Five faculty members in the University of Tennessee Health Science Center’s occupational-therapy department abruptly resigned this week, leaving students scrambling to figure out who will teach their classes and supervise their clinical work. The exits follow allegations that a faculty member repeatedly verbally abused students and that the university did not adequately address their complaints. Administrators say they are racing to recruit replacements and steady the program.
In a letter to occupational-therapy students dated March 18, Dean Ashley Harkrider told students that UTHSC has brought in search firms to help fill the five newly vacant positions and that Witt Kieffer will run the search for a new department chair. The faculty members who resigned include department chair Anne Zachry and instructors Stephanie Lancaster, Orli Weisser-Pike, Lauren Woods and April Hilsdon, according to reporting by Daily Memphian.
Dean’s note and administrative response
Harkrider, who stepped into the College of Health Professions leadership role last year, told students the searches are aimed at stabilizing instruction, clinical education and advising while the department works through the staffing shakeup. UTHSC’s site lists Harkrider as dean and outlines the college’s responsibility for overseeing occupational-therapy education on the Memphis campus, according to UTHSC.
Students’ complaints and the resignations
The mass resignations followed claims that university officials failed to act after numerous student complaints about a faculty member’s verbal conduct, according to previous reporting. Daily Memphian published Harkrider’s letter and the names of the departing faculty members on March 19.
Why this matters for students
Having five instructors leave at once can put serious pressure on course schedules, clinical supervision and advising for students in the MOT and OTD programs. UTHSC says those programs are accredited by the Accreditation Council for Occupational Therapy Education. According to UTHSC, the department’s accreditation status and clinical partnerships are central to students’ paths to licensure, which could complicate fieldwork placements if supervision gaps continue…