curriculum vitae - department of occupational therapy · roster of fellows, ... curriculum guide as...

CURRICULUM VITAE

BARBARA R HOOPER Department of Occupational Therapy Colorado State University Campus Delivery 1573, 219 OT Bldg. Fort Collins, CO 80523 [email protected] 970-491-1325 CV SECTION 1: Employment History/Awards EDUCATION Year Degree University 2003 Doctor of Philosophy Michigan State University 1994 Master of Science Western Michigan University 1984 Bachelor of Science Medical College of Georgia

1979-1981 Pre-requisite coursework Washington University in St. Louis CURRENT ACADEMIC POSITIONS Years Title Discipline University 2008-present Assistant Professor Occupational Therapy Colorado State University 2008-present Director, Center for Occupational Therapy Colorado State University Occupational Therapy Education @ CSU (COTE Information in Personal Statement, Appendix C, Section 4 & Appendix G) ADDITIONAL ACADEMIC POSITIONS Years Title Discipline University 2004-2008 Assistant Professor Occupational Therapy University of New Mexico 2003-2004 Visiting Assistant Occupational Therapy University of North Carolina Professor 2003-2004 Visiting Instructor Occupational Therapy Indianapolis University

mailto:[email protected]

Barbara R. Hooper, PhD, OTR, FAOTA

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1997-2003 Assistant Professor Occupational Therapy Grand Valley State University 1995-1997 Assistant Professor Occupational Therapy Western Michigan University 1993-1995 Adjunct Professor Occupational Therapy Western Michigan University

OCCUPATIONAL THERAPY POSITIONS Years Title Employer/Client Location 2005-2008 Occupational Therapy

Consultant Dismas House Albuquerque, NM

1999-2001 Occupational Therapy Consultant

Huntington’s Disease Society God’s Kitchen Transitional Living for Women & Children Rising Star Camp Wellerwood School Easter Seals

Grand Rapids, MI

1998-2000 Occupational Therapist Mary Free Bed Rehabilitation Hospital Grand Rapids, MI 1994-1997 Occupational Therapist Self-Employed Contract Services to:

Butterworth Hospital Grand Valley Head Injury Program Mary Free Bed Rehab Residential Services Muskegon Developmental Care Nova Care, Inc.

Grand Rapids, MI

1992-1994 Occupational Therapist/ Regional Director

Nova Care, Inc. Grand Rapids, MI

1990-1992 Occupational Therapist Mary Free Bed Rehabilitation Hospital Grand Rapids, MI 1987-1990 Occupational Therapist Harmarville Rehabilitation Pittsburgh, PA 1986-1990 Campus Chaplain University of Pittsburgh Johnstown, PA 1986-1990 OT Independent

Contractor Various outpatient & skilled nursing facilities

1983-1986 Occupational Therapist

Harmarville Rehabilitation Pittsburgh, PA

CURRENT JOB DESCRIPTION Year %Teaching %Research/Creative Activity %Service/Outreach 2008-09 40 45 15 2009-10 30 55 15 2010-11 50 35 15 2011-12 50 35 15 2012-13 50 35 15 2013-14 50 35 15


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HONORS AND AWARDS 2011 Tenure-Track Teaching Excellence Award, College of Applied Human Sciences, Colorado State University (see Appendix C, Section 5) 2008 Roster of Fellows, American Occupational Therapy Association, Bethesda, MD (see

Appendix C, Section 5) 2007-2009 Medical Education Scholar. University of New Mexico School of Medicine (see Appendix

C, Section 5)

2005-2006 Diagnostic and Therapeutic Sciences Teaching Award, University of New Mexico School of Medicine

2005-2006 Excellence in Community Health and Interdisciplinary Education, Rural Health

Interdisciplinary Program, University of New Mexico Health Sciences Center

1999-2000 Presidential Service Learning Scholar Award, Grand Valley State University

1991-1993 Occupational Therapy Academic Fellowship, College of Health and Human Sciences, Western Michigan University, Kalamazoo, MI

1984 Summa Cum Laude, Medical College of Georgia, Augusta, GA CV SECTION 2: Publications/Scholarly Record PUBLISHED WORKS: Refereed Journal Articles (* indicates student or mentee with whom a work was published). Hooper B., Greene, D., & Sample, P. (2014). Exploring features of integrative teaching through a

microanalysis of connection-making processes in a health sciences curriculum. Advances in Health Sciences Education , 1-27.

Hooper, B., King, R.*, Wood, W., Bilics, A., & Gupta, J.* (2013). An international systematic mapping

review of educational approaches and teaching methods in occupational therapy education. British Journal of Occupational Therapy, 76(1), 9-22.

King, R.*, Hooper, B., & Wood, W. (2011). Using bibliographic software to appraise and code data in

systematic review research, Medical Teacher, 33(9), 719-213. Hooper, B. (2011). The occupation of teaching: Elements of meaning portrayed through educators’ teaching

diagrams. Journal of Occupational Science, 18(2), 167-181. Hooper, B., Atler, K., & Wood, W. (2011). Strengths and limitations of the occupational therapy model

curriculum guide as illustrated in a comprehensive curriculum revision process. Occupational Therapy in Health Care, 25(2-3), 194-207

Hooper, B. (2010). Falling forward: Lessons learned from critical reflection on an evaluation process with a

prisoner re-entry program. New Directions in Evaluation, 127, 21-34.


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Hooper, B. (2010). On arriving at the destination of the Centennial Vision: Navigational landmarks to guide

occupational therapy education. Occupational Therapy in Health Care, 24, 97-106. Wood, W., Womack, J., & Hooper, B. (2009). Dying of boredom: An exploratory case study of time use,

apparent affect, and routine activity situations on two Alzheimer’s special care units. American Journal of Occupational Therapy, 63, 337-350.

Hooper, B. (2008). The stories we teach by: Intersections between faculty biography, student formation and

instructional processes. American Journal of Occupational Therapy, 62(2), 228-241. Hooper, B. (2007). Shortening the distance between the “I” and the “It”: A transformative approach to

faculty development. Occupational Therapy in Health Care, 21(1/2), 199-215. Hooper, B. (2006). Beyond active learning: A case study of teaching practices in an occupation-centered

curriculum. American Journal of Occupational Therapy, 60(5), 551-62. Hooper, B. (2006). Epistemological transformation in occupational therapy: Relevance to education. OTJR:

Occupation, Participation, & Health, 26(1), 15-24. Hooper, B. & Wood, W. (2002). Pragmatism and structuralism in occupational therapy: The long

conversation. American Journal of Occupational Therapy, 56(1), 40-50. Hooper, B. (2000). Calls for reform: A conceptual review of educational purpose in occupational therapy.

