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OT Fieldwork Resources

Fieldwork education is a critical part of the Occupational Therapy curriculum. The Department of Occupational and Recreational Therapies believes that fieldwork educators are an important extension of our academic program, and we want to support you in any way that we can. We are all Educating Our Future Colleagues together. This page is meant to provide some documents and links to help new fieldwork educators set up their programs and guide established fieldwork educators in strengthening their offerings.


If you are interested in taking students for either Level I or Level II internships, please contact the Academic Fieldwork Coordinator, Jeanette Koski.

Curriculum Table

Curriculum Table (link to pdf)

Fieldwork Objectives


Recommended Content for a Fieldwork Manual

Fieldwork Articles

  • Ozelie, R., Moeller, M., & Newmark, T. Impact of Simulation-Based Level I Fieldwork on Level II Fieldwork Performance. American Journal of Occupational Therapy, July/August 2023, Vol. 77(Supplement_2), 7711510330p1. doi:
  • Chycinski, B., Kiander, K., Zack, M., Pieters, B., & Shipman, L. Simulated Fieldwork & the Impact on OT Students’ Perceived Level of Preparedness for Level II Fieldwork. American Journal of Occupational Therapy, July/August 2023, Vol. 77(Supplement_2), 7711505088p1. doi:
  • Baucum, B. Acute Care OT Fieldwork Education: Clinical Skill Development & Professionalism From the Clinical Instructor Perspective. American Journal of Occupational Therapy, July/August 2023, Vol. 77(Supplement_2), 7711510227p1. doi:
  • Eddy, E., Tickle-Degnen, L., and Evenson, M. ‘Occupational Therapy Fieldwork Educators: Examining Professional Quality of Life’. 1 Jan. 2021: 479 – 491.
  • Katharine Preissner, Kathryn Bernice Duke, Catherine Killian, Rachel Luangdilok Ouyang, Eva D. Jarek, Anders Kottorp; The Revised American Occupational Therapy Association Fieldwork Performance Evaluations: Evaluation of Content Validity—Part 1. American Journal of Occupational Therapy November/December 2020, Vol. 74(6), 7406205090p1–7406205090p13. doi:
  • Leslie Jackson, Kaylen Bye, Daniel Drumm, Mireya Elizondo, Jasmine Murphy; Student Perspectives on Using Evidence and Occupation-Based Practice on Level II Fieldwork. American Journal of Occupational Therapy, August 2019, Vol. 73(4_Supplement_1), 7311505104p1. doi:
  • Cardell, B., Koski, J., Wahl, J., Rock, W., & Kirby, A. (2017). Underperforming Students: Factors and Decision-Making in Occupational Therapy Programs. Journal of Occupational Therapy Education, 1 (3).
  • Johnson, C., Haynes, C., & Oppermann Ames, J. (2015). Supervision competencies for fieldwork educators. In D. M. Costa (Ed.), The essential guide to occupational therapy: Fieldwork education, resources for educators and practitioners (237-245). Bethesda, MD: The American Occupational Therapy Association, Inc.
  • Evenson, M. E., Roberts, M., Kaldenberg, J., Barnes, M. A., & Ozelie, R. (2015). Brief Report—National survey of fieldwork educators: Implications for occupational therapy education. American Journal of Occupational Therapy, 69 (Suppl. 2), 6912350020.
  • Rezaee, M., Rassafiani, M., Khankeh, H. & Hosseini, MA. Experiences of occupational therapy students in the first fieldwork education: a qualitative study. Med J Islam Repub Iran. 2014 Oct 11;28:110. PMID: 25664311; PMCID: PMC4301239.
  • Hanson, D. J. (2011). The Perspectives of Fieldwork Educators Regarding Level II Fieldwork Students, Occupational Therapy In Health Care, 25:2-3, 164-177
  • Haynes, C. J. (2011). Active Participation in Level I Fieldwork: Fieldwork Educator and Student -Perceptions. Occupational Therapy In Health Care, 25:4, 257-269.
  • Thomas, Y.,  Dickson, D., Broadbridge, J., Hopper, L. (2007). Rachel Hawkins, Ann Edwards, and Cathy McBryde, Benefits and challenges of supervising OT students. Australian Occupational Therapy Journal, 54, S2–S12.


Ideas for Student FW Projects

Sample Level II Student Schedules and Learning Activities