Capstone

The doctoral capstone is an in-depth exposure to a concentrated area, which is an integral part of USA OTD program’s curriculum design. This in-depth exposure may be in one or more of the following areas: clinical skills, research skills, administration, program development and evaluation, policy development, advocacy, education, & leadership. The USA OTD program’s curriculum scaffolds content strategically and comprehensively to prepare students well for the completion of the doctoral capstone. The doctoral capstone consists of two parts: the capstone experience and the capstone project.

Doctoral Capstone Coordinator: Tara Thompson, OTD, OTR/L
Phone: 251-445-9230
Fax: (251) 445-9211
Email: Dr. Thompson

Mailing Address:
Department of Occupational Therapy
ATTN: Doctoral Capstone Coordinator
University of South Alabama
HAHN 2027
5721 USA Drive North
Mobile, AL 36688-0002

ACOTE D standards

The Accreditation Council for Occupational Therapy Education (ACOTE) accredits educational programs for occupational therapy degrees. Standards comply with the United States Department of Education (USDE) criteria for accrediting agencies. These standards are addressed throughout the students’ professional academic preparation by program’s curriculum design.
 
The 2023 Accreditation Council for Occupational Therapy Education (ACOTE®) Standards and Interpretive Guide (effective July 31, 2025) is the official document that governs doctoral capstone rules including the length and types of doctoral capstones required for all students. These documents may be viewed at www.acoteonline.org. The ACOTE Standards specific to the doctoral capstone are located in section “D” of the document.
 
Standard D.1.1:  Ensure that the doctoral capstone is designed through collaboration with the student, a faculty member in the occupational therapy educational program who holds a doctoral degree, and an individual with documented expertise in the content area of the capstone.
 
 
Standard D.1.2:  Document that the content expert is informed of the plan for and purpose of the doctoral capstone and has content expertise in the focus area.
 
 

Standard D.1.3:  Document that the doctoral capstone is an integral part of the program’s curriculum design and:

• Reflects the mission and philosophy of the program.
• Contributes to the development of in-depth knowledge in the designated area of interest.
• Includes preparation consisting of a literature review, needs assessment, goals/objectives, and a plan to evaluate project outcomes. This must be completed prior to the commencement of the 14-week doctoral capstone experience.

The doctoral capstone must be started after completion of all coursework and Level II fieldwork.

 
 
Standard D.1.4: Document that the process for ensuring valid written agreements between the organization and the program are in effect prior to and for the  duration of the capstone experience.

Ensure that there is a valid plan for the individual doctoral capstone experience that, at a
minimum, includes:

• Individualized specific doctoral capstone experience objectives
• Plans for evaluation, supervision, and mentoring
• Responsibilities of all parties

The agreement must be signed by all parties.

Standard D.1.5:  Require that the length of the doctoral capstone experience be a minimum of 14 weeks’ full-time, and a minimum of 32 hours per week. This may be completed on a part-time basis as agreed upon by the organization and must be consistent with the individualized specific objectives and capstone project. This must be equivalent in length to 14 full-time weeks of at least 32 hours per week. The program must have a mechanism to document that the students meet the requirements for capstone length. Prior fieldwork or work experience may not be substituted for this doctoral capstone experience.
 
 
Standard D.1.6:  Ensure completion and dissemination of an individual doctoral capstone project that relates to the doctoral capstone experience and demonstrates synthesis of in-depth knowledge in the focused area of study.
 
 
Standard D.1.7:  Document a formal evaluation mechanism for objective assessment of the
student’s performance during and at the completion of the doctoral capstone.

Capstone Courses

OTD 680 DEC Experience
Students pursuing a doctoral degree (OTD) are required to complete a 14-week Doctoral Capstone Experience (DCE). The goal of this capstone experience is to develop occupational therapists with advanced skills (those beyond a generalist level), and it is integral to acquiring deeper practice- scholar competencies as reflected in the program’s curriculum design. This 8-credit course provides an in-depth, customized experience specific to the doctoral pursuit of the occupational therapy student, and the opportunity to extend and refine knowledge and skills acquired in the curriculum. Students may participate in learning experiences that include a focus on theory development, research, policy, advanced clinical practice, advocacy, teaching, administration, leadership, etc. Each OTD student must successfully complete a minimum of 14 weeks (560) hours of the DCE.

