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Tennessee Wesleyan University seeks to recruit and retain a diverse workforce that celebrates the all-encompassing diversity of its student body. TWU is committed to sustaining a welcoming and inclusive environment for the campus community that includes a workforce with a wide range of perspectives and experiences. TWU faculty and staff have a passion and desire to prepare students from a broad spectrum of disciplines, cultures and academic backgrounds towards personal and professional success. TWU encourages applications from candidates without regard to ethnicity, religion, sex, national origin, age, disability, veteran status, sexual orientation, or gender identity.


  • Position Description:
    The Academic Fieldwork Coordinator (AFWC) position of the Occupational Therapy Program at Tennessee Wesleyan University is designed to comply with the requirements of the Accreditation Council for Occupational Therapy Education (ACOTE®) Standards and Interpretive Guide, 2018 Revised Version and the Tennessee Wesleyan University (TWU) standards for faculty and administrative staff. The position of AFWC is a full-time position and is designated to the MOT Program of TWU.

    It is acknowledged that Section C: Fieldwork Education of the ACOTE® Standards is the responsibility of the AFWC.

    Standard C.1.0: Fieldwork Education, as stated by the ACOTE® Standards, indicates that: Fieldwork education is a crucial part of professional preparation and is best integrated as a component of the curriculum design. Fieldwork experiences should be implemented and evaluated for their effectiveness by the educational institution. The fieldwork experience should provide the student with the opportunity to carry out professional responsibilities under supervision of a qualified occupational therapy practitioner serving as a role model. The academic fieldwork coordinator is responsible for the program’s compliance with fieldwork education requirements. The AFWC will comply with the following ACOTE® Standards: C.1.1., C.1.2., C.1.3., C.1.4., C.1.5., C.1.6., C.1.7., C.1.8., C.1.9., C.1.10., C.1.11., C.1.12., C.1.13., C.1.14., C.1.15., and C.1.16., as related to the Masters-Degree-Level Educational Program for the Occupational Therapist.

    Job Specific Duty Summary (note: summary of job specific duties does not replace what is required in the ACOTE® Standards listed above): 

    1. Ensure that the fieldwork program reflects the sequence and scope of content in the curriculum design in collaboration with faculty so that the fieldwork experiences strengthen the ties between didactic and fieldwork education.
    2. Teach occupational therapy related courses as assigned by the Program Director.
    3. Serve as a standing committee member on the Masters OT Curriculum Subcommittee and advise reporting to the Departmental Curriculum Committee regarding FW related issues.
    4. Attend the American Occupational Therapy Association (AOTA®) Annual Conference and Exposition, when designated.
    5. Attend the Tennessee Occupational Therapy Association Annual Conference, when designated.
    6. Manage and monitor usage of FW sites through designated FW Software (i.e., CORE ELMS, TCPS) or other management systems as determined by the Program Director and site requirements.
    7. Communicate to faculty throughout the academic year about number and variety of sites for Level I and Level II fieldwork placements.
    8. Submit department, institution, and ACOTE® required reports, including Interim Report, Annual Reports, and Departmental Annual Reports.
    9. Document the criteria and process for selecting fieldwork sites, to include, but not limited to, maintaining memoranda of understanding or student affiliation agreements, complying with all site requirements, maintaining site objectives and site data, and communicating this information to students.
    10. Demonstrate the timely implementation of the above mentioned documented criteria and processes; revise as needed.
    11. Demonstrate that academic and fieldwork educators collaborate in establishing fieldwork objectives and communicate with the student and fieldwork educator about progress and performance during fieldwork.
    12. Demonstrate collaborative efforts in establishing fieldwork objectives prior to the fieldwork experience.
    13. Have in place a system that provides and collects documented evidence of student feedback on progress and performance throughout the fieldwork period.
    14. Ensure that the ratio of fieldwork educators to students enables proper supervision and the ability to provide frequent assessment of student progress in achieving stated fieldwork objectives.
    15. Ensure that fieldwork agreements are sufficient in scope and number to allow completion of graduation requirements in a timely manner in accordance with the policy adopted by the program as required by ACOTE® Standard A.4.14, which indicates that the OT program must have a documented and published policy to ensure that students complete all graduation and fieldwork requirements.
    16. Ensure that the program has evidence of valid memoranda of understanding in effect and signed by both parties at the time the student is completing the Level I or Level II fieldwork experience.
    17. Ensure that the program has evidence of and details set forth on the memoranda of understanding regarding the responsibilities of the sponsoring institution(s) and each fieldwork site and are clearly documented in the memorandum of understanding.
    18. Ensure that at least one fieldwork experience (either Level I or Level II) has as its focus psychological and social factors that influence engagement in occupation.
    19. Ensure that the goal of Level I fieldwork is to introduce students to the fieldwork experience, to apply knowledge to practice, and to develop understanding of the needs of clients.
    20. Oversee Level I Academic Instructors Manual to ensure consistency of assignments and experiences across all Level I fieldwork sections and to ensure integration of didactic content into the fieldwork experiences.
    21. Ensure that Level I fieldwork is integral to the program’s curriculum design and include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process.
    22. Ensure that qualified personnel supervise Level I fieldwork.
    23. Document all Level I fieldwork experiences that are provided to students, including mechanisms for formal evaluation of student performance.
    24. Ensure that Level I fieldwork is not substituted for any part of Level II fieldwork.
    25. Ensure that the goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapists.
    26. Ensure that Level II fieldwork is integral to the program’s curriculum design and includes an in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation and research, administration, and management of occupational therapy services.
    27. Ensure that students are exposed to a variety of clients across the lifespan and to a variety of settings.
    28. Ensure that the fieldwork experience is designed to promote clinical reasoning and reflective practice, to transmit the values and beliefs that enable ethical practice, and to develop professionalism and competence in career responsibilities.
    29. Ensure that Level II fieldwork experience is provided in traditional and/or emerging settings, consistent with the curriculum design.
    30. Ensure that in all settings, psychosocial factors influencing engagement in occupation are understood and integrated for the development of client-centered, meaningful, occupation-based outcomes.
    31. Ensure that the Level II fieldwork student completes rotations in a minimum of 1 setting if it is reflective of more than one practice area, or in a maximum of four different settings, reflective of more than one practice area.
    32. Ensure that Level II fieldwork students complete a minimum of 24 weeks of full-time Level II fieldwork.
    33. Ensure that the Level II student is supervised by a currently licensed or otherwise regulated occupational therapist who has a minimum of 1 year full-time (or its equivalent) of practice experience subsequent to initial certification and who is adequately prepared to serve as a fieldwork educator.
    34. Document a mechanism for evaluating the effectiveness of supervision (e.g., student evaluation of fieldwork experience) and for providing resources for enhancing supervision (e.g., materials on supervisory skills, continuing education opportunities, articles on theory and practice, etc.).
    35. Ensure that the supervision provides protection of consumers and opportunities for appropriate role modeling of occupational therapy practice.
    36. Ensure that supervision provided in a setting where no occupational therapy services exist includes a documented plan for provision of occupational therapy services and supervision by a currently licensed or otherwise regulated occupational therapist with at least 3 years full-time or its equivalent of professional experience.
    37. Ensure that if supervision is provided by an occupational therapist at the minimum of 8 hours, or any less than full-time hours, that an on-site supervisor designee of another profession is assigned while the occupational therapy supervisor is off site.
    38. Document mechanisms for requiring formal evaluation of student performance on Level II fieldwork (e.g., the AOTA Fieldwork Performance Evaluation for the Occupational Therapy Student or equivalent).
    39. Ensure that students attending Level II fieldwork outside the United States are supervised by an occupational therapist who graduated from a program approved by the World Federation of Occupational Therapists and has 1 year of experience in practice.
    40. Ensure compliance with established policies and detailed procedures of the Occupational Therapy Department related for fieldwork operations.
    41. The AFWC may be assigned other institutional duties that do not interfere with the management and administration of the fieldwork program.
    42. Teach FW related courses, and others as needed and/or as expertise demands, not to exceed an average of 25-33% teaching load per academic year (Spring, Summer, and Fall), not including Level-II FW courses.

