The following course descriptions provide a brief overview of the courses for which we may be seeking part-time temporary lecturers. If interested in these positions, please use the link below and submit your information, and we will reach out when future opportunities arise. Thank you for your interest in working with our department.
This course examines the historical foundations, philosophical base, core values, and code of ethics of the profession. Occupation-based models of practice and the Occupational Therapy Practice Framework (OTPF) are examined with a focus on analysis of the domain of occupational therapy. Structured learning experiences facilitate professional development and the transition to professional roles. Includes an experiential lab component.
This course introduces general research principles and application to evidence-based practice and service competency. The student is oriented to library resources and technology and becomes familiar with steps needed to develop a research proposal and disseminate results. The ability to frame evidence-based practice questions and obtain supporting literature and develop beginning competence in creating a literature review paper are practiced.
Examination of the theoretical explanations of occupational choices viewed through a neuroscience lens. Contemporary concepts of brain-function that support occupation are explored with emphasis on sensory, motor, and cognitive processes. Lab activities emphasize elements of the neurologic examination with an introduction to commonly employed measures and tools for assessment.
Exploration of occupational performance and physical, social-emotional, behavioral, and cognitive development throughout the lifespan. Typical and atypical changes in normative life tasks and occupational roles in relationship to environment and culture are discussed.
Historical and current models for application of occupational therapy to psychosocial problems. Reflective video analysis and faculty-led experiences to aid the socialization process into roles and styles of occupational therapists in mental health practice and other psychosocial settings. Task analysis and activity analysis techniques for participation in human occupation.
Development of clinical reasoning, therapeutic use of self and the occupational therapy process is emphasized with a focus on the development of and socialization to professional behavior and attitudes. Simulation and faculty-led experiences promote an organized approach to implementation of the occupational therapy process including evaluation, intervention, and targeting of outcomes. Includes service delivery models within mental health settings.
This course examines the pathophysiology of selected cellular, integumentary, neuromuscular, cardiovascular, and pulmonary health conditions and their associated effects on health and wellness across the lifespan. The role of occupational therapy in addressing occupational performance needs for persons with such health conditions is emphasized while social determinants of health for persons, groups, and populations are explored.
Examines professional reasoning through completion of an occupational profile, analyzing activities and occupations, and creating intervention plans using a variety of models of practice and frames of reference.
Introduction to professional roles and responsibilities of the occupational therapy practitioner with emphasis on effective communication, intraprofessional collaboration, and interprofessional team dynamics. Integration of emotional/social intelligence, learning theories, learning styles, characteristics of learners through the lifespan, and health literacy education approaches.
Initial full-time fieldwork experience under direct supervision of licensed Occupational Therapist. 12 weeks of full-time direct patient/client care activity supervised by qualified Fieldwork Educator.
Development of a scholarly Doctoral Capstone Project Plan to include literature review, needs assessment, identification of individualized learning objectives, plans for supervision, and evaluation plan.
Evaluation and intervention for adults using ICIDH systems as a framework. Application of screening, planning, applied treatment and evaluation approaches including acquisition, restorative, and compensatory strategies for adult and older adult populations.
Development of clinical reasoning is emphasized with a focus on the development of and socialization to professional behavior and attitudes. Simulation and faculty-led experiences promote an organized approach to implementation of the occupational therapy process including evaluation, intervention, and targeting of outcomes. Includes service delivery models for adult and older adult populations in various settings.
Fundamental knowledge of the structure and function of the neuromuscular, musculoskeletal, and cardiovascular systems with application to occupational performance and assessments related to palpation, muscle testing, and goniometry. Includes analysis of dysfunction and it's impact on occupational performance.
Development of client interaction skills which facilitate therapeutic use of self as a style of therapeutic communication that promotes change and growth. Includes consideration of multicultural factors that strongly influence professional communication, developing and facilitating participation in groups, and using group process as a therapeutic tool.
Basic principles of health care systems providing occupational therapy to individuals and organizations are examined. The student learns to integrate knowledge of delivery models, policies, and systems related to various current and emerging practice settings and makes clinical decisions for individuals and populations through application and synthesis of theory and evidence-based reasoning.