 
OTD 681 Capstone Dev I
This course provides the foundational work for development of the 14-week Capstone Experience and Project. Students will engage in an examination of their interest area(s) for the capstone experience and related capstone project. Students create a professional development plan with an initial draft of learning objectives for the capstone focused on developing in-depth exposure (beyond a generalist level).
 
OTD 682 Capstone Dev II
 This course is taken in sequence following OTD 681. Students will determine a site for their experience based on their interest area, engage in communication with the DEC site, complete a need assessment for the DEC experience and capstone and develop a strategic plan for the DEC experience.
 
 OTD 683 Doc Project/Res I
This course is designed to utilize collaboration of the faculty mentor, the student, peers, and the onsite supervisor to determine the focus of the capstone project. Students will seek and critique research articles related to project and acquire further in-depth knowledge as they prepare a preliminary focus area for the project
 
OTD 684 Capstone Dev. III
This course is taken in sequence following OTD 682. The course provides ongoing foundational work for development of the 14-week Capstone Experience and Project (OTD 680 DCE Experience, OT Doctoral Project and OTD 688 Research Project Dissemination).
 
OTD 685 Doc Project/Res I
This course will promote student self-directed learning, improve the synthesis of in-depth knowledge, andrequire development of a project that utilizes their unique skill set and is supported by research evidence to meet the needs of a site, community, or population.
 
OTD 686 Capstone Dev IV (online)
This course is taken in sequence following OTD 684. The course provides ongoing foundational work for development of the 14-week Capstone Experience and Project (OT 680 DCE Experience, OT Doctoral Project and OTD 688 Research Project Dissemination).
 
OTD 687 Doc Project III (online)
This course will require students to complete the final documentation and preparation for the project planning and obtain IRB approval for the capstone project (if needed).
 

OTD 688 Doctoral Project and Dissemination
This course will require students to implement and evaluate the capstone project and complete required assignments related to program evaluation and  dissemination of knowledge.

Capstone Experience

The Doctoral Capstone Experience (DCE) is an integral part of the program’s curriculum design. The goal is to provide you with in-depth exposure to one or more of the following: clinical skills, research skills, administration, program development and evaluation, policy development, advocacy, education, & leadership.

The doctoral capstone consists of two parts:
     A) a 14-week experience, minimum of 32 hours per week
     B) a mentored individualized student project that demonstrates synthesis and application of the knowledge gained

The DCE occurs after passing both level II fieldwork rotations to ensure students have gained competency in basic OT skills. This will be a more in-depth, specialized experience.

The USA OTD program will work with the students early on (semester three) to begin the process of designing the project and determining the site. Student learning objectives for the capstone experience are collaboratively developed by the student, the faculty mentor, and the Doctoral Capstone Coordinator (DCC). Projects must be designed to meet the identified needs of the site with input from the site mentor. A signed agreement between the University of South Alabama and each of the capstone sites will be required. 

Students are required to demonstrate appropriate professional behaviors and attend doctoral sites following the agreed-upon schedule. It will be completed in the Spring Semester of Year 3, with an extended early start in January to allow time for completion. All absences from the capstone experience must be reported immediately to the DCC and the onsite supervisor early in the morning, before the time expected onsite. Students who miss scheduled doctoral site hours will work with the on-site supervisor to determine how to reschedule them and provide this schedule to DCC. Students must provide medical clearance to return to the doctoral site following an injury, surgery, or a major illness. Students must follow policies for the site and for the University as appropriate. 

Length

Per the ACOTE 2023 standards, students must complete a 14-week full-time capstone experience and a minimum of 32 hours per week. Students will be expected to complete all assignments, and documentation must be complete to receive final course grades for both the experience and the project. Prior fieldwork or work experience may not be substituted for this doctoral capstone experience. 

