We have created an innovative, responsive, flexible, evidence-based, seven-quarter curriculum focused on active development of student acumen in the following areas:

• Scientific approach to decision making
• Critical consumption and application of research
• Comprehension of and engagement in the research process
• Self-supervision
• Professional leadership
• Engagement in intellectual dialogue that contributes to the learning community within and beyond the field

Our curriculum is enhanced with the following elements:

1. Modified Concept-Based Curriculum
   • Underlying concepts differ based on term in a whole-part-whole progression:
     • Quarters 1 and 4 address concepts reaching across the field (Q1 – fundamentals, Q4 – synthesis)
     • Quarters 2 and 3 address client context (pediatric versus adults)
       • Pediatric and adult curriculum are offered twice, allowing for division of class and coordination with clinical team
2. Immersive Curriculum
   • Students are immersed in course content and clinical practice.
   • Clinical experiences allow for immediate application of didactic material.
   • Clinical methods courses are directly related to course and clinical concepts.
3. Integrated Clinical Teaming
   • Team meetings capitalize on opportunities for team-based learning (TBL).
   • Though not interdisciplinary, these teams provide practice for eventual professional team behaviors.
   • Advanced students have opportunities to take leadership roles within the team.
4. Summative Assessment of Synthesis within and across Concepts
   • Simulated assessments with clinical competency requirements are incorporated during the winter and spring terms.
5. Support and Development of Clinical Skill
   • Students have familiarity with basic clinical methods prior to providing service.
   • The clinical curriculum allows for continuum of supervision, including:
     • Support from novice to intermediate student.
     • Side-by-side service provision (1:1:1) for many treatment sessions.
6. Support and Development of Self-Supervision, Leadership, & Contribution to the Learning Community
   • Direct instruction and class discussion regarding these topics begins during orientation and extends throughout the program.
   • Opportunities for practice and skill development are embedded throughout the duration of the program.
7. Embedded Experiences in Self-Assessment
   • Self-assessment across different domains begins during orientation.
   • Quarterly and weekly self-assessments regarding clinic services are completed during all clinical placements (on and off campus).
   • Generic Abilities and the Emotional Intelligent Leadership Inventory are completed three times during program (start, mid, and end).