Innovative Occupational Therapy Education. Bethesda, MD: AOTA, 116-133. Hooper, B. (1997). Investigating the influence of pre-theoretical assumptions on clinical reasoning. American

Journal of Occupational Therapy, 51(5), 328-338. Manuscripts Accepted for Publication: Hooper, B., Krishnagiri, S., Price, P., Bilics, A., Taff, S., & Mitcham, M. Value and challenges of

conceptualizing health professions’ core subjects related to education and educational research. Journal of Allied Health.

Roberts, M., Hooper, B., Wood, W., King, R. An international systematic mapping review of fieldwork

education in occupational therapy. Canadian Journal of Occupational Therapy.

Submitted Manuscripts: Hooper, B., Wood, W., Roberts, M., Gupta, J., Liebe,K. & King, R. An international systematic mapping

review of occupational therapy’s educational scholarship. Occupational Therapy International. Hooper, B., Mitcham, M., Taff, S., Price, P., Krishnagiri, S., Bilics, A. The renaissance of occupation: Here

but not yet realized in professional education. American Journal of Occupational Therapy. Bilics, A., Burke, J., Gupta, J., Hanson, D., Harvison, N., Hooper, B. Research agenda for occupational

therapy education. The American Journal of Occupational Therapy.


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Refereed Chapters in Books: Hooper, B., & Wood, W. (2013). Chapter 3. The philosophy of occupational therapy: A framework for

practice. In B. Schell, G. Gillen & M. Scaffa (Eds.), Willard and Spackman’s Occupational Therapy (12th Edition, pp. 35-46). Philadelphia: Lippincott, Williams & Wilkins.

Hooper, B. (2008). Therapists’ assumptions as a dimension of clinical reasoning. In B. Schell & J. Schell

(Eds.) Clinical & Professional Reasoning in Occupational Therapy. Philadelphia: Lippincott, Williams & Wilkins, pp. 13-35.

Schell, B., & Hooper, B. (2008). Bibliography of clinical and professional reasoning. In B. Schell & J. Schell

(Eds.) Clinical & Professional Reasoning in Occupational Therapy. Philadelphia: Lippincott, Williams & Wilkins, pp. 433-442.

Wood, W., Hooper, B., & Womack, J. (2005). Reflections on occupational justice as a subtext of occupation-

centered education. In F. Kronenberg & S. Simó Algado (Eds.) Occupational therapy beyond borders: Learning from the spirit of survivors (pp. 378-390). Kidlington, Oxford: Elsevier Science.

Refereed Proceedings/Transactions (* indicates student or mentee with whom a project was presented): Munoz, J., Hooper, B., White, J., Rogers, S., Hamilton, T., & Cubra, J.*, Gaffron, E* (2007). Occupational

science in correctional institutions and community Corrections: Support for occupational enrichment. Conference Proceedings: Society for the Study of Occupation 6th Annual Research Conference.

Hooper, B. (2007). Picturing change: The use of visual data in the study of transformative learning. Transformative Learning: Issues of Difference and Diversity, 196. Hooper, B. (2005). Intersections between educators’ biography and the epistemological transformation of a

profession: Influences on promoting self-authorship among graduate students. Conference Proceedings: 6th Annual International Conference on Transformative Learning.

Hooper, B. (2003). Beyond content: The epistemic, intrapersonal, & biographical dimension of occupation-

centered education. Conference Proceedings: Society for the Study of Occupation 3rd Annual Research Conference. Non-Refereed Journal Articles/Chapters/Proceedings/Transactions: Crist, P., Scaffa, M., & Hooper, B. (2010). Occupational therapy education and the Centennial Vision.

Occupational Therapy in Health Care, 24, 1-6. Introduction to special issue on which I served as co-editor. Berg, C., Black, R., Fazio, L., Finlayson, M., Hooper, B., Krishnagiri, S., Padilla, R., et al. (2009). Occupational

Therapy Model Curriculum. Bethesda, MD: The American Occupational Therapy Association. (http://www.aota.org/Educate/EdRes/COE/Other-Education-Documents/OT-Model-Curriculum.aspx)

http://www.aota.org/Educate/EdRes/COE/Other-Education-Documents/OT-Model-Curriculum.aspx

http://www.aota.org/Educate/EdRes/COE/Other-Education-Documents/OT-Model-Curriculum.aspx


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Stutz-Tannenbaum, P.,* & Hooper, B. (2009). Finding congruence between identities as a fieldwork educator and a practitioner. Education Special Interest Section Quarterly, 19(2), 1-4.

Hooper, B., & Mitcham, M. D. (2004). Teaching to promote graduate, occupation-centered education: a new

focus for faculty development. OT Practice, July 12, 2004. Hooper, B. (1997). Book Review: Developing clinical reasoning skills. Physical & Occupational Therapy in

Pediatrics, 17(4), p.93-95. CONTRACTS & GRANTS Externally-Funded Projects as PI 2012. Determining How the Construct of Occupation is Addressed in Occupational Therapy Curricula. American Occupational Therapy Foundation. $15,012 (Disciplinary, cross-institutional research grant). 2011. Determining How the Construct of Occupation is Addressed in Occupational Therapy Curricula. Society for the Study of Occupation: USA. $10,000 (Disciplinary, cross-institutional research grant). 2006-2008. Life By Design. Dismas House of New Mexico. $11,773 (Engagement grant for program

development and evalaution research). Internally-Funded Awards as PI 2012. Determining How the Construct of Occupation is Addressed in Occupational Therapy Curricula Co-PI’s: Andrea Bilics, Sheama Krishnagiri, Maralynne Mitcham, Pollie Price, Steve Taff. PRSE Grant, Department of Occupational Therapy $400. 2010-2011. Opportunities for Connection: Investigating the Implementation of Integrative Learning in the CSU-OT Curriculum. Co-PI’s: David Greene and Pat Sample. PRSE Grant, Department of Occupational Therapy. $6000. 2010-2011. Opportunities for Connection: Investigating the Implementation of Integrative Learning in the CSU-OT Curriculum. Co-PI’s: David Greene and Pat Sample. College of Applied Human Sciences Mini-Grant. $6000. 2009. A Pilot Study to Identify Ways of Knowing Acquired by Occupational Therapy Students. Co-PI: Pat Sample. PRSE Grant, Department of Occupational Therapy. $2500.

2007-2008. Ways of Knowing and Significant Learning Experiences of First-Year Students in Occupational Therapy, Physical Therapy, and Public Health. Scholarship in Education Allocations (SEAC Grant). University of New Mexico. $5000. 2005-2006. Broadening and Evaluating Indicators of Student Competence and Personal Development in a Graduate Occupational Therapy Curriculum. Office of Undergraduate Medical Education, University of New Mexico. $4000. 2003. Occupational Therapy Curriculum Revision Project. Pew Teaching and Learning Center. Grand Valley State University. $6500.