Students who would require part-time status for the capstone experience would need to submit documentation from the Center for Educational Accessibility & Disability Resources (CEADR) to allow the department to provide this modified schedule agreed upon by the site, the student, and the university. Part-time capstone experience must be equivalent in length to 14 full-time weeks to meet the requirement for capstone length. Students will be expected to complete all assignments and documentation requirements to receive a final course grade for both the experience and project. This modified schedule will cause a delay in the student’s graduation date.

Students are responsible for any travel and living arrangements required for completion of the doctoral capstone project. Students will return to campus for the last few days prior to graduation to disseminate the project outcomes via a poster presentation for area OTs, OT faculty, OTD students, families, community leaders, and university administration.

Capstone Project

The purpose of the capstone project is to demonstrate the student’s successful synthesis and application of in-depth knowledge in the concentrated area related to their capstone experience (AOTA, 2018). Students integrate what they have learned throughout USA’s OTD program through a series of preparatory tasks, coursework, and what they are learning during the capstone experience to complete the capstone project. This culminating capstone project also allows the student to display their growth as relates to the USA’s OTD curricular themes of Occupational Performance (OP), Holistic Client-Centered Care (HCCC), Evidence-Based Practice and Scholarship (EBP&S), & Service, Professionalism, and Leadership. The capstone project contributes to the need for the occupational therapy profession to perform “a broad range of scholarly endeavors that will serve to describe and interpret the scope of the profession, establish new knowledge, interpret and appropriately apply this knowledge to practice, and engage learners in their development and understanding of the profession” (AOTA, 2016). This scholarly project benefits the work at a facility, site, or community organization by expanding the knowledge base. It supports the development of connections within and across professions to integrate, synthesize, interpret, and create new perspectives. It also helps to apply the knowledge generated within research or integration to address real problems; to study the teaching and learning process; or generate a research project.

As part of the capstone project, all doctoral capstone students are required to complete the following: 

• An on-site capstone presentation to site representatives and other stakeholders as appropriate.
• Dissemination of their project outcomes via a poster presentation at the College of Allied Health on the USA campus for area OTs, OT faculty, OTD students, family, community leaders, and the university.
• Students also have the option of identifying an appropriate journal or other publication source and submitting a manuscript demonstrating adherence to author guidelines. They can also identify an appropriate conference and submit a conference proposal for a short course, workshop, or poster presentation.

Capstone Coordinator Responsibilities

The Capstone Coordinator “is specifically responsible for the program’s compliance with the capstone requirements of Standards Section D.1.0” (AOTA, 2018).

It is the Capstone Coordinator’s responsibility to do the following:

