61 courses with the subject OCTH, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
OCTH 5010Human Occupation —3
This course introduces human occupation as the foundation for occupational therapy and occupational science. Students will learn about the philosophical base, models, theories, and scientific evidence that describes how person/population factors and context/environment factors impact occupational performance, participation, health, and well-being for persons, groups, and populations. Observation, interview, activity analysis, reflection, and scholarly writing are used as learning strategies to better understand the meaning of occupation and occupational performance. Prerequisite: Admission to the MAOT or OTD Program.
This course focuses on the foundations of occupational therapy and interprofessional practice in the area of mental and behavioral health. Students will examine select populations, disparities and inequities, client perspectives, and person-environment-occupation characteristics. Students will learn about scientific evidence, models, theories, frames of reference, systems, practice settings, service delivery, policies, legislation, and the role of occupational therapy and inter and intraprofessional teams for persons, groups, and populations across the lifespan.
OCTH 5210Mental and Behavioral Health: The OT Process —3
This course focuses on the foundations of occupational therapy and interprofessional practice in the area of mental and behavioral health in health, community, and medical settings. Students will examine select populations, disparities and inequities, person/population perspectives, and person/population-environment-occupation characteristics that support occupational performance, participation, health, and well-being. Students will learn about scientific evidence, models, theories, frames of reference, systems, practice settings, service delivery, policies, legislation, and the role of occupational therapy and inter and intraprofessional teams for persons, groups, and populations across the lifespan.Prerequisite: Successful completion of all prior program courses including OCTH 5200.
This course focuses on the foundations of occupational therapy and intra/inter-professional competencies for children and adolescents in health, education, rehabilitation, and community settings. Students will examine priority populations, disparities and inequities, client perspectives, and person-environment-occupation characteristics. Students will learn about scientific evidence, models, theories, frames of reference, systems, practice settings, service delivery, policies, legislation, and the role of occupational therapy and intra and inter-professional teams for persons, groups, and populations. Prerequisites: OCTH 5010, OCTH 5500.
OCTH 5450Children, Adolescents, and Families: The OT Process —3
This course focuses on the occupational therapy process for children, adolescents, and families. Students will develop knowledge and skills in screening, evaluation, documentation, referral, intervention/program planning and implementation to support occupational performance, participation, health, and well-being for persons, groups, and populations. Client cases with intra and interprofessional teaming opportunities help students to develop clinical reasoning, communication, practice, and team competencies that are client-centered, culturally relevant, and evidence-based and address person/population-environment-occupation goals. Intra and interprofessional learning activities and assignments are included throughout the course to provide students with the skills to work in pediatric interprofessional teams in a variety of practice settings. Prerequisite: Successful completion of all prior MAOT courses including OCTH 5410.
This course introduces students to basic knowledge, applied fundamentals, and current advances in neuroscience and the application to clinical conditions and occupational therapy. The course material emphasizes the structure and functions of neurological systems and their influence on occupational performance. Students will gain an understanding and appreciation of the effects of neurological function/dysfunction on health and disability. The etiology, symptoms, diagnosis, and pharmacology of specific conditions will be explored. Prerequisite: Acceptance to the MAOT or OTD program.
This course focuses on technology in occupational therapy. Students examine the theories and conceptual practice models as they apply to persons, populations, and systems. Students use evidence to develop an understanding of health information, technology, telehealth, assistive technology, smart technologies, environmental design, positioning, mobility, and prosthetic devices. Client cases with interprofessional teaming opportunities help students develop competence in using technology and design strategies as part of occupational therapy process and service delivery to support occupational performance, participation, health, and well-being of persons, groups, and populations across the lifespan.Prerequisite: Successful completion of all prior program coursework.
This course focuses on analyzing the structure and function of bones, joints, muscles and the nervous system in relation to normal and pathological movement of the human body. Each region of the body is visualized through a paired human anatomy lab. The course learning is applied to clinical practice through analysis of force principles, ergonomics, gait, posture, and occupational task demands. Foundational principles of rehabilitation are covered through exploration of the of anatomical structures involved, effect on occupational performance, injury precautions and rationale supporting occupational therapy interventions for common muscle, tendon, bone, nerve and joint conditions. Prerequisites: Successful completion of all prior MAOT program coursework.