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2000. Revisioning Educational Purpose, Learning Processes, and Learner Outcomes in Occupational Therapy. Pew Teaching and Learning Center. Grand Valley State University. $8000. 2000. Curriculum Designs Supporting Community Engagement by Occupational Therapy Students, Center for Philanthropy and Nonprofit Leadership. Grand Valley State University. $2500. 1999-2000. Establishing Service-learning Relationships with Community Agencies. Center for Philanthropy and Nonprofit Leadership. Grand Valley State University. $2000. 1996-97. A Comparison of Academic and Clinical Expectations Regarding Competencies for Level II Fieldwork Students. College of Health and Human Service. Western Michigan University. $1500. 1992-93, Investigating Pre-Theoretical Assumptions as an Influence in Clinical Reasoning, Graduate College. Western Michigan University. $1000. PAPERS PRESENTED/SYMPOSIA/INVITED LECTURES/PROFESSIONAL MEETINGS/WORKSHOPS (* indicates student or mentee with whom a project was presented): Refereed Hooper, B., Price, P., Krishnagiri, S., Bilics, A., Taff, S., & Mitcham, M. (2014, October). Phase II: A National study examining how occupation is addressed in occupational therapy curricula. 2014 Joint International Conference in Minneapolis, Minnesota, USA Globalization & Occupational Science: Partnerships, Methodologies & Research. Presentation of research paper. Hooper, B., Krishnagiri, S., Price, P. Bilics, A., Taff, S., & Mitcham, M. (2014, June). Strategies for making occupation explicit in curricula. 16th World Federation of Occupational Therapists Congress, Yokohama, Japan. 3-hour workshop based on research findings of the AOTF-SSO funded study. Hooper, B., Krishnagiri, S., Price, P. Bilics, A., Taff, S., & Mitcham, M. (2014, April). Strategies for making occupation explicit in curricula. American Occupational Therapy Association Conference. 3-hour workshop based on research findings of the AOTF-SSO funded study. Hooper, B., Roberts, M.,* Gupta, J.,* & Liebe, K.* (2013, October). An international systematic mapping review of occupational therapy education. American Occupational Therapy Association Education Summit, Atlanta, GA. Hooper, B., & Liebe, K.* (2013, October). Representation of occupation as a noted content area or skill in the occupational therapy education research. Society for the Study of Occupation: USA, Lexington, KY. Hooper, B., Krishnagiri, S., Price, P. Bilics, A., Taff, S., & Mitcham, M. (2012, April). Determining how the construct of occupation is addressed in curricula: A Pilot Study. American Occupational Therapy Association Conference, Indianapolis, IN. Hooper, B. (2010, Sept). Linking ways of doing occupational therapy with ways of knowing: A framework for change. New Zealand Occupational Therapy Association Conference, Nelson, NZ. Hooper, B., & Mitcham, M. (2009, April). Toward the Centennial Vision: Enhancing theory-driven teaching and


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learning in professional graduate education. 3-hour workshop presented at the American Occupational Therapy Association Conference, Houston, TX. Hamilton, T., Munoz, J. Rogers, S., Hooper, B., & White, J. (2008, April). Occupational therapy in community corrections. Paper presented at the American Occupational Therapy Association Conference, Long Beach, CA.

Hooper, B. (2007, October). Picturing change: The use of visual data in the study of transformative learning. Paper presented at the 7th International Transformative Learning Conference, Albuquerque, NM.

Hamilton, T., Munoz, J. Rogers, S., Hooper, B., White, J., Cubra, J.,* & Gaffron, E.* (2007, October). Occupational therapy in community corrections. Paper presented at the Society for the Study of Occupation, Albuquerque NM.

Hooper, B., & Eckert, J.* (2007, October). An exploration of therapists’ personal context as an aspect of pragmatic reasoning. Poster presented at the Society for the Study of Occupation, Albuquerque NM.

Hooper, B., & Armstrong, J. (2007, August). Visualizing professional practice: Visual representations and the study of transformative learning in post-secondary education. Paper presented at the College of Education Research Symposium, University of New Mexico, August 17.

Hooper, B., & Eckert, J.* (2007, April). An exploration of therapists’ personal context as an aspect of pragmatic reasoning. Poster presented at the American Occupational Therapy Association Conference, St. Louis, MO.

Schell, B., Coster, W., Hamilton, T., Harris, D., Hooper, B., Schell, J., & Tomlin, G., (2007, April). Clinical and professional reasoning in occupational therapy. Institute presented at the American Occupational Therapy Association Conference, St. Louis, MO [author only].

Hooper, B. (2006, October). From prison to community: a transitional program grounded in occupational science and transformative learning. Paper presented at the Society for the Study of Occupation: USA, St. Louis, MO.

Hooper, B. (2005, October). Intersections between educators’ biography and the epistemological transformation of a profession: Influences on promoting self-authorship among graduate students.” Paper presented at the International Transformative Learning Conference, Lansing, MI.

Hooper, B. (2005, April). Self-authorship or authoring lives?: Faculty biography and teaching to promote intellectual development. Paper presented at the American Educational Research Association, Montreal, QUE.

Hooper, B. (2003, October). Beyond content: The epistemic, intrapersonal & biographical dimensions of occupation-centered education. Paper presented at the Society for the Study of Occupation: USA. Second Annual Research Conference, Park City, UT.

Hooper, B., & Mitcham, M. (2003, June). Designing learning activities that promote graduate, entry-level, occupation-centered education. Paper presented at the American Occupational Therapy Association Conference, Washington, DC.

Hooper, B. (2002, June). Mind Mapping: Locating the mind-that-reasons in clinical reasoning research. Paper given as part of a panel presentation entitled, Emerging concepts in clinical reasoning: implications for teaching and research. Other authors on the panel: Ruth S. Farber from Temple University and Barbara B. Schell from Brenau University. World Federation of Occupational Therapy, Stockholm, Sweden.

Schell, B., Hooper, B., & Farber, R. S. (2002, May). Researching professional reasoning: assumptions and methods. Paper presented at the American Occupational Therapy Association Conference, Miami, FL.

Hooper, B. (2001, April). Reading occupational therapy: Pragmatist and structuralist discourses in historical perspective. Paper presented at the American Occupational Therapy Association Conference, Philadelphia, PA.

Hooper, B., Pace, J.,* Vernon, D.,* & Yenny, C*. (2000, October). Understanding clinical reasoning and clinical action through an exploration of therapists’ assumptions. Paper presented at the Great Southern Occupational Therapy Conference, Atlanta, GA. (Faculty research presented by student co-investigators).


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Hooper, B. (1999, November). Presidential service learning scholars program at GVSU. Paper presented at the Michigan Campus Compact’s Fourth Annual Faculty Institute on Service Learning: Learning through Campus-Community Partnership, Detroit, MI.

