51 courses with the subject OT, 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.
OT 500Foundations of Occupational Therapy2
Students explore the foundations of the occupational therapy profession with an emphasis on the history, philosophical base, and the code of ethics. The way in which society’s current and future occupational needs can be met will be examined and students will gain insight into the unique contributions of occupational therapy through an examination of occupational science literature.
Students examine a variety of psychosocial and physical factors that influence occupational performance, including a formal medical or DSM diagnosis, trauma, homelessness, joblessness, literacy, poverty, access to healthcare, community access, and incarceration. Medical terminology is introduced and integrated into this course.
Occupational therapists use the group process as a therapeutic means to promote meaningful occupations. In this course, students gain an in-depth knowledge of the characteristics of a therapeutic group, how to construct a group protocol with measurable outcomes based in an occupational therapy model or theoretical construct, upgrade and downgrade group activities for a specific therapeutic purpose, and manage disruptive group members.
This course provides a focused review of essential human anatomy as it relates to occupational therapy practice. By emphasizing the upper-extremity musculoskeletal and neuromuscular systems, students will strengthen their foundational knowledge and prepare for success in kinesiology and future clinical coursework. The course bridges anatomical understanding with practical application, supporting students’ development as effective, evidence-informed occupational therapists
The focus of this course is the study of normal functional human anatomy (muscle origins, insertions, innervations, actions) applied to the principles of kinesiology. Biomechanical forces as they act upon the body will be incorporated into this study of normal movement and occupational performance. Students will gain experience and beginning skills in the analysis of normal movement in the context of occupations.
This course emphasizes the development of occupational performance across the lifespan, integrating concepts from developmental psychology into the study of human occupation. Students gain in-depth knowledge about the influence of meaningful activity on human development as well as the manner in which human development shapes the acquisition of everyday occupations throughout an individual’s life. Students examine the developmental milestones not typically studied in a developmental psychology course, including grasp, the sucking and swallowing, and reflex inhibition as they relate to writing, eating, and other purposeful movements which are necessary to engage in everyday living.
Students explore measurement as part of the evaluation process through this survey course designed to provide in-depth knowledge about the psychometric properties of a variety of evidenced based assessment tools, principles of assessment including the interpretation of criterion-referenced and norm-referenced standardized test scores, the factors that might bias assessment results, and relating assessment results to a variety of audiences. In this course students are introduced to the assessment process as a highly reflective process that allows for the integration of theory and practice.
Occupational therapists evaluate and adapt environments in order to promote participation in everyday activities. In this course, students will gain an in-depth knowledge of the physical elements of our world and their relationship to function, including technology, products (assistive devices and orthosis), as well as natural and man-made spaces. Students will study the impact of the American with Disabilities Act and Universal Design principles on creating an inclusive community for everyone.
In this course, students will actively engage in a study of the major models of practice in occupational therapy that guide practice and an exploration of how theory supports these models as guides to evaluation and intervention decisions. The study of occupational therapy theory development, the importance that theory plays in clinical decision making, and in developing a strong occupational therapy professional identity will be explored.
This course provides an in-depth focus on the anatomy of the central nervous system and the functional organization of the central and peripheral nervous systems. Lectures and exercises will provide an avenue for reinforcing basic concepts of normal and abnormal functional neuroanatomy and neurophysiology, and skills for correlating neurological structures to deficits and dysfunction seen in rehabilitation practice.
This is the first course in a three-semester lifespan sequence focused on clinical reasoning in the occupational therapy process to enhance lifestyle performance and quality of life with the construction of the occupational profile, an analysis of occupational performance, the construction and implementation of the intervention plan, an ongoing review of intervention, and outcome assessment for individuals and populations from birth through adolescence with physical and mental health challenges.
In this course, students actively engage in a variety of activities across the lifespan to master the activity analysis and group dynamics which serves as a foundational skill to all areas of occupational therapy practice. Achieving a state of flow through engaging in activities that are meaningful This course will help the student build a firm foundation for the critical analysis of the power of occupation as it relates to health and well-being. The real and symbolic meaning of activities and objects in a variety of contexts will be explored as students examine a variety of activities including Occupations (ADL, IADL, Rest & Sleep, Work, Social Participation, Play, Leisure, Education), competitive and noncompetitive games, hobbies, crafts, mindfulness activities, expressive arts and media, as well as the tools and objects that are used for each of these.
OT 550Level 1 Fieldwork A & Interprofessional Development0.5
This first course in the fieldwork and professional series prepares students for Level I Fieldwork and professional practice. Students will develop core safety competencies. Students will gain experience in communication, reflection, therapeutic relationship development, and interprofessional practice.