OCTH 6000Foundational Skills for Occupational Therapy Practice —3
This is a competency-based course that will introduce students to the basic knowledge and skills that underlie occupational therapy practice. Major topic areas include Occupational Therapy Practice Framework, clinical competencies, safety, professional roles including intra and interprofessional collaboration, therapeutic use of self, ethical decision making, documentation, and principles of teaching/learning. Prerequisite: Admission to the MAOT or EL OTD program.
This seminar course focuses on developing professionalism and clinical reasoning to prepare students for OT practice. Students will develop effective communication skills, knowledge of group dynamics, and will learn strategies for life-long professional development. In addition, students will participate in problem-based learning (PBL) through a lab connected to this seminar. PBL is a self-directed learning approach to develop clinical reasoning, leadership skills, and self-reflection. Prerequisites: Acceptance into the MAOT or OTD program.
This course offers a comprehensive exploration of the foundational principles of occupational therapy, with a central focus on the meaning, significance, and therapeutic value of human occupation. Students will examine the historical evolution and philosophical roots of the profession, gaining insight into how core beliefs, ethics, and values have shaped contemporary occupational therapy practice. Emphasis is placed on the Occupational Therapy Practice Framework (OTPF) as a guide to understanding the domain and process of occupational therapy. Through analysis of key occupational therapy documents and knowledge of theories, models, and frames of reference, students will apply core concepts such as activity analysis, adaptation, and therapeutic use of self. Learners will deconstruct occupations across individual, group, and population levels—considering client factors, performance skills and patterns, sociocultural diversity, and environmental influences. The course also enhances professional and culturally responsive communication to promote the distinct value of occupation in promoting health, participation, and well-being. This course establishes a strong professional foundation for future academic and clinical experiences in occupational therapy.
OCTH 6020Seminar B and Level I Fieldwork - Psychological and Social Factors Impacting Performance —1
This Level I fieldwork experience and seminar course is focused on psychological, social and behavioral health factors that influence engagement in occupations across the lifespan and in a variety of practice settings. This is the first Level I fieldwork experience and the second of four fieldwork seminars. In the Level I fieldwork experience, students will analyze and reflect on psychological, social and behavioral health factors in the occupational therapy process. Students will share and discuss their Level I fieldwork experiences in the seminar. Students will also participate in problem based learning (PBL) using self-directed learning to solve complex cases through a lab connected this course focus/semester (psychological, social and behavioral health factors that influence engagement in occupation). Prerequisite: OCTH 6010.
OCTH 6025Bridging the Gap: Evolving from OTA to OT —3
This course is designed to support Occupational Therapy Assistant students (OTAs) in their transition to the role of entry-level Occupational Therapists (OTs), fostering both personal and professional development. Students will enhance their understanding of research terminology and appraisal skills to ensure evidence based decision making. The course expands students’ knowledge in leadership and advocacy by critically examining leadership theories to explore their capacity to influence team-based care, advocate for clients and the profession, and navigate the complexities of today’s healthcare systems. Emphasis is placed on evidence-based decision-making, culturally responsive communication, and inter and intradisciplinary collaboration, to enhance teamwork across healthcare disciplines.
OCTH 6030Seminar C and Level I Fieldwork Practice Reflection —1
This seminar course includes Level I experiences in clinical and community settings. Students will explore topics related to their level I experiences through sharing clinical cases from the student’s experience to increase awareness of clinical reasoning skills, professionalism, and practice issues. Students also participate in problem based learning (PBL) through a lab connected to this seminar using self-directed learning to solve complex cases to strengthen critical thinking, clinical reasoning, reflection, and leadership skills. Prerequisite: OCTH 6020.
