Applying the Social Change Model of Leadership to an Entry-Level Occupational Therapy Doctorate Program

Abstract

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