This second course in the fieldwork and professional series offers integrated practical learning through the Interprofessional Education Sessions as well as community based experiences. Students are given the opportunity to reflect on and examine their experiences as an emerging occupational therapist emphasizing reflective practice and professional behaviors that promote meaningful collaborative working relationships. In this second course, emphasis is placed on reflection, the application of theory, human development, assessment, intervention, and contextual influences within the treatment setting. Students will utilize a strengths based approach in their professional development.
This third course in the fieldwork and professional series offers integrated practical learning through the Interprofessional Education Sessions and fieldwork experiences in pediatric/adolescent and adult settings. Emphasis is placed on reflection, professionals behaviors as emerging professionals, meaningful collaborative working relationships, cultural competence, and developiment of clinical reasoning skills.
Students are given the opportunity to reflect on and examine their experience as an emerging occupational therapist emphasizing reflective practice and professional behaviors that promote meaningful collaborative working relationships. Students will engage in the study of communication and the therapeutic relationship, applying these concepts in a Level I Fieldwork experience and Interprofessional Education Sessions which focuses on psychosocial challenges and interviewing skills.
This course offers an opportunity for students to reflect on and examine their experience as an emerging occupational therapist with an emphasis on reflective practice and their own professional behaviors that promote meaningful collaborative working relationships. In this third course of the sequence, students explore their varied roles in occupational therapy as well as effective skills for managing conflict and dealing effectively with challenging behavior.
In this course, students will build a foundation for planning, organizing, staffing, directing, and managing occupational therapy services as they actively participate in designing an occupational therapy program proposal, with an emphasis on occupation-based programming. Students will learn to ethically manage and lead the delivery of occupational therapy services in various settings in accordance with federal, state, and local regulations.
This course will introduce the student to role and importance of research in the rehabilitation professions. Course content will include defining research terminology, basic epidemiology, development of search terms, human subjects training and the development of a research question.
In this course students will learn the basics of developing and implementing a research study that will support evidence based practice in Occupational Therapy. Through a collaborative team approach to learning and writing, students will develop a research question, design a study to investigate their question, initiate data collection, with IRB approval. Furthermore, students will demonstrate the ability to interpret basic descriptive and inferential statistics.
In this course students will analyze, interpret and discuss research data. Students will develop skills in research dissemination through the development of a research poster and submission of research to a conference or a journal.
Students gain an in-depth knowledge about advocacy and equitable access to occupational engagement for individuals and populations in order to promote health and well-being which will prepare the student for transformative leadership roles. Barriers to engagement in meaningful occupations will be explored as students gain the knowledge to be politically competent practitioners.
Students will analyze the impact of health disparities, political, geographic, and demographic factors on the delivery of occupational therapy services. Students will actively engage in the process of advocacy by applying community organizing and advocacy strategies to a specific issue to address occupational justice. This experiential course provides an exploration of community based occupational therapy program development and evaluation. Students will engage with a population in the community to design and implement an outcome-based activities program
This course explores the environmental and policy factors that impact health and autonomy of individuals and populations. Students will actively engage in the process by applying community organizing and advanced advocacy strategies to a specific issue.
This course studies ethical theory and ethical decision making within the discipline and profession of occupational therapy by critically examining situational problems and by reflectively exploring ethical solutions that are coherent with and supported by the core values, principles, and guidelines of the Code of Ethics and Ethical Standards of the profession. The course will examine ethical dilemmas that arise within different areas of the profession and the problem of moral distress and its various causes.
This course offers an in-depth study of leadership theories, leadership characteristics, and a critical analysis of the literature on leadership in occupational therapy. Transformative leadership will also be explored as students prepare to become change agents in their professional careers. Students will be challenged to bring a sense of curiosity to and reflect on their personal leadership qualities.
This is the second course in a three-semester lifespan sequence focused on clinical reasoning in the occupational therapy process to enhance lifestyle performance and quality of life through the construction of the occupational profile, an analysis of occupational performance, the construction and implementation of the intervention plan, an ongoing review of intervention, and outcome assessment for individuals and populations with physical and mental health challenges.
This is the third course in a three-semester lifespan sequence focused on clinical reasoning in the occupational therapy process to enhance lifestyle performance and quality of life through the construction of the occupational profile, an analysis of occupational performance, the construction and implementation of the intervention plan, an ongoing review of intervention, and outcome assessment across the lifespan and intervention settings individuals and populations with physical and mental health challenges.