• Educate students, the faculty advisor, and the site mentor(s) regarding the capstone processes, expectations, as well as roles and responsibilities of capstone team. Education may occur in-person, via online conference, or phone conference to accommodate both parties’ schedules and communication preferences.
• Meet in large groups and individually with students to determine site preferences and preferred area of concentration and identify and communicate with potential capstone sites and site mentor(s).
• Facilitate the initial contact with the potential doctoral capstone site and site mentor(s).
• Collaborate with the Academic Fieldwork Coordinator (AFWC) to identify potential doctoral capstone sites, and student capstone preferences and discuss each student’s fieldwork education plan.
• Verify and document that the site mentor(s) expertise is consistent with the student’s identified area of concentration prior to the start of the DCE (ACOTE Standard D.1.1, 1.2).
• Verify and document that the student successfully completes each step of DCE preparation comprehensively which includes completion of a literature review, needs assessment, goals/objectives, and an evaluation plan (ACOTE Standard D.1.3).
• Coordinate DCE development in collaboration with the student, faculty mentor, and site mentor(s) at a setting consistent with USA’s OTD program’s curriculum design  (ACOTE Standard D.1.3).
• Ensure the DCE and capstone project is designed in alignment with USA’s OTD program’s curriculum design (ACOTE Standard D.1.3).
• Ensure that the student has successfully completed all required coursework and fieldwork experiences prior to the start of the doctoral capstone experience (DCE) (ACOTE  Standard D.1.5).
• Verify and document student completion of all necessary site-specific requirements prior to the start of the DCE.
• Coordinate and submit all necessary student and site information such as confirmation letters, data forms, student health/security clearances, etc.
• Ensure there is a signed contract (Affiliation Agreement) between the university and site. In addition, ensure that an addendum to the affiliation agreement consisting of student individualized objectives, mentoring/supervision plans, and responsibilities of all parties, established prior to the start of the DCE (ACOTE Standard D.1.4).
• Maintain ongoing communication and collaboration with the student, faculty mentor, and site mentor(s) during the entire DCE. Collaboration may occur in-person, video or phone conference, or via email communication to accommodate both parties’ schedules and preferences.
• Ensure the student completes the 14-week DCE with a minimum of 32 hours per week. Time spent during the DCE will be tracked and detailed using the DCE log of hours (ACOTE Standard D.1.5).
• Monitor student progress during the DCE through completion of written and verbal communication.
• Provide continuous, in-direct supervision over all faculty mentor, site mentor(s), and student mentor-mentee relationships throughout the duration of the DCE program.
• Oversee the mentor-mentee relationship with the faculty mentor through a documented mentor logs with both the faculty mentor and student once per semester about their relationship and progress toward DCE preparation, implementation, and capstone project development.
• Oversee the mentor-mentee relationship with the site mentor(s) by reviewing all DCE Log of Hours and feedback provided using an objective formal assessment Doctoral Capstone Experience Evaluation Form during midterm (week 7) and final (week 14) evaluations (ACOTE Standard D.1.7).
• Oversee the mentor-mentee relationship with the student through the Progress and Performance Reports completed at Week 1, 4, & 10 & Capstone Student Evaluation of the   Doctoral Capstone Experience form at finals (ACOTE Standard D.1.7).
• Provide conflict resolution to capstone team members as necessary at any point during doctoral capstone preparation, experience, and project development.
• Send formal letters and certificates to the site mentor(s) following student completion of the doctoral capstone, acknowledging the mentorship provided.
• Verify and document student completion and dissemination of their capstone project related to the DCE and ensure that the student demonstrates synthesis of in-depth knowledge in their area of concentration (ACOTE D.1.6).

Capstone Student Responsibilities

The Student is expected to collaborate with the Capstone Coordinator, Faculty Mentor, and Site Mentor(s) to ensure compliance with capstone experience requirements.

It is the Student’s responsibility to do the following:

• Successfully complete all required capstone development and project courses to prepare for the DCE and project dissemination.
• Provide DCC with areas of interest, ideas for projects, and potential capstone site interest with rationale for the matching process.
• Collaborate with faculty mentor for formal mentoring meetings (phone, virtual, or in-person) should be held, at a minimum, four times throughout the 14-week experience. The meetings may be held in group or individual format.
• Collaborate with capstone coordinator as needed to identify and recruit potential site mentors given the student’s preferred area of concentration for doctoral capstone.
• Seek out guidance as needed from the faculty mentor, site mentor(s), and/or capstone coordinator when completing a literature review, needs assessment, and developing individualized specific objectives prior to the DCE.
• Complete a literature review on the mutually agreed upon topic specific to the area of concentration prior to the commencement of the 14-week doctoral capstone experience.
• Complete a formal need assessment via SWOT analysis under the guidance of the site mentor(s) to gain perspective from stakeholders at the Site/organization and the target population being served by the organization prior to the commencement of the 14-week doctoral capstone experience.
• Collaborate with the capstone coordinator and site mentor(s) to ensure that an Addendum to the Affiliation Agreement is completed consisting of student individualized objectives, mentoring/supervision plans, and responsibilities of all parties, is established and signed prior to the start of the DCE.
• Comply with all requirements as outlined in the Doctoral Capstone Handbook (i.e. immunizations, trainings, etc.) and with any additional requirements set forth by the faculty mentor, site mentor(s), and capstone coordinator.
• Comply with all policies and procedures of the site, unless exempted, including prompt notification of student absences.
• Maintain ongoing communication and collaboration with the faculty mentor, site mentor(s), and capstone coordinator throughout the entire DCE.
• Wear a name badge that identifies the student as a USA OTD Student while on site, unless otherwise specified by the site mentor(s).
• Track all hours during the DCE using the DCE Log of Hours to ensure compliance with the completion of a minimum of 14 weeks’ full-time, and a minimum of 32 hours per week (ACOTE Standard D.1.5). All tracking logs must be signed by the student, site mentor(s), and capstone coordinator.
• Collaborate with the faculty mentor, site mentor(s), and capstone coordinator to plan for the dissemination of their capstone project.
• Complete and submit Capstone Student Evaluation of the Doctoral Capstone Experience at the completion of their capstone experience and project to provide feedback to both their site mentor(s) regarding the student’s perceptions of each mentor’s ability to communicate, their strengths, their weaknesses, project outcomes, and their effectiveness as a mentor.