Hooper, B. (1999, October). Concepts for curriculum design: Strategies for new and adjunct faculty. Paper presented at the Michigan Occupational Therapy Association, Mackinac Island, MI.

Hooper, B. (1999, October). A conceptual approach for designing service learning experiences. Paper presented at the Michigan Occupational Therapy Association, Mackinac Island, MI.

Hooper, B. (1997, November). The relationship between pre-theoretical assumptions and clinical reasoning. Paper presented at the College of Health and Human Services Research Day, Kalamazoo, MI.

Hooper, B. (1997, April) Teaching clinical reasoning and cultural competency from a pre-theoretical perspective. Paper presented at the American Occupational Therapy Association Conference, Chicago, IL.

Hooper, B. (1997, March) The therapist with the four-track mind. Paper presented at the Midwest Dean’s Research Day, Kalamazoo, MI.

Hooper, B. (1996, September). Environmental adaptations to maximize cognitive and visual functioning. Paper presented at the Michigan Occupational Therapy Association Conference, Lansing, MI.

Hooper, B. (1996, April). Classroom methods that facilitate self-directed learning skills. Commission on Education, Paper presented at the American Occupational Therapy Association Conference.

Hooper, B. (1996, March). The relationship between pre-theoretical assumptions and clinical reasoning. Paper presented at the Midwest Dean’s Research Day, Medical College of Ohio, Toledo, OH.

Hooper, B., & Fausone, B. (1992, October). Goals integration group: Collaborative group programming with patients in inpatient rehab. Poster presented at the National Stroke Conference, Boston, MA.

Invited International Hooper, B. (July, 2014) Exploring the epistemological foundations of interprofessional learning. Keynote address at the Annual Conference of the Australian and New Zealand Association of Health Professional Educators (ANZAHPE), Gold Coast, Australia. 7-10 July. Hooper, B. (July, 2014) Designing curricula, courses, and clinical experiences for integrative learning. Workshop at the Annual Conference of the Australian and New Zealand Association of Health Professional Educators (ANZAHPE), Gold Coast, Australia. 7-10 July.

Hooper B. (June 24, 2014). Subject-centered learning in practice education. Griffith University, Gold Coast Campus, Queensland Australia.

Hooper B. (July 2014). Subject-centered learning in practice education. Central Queensland University, Rockhampton Campus, Queensland Australia.

Hooper, B. (Sept, 2010). Linking ways of doing and knowing to transform practice. Presentation to faculty at Department of Occupational Science & Therapy, Auckland University, Auckland New Zealand.

Hooper, B. (Sept, 2010). Discussion with a scholar. A 2-hour conversation with occupational therapy lecturers and local OT professional leaders, focused around a stimulus question or statement. Sponsored by the Department of Occupational Science & Therapy, Auckland University, Auckland New Zealand.

Invited National Hooper, B. (October 15, 2014). The concept of occupation as addressed in US occupational therapy curricula.


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Presentation of research findings at the Pre-conference Forum of the International Occupational Science Conference. Minneapolis, MN.

Hooper, B. (May 8, 2014). Designing courses and curricula for integrative learning. Sponsored by the Center for Excellence in Teaching and Learning, Winston-Salem Universiy.

Gupta, J., Harvison, N., Bilics, A. Hanson, D., Hooper, B., & Burke, J. (April, 2014). AOTA OT education research forum: Part III introducing the AOTA education research agenda. American Occupational Therapy Association Conference, Baltimore, MD.

Hooper, B., Krishnagiri, S., Price, P. Bilics, A., Taff, S., & Mitcham, M. (2013, October). Determining how the construct of occupation is addressed in curricula. Society for the Study of Occupation: USA, Lexington, KY. 4-hour workshop based on research findings of study by the same name.

Claussen, S., Hooper, B., & Vining, M. (April, 2013). AOTF Doctoral Network: Stories of doctoral and post-doctoral education and different career paths. American Occupational Therapy Association Conference, San Diego, CA.

Gupta, J., Harvison, N., Bilics, A. Hanson, D., Hooper, B., & Burke, J. (April, 2013). AOTA OT Education Research Forum: Part II. American Occupational Therapy Association Conference, San Diego, CA.

Gupta, J., Harvison, N., Bilics, A. Hanson, D., Hooper, B., & Burke, J. (April, 2012). AOTA OT Education Research Forum. American Occupational Therapy Association Conference, Indianapolis, IN.

Roberts, M.,* & Hooper, B. (October, 2012). Fieldwork education mapping review. Program Directors Meeting, American Occupational Therapy Association. Orlando, FL.

Hooper, B. (August, 23, 2011). Occupational therapy education as a context for transformative learning. Invited workshop for Towson University, Department of Occupational Therapy and Occupational Science.

Hooper, B. (June, 2-3, 2011). Fieldwork as a context for transformative learning. Invited keynote for New England Occupational Therapy Education Council.

Hooper, B. (April, 2011). The state of occupational therapy education ten years after Resolution J. Sponsored session, Education Special Interest Section, American Occupational Therapy Association Conference.

Hooper, B. (April, 2010). Fieldwork as a context for transformative learning. Sponsored session at the American Occupational Therapy Association conference for clinical educators.

Hooper, B. (April, 2010). Use of the Model Curriculum as a guide to curriculum revision & development. Sponsored session at the American Occupational Therapy Association conference for program directors.

Hooper, B. (March 10, 2009). Qualitative research: The suppositions, questions, methods and criteria. Presentation to physician members of Medical Education Scholars program, University of New Mexico.

Hooper, B. (May 1, 2007). Student- [Off] centered learning. Lecture given to Department Chairs, Sanford School of Medicine Division of Health Sciences, University of South Dakota.

Hooper, B., & Mitcham, M. (January 3-4, 2007). Transformational education: Teaching what we know and knowing what we teach. National workshop given for occupational therapy faculty, Ft. Lauderdale, FL, January 3-4, 2007

Hooper, B. (May 11-12, 2005). Anatomy of a scholar: Identity, teaching, & research. Invited faculty member to plan and facilitate this faculty development institute co-sponsored by AOTA & AOTF at the annual conference of the American Occupational Therapy Association, Long Beach, CA.

Hooper, B., & Mitcham, M. (November 4-5, 2004). Transforming teaching: Redesigning instruction for graduate curricula in the health professions. Workshop given at the New York State OT Association Conference.

Hooper, B. (October 22-23, 2004). What the OTD, MSOT, & MS degrees have in common: The epistemological & subject-centered dimensions of graduate occupation centered education. Presentation given at the annual meeting of the Occupational Therapy Academic Program Directors.


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Invited Local Hooper, B. (Spring, 2010). Epistemological foundations of critical thinking. Panel presentation at Critical Thinking Workshop hosted by The Institute for Learning & Teaching (TILT), Colorado State University.