This course provides students an in depth study on functional cognition and its relation to successful participation in occupation. Students will develop competence in evidenced based assessment and intervention related to specific cognitive conditions across the lifespan.
This fourth course in the fieldwork and professional series offers integrated practical learning through the Interprofessional Education sessions as well as fieldwork experiences focusing on the community setting. Students will work with diverse populations in various environments such as schools, homeless shelters, senior centers, and mental health facilities. Emphasis is placed on broadening students’ understanding of the role of OT beyond conventional clinical settings and to develop foundational skills essential for professional practice.
This series of Level I Fieldwork offers an integrated experience giving the student the opportunity to observe and apply what they are learning in the classroom to occupational challenges in the setting in which they are participating. The student will observe individuals who have challenges participating in everyday occupations in a variety of practice settings over five semesters. In the fifth fieldwork experience of this series, emphasis is placed on reflection and professional behaviors expected as emerging professionals, and meaningful collaborative working relationships. One-half graduate credit.
This experiential course provides an exploration of community based occupational therapy program development and evaluation. Students will engage with a population in the community to design and implement an outcome based activities program. Factors which influence the delivery of occupational therapy in various community settings will be introduced.
This course offers an opportunity for students to reflect on and examine their experience as an emerging occupational therapist with an emphasis on reflective practice and their own professional behaviors that promote meaningful collaborative working relationships. Students will reflect on their own therapeutic use of self and how it influences therapeutic outcomes and examine how occupational balance contributes to health and wellness.
This course offers an opportunity for students to reflect on and examine their experience as an emerging occupational therapist with an emphasis on reflective practice and their own professional behaviors that promote meaningful collaborative working relationships.
OT 666Advanced Professional Development and Reflection1
This course is designed for occupational therapy students to grow as reflective practitioners, educators, and professional leaders. Through an exploration of professional identity, leadership, and instructional design, students will deepen their understanding of their roles as emerging entry-level practitioners within diverse practice settings. Emphasis will be placed on the development of reflective practice and professional development as tools for lifelong learning, clinical reasoning, and personal growth.
This is the first course in a research series that provides the foundation for the emerging occupational therapy practitioner to develop the knowledge and skills to be a competent practice scholar through the development of a scholarly research proposal and completion of Human Subjects Institutional Review Board proposal.
This is the second course in a research series that provides the foundation for the emerging occupational therapy practitioner to develop the knowledge and skills to be a competent practice scholar through the collection and interpretation of data and writing a scholarly report in preparation for dissemination.
This is a supervised and mentored Level II fieldwork experience in a setting that provides occupational therapy services. Students synthesize prior learning in a setting where they complete occupational profiles, evaluate clients, formulate and implement occupational therapy intervention plans, and plan for discharge. Students also gain experience with administrative responsibilities associated with documentation, billing, and the day today operation of an occupational therapy service.
Permission of the OT Fieldwork Coordinator. Credit Type Code: Pass/No Credit
OT 800Ethics in Health Professions & OT0
The Ethics course is a bridge and review course designed to enable the OT practitioner to begin the Post-Professional Occupational Therapy Doctoral student process with the foundational knowledge and skills for applying principles of ethics as it relates to health professions and all areas of practice and professional development.
The OT801 Introduction to Evidence-based Practice, Human Subjects Training & Doctoral Project course is a bridge and review course designed to enable the OT practitioner to begin the Post-Professional Occupational Therapy Doctoral student process along with the foundational knowledge and skills for applying principles of evidence and research within all areas of practice and professional development. Students take Citi Human Subjects Training portion of the course via Lehigh Valley Association of Independent Colleges (LVAIC). Students are introduced to the Doctoral Project process and provided with resources for designing their Doctoral Project idea in alignment with evidence.
This course focuses on leader personal and professional development for integrating inclusive leadership practices in real-world scenarios. The course highlights evidence-based, timely, and emerging transformative leadership approaches essential for making an impact in an array of intersectoral and inter-professional settings.
Students will learn and apply skills for understanding and reinventing themselves as an entrepreneur and leader in organizations, community-based settings, and global environments. Students examine the theory, evidence, research, and policy that impacts entrepreneurship in today’s society and global economy. Students understand and apply concepts of equity, innovation, and creativity in alignment with start-up, small and existing businesses. Students develop and evaluate the outcomes of a business plan and transform that plan into one that is inclusive and innovative, designed to address community and societal-based issues, and impacts global change and sustainability. Students create a legal business name and entity and disseminate their business using equitable digital-based platforms.
