Courses numbered 1000-1999 are open to freshmen; 2000-2999 to sophomores; 3000-3999 to juniors; 4000-4999 to seniors. It is recommended that students elect courses in the years for which they are listed. Freshmen will be admitted to courses above the 2000 level only with the consent of the instructor and the student’s advisor. Juniors and seniors taking freshman courses may be expected to do additional work. Any course above 4999 is a graduate course.
The number in parentheses following the course title indicates the semester hours of credit assigned to the course.
An H following the course number indicates an honors level course.
Professional Development I: Introduction to Occupational Therapy [Course] (3)
Students will analyze and evaluate the history, and philosophical and theoretical base of occupational therapy, as well as the influence of related ethical, and socio-political factors on the profession. Students will apply this knowledge base as it relates to meeting current and future health and occupation-based participation needs of all persons, groups, and populations from a holistic perspective including spirituality. Theory guides practice, driving student knowledge acquisition of theory development, leading to desired impact on society and integration of occupational justice. Students will explore professional and intra-professional roles in the context of national and international health care systems and settings for service delivery. This would also include supervising and collaborating with certified occupational therapy assistants. Students will create a preliminary professional plan synthesizing course content to support regulatory compliance of OT practice.
Occupational Therapy Process & Practice [Course] (5)
This course provides an introduction to the domain and process of occupational therapy as described in the Occupational Therapy Practice Framework Domain and Process, 4th Edition. Students gain skills in the analysis of occupational performance, intervention planning, goal writing, documentation, and application of therapeutic use of self and spirituality.
Research I:Literature Review & Appraisal [Course] (3)
Students will translate knowledge of foundational evidence-based exploratory and analysis skills for conducting research. Students will identify a problem leading to potential research topics that transform health, well-being, and quality of life. Students will explore concepts determining evidence to support assessment, interventional, and programing decisions. Students will engage in locating, selecting, analyzing, and evaluating scholarly literature to inform evidence-based decisions.
Occupational Science & Models of Practice [Course] (3)
Students will analyze the role of the social determinants of health that influence the ability of persons, groups, and populations to meet occupational participation needs. Students will learn occupational science foundations that support occupational therapy service delivery. OTPF4 areas of habits, routines and contexts across the lifespan will be explored. Occupation-based models of practice will be compared and contrasted.
Anatomy & Kinesiology in OT [Course] (5)
Biology, kinesiology, and biomechanics are explored and analyzed for recognition and identification of client factors related to compromised occupational performance. Students develop assessment and intervention skills through cadaver exploration, kinesiology practice activities, and lecture to determine client factors influencing occupational performance.
Health Care Delivery Systems and Teams [Course] (2)
Students will learn to interpret the health, well-being, and quality of life impact of reimbursement systems, funding mechanisms, and service delivery models in the context of state and federal systems. Students will integrate course content by exploring roles of occupational therapists in service delivery models. Students will prepare for collaborative practice within health systems through considering the roles and values of those on the interprofessional teams.
OT Assessment & Intervention in Adulthood [Course] (5)
Students will develop a knowledge base to demonstrate competency of adult specific assessments and case study analysis. Students will gain knowledge and skill in assessment and intervention in musculoskeletal and upper extremity conditions across the lifespan. Interventions planning applying the biomechanical frame of reference and evidence-based interventions to support occupational performance will be learned. These will include but not limited to orthotic design and fabrication, use of physical agent modalities, and development of occupation-based activities.
Research II: Proposal [Course] (4)
Students will continue the research thread by building on literature review skills with analysis of quantitative and qualitative research methods for evaluation of scholarly literature. Students will develop a research project proposal relevant to the profession of occupational therapy to transform health, well-being, and quality of life.
Pathophysiology in OT [Course] (3)
Students examine pathological conditions within the scope of OT practice that can occur over the lifespan. Students engage in a systems approach to gain knowledge of the impact of pathology client’s ability to participate in occupations.
Fieldwork I: Psychosocial Occupational Performance [Course] (2)
Students will observe and engage in psychosocial practice to translate knowledge regarding psychosocial factors that limit engagement in occupation, well-being, and quality of life. Students begin with direct observation of service delivery, progressing to participation in client centered practice through therapeutic use of self and application of evidence-based reasoning with a health care or wellness practitioner to develop professional behaviors and communication skills. The fieldwork I seminar is a processing time to analyze professional behaviors, treatment strategies, and integrate and refine skills in service delivery as future occupational practitioners.