Hooper, B. (Spring, 2009). Teaching and learning to promote critical thinking. Panel presentation at Critical Thinking Workshop hosted by The Institute for Learning & Teaching (TILT), Colorado State University.

Hooper, B., Armstrong, J., Averill, J., McCloskey, J. (February 21, 2008). Getting qualitative research published. Panel presentation to Qualitative Research Café, University of New Mexico.

Hooper, B. (February 6, 2008). “But the Bones Didn’t Try the Door”: Teaching anatomy in the context of everyday activity [quote by Robert Frost]. Presentation to area clinical educators at UNM OT Graduate Program’s Fieldwork Educator’s Day, Albuquerque, NM.

Hooper, B. (December 8, 2007). Occupational therapy on the Mobius strip. Keynote presentation at the UNM Class of 2008 graduation ceremony.

Hooper, B. (February 25, 2007). The graduate student on level II fieldwork: What should we expect? Presentation to area clinical educators at UNM OT Graduate Program’s Fieldwork Educator’s Day, Albuquerque, NM.

Hooper, B. (February 2007). Perceptions of successful transitions from prison to the community among stakeholders in Dismas House of New Mexico: Presenting a needs assessment study currently in the design phase. UNM Qualitative Research Café, Albuquerque, NM.

Hooper, B. (March 2007). Occupational therapy life by design program at Dismas House New Mexico. Children’s Psychiatric Hospital.

Hooper, B. (March 3, 2006) Bridging education and practice through collaborative learning. Presentation to area clinical educators at UNM OT Graduate Program’s Fieldwork Educator’s Day, Albuquerque, NM.

Hooper, B., Bilics, A., Stern, P. (May 11, 2005). Personal accounts of the transformative dimensions of teaching. Panel presentation given at the American Occupational Therapy Conference, Long Beach, CA.

Hooper, B. (March 28, 2006). Overview of transformative learning theory. Presentation to graduate students at the College of Education, University of New Mexico.

Hooper, B. (February 25, 2005). The graduate student on Level II Fieldwork: What can we expect? Presentation to area clinical educators at UNM OT Graduate Program’s Fieldwork Educator’s Day, Albuquerque, NM.

Hooper, B. (January 5, 2005). Subject-centered learning & self-authorship as potential frameworks for graduate education in OT. Presentation given to occupational therapy faculty at the UNM OT program’s annual retreat.

Hooper, B. (November 17, 2000). The beauty of occupational therapy: An aesthetic conception of community practice. Presentation given at the West Michigan Occupational Therapy and Occupational Therapy Assistant Student Symposium.

Hooper, B. (January-May, 2000). Identity as a function of occupation: A seminar in occupational science. A 12-week seminar for UNC faculty, University of North Carolina at Chapel Hill.

Hooper, B. (September 21, 1999). The therapist with the five-track mind. A presentation given to therapists at the interdisciplinary Conference on Clinical Decision-Making: Bridging the Gap in Case Management for the New Millennium. Mary Free Bed Rehabilitation Hospital, Grand Rapids, MI.

Hooper, B. (August 28, 1998). What to expect in your professional education experience. Presentation to new OT, PT, RT, PA students in the School of Health Professions at Grand Valley State University.

Hooper, B. (November 7, 1997). Introduction to problem-based learning. A presentation given to occupational therapy faculty at Grand Valley State University OT Program’s annual retreat, Grand Rapids, MI.


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Hooper, B. (February 19, 1996). Considering cognitive and visual components in environmental assessments. Western Michigan Occupational Therapy Association, Grand Rapids, MI.

Hooper, B. (January, 1993). Investigating pre-theoretical assumptions as an influence on clinical reasoning. A presentation given to January-term undergraduate students at Calvin College, Grand Rapids, MI.

Hooper, B. (February 3-4, 1992). Rehabilitation: Return to culture-making. A presentation given to college students from Pennsylvania, Ohio, & West Virginia at the Jubilee Conference, Pittsburgh, PA.

Workshops: Center for Occupational Therapy Education @ CSU Annual Summer Institute (A national professional development institute for occupational therapy faculty, see Appendices C. section 4 & G) June 22-26, 2013. Designing Graduate Courses for Integration Learning: Theory, Research, Implementation & Assessment. June 22-26, 2011. Designing Graduate Courses for Integration Learning: Theory, Research, Implementation & Assessment. June 23-27, 2010. Designing Graduate Courses for Integration Learning: Theory, Research, Implementation & Assessment. June 12-15, 2009. Designing Courses for Transformative Learning in Graduate Professional Education


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Collaborative & Integrative Interdisciplinary Scholarship-CSU • Will present international keynote address to Australia and New Zealand Association of Health

Professions Educators (ANZAHPE), July 2014. • Published in interdisciplinary journal, Medical Teacher. • Manuscript accepted for publication in interdisciplinary journal, Advances in Health Sciences. • Served as external committee member on 3 doctoral students in School of Education. • Presented to graduate teaching assistants in Psychology on epistemological challenges in the

classroom. • Co-presented an interdisciplinary panel to college-wide audience with professors Sue Doe (English),

Gamze Cavdar (Political Science), and Karla Gingerich (psychology). Using Writing to Support Critical Thinking, The Institute for Learning and Teaching, May 18, 2010.

• Hosted interdisciplinary panel on transformative learning at inaugural COTE Institute. Panel included professors Deborah Valentine (Social Work), Meena Balgopal (Education), Louann Reid (English),

• Co-presented as member of interdisciplinary panel, Integrating Critical Thinking into your Courses. The Institute for Learning and Teaching, June 2, 2009.

• Presented to to interdisciplinary Work Group sponsored by The Institute for Learning and Teaching, How do Ways of Knowing Contribute to Generational Gaps? February 11, 2009

• Served as active member of interdisciplinary work group sponsored by TILT on exploring millennial characteristics. Members represented education, business, engineering, and foreign languages.

