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Research Article  |   July 1997
Academic Integration of Occupational Therapy Faculty: A Survey
Author Affiliations
  • Dale S. M. Vassamachart, EdD, OTR, CHT, is Faculty Consultant, Department of Occupational Therapy, School of Allied Health Professions–Nichol Hall, Room 903, Loma Linda University, Loma Linda, California 92350-0001
  • Gail Taylor Rice, EdD, RN, CHES, is Professor, Department of Physical Therapy, School of Allied Health Professions, Loma Linda University, Loma Linda, California
Article Information
Education of OTs and OTAs / Education
Research Article   |   July 1997
Academic Integration of Occupational Therapy Faculty: A Survey
American Journal of Occupational Therapy, July/August 1997, Vol. 51, 584-588. doi:10.5014/ajot.51.7.584
American Journal of Occupational Therapy, July/August 1997, Vol. 51, 584-588. doi:10.5014/ajot.51.7.584
Abstract

Objective. This descriptive study explored the reasons for occupational therapy faculty members selecting academia as a career, their use of faculty development practices, and the relationship of organizational culture to collegial support.

Method. Full-time faculty members (n = 191) from accredited occupational therapy professional programs in the United States completed a questionnaire about their early years in academia.

Results. Respondents indicated that their primary reason for selecting academia as a career was their love of teaching. The most helpful faculty development practice was frequent sharing of ideas with peer faculty members.

Conclusions. The findings support the following recommendations for program administrators and experienced faculty members to assist new faculty members in adapting to academia: (a) support and develop new avenues for sharing ideas in formal and informal settings; (b) develop mentoring programs, with new faculty members observing experienced teachers and receiving feedback and assistance for their own teaching; (c) encourage attendance at instructional seminars; (d) provide resource materials and texts on improving teaching and research skills; (e) allow time for research; and (f) encourage coauthoring of publications.