Faculty Mentor Responsibilities

The Faculty Mentor is a part-time or full-time faculty member in USA’s OTD program. The Capstone Coordinator will match each student to a Faculty Mentor.

It is the Faculty Mentor’s responsibility to do the following:

• Provide the DCC with an updated CV listing areas of expertise and experiences for the student-faculty mentor matching process.
   Serve as the faculty on record for the following courses related to the development, implementation, and dissemination of the capstone experience and project: OTD 683-Doctoral Project/Research I, OTD 685-Doctoral Project/Research II, OTD 687-Doctoral Project III, and OTD 688-Research Project Dissemination
• Facilitate the student’s completion of a literature review on the mutually agreed upon topic specific to the area of concentration prior to the commencement of the 14-week doctoral capstone experience.
• Facilitate the student’s completion of a formal need assessment via SWOT analysis with all relevant stakeholders prior to the commencement of the 14-week doctoral capstone experience.
• Provide mentorship and maintain ongoing communication with the student, site mentor(s), and capstone coordinator during the 14-week DCE. Formal mentoring meetings (phone, virtual, or in-person) should be held, at a minimum, four times throughout the 14-week experience. The meetings may be held in group or individual format.
• Facilitate student’s achievement of capstone objectives by providing the student with guidance, connecting the student with resources, and holding the student accountable for meeting deadlines during the 14-week DCE.
• Assist the student in planning for and delivering the capstone project dissemination in collaboration with the site mentor(s) and capstone coordinator.

Assist the student in planning for and delivering the capstone project dissemination in collaboration with the site mentor(s) and capstone coordinator.

Capstone Site Mentor Responsibilities

The Site Mentor is an individual affiliated with the site who is responsible for providing supervision and mentorship to the student as the student completes the DCE and capstone project. Site mentorship may be shared between two or more individuals at a Site; however, a primary site mentor will need to be identified. 

It is the Site Mentor(s)’s responsibility to do the following: 

• Provide verification of the Site Mentor(s)’ experience and expertise in the student’s specific area of concentration. Examples include resumes, curriculum vitae, CEU certificates, etc.
• Ensure that a contract (Affiliation Agreement) between the site and the university is 
  completed and up to date.
• Collaborate with the capstone coordinator and the student to ensure that an Addendum to the Affiliation Agreement is completed consisting of the student's individualized objectives, mentoring/supervision plans, and responsibilities of all parties is established and signed prior to the student’s start of the DCE.
• Review the student’s literature review on the mutually agreed-upon capstone topic specific to the area of concentration prior to the start of the DCE.
• Coordinate the student’s completion of a formal needs assessment via SWOT analysis with all relevant stakeholders to help the student gain perspective about the Site/organization and the target population being served by the organization prior to the start of the DCE.
• Orient the student to the site’s mission, vision, purpose, policies, and procedures as well as site environment, culture, population served, key site employees, and stakeholders.
• Coordinate logistical aspects of the student experience including access to facilities, materials, staff, clients, and other considerations as appropriate during the 14-week DCE.
• Provide supervision and mentorship of students; maintain ongoing communication with the student, faculty mentor, and capstone coordinator during the 14-week DCE.
• Complete and sign off on the student’s Progress and Performance Reports at Weeks 1, 4, & 10.
• Approve and sign off on the student’s hours logged using the DCE Log of Hours form throughout the 14-week DCE.
• Formally evaluate the student’s performance at midterm (week 7) and final (week 14) using the Doctoral Capstone Experience Evaluation Form.
• Assist the student in planning for and delivering the capstone project dissemination in collaboration with the faculty mentor and capstone coordinator. 

