Abstract
Being an educator is just as much an art and a science as is being a clinician. This article describes the faculty role and its basic responsibilities for occupational therapy practitioners who are considering the transition to academic educator positions. The faculty role has unique characteristics. Differentiating therapy activities from academic activities is an essential part of a career transition from clinician to academician. This article also describes the various features of the academic context and its impact on individual performance, how to assess readiness for the faculty role, and the typical application process.