Professional Developtnent: Clinician to Acadetnician

Drawing on literature from other professions, this paper identifies factors that occupational therapists should consider when making the transition from clinician to academician. It describes the following four stages of a professional career: apprentice, colleague, mentor, and sponsor. Five academic stages offaculty development are also presented. In addition, the work life of a faculty member is delineated. the number of academic A s programs in occupational therapy is increasing, the ready pool of faculty members to staff these programs is insufficient (l). Curriculum directors meet this staffing need by recruiting faculty members from a) other academic programs and b) clinical settings. Alternatively, clinicians often exploreacademic positions as another professional option in their careers. Another variation is seen in employment of clinical instructors (2). Recent action by the Representative Assem bly of the American Occupational Therapy Association in support of a Scholars in Residence Program (3) recognizes the need for programs to develop faculty. This paper provides information for academicians and clinicians concerning the roles and responsibilities of an academician. Models and concepts are drawn from literature in the areas of business, psychology, nursing, and occupational therapy. This varied literature provides a perspective that might enhance conceptualizations from our profession. Applications are made to the profession of occupational therapy.