This course provides an in-depth exploration of neurophysiological and neuropsychological principles as they relate to occupational therapy evaluation and intervention. Students will examine the structure and function of the central nervous system and how neurological processes influence movement, cognition, behavior, and overall occupational performance. Emphasis is placed on applying clinical reasoning to assess and address the functional impact of neurological conditions across the lifespan, such as cerebral palsy, spina bifida, stroke, traumatic brain injury (TBI), Parkinson’s disease, and multiple sclerosis. Through case-based learning, students will learn to interpret clinical signs and symptoms of upper and lower motor neuron lesions, apply motor control and motor learning theories, and design top-down, neuro-based intervention plans. The course integrates foundational neuroscience with evidence-based occupational therapy practices, highlighting the use of standardized and non-standardized screening and assessment tools, and the role of neuroplasticity in guiding intervention planning.
OCTH 6040Seminar D: Readiness for Level II Fieldwork —1
This seminar course prepares students for Level II Fieldwork experiences. Class activities and assignments focus on professional skills, including work within intra and interprofessional teams, needed for successful Level II Fieldwork participation and becoming an entry level OT practitioner. Students participate in problem-based learning (PBL) through a lab connected to this seminar. PBL cases in this semester are increasingly complex requiring students to learn how to learn, communicate effectively on intra and interprofessional teams, and strengthen critical thinking, clinical reasoning, reflection, and leadership skills.
Building on the Human Occupation Course, this course focuses on how public policy, persons, systems, communities, and organizations influence health disparity, and occupational participation. Students will learn how occupational therapy practitioners can influence public policy, systems, and population health and wellness. Students will explore, through systematic observation, interview, and analysis the determinants of population based health and wellness, barriers and supports to occupational participation, and the concepts of occupational and social justice. Students learn to advocate for the community at large within the systems that support or influence occupational participation, the profession of occupational therapy, and the consumers of occupational therapy services. Prerequisite: OCTH 5010.
OCTH 6055OT Process: Evaluation of Older Adult Population with Lab —4
The course integrates occupational therapy theories, models and frames of reference, to guide evaluation and intervention planning for physical, cognitive, and psychosocial conditions commonly affecting older adults. Students will analyze occupational performance, choose appropriate screening and assessment tools, and create a plan of care using sound clinical reasoning. Key content includes aging-related conditions, caregiver education, inter and intra-professional collaboration, and consideration of contextual and psychosocial influences on engagement in occupation. A Level I fieldwork experience is embedded in this course. Emphasizing ethical practice, self-awareness, and cultural humility, students will evaluate the role of prevention, safety, and the promotion of positive mental health across a variety of settings, such as skilled nursing and home health. Students will develop documentation skills, the discharge process and reimbursement models. Learners will also demonstrate clinical reasoning in the safe and appropriate use of physical agent modalities and orthotic and prosthetic devices. Assistive technology, community and functional mobility, and dysphagia management, will also be covered.
OCTH 6060Physical Assessment and Intervention Planning —3
This course develops proficiency in clinical evaluation of client’s abilities and capacities including strength, range of motion, sensation, coordination, edema, wound and pain. Students learn how to select and use functional outcome measures, clinical assessment tools, document, analyze findings and develop intervention plans based on inflammatory, musculoskeletal, spinal cord and nerve injury cases. Preparatory techniques that support occupational performance are introduced including physical agent modalities and self-management strategies for range, strength, soft-tissue and wound management, edema control, and pain management. Clinical reasoning, therapeutic use of self, analysis, ethics, and safety will be emphasized in evaluations and interventions. Prerequisites: OCTH 5500, OCTH 5600, OCTH 6000.
This course focuses on the foundations of pediatric practice. Students will learn pediatric specific theories, models and frame of references used in the birth to three population. Pediatric foundations include infant reflexes, developmental milestones, sensory integration, hand development, play and feeding. This course will emphasize the Neonatal Intensive Care Unit and birth to three settings, such as outpatient and early intervention. Students will also explore occupational therapy’s role in primary care and childcare settings. Students will gain proficiency in application of developmental monitoring, screening and selecting assessments used with this population. Infant and maternal mental health, co-occupation and therapeutic use of self will be explored. With an emphasis on the impact of social determinants of health, this course prepares students to collaborate with caregivers, educators, and inter and intra-professional teams for case management, while addressing cultural, environmental, and policy factors affecting service access and outcomes.
This course focuses on the foundations of evidence-based practice (EBP) and scholarly inquiry. Topics include developing questions for inquiry, searching databases, reading and analyzing evidence, synthesizing literature using American Psychological Association (APA) guidelines and applying the EBP process to practice.