CV SECTION 3: Evidence of Teaching and Advising Effectiveness (see Appendix C) TEACHING – Last 5 years: Year Semester Course No./Title Credit Hours Total

Enrollment 2013

Spring OT 660: Occupational Performance Adult to Old Age II (Section 001)

3 24

2013


3 25

2012

Fall OT 601: Occupation and Rehabilitation Science I (Section 001)

3 24

2012

Fall OT 601: Occupation and Rehabilitation Science I (Section 002)

3 25

2012


3 22

2012


3 21


14

2011 Fall OT 601: Occupation and Rehabilitation Science I

(Section 001)

3 22

2011 Fall OT 601: Occupation and Rehabilitation Science I (Section 002)

3 21

2011

Spring

OT 660: Occupational Performance Adult to Old Age II (Section 001)

3 recitation 1 lab

22

2011

Spring

OT 660: Occupational Performance Adult to Old Age II (Section 002)

3 recitation 1 lab

21

2010

Fall OT 601: Occupation and Rehabilitation Science I 3 16

2010 Fall OT 670: Evidence-Based Practice Seminar

3 7

2009 Fall OT 608: Occupational Therapy Process: Foundations of Practice

3 45

2009 Fall OT 609: Occupational Therapy Process: Foundations of Practice Lab (Section 001) Coordinator/co-instrutor with TA

1 23

2009 Fall OT 609: Occupational Therapy Process: Foundations of Practice Lab (Section 002) Coordinator/co-instrutor with TA

1 22

2009 Spring OT 686: Fieldwork Seminar

3 5

2008 Fall OT 608: Occupational Therapy Process: Foundations of Practice

3 39

2008 Fall OT 609: Occupational Therapy Process: Foundations of Practice Lab (Section 001)

1 20

2008 Fall OT 609: Occupational Therapy Process: Foundations of Practice Lab (Section 002)

1 19


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Course Syllabi, Assignments, and Other Materials (see Appendix C. Section 1) Peer Evaluations of Teaching, Graduate Student Classroom Context Excerpts (see Appendix C. Section 2) Dr. Rod Lucero, Professor, Associate Professor, Associate Director School of Teacher Education & Principal Preparation, School of Education, CSU: “The feeling tone of the room is very positive…a dynamic learning environment. This movement around the room also allows for every student to have access to their professor! This is one of the elements of this classroom that would define it as effective…strong interpersonal relationships! I appreciate the fact that you make sure students are speaking loud enough for all to hear…this is an important part of the learning. The experiences that students are sharing are compelling, as instructive, emotive, and rich. Instructor is sensitive to student needs, in terms, of breaks, etc. “The case study of “Mary” helps the content become quite real…it’s not simply theoretical. This classroom dynamic seems steeped in a “theory to practice” philosophy! Very effective!! Mutual respect (instructor to students, students to instructor, and student to student) is evident…Students are 100% engaged and are willing to take risks as they explore the content…a “safe” learning environment has been created that deepens the engagement of students. Good use of available technology. Well planned lesson…great use of the timer!” “Questioning techniques might be something you’d like to work on…most instructors can improve their instruction on this element of their instruction…the formula for effective questioning is: Question + Wait Time + Name = Effective Questioning. (I will attach a handout that I used with MTI on this strategy). “You might want to consider the transitions between activities…as example…how do their stories about their fieldwork experiences relate to the case study of “Mary”…(internal transitions are those that take place from one activity within the lesson to the next…it helps the instructor to articulate the teaching progression, and maintain momentum and flow in the lesson as well as providing the necessary context for learning.” Peer Evaluations of Teaching, Continuing Education Classroom Context, COTE Summer Institute, Designing Graduate Courses for Integrative Learning (excerpts from nomination letters for CHHS Tenure Track Teaching Award-See Appendix C. Section 5, See also peer evaluations under conference/workshop assessment, Section 4) Dr. Maralynne Mitcham, Professor and Assistant Dean, College of Health Professions, Medical University of South Carolina: “Having spent considerable time with Dr. Hooper considering the teaching needs of our current and future faculty members, I am taken by the thoughtful way she engages in the dialogue and the inspirational way in which she delivers the content; teaching one’s peers is no easy task and she is the consummate professional. Directly watching Dr. Hooper in action is inspirational and watching an audience of her peers respond to her is even more so. Her learning audiences are in awe of the grounding she brings to complex phenomena and the way in which she lets the important principles unfold and fall into place. As she leads her learners through challenging situations, she never once makes them feel inadequate rather she facilitates their problem solving and allows them to arrive at the intended learning outcomes in a gentle way. She is a great diffuser of learning


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anxiety allowing her audience time to grapple with new knowledge and seek out ways to incorporate it into new conceptual frontiers.” Dr. Blythe Lagasse, Assistant Professor, Department of Music, Theatre & Dance, CSU: “Every person who attended that workshop left with a new respect for teaching and learning. I truly believe that this is the type of course every faculty member should take. Presenting to the group, Dr. Hooper was extremely articulate, well-organized, and used excellent examples that illustrated main points. Information was also reinforced through guided plenary sessions where small groups discussed ideas and began to consider changes to courses that they were teaching. The depth of information, resources, and method of helping the attendees to re-design one of their courses was outstanding. Furthermore, Dr. Hooper was willing to try different exercises and methods to help us look differently at our courses, our curriculum, and our students. Some of what makes Dr. Hooper so effective is that she integrates current literature about teaching and learning into her methods. She thinks beyond the class and considers the subject that the student is learning. Students learn to tie information to the core subject, preventing the compartmentalization of topics. She encourages students to see beyond their own view and consider the view of others. She promotes problem solving and critical thinking as necessary skill for students to develop. I have no doubt that students learning from Dr. Hooper develop skills that will not only help them in their future profession, but skills that will help them to be better members of a community. Dr. Hooper pushed me to think about teaching and learning differently.”


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Student Course Surveys Composite Scores 2008-2013 (See Appendix C. Section 3)

Composite scores on overall course and instructor ratings are based on questions 7 (how would you rate this course overall?) and 18 (how would you rate this instructor overall?) from student course surveys between 2008 and 2010 and, because the course survey was revised, on questions 8 (course overall) and 23 (instructor overall) from student course surveys between 2011 and 2013. (Specific year-by-year, course-by-course ratings are reported below).

00.5

11.5

22.5

33.5

44.5

5

2008 2009 2010 2011 2012 2013

Overall Course Ratings: 2008 - 2013 (Mean 4.3)

OT 608

OT 609

OT 686

OT 670

OT 601

OT 660

00.5

11.5

22.5

33.5

44.5

5

2008 2009 2010 2011 2012 2013

Overall Instructor Ratings: 2008 - 2013 (Mean 4.6)

OT 608

OT 609

OT 686

OT 670

OT 601

OT 660


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Participation in Professional Development Activities Related to Teaching

2009 Designing Courses for Significant Learning. Dee Fink & Associates. January 4-6, Atlanta, GA. 2009 Critical Thinking Workshop. The Institute for Learning & Teaching (TILT), Colorado State

University 2010 Learning, Teaching & Critical Thinking Workshop. The Institute for Learning & Teaching (TILT).

Colorado State University.

2011 Using Integrative Learning to Enhance Critical Thinking in Your Courses. The Institute for Learning & Teaching (TILT). Colorado State University.

2011 Occupational Therapy Education in High Definition. American Occupational Therapy Association. All day institute. April 13, Philadelphia, PA.

2012 Grant Writing Workshop. College of Applied Human Sciences. Colorado State University.

Professional Consultation Provided Related to Teaching Strengthening integration in the occupational therapy curriculum. 2-day workshop Winston-Salem University, Department of Occupational Therapy, May 8-9, 2014.