Mental Health, Psychosocial Assessment & Intervention in OT [Course] (3)
Students will develop knowledge skills in the assessment and interventions in individuals with mental illness and psychosocial difficulties across the lifespan. Evidence-based assessments and interventions to improve occupational performance will be explored using case-based and problem-based learning. Students will explore context and other contributing factors to psychosocial well-being and inclusive occupational participation.
Professional Development III: Emerging Practice Entrepreneurship [Course] (3)
Students will apply case management of service delivery in traditional, non-traditional and emerging practice areas while considering the influence of societal factors in community, regional, and national settings. Students will explore how to extend occupational therapy into innovative practice roles by integrating concepts from teaching-learning, health literacy, community access, partnerships, and entrepreneurship. Students will develop skills in innovative roles and be able to communicate the value of holistic occupational therapy services for all stakeholders to advocate for the profession of occupational therapy.
Research III:Implementation [Course] (3)
Students will build on research knowledge, and research method skills to collect project data within the scope of occupational therapy using ethical and methodologically sound practices. The course activities will directly support team research projects that promote the health, well-being, and quality of life for all persons, groups, and populations.
OT Leaders & Managers [Course] (3)
This hybrid course includes leadership-related content and functions performed by occupational therapy supervisors and managers. Roles and responsibilities of OT personnel, and intraprofessional partnerships will be explored and implemented in collaboration with an occupational therapy assistant academic program. Making decisions, problem solving, managing personnel, communicating, measuring performance and competency, promoting evidence-based practice, administrative functions, developing and evaluating programs, and improving the quality of occupational therapy services are emphasized.
Capstone I:Design [Course] (3)
Students explore, in collaboration with a faculty mentor, areas of interest in clinical practice, research, administration, leadership, program design, policy development, advocacy, education, and theory development. The student will network to connect with community agencies to identify societal needs of health, well-being, and quality of life related to the project and experience. Students will also create a grant proposal which could fiscally support scholarly activities and program development related to the capstone area.
OT Assessment & Intervention in Elderhood [Course] (5)
The student will analyze theories of aging and develop an understanding of conditions that older adults face in elderhood and how occupational performance is impacted in order to apply evidence-based assessments and intervention to promote occupational participation, productive aging, and well-being.
Research IV: Interpretation [Course] (2)
Students will integrate previously acquired skills from DOTD 7702, DOTD 7712, and DOTD 7722 by completing statistical analyses and generating a scholarly report appropriate for a peer reviewed journal. This scholarly report will be made accessible to the public in order to promote occupational justice, advocacy, evidence-based and occupation-based interventions, and service to all persons, groups, and populations.
OT Educators [Course] (2)
Students will learn the roles of OTs as educators within clinical practice, fieldwork, and academia. Students will develop teaching and learning skills to disseminate knowledge collaboration with clients, family, caregivers, and the community to promote occupational participation. Readiness for becoming a fieldwork educator will be explored. Academic role opportunities across an OT career will be explained. Knowledge and skill development include course and instructional design, use of instructional technology, the relationship of ACOTE standards to develop student learning objectives, and methods of determining student competency will be emphasized.
Neuroscience & Neurorehab Applications in OT [Course] (4)
Students explore neurologically related structures and functions of the human body throughout the human lifespan to determine impact on occupational participation. The influence of neurological conditions on human occupational performance will be examined. Students will interpret and analyze developing theoretical perspectives in understanding the influences of neuroscience on behavior and performance.
FW I: Adult/Older Adult [Course] (2)
The adult and older adult fieldwork I experience will engage the student in directed clinical or simulated observation and participation. Students apply classroom learning about psychosocial issues that limit engagement in occupation. Students begin with direct observation of service delivery, progressing to participation in client centered practice through the therapeutic use of self and application of evidence-based clinical reasoning with a health care or wellness practitioner to develop professional behaviors and communication skills. The fieldwork I seminar is a processing time to analyze professional behaviors, treatment strategies, and integrate and refine skills in service delivery as future occupational practitioners.
Capstone II: Program Proposal [Course] (3)
Students continues to develop a Capstone project through synthesis and application of knowledge gained from the focus area exploration of OTD 730, theory, and prior program coursework. Upon completion, the student will present and defend an individual project that relates to the doctoral capstone experience and demonstrates synthesis of in-depth knowledge in the focused area of chosen study within clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, education, or theory development.