In this course, students will be introduced to the research process and designs appropriate for beginning-level research. The course examines questions, methods and data analysis for selected designs, and qualitative and quantitative designs. Students will gain experience in data analysis and discuss communication of research studies to a professional audience.
This course focuses on the foundations of occupational therapy and interprofessional practice for adult populations in health, rehabilitation, and community settings. Students will examine priority populations, disparities and inequities, client perspectives, and person-environment-occupation characteristics. Students will learn about specific conditions, scientific evidence, conceptual practice models, theories, frames of reference, evaluation, systems, practice settings, service delivery, policies, legislation, and the role of occupational therapy and interprofessional teams for individuals, groups, and populations. Prerequisite: Admission to the MAOT program.
This course focuses on the occupational therapy process for adults in health, rehabilitation, and community settings. Students will develop knowledge and skills in screening, evaluation, documentation, referral, intervention/program planning and implementation to support occupational performance, participation, health, and well-being for persons, groups, and populations. Client cases with intra and interprofessional teaming opportunities help students to develop clinical reasoning, communication, practice, and team competencies that are client-centered, culturally relevant, and evidence-based and address person/population-environment-occupation goals. Prerequisite: OCTH 6610.
This course focuses on knowledge, skills, and strategies necessary to run occupational therapy programs and departments across practice settings and business models. Students learn about strategic and business plans, operational responsibilities, departmental organization, and personnel management. Topics include financial management, marketing and promotion, and supervision of individuals and teams. It provides students with the tools needed to manage programs and people, including ethical and legal decision making, conflict resolution, negotiation, and relational communication. Prerequisites: Admission to MAOT or OTD-EL program.
This case-based course focuses on the foundational knowledge informing occupational therapy and interprofessional practice with older adults. Students will examine priority populations, disparities and inequities, client perspectives, and person-environment-occupation characteristics. Students will learn about scientific evidence, models, theories, frames of reference, systems, practice settings, service delivery models, policies, legislation, and the role of occupational therapy within an interprofessional context for persons, groups, and populations. Prerequisite: Admission to MAOT or OTD-EL program.
This case-based course focuses on the occupational therapy process for older adults, their support networks and communities. Students will develop knowledge and skills in needs assessment, evaluation, documentation, referral, intervention/program planning, and implementation across a range of service delivery models to support occupational participation, health, and well-being for persons, groups, and populations on the health-disability continuum. Students will develop clinical reasoning, communication, practice, and interprofessional competencies that are client centered, culturally relevant as well as based on sound theories and evidence to address person/population-environment-occupation goals.
This seminar course prepares students for their final masters project that will be implemented and completed in OCTH 7500. In this seminar students will summarize the background literature and become familiar with the community site where they will be working.
This course focuses on key social determinants of health (SDH), including: health and health care, social and community context, education, economic stability, and neighborhood and built environment. Students learn how the SDH relate to inequitable distribution of resources and contribute to health disparities and health inequities. Students learn how the SDH may impact or are being used to improve health equity for persons, groups, and populations. This is a required course in the Doctor of Occupational Therapy program and may be an elective in other graduate programs.
This course focuses on critical interprofessional issues that influence health, education, and community programs. The topics in the course address timely issues that prepare students to lead change in work and community settings. Students examine critical issues using both an interprofessional and professional lens. Prerequisite: OCTH 7100 and OCTH 8005 or OCTH 8070.
This course results in a student project that integrates knowledge for occupational therapy practice and leadership in existing and emerging professional areas. The MAOT masters project purpose is to develop or enhance applications of theory to OT practice in a clinical, community or educational area of interest. Projects culminate in a comprehensive portfolio and are presented formally to professional or client audiences. Prerequisite: OCTH 7000.
This is the first of two 12-week full time experiences that prepare students to become competent, entry-level, generalist occupational therapists. Students participate in an in-depth experience in delivering occupational therapy services to clients in a setting that is aligned with the program’s curriculum design. Students are supervised by a qualified occupational therapy practitioner. Level II fieldwork focuses on application of purposeful and meaningful occupation and research, administration, and management of occupational therapy services. Prerequisite: Successful completion of all previous OT courses.
