Occupational Therapy - Fieldwork Educators Webpage

Welcome! This webpage provides helpful resources for Fieldwork Educators who are currently supervising or scheduled to supervise fieldwork students from Samuel Merritt University.

For clinicians who are interested in becoming a Fieldwork Educator, please review the resources on this page. For more information, please contact:

Donna Breger Stanton, OTD, OTR/L, FAOTA
Professor and Academic Fieldwork Coordinator, Level II
510-879-9200 x7388

Domenique Embrey, MS, OTR/L
Assistant Professor, Assistant Academic Fieldwork Coordinator, Level II
Goli Hashemi, MPH, OTR/L
Assistant Professor and Assistant to Academic Fieldwork Coordinator, Level II
Adjunct Professor

Liz Kleine, MOT, OTR/L
Academic Fieldwork Coordinator, Level I
510-879-9200 x7519

Image of educators looking at a projector screen
Fieldwork Educators receive free continuing education each year
at the Annual Fieldwork Educators' Collaborative Meeting.

What are the benefits of being a Fieldwork Educator?

Being a Fieldwork Educator is highly rewarding because Fieldwork Educators play a vital role in preparing the next generation of occupational therapists. Fieldwork Educators assist students to translate academic knowledge and occupational therapy theory to practice. Fieldwork Educators (FWE) also serve a critical role in cultivating professional behaviors and interpersonal skills in students. Fieldwork Educators make an enormous contribution to the future of the occupational therapy profession.  In return, the stimulation for learning is given back to the supervising therapist just by the work involved in promoting a learning environment for the student.

Most Fieldwork Educators find that supervising a student enhances their own level of professionalism and clinical skills. Articulating clinical rationales and role modeling reflective practice for students benefits the supervising therapist's own professional growth. In addition, students bring enthusiasm, current knowledge, and innovation to fieldwork sites. Students may also contribute by completing research or clinical projects to meet the site's needs.

Students give the Fieldwork Educator and other clinical staff so much in return for time spent supervising them.  For example, to highlight some of the positive aspects found taking a student, here are some comments provided after a student completes fieldwork. 

“fantastic initiative, motivation, preparedness!”

“continued excellence with evaluation and standardized assessments for evidence-based practice”

“gone above and beyond with professionalism at the work place”

“wonderful clinician and teammate”

EARNING PDU's is an important role of supervising fieldwork students.  By supervising students, Fieldwork Educators earn professional development units (PDUs) for licensure or NBCOT certification  renewal.  Now, in California, the California Board of Occupational Therapy has elected to accept the same guideliness for provision of PDUs and allows one PDU per week of fieldwork, in Level II fieldwork.


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