Occupational therapy curriculum development retreat. 2-day consultation Pacific University, Department of Occupational Therapy, September 12-13, 2012.

Occupational therapy curriculum development workshop. 3-day consultation San Jose State University, Department of Occupational Therapy, September 9-11, 2011.

Creating an integrated curriculum. 2.5 day consultation. Eastern Michigan University, May 18-20, 2009.

Designing, evaluating, and revising graduate occupation centered education. 2.5 day consultation. University of South Dakota, Vermilion, SD, April 30-May 2, 2007.

Refining course materials and teaching practices for subject-centered learning & contextual knowing. 2 day consultation. The Sage Colleges, Troy, NY, August 2-3, 2006.

Using the academic plan model to design the initial stages of a new curriculum. 2.5 day consultation. University of South Dakota, Vermilion, SD, October 26-28, 2005.

Subject-centered education: Implications for pedagogical design and practice in occupational therapy, 2 day consultation. The Sage Colleges, Troy, NY, June 8-9, 2005.

Curriculum re-visioning and development for the DPT. 3, 2-hour sessions, Grand Valley State University, Physical Therapy Program, Fall 2002.

Educational theory and instructional methods for graduate education. 2-day consultation, Chicago State University, March 16-17, 2004.

Educational theory and instructional methods for graduate education. 2-day consultation, Saint Louis University, June 9-10, 2004.

Curriculum design: Environmental scanning, mission, philosophy, curricular themes and instructional action. 6-day consultation, Saint Louis University, May 2001, Fall 2001, Spring 2002.


19

ADVISING-Graduate Students (See Appendix D)

# of Academic Advisees in last 5 years: 23 Current Research Advisees in Occupational Therapy: Lauren Musick (MS) Current Graduate Committee Memberships (excluding those chaired): 0 Plan B 0 MS/MA 1 OTD (Tufts University) 3 PhD Graduate Committee Memberships (for past 5 years, not including those above) 6 Plan B 2 MS/MA 3 OTD (BU, Tufts, TWU) 3 PhD Graduate Degrees Completed Under Your Supervision Mikaela Caudill 2010 MS Plan B Occupational Therapy Lindsay Guzowski 2010 MS Plan B Occupational Therapy Kendra Samuelson 2010 MS Plan B Occupational Therapy Ava Solmon 2010 MS Plan B Occupational Therapy Nicki Heinert 2010 MS Plan B Occupational Therapy Kamil Schmidt 2010 MS Plan B Occupational Therapy

Descriptions of Mentoring Activities (See Appendix E) Mentored Teaching Fellowship (Section 1) Established in 2012-13, this fellowship invites OTD students to complete a professional rotation in teaching through the Center for Occupational Therapy Education @ CSU. Suzanne Holm, OTR Suzanne Holm, OTR was the fellow for 2012-13. Mentoring Colleagues in Teaching (Section 2) Weekly meetings with Marla Roll, MS, OTR in Spring 2012 to design and implement Occupational Participation and Technology course, including syllabus, assignments, grading rubrics and weekly learning activities. Regular meetings with Patty Stutz-Tannenbaum to design and implement OT670 and OT 661. 3 peer teaching evaluations completed in the department; 1 peer teaching evaluation outside the department.


20

Scholarship Activities with Students and Mentees (Section 3) 2 publications and 1 manuscript under review written with a student or mentee. Student/mentee authors indicated by an asterisk on pp. 3 and 5 above.

7 presentations with a student or mentee. Student/mentee co-presenter indicated by an asterisk on pp. 7-9.

Accepted Presentations: Hooper, B., & Musick. L.* (2013, October). Classifying the topics and levels which occupational therapy educators use to teach occupation to occupational therapy and occupational therapy assistant students. Society for the Study of Occupation: USA, Lexington, KY. Hooper, B., & Musick. L.* (2013, October). Classifying the topics and levels which occupational therapy educators use to teach occupation to occupational therapy and occupational therapy assistant students. American Occupational Therapy Education Summit, Atlanta, GA.

Graduate Research Assistants Hired Mentored 5 GRA’s through the Center for Occupational Therapy Education @ CSU

Grants Written with a Student 2013 An International Systematic Mapping Review of Occupational Therapy Education: What Skills and Content Do Students Need? Graduate Student Professional Development Awards, Colorado State University. $1500. Written with Katelyn Liebe. Not funded.

2013. Classifying the levels of occupation which occupational therapy educators use to address occupation. Graduate Student Professional Development Awards, Colorado State University. $1500. Written with Lauren Musick. Not funded.

2010 Integrative Learning Research Conference: Achieving Client-Centered, Evidence-Based & Interdisciplinary Practice among Occupational Therapy Health Professionals, Agency for Health Research & Quality, $40,181.00. Co-written with Nikki Harris. Not funded.

CV SECTION 4: Evidence of Outreach/Service-Last 5 Years (Appendix F)

University Committees (Section 1) Dates Activity Role Outcomes/Evidence of Impact

2009- 2011 Let’s Talk Teaching, The Institute for Learning & Teaching

Faculty Mentor, Worked extensively with Dr. Blythe Lagasse in Music Therapy, e.g. attended classes, met to discuss, provided written evaluation, returned for post-evaluation observations. Peer reviewer for Dr. Mary Khetani.

Written peer evaluation for Dr. Lagasse; she attended the COTE annual teaching and learning institute. (See her letter and notes in Evidence of Effective Mentorship in Appendix F). Written peer evaluation for Dr. Khetani. (available in Appendix F)

2008-2010 Millennial Student Work Group, Member, The

Attended regular meetings for two years to discuss readings; presented on epistemological

No measurable outcomes.


21

Institute for Learning & Teaching

development theory; searched grant sources.

College Committees

Dates Activity Role Outcomes 2011-present

Graduate Coordinators Committee

Has not been an active committee.

No measurable outcomes.

Department Committees (Section 2)

Dates Activity Role Outcomes 2011-present

Library Liaison

Review annual library holdings and make suggestions; communicate with faculty as needed.

Holdings reviewed annually.

2008-2010, 2012-Present

Curriculum Committee

Member Committee met 1-2x per week from 2008-2010. Co-facilitator of revision process with whole faculty. Co-designer of several new syllabi for the curriculum. Continue to participate in curriculum review, assessment and refinement.

New MOT/ MS curriculum approved, now in its 3rd year of implementation. Ongoing curriculum review includes new elective procedure, new competencies for assistive technology content, record of curriculum outcomes by threads, all of which I have participated in refining.

2011-2012 Ad Hoc PhD Curriculum Committee

Member, Contributed to PhD proposal, most significantly to program outcomes and measures. Co-created PhD milestones: expectations for dissertation, proposal defense, and qualifying/comprehensive exams. Participated in large group refinement of PhD milestones. Participated in PhD student recruitment activities at national conferences.

PhD approved by Board of Governors 2 students enrolled in year 1.

