Occupational Therapy

This course provides content foundational to understanding and applying current research that affects practice and the provision of occupational therapy services. The importance of research, analysis of current professional literature, understanding and interpreting basic research methodologies / designs will be highlighted. Choosing an area of research focus, developing appropriate questions, and beginning the literature review will be emphasized.

Self-directed learning is emphasized in the development of beginning research skills for small group research projects. The development of a research proposal, including the introduction, research questions, research design, and anticipated outcomes will provide the foundation for writing the proposal for submission to the institutional review board in the subsequent quarter.

Credits 2.0 (Class of 2025)

Credits 3.0 (Class of 2026)

This course provides content foundational to understanding and applying current research that affects practice and the provision of occupational therapy services. The importance of research, analysis of current professional literature, and understanding and interpreting basic research methodologies / designs will be highlighted.

Self-directed learning is emphasized in the development of beginning research skills for small group research projects. Students will choose an area of research focus, complete a literature review, and begin the development of a research proposal, including the introduction, research questions, and research design. This will provide the foundation for finalizing the proposal for submission to the Institutional Review Board in the subsequent quarter.

Having conceptualized their research project design, students finalize their research project development in this course. They will complete and submit their IRB Form A and supporting documents to the University Office of Research and Sponsored Programs for approval prior to implementing their study.

Having written their research project and gathered supporting documentation, students finalize their research project development in this course by completing and submitting their IRB Form A and supporting documents to the University Office of Research and Sponsored Programs for approval prior to implementing their study.

Self-directed learning builds upon work completed in prerequisite research courses to implement student research studies and data collection. Institutional review board approval initiates the processes of subject recruitment, data collection efforts, and the initial analysis of results.

Results from the previous research coursework are subjected to descriptive or statistical analysis and integrated with current literature in occupational therapy. Completed projects are presented in poster format for peer review.

This course is the first of two courses focused on program development within occupational therapy practice. As a first essential step, identifying and assessing the need for a specific program within an existing or emerging area of practice provides the foundation upon which new and innovative programs may be constructed. Select approaches and methods will be provided for students to learn and integrate into their program development coursework which follows.

This is the second course related to program development within occupational therapy practice. Students work in small groups to develop a realistic model for service provision within an agency or organization, private clinic, or community setting. They learn to evaluate the strengths and implications of a newly developed program from the perspectives of the consumers, organization, and other parties to validate the efficacy of the program for intended recipients of the program. Emerging and nontraditional areas of practice are emphasized.

This course explores and applies the processes and practices of education in professional and academic settings for occupational therapy. Background, evidence bases, and approaches to self-management, health, and wellness from an occupational therapy perspective will be utilized to address an individuals' needs across the lifespan. The theoretical foundations of teaching and learning and the educational roles of occupational therapists will be highlighted. Students will apply course concepts to the development of their individual model of teaching and learning and the ways in which occupational therapists collaborate, consult, and educate others in their practice settings.

Self-directed learning builds upon work completed in prerequisite research courses to implement student research studies and data collection. Institutional review board approval initiates the processes of subject recruitment, data collection efforts, and the initial analysis of results.

Results from the previous research coursework are subjected to descriptive or statistical analysis and integrated with current literature in occupational therapy. Completed projects are presented in poster format for peer review.

This is the second of three courses in which the student will deepen their understanding of being an occupational therapy professional. This course is positioned between the Level II Fieldwork rotations to afford students an opportunity to explore issues of leadership, ethical dilemmas, and professional responsibility. Attendance at the national AOTA annual conference may also be included as a part of this course.

This is the second of three courses in which students will deepen their understanding of being an occupational therapy professional. This course is positioned between the Level II Fieldwork rotations to afford students an opportunity to explore issues of leadership, ethical dilemmas, and professional responsibility. An emphasis is placed on the evidence bases for leadership roles and responsibilities in occupational therapy, as well as the values, approaches, and importance of guiding change based on strong vision and mission.

This is the third of three courses in which the student explores issues related to professionalism, leadership, and becoming part of a "doctoring profession". This course is positioned after the completion of the Doctoral Internship in the last quarter of the program. Students will construct goals and plans for continued professional development and prepare for obtaining positions as occupational therapy professionals. Advocacy is emphasized as part of occupational therapy leadership.

This course explores and applies the processes and practices of education in professional and academic settings for occupational therapy. Background, evidence bases, and approaches to self-management, health, and wellness from an occupational therapy perspective will be utilized to address an individuals' needs across the lifespan. The theoretical foundations of teaching and learning and the educational roles of occupational therapists will be highlighted. Students will apply course concepts to the development of their individual model of teaching and learning and the ways  in which occupational therapists collaborate, consult, and educate others in their practice settings.

This seminar will provide a comprehensive exploration of recovery and disability as issues of occupational and health justice. Coursework will provide opportunities to discuss and critique the psychosocial effects and occupational impact of systematized castes, normativity, oppression, "isms" and other discriminatory attitudes or beliefs in current society.

This is the second course related to program development within occupational therapy practice. Students work in small groups to develop a realistic model for service provision within an agency or organization, private clinic, or community setting. They learn to evaluate the strengths and implications of a newly developed program from the perspectives of the consumers, organization, and other parties to validate the efficacy of the program for intended recipients of the program. Emerging and nontraditional areas of practice are emphasized.

This course provides students with the foundational knowledge and skills to assume administrative or management roles and responsibilities. The topics of strategic planning, business plans, legal and reimbursement issues, departmental budgeting, inventory management, supervision and personnel management are covered. Links to leadership are addressed.