O ccupational therapy is realizing some of its professional potential in generating new knowledge. Many occupational therapists are pursuing graduate degrees, including the scholar's criterion, the doctor of philosophy (American Occupational Therary Association [AOTAj, 1989). The American Journal of Occupational Therapy is publishing more research parers, and the Occupational Therapy Journal of Research, devoted entirely to research, is thriving. Faculty members, in recognition of their roles and responsibilities, are launching their own research programs. Clinicians, seeking increased accountability, are engaging in clinical research or are seeking literature that supports practice. Students are required by the Essentials (American Medical Association/AOTA, 1983) to develop a beginning knowledge of research. All of these activities underline the increasing importance of research and knowledge development within the occupational therapy profession.