Mentorship

What is Mentorship?

Mentorship is a collaborative, reciprocal relationship where an experienced professional supports the personal and professional growth of someone less experienced. Within the capstone process, site mentors function as guides, role models, and resources, focusing on supporting the student’s learning rather than directly supervising the development of entry-level practitioner skills. Mentors help students navigate a specialized area of practice, explore new opportunities, and develop advanced skills.

The Role of a Capstone Site Mentor

As a mentor, you are not expected to provide daily supervision as in fieldwork. Instead, you:

• Engage in a Collaborative Mentorship
  Build and sustain a supportive mentorship relationship with the student throughout the duration of their capstone project.

• Support Student Development
  Collaborate with the student on their individualized capstone project, scholarly writing, and achievement of objectives.

• Provide Guidance and Resources
  Serve as a resource during the planning and implementation of the capstone project. This may include providing feedback on scholarly writing, assisting with IRB processes, and offering coaching through challenges as they arise.
• Facilitate Communication and Meetings
  Participate in meetings with the student, faculty mentor, and Doctoral Capstone Coordinator (DCC) as needed to support project progress.
• Address and Report Concerns
  Notify and collaborate with the capstone coordinator if challenges or concerns occur.
• Collaborate on Remediation if Needed
  Work with the capstone team (student, site mentor, capstone coordinator, and faculty mentor) to develop and implement remediation plans when necessary.
• Model Effective Communication
  Engage in clear, professional written and verbal communication with the student and members of the capstone team.

The primary responsibilities of a faculty mentor include:

• Engage in Collaborative Mentorship
  Build and sustain a supportive mentorship relationship with the student throughout the completion of the capstone project.
• Support Student Scholarship and Development
  Collaborate with the student on their individualized capstone project, scholarly writing, and achievement of objectives.
• Provide Guidance and Resources
  Serve as a resource throughout the planning and implementation of the project. This may include providing feedback on scholarly writing, assisting with IRB processes, and coaching the student through challenges as they arise.
• Deliver Meaningful Feedback
  Provide timely and constructive feedback on drafts of scholarly writing and capstone project materials through both required and optional meetings.
• Facilitate Meetings
  Conduct one-on-one or group meetings with students as appropriate. Group meetings should be designed to foster meaningful interaction and collaboration among all participants.
• Address and Report Concerns
  Notify and collaborate with the Doctoral Capstone Coordinator (DCC) if challenges or concerns occur.
• Collaborate on Remediation if Needed
  Work with the capstone team (student, site mentor, capstone coordinator, and faculty mentor) to develop and implement remediation plans when necessary.
• Role Model Professional Behaviors
  Demonstrate professional conduct by fostering mutual respect, building trust, and sharing your knowledge and expertise.
• Model Effective Communication
  Engage in clear, professional written and verbal communication with the student and members of the capstone team.

Benefits of Mentoring

Mentorship is mutually beneficial. While students gain advanced knowledge and skills, mentors often report:

• Satisfaction from shaping the next generation of occupational therapists.
• Professional growth through reflection and collaboration.
• Fresh perspectives and innovative ideas brought by students.
• Opportunities to advance the profession through scholarship, advocacy, and practice innovation

Mentorship vs. Fieldwork II Supervision

A Note of Gratitude

We could not successfully prepare our students for advanced practice without the dedication of our mentors. Your guidance, support, and willingness to share your expertise directly impact the growth of our students and the expansion of knowledge within the profession.