Advocating for Individuals with Disabilities Through Participation in Sports
Graduates are able to sit for the national certification examination for the occupational therapist administered by the National Board for Certification in Occupational Therapy (NBCOT). After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR). Most states require licensure in order to practice; however, state licenses are usually based on the results of the NBCOT Certification Examination.
Note that a felony conviction may affect a graduate's ability to be eligible to take the national certification examination or obtain state licensure.
Belmont University and the School of Occupational Therapy are committed to the success of each of our occupational therapy students and graduates. Program performance data on the NBCOT National Certification Exam for all schools is available on the NBCOT website.
Student Graduation Rates
The total number of graduates from Belmont University Doctorate of Occupational Therapy program during the 3-year period of 2019-2021 was 108, with an overall graduation rate of 100%.
| Graduation Year |
Student Entering/ Graduating* |
Graduation Rate |
| 2019 | 34/34 | 100% |
| 2020 | 36/36 | 100% |
| 2021 | 38/38 | 100% |
| Total | 108/108 | 100% |
*Number who graduate within 150% of the published length of the program in a given calendar year
Program results from the National Board for Certification in Occupational Therapy (NBCOT) can be found online at https://secure.nbcot.org/data/schoolstats.aspx
Employment Placement
The OTD graduate typically has job offers at the time of graduation in Occupational Therapy. Employment placements include hospitals, school systems, rehabilitation centers, long term care facilities, out-patient clinics and other settings.
The Doctorate of Occupational Therapy Program at Belmont University is designed to help you develop expertise across four central themes: Clinical Reasoning and Practice Application; Leadership; Service; and Scholarship.
Today’s healthcare and wellness initiatives require occupational therapists to be well equipped to meet the diverse needs of their consumers and evolving industries. As leaders in the profession, you will be called upon to help shape the profession, to help design and deliver programs, to create new innovations, and to build on current practice.
This program will take you from a generalist skill level to an area of advanced practice of your choosing. Your educational journey starts out with a cohort of OT classmates and faculty that supplement your learning. The fieldwork coordinator works closely with you to select the best fieldwork I and II settings to integrate classroom learning with clinical skill development. The advance practice selection will be guided through faculty, fieldwork coordinator, and supervisors input as well as an expert mentor that will work closely with you during your residency or experiential component after all coursework is completed.
The depth and breadth of the OTD program is designed to develop the knowledge, skills, and attitudes required of a general practitioner of occupational therapy. The curriculum provides a broad exposure to current practice settings and emerging practice areas. Students are educated in the use of occupation to provide therapeutic intervention for individuals and groups of all ages through in-depth exploration of evidence-based literature and Level I fieldwork opportunities. Through completion of a series of courses related to scholarship, students work together collaboratively to develop and complete a culminating research project. Finally, students learn to synthesize advanced knowledge in a practice area through Level II fieldwork and the completion of an advanced Experiential Component.
Students must successfully complete all Level II Fieldwork assignments and the experiential component of the program within 24 months following the completion of the didactic portion of the OTD degree program. In all cases, all graduation requirements including didactic academic coursework, fieldwork and the experiential component, must be completed within 6 years (72 months) of starting the OTD Program.
School of Occupational Therapy
Admissions 615-460-6798 | Main 615-460-6700
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