Semester 1 - Fall 2024

This course covered the foundational principles of professional occupational therapy and practice. It explored the meaning of professionalism, the diverse roles and responsibilities of occupational therapists, and the use of AOTA resources. Key topics included certification, licensure, standards of practice, scope of practice, and the code of ethics and official documents guiding occupational therapy. The course also provided an overview of essential concepts and processes used in occupational therapy practice, including areas of practice, service contexts, professional habits, credentialing, supervisory and collaborative roles with OTAs, and competencies across various practice settings.

This course provided students with a comprehensive understanding of the significance of research in the field of occupational therapy and the skills needed to analyze professional research. Students learned to discuss basic research principles, explain the application of research in practice, and critically evaluate research from occupational therapy and related professions. Key topics included foundational research concepts, an overview of research designs and methods, and strategies for critically assessing research evidence.

This first-trimester course focuses on fostering self-reflection regarding the educational journey and the student’s future occupational therapy practice. Students engage in reflective self-assessments to analyze their values, ethical perspectives, professional behaviors, knowledge, and skills, all essential for cultivating a professional identity. The course incorporates a variety of formats, including lectures, readings, discussions, and interactive learning activities such as role-playing.

This course explored the organization, development, and functions of the nervous, musculoskeletal, cardiovascular, respiratory, immune, and lymphatic systems. It also covered musculoskeletal assessment techniques frequently used by occupational therapists in clinical practice. The course material was presented through experiential labs, seminars, and self-directed learning activities.

This course examined the characteristics and functional implications of major mental and physical health conditions encountered by occupational therapists when working with clients across the lifespan. It explored these conditions in relation to their impact on human development, body structures and functions, epidemiology, prognosis, associated mental and physical disabilities, and their influence on occupational engagement. The course also addressed pharmacological and non-pharmacological interventions, as well as relevant research. Cultural comparisons were included to highlight varying perceptions of mental health and physical conditions across cultures. Additionally, ethical considerations related to genetic testing and treatment for various disorders were discussed.

This course focuses on developing the “soft skills” essential for occupational therapy professionals, such as effective communication, flexibility, motivation, a positive attitude, and interpersonal skills. Through self-reflection and various assessments, students will explore their strengths, areas for growth, personal values, communication styles, and personality types. The course emphasizes documenting personal and professional growth through a portfolio, fostering continued learning and career development. Spanning four semesters, it culminates in the completion of an academic portfolio and the initiation of a professional development plan.

This course focused on the use of occupation in purposeful and meaningful ways to promote the health and well-being of individuals. It explored the professional heritage of occupation and the historical development of activity and task analysis as essential tools in occupational therapy across various clients and contexts. The course incorporated terminology and activity demands from the Occupational Therapy Practice Framework, 4th Edition (AOTA, 2020) and covered activity synthesis, evaluation of activity demands, and assessment of individual activity preferences. Students practiced analyzing, adapting, and teaching activities through hands-on opportunities.

Semester 2 - Spring 2025

This course examined the influence of health and education policy on occupational therapy practice. It provided an overview of U.S. health and education systems, highlighting the ongoing changes and their implications for service delivery. Key topics included the policy-making and legislative processes, national and state-level policies, and legislation relevant to occupational therapy across diverse settings. The course addressed critical issues related to access, quality, and cost of care—such as coverage, reimbursement, and service classifications. Emphasis was placed on populations and conditions commonly addressed in occupational therapy. Additional topics included insurance coverage, scope of practice, telehealth, and professional advocacy. Course content was delivered through an in-person workshop format featuring lectures, discussions, readings, online resources, and interactive learning activities.

This course explores the evidence supporting contemporary occupational therapy assessments and interventions for individuals experiencing mental health conditions. Emphasis is placed on the application of occupational therapy models, frames of reference, and relevant theoretical and research-based perspectives related to occupational performance in mental health contexts. Clinical case studies introduced throughout the semester will be analyzed with attention to client factors, occupations, performance skills, performance patterns, contexts, and activity demands. Consideration will also be given to culture, spirituality, and the personal meaning of occupation as they relate to each case.

This course employs a Problem-Based Learning (PBL) approach to promote self-directed learning, research, and critical thinking related to evidence-based practice in mental health occupational therapy. Emphasis is placed on developing clinical reasoning skills through the application of foundational occupational therapy theories and frames of reference to the evaluation and intervention process for individuals with mental health conditions. Learning activities target the affective and cognitive domains outlined in Bloom’s taxonomy, supporting the development of reflective, client-centered thinking. Through this process, learners will begin to cultivate a professional identity as occupational therapists—integrating theoretical knowledge with practical decision making while internalizing core values such as client-centered care and evidence-based practice.