This Research and Evidence-based outcomes course explores theory, research, and evidence-based practice as it relates to equitable and inclusive health care community-based initiatives, education, and business practices. Through evaluation and critique of evidence, students integrate their learning by creating a research project designed to create change and make an impact at the local, national, or global level. Student projects are created and designed in alignment with their Doctoral Project.
This course provides an in-depth analysis and framework for understanding global health policy and the impact on social, political, and economic systems and context. Students examine the research, evidence, and theory in global health policy and implications for occupational therapy advocacy and leadership practices to inform new policy initiatives. An examination of the role of government, private, and non-profit entities in the United States and abroad is explored. Rationale as stated above for OTs role in global policy adocay and leadership: The American Occupational Therapy Association (AOTA) Strategic Framework (2021) promotes leadership for occupational therapists in order to “advance occupational therapy practice, education, and research through standard setting and advocacy on behalf of its members, the profession, and the public.” According to the AOTA, “federal policies and legislation support occupational therapy’s role in shaping social contexts and environments to facilitate health, well-being, and participation in occupations. Understanding these policies is important to achieving the best outcomes for clients” (2023). The WorLd Federation of Occupational Therapy (WFOT) through its official relations with the World Health Organization (WHO), focuses on a “vision for healthy people in alignment with the WHO Sustainable Development Goals (SDGs) for ending poverty, fighting inequality and injustice, tackling climate change and promoting health” (2018).
This course enables students to examine determinants of health and well-being and implement innovative, inclusive, and evidence-based interventions for promoting a healthier, more equitable society. Students explore socio-cultural factors and needs of marginalized, vulnerable, and underserved communities. Students integrate evidence-based, holistic, inclusive and multisectoral approaches for developing and evaluating health promotion programs that make a sustainable impact at the local, national, and global level.
Students will learn and apply skills for using evidence-based and equitable digital health products and services for meeting societal needs at the local, national and global level. Students examine the history, theory, evidence, research, and policy that impacts digital health practices, health care costs, and reimbursement constraints. Students learn and apply concepts of equity, inclusion, and innovation using digital health approaches for client assessment, intervention, and evaluation. Students explore approaches including telehealth, telemedicine, telecare, mobile health, and digital informatics practices. Students create an innovative, evidence-based eHealth design product or service model and disseminate it using equitable eHealth digital platforms and mechanisms.
The Lifestyle, Mindset, and Behavior Change course provides students with opportunities to learn and develop essential skills for utilizing transformational health approaches coupled with a growth mindset and positive thinking as mechanisms for promoting positive, healthy behavior change. A primary focus of the course will be addressing the holistic health needs of at-risk and vulnerable individuals and groups using inclusive and equitable evidence-based models and practices.
This course enables the student to learn and apply inclusive, evidence-based health promotion and life skill approaches for athletes and performers including traditional, eSport, Para Sport & Performing Artists. Students learn the history, policy, trends, ethics and socio-cultural norms of sport, athletics and various forms of performing and apply principles of inclusion, equity, holism, health promotion and health education. Students utilize a holistic, person-centered mind-body-spirit approach for evaluating and addressing the personal, emotional, mental, physical, social, virtual, and environmental contexts for promoting holistic health, self-efficacy, preventing illness, injury and chronic conditions. The ultimate goal of the course is for the student to collaborate with the athlete and performer and intersectoral partners in order to facilitate holistic, healthy role performance, life skills and career paths that lead to optimal health, quality of life and meaningful life roles beyond sport and performing.
The Educator course provides students with inclusive and high impact practices for teaching in higher education and adult learning settings. The course focuses on evidence-based, equitable, interprofessional and innovative teaching and learning practices that meet evolving local, national and global societal needs for the diverse learner. The course prepares new and advanced educators with the essential tools to thrive and lead in academic settings.
Students develop an innovative Doctoral Project idea and examine their idea based on an evidence-based local, national, or global societal need. Students incorporate advanced training acquired within the PPOTD curriculum as they explore their idea through the lens of equity and inclusion within a clinical, community, academic, business, and/or entrepreneurial setting.
Two Foundational Core courses that are specific to the students academic plan and/or doctoral project idea must be taken prior to or while taking this course. Credit Type Code: Letter Grade
OT 973Doctoral Project1
Students in this course utilize their professional vision, mission, and goals to design their unique doctoral project action plan and bring that vision to life with the development of an evidence-based and innovative practice, policy, program, or product geared toward making a local, national or global societal impact. Students finalize, present, and disseminate their Doctoral Project through leadership, academic, clinical, business, community, professional, or scholarly methods.