OT Assessment & Intervention in Childhood [Course] (5)
Students will examine and translate knowledge of evidence-based assessments, interventions, and theory in hospital, school, and community settings for children and youth having occupational deficits. Occupational profiles and OT assessments will be completed to determine client needs, client factors, performance patterns, and performance skills leading to design and provision of therapeutic use of play, self-care, and school-based interventions for the promotion of occupational participation and performance.
Research V: Dissemination and Scholarly Report [Course] (2)
Students will build on the prior research courses during which groups implemented and analyzed findings. In this course, students will create a scholarly report and disseminate results of the research project that includes a presentation to stakeholders. The course activities will directly support team research projects and promote the health, well-being, and quality of life for all persons, groups, and populations. Prerequisites: Successful completion of fall semester year 2 course work of OTD Program
Competence in Evidence Based OT Practice [Course] (4)
Students will participate in interactive case simulations using skills, therapeutic use of self-including mature spirituality, and knowledge indicative of a competent entry-level occupational therapist. Assessment, treatment planning, interventions, and practice management domains over the lifespan are reviewed and practiced. Students will perform assessments, including those for cognition, balance, and sensory function, as well as intervention skills, including safe administration of preparatory physical agent modalities, transfers, and safe patient handling. Students will reinforce skills in supervision of OTAs, billing, documentation, and contractual obligations for ethical service delivery to persons, groups, and populations.
Contextual Modifications for Occupational Therapy [Course] (3)
Students will explore and demonstrate skills and knowledge in assessment and intervention planning and implementation of contextual modifications. The complex interaction of factors impacting on assistive technologies and environmental intervention outcomes will be assessed. Students will assess the need, design, fabricate, apply, and fit contextual modifications to implement intervention plans in team collaboration to enhance occupational performance and foster participation for all people across the lifespan.
Fieldwork I: Child/Youth [Course] (2)
Students will observe and engage in child and youth practice to translate knowledge regarding factors that limit engagement in occupation, well-being, and quality of life. Students begin with direct observation of service delivery, progressing to participation in client centered practice through the therapeutic use of self and application of evidence-based clinical reasoning with a health care or wellness practitioner to develop professional behaviors and communication skills. The fieldwork I seminar is a processing time to analyze professional behaviors, treatment strategies, and integrate and refine skills in service delivery as future occupational practitioners.
Fieldwork Level IIA [Course] (8)
This is the first Fieldwork II 12-week experience to fulfill the required 24 weeks full-time minimum. All Fieldwork hours may be completed in one setting if it is reflective of more than one practice area. Each student can participate in up to four different settings (C.1.11.). Full-time application of skills and knowledge translation are to provide service delivery under the supervision of a qualified occupational therapy practitioner serving as a role model. Students analyze and apply occupational therapy theory, research, assessments, treatment interventions, and evidence-based practice in the clinical or community setting for health, well-being, and quality of life of persons, groups, and populations.
Fieldwork Level IIB [Course] (8)
This is the second Fieldwork II 12-week experience to fulfill the required 24 weeks full-time minimum. All Fieldwork hours may be completed in one setting if it is reflective of more than one practice area. Each student can participate in up to four different settings (C.1.11.). Full-time application of skills and knowledge translation are to provide service delivery under the supervision of a qualified occupational therapy practitioner serving as a role model. Students analyze and apply occupational therapy theory, research, assessments, treatment interventions, and evidence-based practice in the clinical or community setting for health, well-being, and quality of life of persons, groups, and populations. Students must complete the DOTD 7760 Fieldwork II experience in a different practice area(s) from DOTD 7750. Prerequisites: Successful completion of DOTD 7750 Fieldwork II
Capstone III: Experience [Course] (8)
The Capstone experience is a minimum of 14 weeks, 560 hours in which the student demonstrates meeting or exceeding written objectives and formal assessment measures approved by the faculty mentor and onsite mentor(s) in an area of in-depth focus. The Capstone Project and Experience will support the need of occupational participation for all persons, groups, and populations in alignment with the program mission.
Professional Transition [Course] (3)
Students engage in examining and practicing challenging post-graduation scenarios including leadership/personal leadership styles, professional development planning, professional mentoring, licensing, and specialty certification. Also included will be an exploration of the OT job market and OT-specific employment strategies. Achievement of program objectives leads to a culmination of students who have developed into the role of spiritually mature, service-oriented occupational therapy practitioners that transform health, well-being, and quality of life for all persons, groups, and populations.
Independent Study [Independent Study] (1 - 3)
Independent Study is an individualized course of reading and/or research designed to allow in-depth study of material not normally covered in the regular curriculum. Consent of the instructor and the graduate's academic adviser is required.