This is the second of two 12-week full time experiences that prepare students to become competent, entry-level, generalist occupational therapists. Students participate in an in-depth experience in delivering occupational therapy services to clients in a setting that is aligned with the program’s curriculum design. Students are supervised by a qualified occupational therapy practitioner. Level II fieldwork focuses on application of purposeful and meaningful occupation and research, administration, and management of occupational therapy services. Prerequisite: OCTH 7700.
This course provides opportunities for collaboration among students and faculty to facilitate timely completion of the thesis. Students complete a study that results in a scholarly paper of sufficient quality to be submitted for professional publication. Includes thesis defense, public presentation, and completion of the thesis. Prerequisite: Program director approval.
Specialty fieldwork is an additional fieldwork experience in a specialized practice area such as school systems, cardiac rehabilitation, or hand therapy. Students work closely with the Academic Fieldwork Coordinator to arrange specialty fieldwork placements for 4 credits.
Specialty fieldwork is an additional fieldwork experience in a specialized practice area such as school systems, cardiac rehabilitation, or hand therapy. Students work closely with the Academic Fieldwork Coordinator to arrange specialty fieldwork placements for 6 credits.
This course introduces the curriculum design of the program of study, institutional and intra and interdisciplinary resources, and foundational skills for doctoral level scholarship. Learning activities prepare students to be successful in doctoral level education and foster relationships with peers and faculty for collaborative learning.
OCTH 8005Essential Knowledge and Competencies for Leadership —3
This course emphasized fundamental knowledge and competencies for roles in practice and education. Students critically analyze the contributions of leaders, scholars, core inter and intra professional documents and organizations. Students establish a professional portfolio that includes essential resources for their scholarly work and an action plan for developing a practitioner identity and professional networks within a chosen area of practice. Prerequisite: Acceptance to the OTD program and successful completion of OCTH 7900.
OCTH 8010Evolution of Ideas in Occupational Therapy —3
The course explores the philosophical assumptions, societal influences, core concepts, theories, models, and frames of reference that have shaped the profession of occupational therapy and the discipline of occupational science. This course requires students to analyze past, present, and future trends in US and international practice; compare and contrast the ideas of the leaders of the profession; and explain how environmental forces affected their ideas, theories, and models of practice. Prerequisite: Admission to the OTD program.
This course focuses on occupational therapy roles in academic and clinical education. Students explore roles, responsibilities, career paths, opportunities, and practical strategies in education. Current trends and issues in academic and clinical education are explored using both an interprofessional and professional lens.
In this course, students will be introduced to educational theory, instructional methods, and evaluation of educational programs. Students will learn about principles of teaching and learning, health and academic education, and design of programs to meet the needs of different audiences. Topics include literacy, universal design, active learning, online teaching, and principles of adult learning. Prerequisite: Admission to PP OTD program.
This course focuses on the foundations of pediatric practice. Students will learn pediatric specific theories, models and frame of references used in the birth to three population. Pediatric foundations include infant reflexes, developmental milestones, sensory integration, hand development, play and feeding. This course will emphasize the Neonatal Intensive Care Unit and birth to three settings, such as outpatient and early intervention. Students will also explore occupational therapy’s role in primary care and childcare settings. Students will gain proficiency in application of developmental monitoring, screening and selecting assessments used with this population. Infant and maternal mental health, co-occupation and therapeutic use of self will be explored. With an emphasis on the impact of social determinants of health, this course prepares students to collaborate with caregivers, educators, and inter and intraprofessional teams for case management, while addressing cultural, environmental, and policy factors affecting service access and outcomes. Prerequisites: None.
This course focuses on program evaluation, including evaluation planning, methods, analysis, and communication to stakeholders. Students identify data collection and analysis methods appropriate for evaluation projects, such as surveys, focus groups, and participatory action research. This course culminates with a comprehensive evaluation plan for a chosen program. Prerequisites: Acceptance to the OTD-EL or OTD-PP program and successful completion of OCTH 7900 OR permission of instructor.