    Minimum Licensure/Certification Qualifications: 
    Must be licensed in the state of Tennessee.  
    Must be initially certified by the National Board for Certification in Occupational Therapy 

    Minimum Education: 
    Master’s Degree awarded from an institution that is accredited by a United Stated Department of Education recognized regional accrediting body.  

    It is acknowledged that according the ACOTE® Standard A.2.4, for which this Job Description specifically addresses, the following is to be complied with:

    The program must identify an individual for the role of academic fieldwork coordinator who is specifically responsible for the program’s compliance with the fieldwork requirements of Standards Section C.1.0 and is assigned to the occupational therapy educational program as a full-time core faculty member as defined by ACOTE. The academic fieldwork coordinator may be assigned other institutional duties that do not interfere with the management and administration of the fieldwork program. The institution must document that the academic fieldwork coordinator has sufficient release time and support to ensure that the needs of the fieldwork program are being met.

    This individual must be an occupational therapist who is licensed or otherwise regulated according to regulations in the state(s) or jurisdiction(s) in which the program is located. The academic fieldwork coordinator must have at least 2 years of clinical practice experience as an occupational therapist and hold a minimum of a master’s degree awarded by an institution that is accredited by a USDE recognized regional accrediting body.

    Academic Fieldwork Coordinator Teaching Load & Release-Time 

    •  The Academic Fieldwork Coordinator will teach no more than an average of 33% of the typical full-time graduate teaching load, which is 9.0 credits per semester, to allow sufficient release-time to fulfill FW program management and administration-related duties as well as scholarly endeavors.

    Interested applicants should send a cv, teaching philosophy, unofficial transcripts, and submit 3 letters of recommendation to

The Dental Hygiene Program at Tennessee Wesleyan University is conducting a search for two (2) fulltime faculty positions.  These 10-month, non-tenure track faculty appointments are scheduled to begin on August 1, 2022. Responsibilities include but are not limited to didactic, laboratory, and clinical instruction, student advising, committee service in the program and university, and designated faculty assignments.  Salary is commensurate with education and experience. 

Applicants should possess the following qualifications:
• A graduate of a CODA-accredited dental school or dental hygiene program with an earned bachelor’s, master’s, or doctoral degree in dental hygiene or a related discipline.
• Current license to practice dental hygiene or dentistry in Tennessee
• Licensed RDH candidates must be certified to administer local anesthesia
• Licensed RDH or DDS/DMD with five or more years of clinical practice experience required.
• Teaching experience in dental hygiene curriculum at the associate or baccalaureate level preferred.

Qualified individuals should submit a cover letter, curriculum vitae, and names and contact information for three professional references to