This laboratory course provides hands-on learning experiences that build on the concepts introduced in the accompanying PBL and seminar sessions. Through self-directed learning and critical thinking, students will apply foundational knowledge in practical settings. The course emphasizes the development of essential clinical skills for mental health occupational therapy, including evaluation techniques and the implementation of both individual and group interventions. In addition, students will cultivate professional behaviors, effective communication strategies, and collaborative skills necessary for working with clients experiencing mental health conditions and supporting their families.

Level I Fieldwork is designed to support the integration of academic knowledge with clinical practice, fostering the development of clinical reasoning through the application of concepts from previous coursework and life experiences. In conjunction with PBL, lab, and seminar components, this fieldwork emphasizes reflective practice, the development of therapeutic relationships, ethical decision-making, and other key professional considerations when working with adults experiencing mental health challenges. The course encourages active engagement through self-directed learning, collaboration, and class participation, all of which are essential to the learning process and professional growth in occupational therapy practice.

This course explores group theory, dynamics, and practical application, emphasizing how occupational therapists use groups for both assessment and intervention within specific theoretical models and frames of reference.

This course builds on concepts from Introduction to Research, guiding students through practical research activities using a single-subject research design. Students will conduct a literature review and develop a proposal for a study utilizing this design. Additionally, course content will be applied to data-driven decision-making in clinical occupational therapy practice across various settings.

This course will continue to emphasize self-reflection, now linking it to the development of professional identity and the process of becoming an occupational therapist. We believe this journey will be transformative, and you will continue to capture that growth through your portfolio.

Semester 3 - Late Spring 2025

This course builds on foundational OT knowledge, focusing on leadership, team dynamics, communication, advocacy, and quality improvement. Students will develop critical thinking and decision-making skills while exploring the complexities of managing OT services across evolving practice settings. Includes an introduction to business and program planning in preparation for Part IV.

This course examines the role of the occupational therapist in promoting the health and well-being of individuals, groups, and populations through community-based practice. Students gain knowledge in occupational justice, community health, and health promotion theories, as well as skills in needs assessment and prevention strategies. The course culminates in a faculty-mentored community-based needs assessment project.

This course uses problem-based and team-based learning; students engage with clinical case studies to apply scientific evidence across areas of occupation, client factors, performance skills and patterns, environmental contexts, and activity demands. Emphasis is placed on working with adult and geriatric populations, incorporating theory, culture, spirituality, and the meaning of occupation. Students will also build communication skills essential for interprofessional collaboration and adopt a holistic approach to clients and caregivers in clinical reasoning and practice.

This course supports graduate OT students in developing essential clinical skills in evaluation, treatment planning, implementation, and documentation. As the second course in a three-part series, it builds on foundational knowledge with increased complexity across key content areas. Using problem-based and team-based learning, students engage in collaborative analysis of adult and geriatric case studies. These cases integrate scientific evidence with occupation-based practice, considering client factors, performance skills and patterns, environments, and activity demands. Cultural, spiritual, and personal meaning of occupation are also explored. Students will strengthen their clinical reasoning, adopt a holistic view of clients and caregivers, and develop the communication skills necessary for interprofessional healthcare collaboration.

This course series is designed to build clinical competencies in evaluation, treatment planning, implementation, and documentation. This is the second course in a three-semester sequence, each increasing in complexity across key content areas. Through problem-based and team-based learning, students engage with clinical case studies that integrate scientific evidence with occupational therapy practice. Areas of focus include occupations, client factors, performance skills and patterns, environmental contexts, and activity demands—while also considering culture, spirituality, and the meaning of occupation. Students will adopt a holistic view of clients and caregivers, strengthen interprofessional communication, and apply theory to practice. OT 576 emphasizes hands-on learning and the development of practical clinical skills for working with adult and geriatric populations

This course bridges academic learning with clinical practice, supporting the development of clinical reasoning by connecting prior education and experiences with current coursework and fieldwork. Through a combination of problem-based learning (PBL), labs, seminars, and fieldwork, students will reflect on therapeutic relationships, ethical practice, and professional issues related to serving adult populations with diverse occupational therapy needs. Students will participate in simulated and in-person fieldwork experiences, debriefings, and seminars as scheduled by the course instructor and Academic Fieldwork Coordinator. These experiences emphasize observation, interprofessional collaboration, professional behavior, and relationship-building with adult and geriatric clients. Fieldwork content is closely aligned with academic learning to reinforce key concepts and skills.

This course continues to emphasize self-reflection, now with a focus on connecting personal insights to the practice of occupational therapy. As you progress through the program, you’ll document your ongoing professional growth and transformation in your portfolio.