This course focuses on interprofessional and macro level systems that drive overall health and educational outcomes. Students will examine trends in social, political, regulatory, and economic systems and the major structures of organizations that influence practice. Students will learn how to lead quality improvement initiatives to meet quality assurance standards and create effective change within organizations and systems. Prerequisite with concurrency: OCTH 8030.
This course focuses on developing advanced knowledge and skills in a chosen area of interprofessional or occupational therapy practice. Students will develop goals for professional development, explore professional networks, and participate in didactic and/or experiential learning. Students complete a portfolio that documents and summarizes their learning and experiences. Prerequisites: OCTH 8020, OCTH 8030, OCTH 8040.
This course focuses on knowledge translation in a scholarly scoping review project. Students will develop, disseminate, and evaluate scoping review project that aligns and addresses critical professional issues within a chosen area of practice. Prerequisites: OCTH 8020, OCTH 8030, OCTH 8040.
This course focuses on completion of all components of the doctoral capstone project proposal in preparation for the doctoral capstone experience and project. Students summarize and present their preparatory activities (literature review, needs assessment, goals/objectives, and evaluation plan), processes and materials for the project, and implementation plan to a doctoral committee. The student is a self-directed learner with the support of a doctoral faculty adviser and a doctoral capstone experience mentor. The outcome of this course is an approved doctoral capstone project proposal that is ready to commence. Prerequisites: OCTH 8050, OCTH 8060.
This is the first half of an in-depth experience with a mentor where students develop advanced skills in one or more of the following: clinical practice, research, administration, leadership, program and policy, advocacy, education, or theory development. Prerequisites: OCTH 7700, OCTH 7710 , OCTH 8050, OCTH 8060.
This is the second half of an in-depth experience with a mentor where students develop advanced skills in one or more of the following: clinical practice, research, administration, leadership, program and policy, advocacy, education, or theory development.
This course focuses on final preparations for the capstone project and experience in a chosen area of practice. Students summarize the preparatory activities for the capstone completed in earlier courses, develop final processes and materials for the project, and discuss implementation and evaluation of the project with a doctoral committee that includes the capstone mentor. In this process, the student is a self-directed learner with the support of a doctoral faculty adviser and a capstone experience mentor. The outcome of this course is an approved capstone project that is ready to commence.
This course focuses on implementation and evaluation of an applied culminating project in a chosen area of practice conducted during the capstone experience. The project is aligned with the OTD curriculum design and demonstrates in-depth exposure to one or more of the following: clinical practice, research, administration, leadership, program and policy development, advocacy, education, or theory development. In this process, the student is a self-directed learner with the support of a doctoral faculty adviser and a capstone experience mentor. The outcome of this course is a capstone project that is disseminated in a scholarly manuscript and professional presentation. Prerequisite: OCTH 8080. Corequisite: OCTH 8100.
This course launches students as scholar practitioners. Students prepare a professional portfolio that includes a curriculum vitae, credentials, professional development plan, and a leadership and scholarship agenda. Prerequisite: OCTH 8080. Corequisite: OCTH 8100.
This course explores the nature of evidence as it relates to critical issues in advanced occupational therapy practice. The course emphasizes competencies in development of scholarly questions, database searching, critical appraisal and synthesis of evidence, and knowledge translation to professional and public audiences. Reviews of research, quantitative research, and qualitative studies are examined to identify effective and efficient assessments, interventions, and programs.
This course focuses on knowledge translation using an evidence-based process. Students will develop, disseminate, and evaluate an individual scholarly project that addresses a critical issue within a chosen area of advanced practice. The project is self-directed under the guidance of an advisor and includes development of a scholarly question, database searching, critical appraisal and synthesis of evidence, and dissemination of recommendations to professional and public audiences.
The doctoral project is an applied culminating project in your chosen specialized area based on evidence and integration of core courses. This course develops the complete proposal for a doctoral project that demonstrates knowledge translation and advances occupational therapy practice. he outcome of this course is an approved doctoral project proposal. Prerequisite: OCTH 7900.
The doctoral project is an applied culminating project in the student's chosen specialized area based on evidence and integration of core courses. The project will demonstrates knowledge translation and advances occupational therapy practice. In this process the student will be a self-directed learner. The outcome of this course is a completed doctoral project.