Examines professional behavior, development, and roles (e.g., fieldwork educator, entrepreneur, faculty, consultant, advocate, and servant leader). The student completes a professional portfolio based upon self-assessment, reflection, and career goals.
An in-depth examination of research and its relationship to multiple areas of practice and practice assumptions. The student acquires an in-depth understanding of theory-based research, selecting appropriate methodology and units of analysis in the design of research, ways of evaluating practice, and approaches to analyzing data. Includes analysis and synthesis of qualitative data.
This course focuses on the models and frames of reference that shape occupational therapy practice in relationship to engagement in occupation. The student participates in the critique and discussion of the theoretical perspectives commonly used in occupational therapy practice and examines the role of theory in the clinical decision-making process as it relates to clients across the lifespan.
Second full-time experience under direct supervision of licensed Occupational Therapist. 12 weeks of full-time direct patient care activity supervised by qualified Fieldwork Educator. Continued development of the student’s professional competencies and personal transformation to an entry-level therapist is emphasized.
Methods and procedures for the planned Doctoral Capstone Project are developed with a proposal for implementation and evaluation submitted. The student collaborates and reflects on issues related to occupational therapy practice including service delivery, supervision, and ethical considerations across a variety of practice settings.
Students are guided in the application of cumulative knowledge from previous courses and fieldwork experiences. Independent study and sample examinations prepare students for the National Board for Certification in Occupational Therapy (NBCOT) examination. Students present the Doctoral Capstone Proposal for peer and faculty review and complete the Occupational Therapy Knowledge Evaluation (OTKE) that tests clinical knowledge and skills.
Occupational therapy theory and rationale of competency-based assessments and interventions for physical, developmental, sensory integrative, perceptual/cognitive, and psychosocial impairment as it applies to children and youth and their families. Application of pediatric frames of reference to specific problems within the framework of the multicultural family.
Development of clinical reasoning, therapeutic use of self and the occupational therapy process is emphasized with a focus on development of and socialization to professional behavior and values. Simulation and faculty-led experiences promote an organized approach to implementation of the occupational therapy process and service delivery models as applied to children and youth and their families.
This course provides an overview of practice management fundamentals and applies principles to various aspects of leadership and personal development, strategic planning, and business operations. The student gains knowledge in health care management, human resources, team dynamics, organizational structures, and fiscal management as they relate to occupational therapy practice.
An examination of best evidence associated with teaching and learning in community, clinical and academic settings. Exploration of teaching strategies across a wide range of practice settings based on consumer needs, contexts, roles, task demands, resources, and expected outcomes. Includes methods for professional presentations and interprofessional teaching.
Focus on prevention health, wellness, and fitness related to injury prevention, nutritional influences, fitness testing, and exercise prescription in an apparently healthy population. Development and adaptation of injury prevention and/or exercise programs based on test results. Course includes participation in selected complementary and alternative health interventions.
Fundamental basis of theory and skills necessary for selecting and utilizing physical agent modalities and splinting within the context of occupational therapy practice. Advanced critical thinking and problem-solving skills are developed through various case studies, self quizzes, splint analyses, laboratory exercises, and self-evaluation. Licensure requirements and competency issues are addressed.
This course examines community health and education practices for groups, communities, and populations. It bridges the biomedical and sociocultural aspects of health through grant attainment and program development. Practice models are explored for health promotion, facilitating occupational performance and wellness, and population health across the lifespan in community-based settings.
Principles of leadership and advocacy essential for individual and professional growth. Integration of knowledge and skills to advocate for patients and programs by influencing regulatory environment, and refinement and evaluation of skills in interprofessional communication and collaboration. Exploration of topics and methods of advocacy that promote the role of occupational therapy in addressing societal needs.
In-depth experience in one or more of the following areas: clinical practice, research, leadership, program and policy development, advocacy, education and/or theory development. This experience requires application and synthesis of professional knowledge and concentrated skills with 560 hours of a mentored doctoral capstone experience in the student’s selected area.
Implementation of the capstone project including data collection and data analysis, or program evaluation with conclusions. Preparation of abstract or article for publication. Dissemination of results for an applied and innovative project designed in response to an identified need in the profession.