2011 Ad Hoc Accreditation Committee

Collected and reviewed syllabi for all courses, transferred them to accreditation forms, synthesized the department’s Strategic Plan with the accreditation requirements of strategic planning and program

Self-study narrative submitted under coordination of Dr. Matt Malcolm. Department received a 10-year accreditation, the highest level granted.


22

evaluation. 2010 Problem-Based

Learning Coordinator

Hosted community therapists to create bank of cases; offered overview of PBL to faculty; revised a case for PBL format; created PBL assessments.

PBL case ran for 4 weeks. Learning outcomes reviewed in light of faculty work load as tutors. Case continues to be used in OT610 but faculty no longer serve as tutors.

2010-11 Ad Hoc Admissions Work, Essay Reviewer

Read and rated 10-20 student essays as admission criteria in the program.

Reviews completed; rankings considered by admissions committee and added to other criteria; admissions decisions made.

PROFESSIONAL AFFILIATIONS AND ACTIVITIES Current Memberships in Professional Societies American Occupational Therapy Association (AOTA) Education Special Interest Section, AOTA Society for the Study of Occupation (SSO: USA)

Editorial Positions Crist, P., Hooper, B., & Scaffa, M. (Eds.) (2010). Special Issue: Occupational therapy education and the

centennial vision. Occupational Therapy in Health Care, 24. Manuscript Refereeing 2013 British Journal of Occupational Therapy (1) 2013 Journal of Transformative Learning (1) 2011 AOTA Press (1) 2010-11 Canadian Journal of Occupational Therapy (4) 2009, 2010 Advances in Health Science Education (2) 2007, 2008 OTJR: Occupation, Participation & Health 2007 Journal of Occupational Science (2) 2006 Occupational Therapy in Health Care, Special Issue: New Direction in Occupational Therapy Education (1)

Service in Professional Societies (Appendix F. Section 3) American Occupational Therapy Association

Dates Activity Role Outcomes/Evidence of Impact 2012-13 Education

Summit Planning Committee

Active member, Regular meetings to plan national specialty conference, including contributing to Call for Papers, recruiting reviewers, inviting approximately 6 nationally

Conference has approximately 310 people registered for October 4-5, 2013.


23

known educators as keynote speakers, reviewing program, and co-presenting the final Plenary on a new Educational Research Agenda.

2011-13 Commission on Education committee to draft new Philosophy of Occupational Therapy Education

Active member, Co-wrote and edited new education philosophy for OT, based on my recent publication, Philosophy of Occupational Therapy.

New philosophy drafted; submitted to AOTA Board of Directors for adoption. Under review.

2011-12 Invitation from Dr. Florence Clark, President of AOTA and Thomas F. Fisher, Director, AOTA Board of Directors to participate in a task group to address questions related to scholarship and research in education

Active member, Met regularly over one year to discuss status of education and educational research in OT

Proposal for improving education research submitted to the AOTA Board of Directors. New specialty conference on education created (Ed Summit above). New education research agenda generated. (See Appendix F: Evidence of Impact through Service/Outreach in)

2008-2009 Fieldwork Education Voluntary Credentialing, Steering Committee

Active member, Oversaw development of the education module within national training program for fieldwork educators to become certified Clinical Instructors

Clinical Instructor Credentialing implemented by the AOTA. As of 2012, 860 practitioners had been credentialed as clinical educators. 14 more workshops were scheduled for 2013. The credentialing is being revised for online certification.

2007-2009 Model Curriculum for Occupational Therapy, appointed Ad Hoc Committee by Dr. Carolyn Baum, President of the American Occupational Therapy Association

Active member, Met regularly for 2 years to create a document to support educators in curriculum design.

Occupational Therapy Model Curriculum published on and disseminated through the American OT Association website. (see Appendix A) . A follow-up peer-reviewed publication was published in 2011 (see Appendix A)

2005-present

American Occupational Therapy Association,

Member, review approximately 1 program per year that is up for re-accreditation or has submitted a biennial report to substantiated

Completed reviews for approximately 10 programs for re-accreditation. My performance has consistently been rated 3 out of 3 on reviews.


24

Roster of Accreditation Evaluators:

accredited status. Multiple invitations to increase my leadership in OT accreditation. (see Appendix F)

1998-2000 Reviewer, Conference abstracts,

Volunteer, Reviewed approximately 20 abstracts

Rankings sent to conference committee for paper selection

American Occupational Therapy Foundation

Dates Activity Role Outcomes/Evidence of Impact 2011 Steering

committee for Scholarship of Teaching and Learning initiative.

Member, Met 3 times to plan the future development of the national SoTL initiative following its implementation over several years as an annual institute at AOTA.

SoTL initiative ongoing. Center for OT Education @ CSU credited at national venues as a resource for SoTL scholars (see Appendix G)

2006-2007 Planning Committee: AOTA/AOTF Faculty Development Institute, Scholarship of Teaching

Member, Met regularly to plan this institute that was a follow up to the institute below.

The SoTL initiative is ongoing under the guidance of Dr. Andrea Bilics. Products include poster presentations and publications by participants in the year-long mentoring process to design and implement small-scale educational studies.

2004-2005 Planning committee, AOTA/AOTF Faculty Development Institute, Anatomy of a scholar: Identity, teaching, & research

Member, Met regularly over one year to plan; in charge of interdisciplinary speaker invitations; served on a faculty panel at the institute.

This was the initial institute to spark growth in educational research. It evolved into the annual series on the Scholarship of Teaching and Learning above.

2004-2006 Planning Committee for 3rd Annual Conference on Habits

Member, Met regularly for two years to plan the conference, recruit speakers from 12 disciplines in the social and rehab sciences, submit 2 proposals for grant funding.

Habits was held in 2007 at Asilomar Conference Center in Pacific Grove, CA. Proceedings were published OTJR: Occupation, Participation and Health

Fall 2007 - Volume 27 · Issue 4: S3-S5 It was funded by The National Institute of Child Health and Human Development grant R13# HD048157-O1A1.

2001-2002 Invited Faculty, Curriculum Mentors Project, American Occupational Therapy Foundation

Curriculum consultant, Worked with one program over two years to revise their curriculum.

New curriculum was approved; invited back one year later to conduct continuing professional development with the same faculty.


25

Society for the Study of Occupation

2006-2007 On-site Conference Planning Committee 2006, 07, 10 Reviewer, Conference abstracts 2004-2007 Member, Research Committee

American Education Research Association 2007-2008 Recruitment Committee, Section: Education in the Professions International Transformative Learning Conference 2007 Reviewer, Conference abstracts

OTHER ACTIVITIES/ACCOMPLISHMENTS – SERVICE/OUTREACH – See Workshops, p. 16 Consultations Related to Professional Expertise – see page 8, Professional Consultation Related to Teaching