This course provides students with an advanced understanding of concepts that underlie the provision of occupational therapy services. Analysis of the financial, legal, and regulatory contexts in which OT services are provided will serve as a basis for managing OT services including clinical and administrative decision-making.

This course provides students with an in-depth understanding of the influence of theory on occupational therapy practice. Various types of clinical reasoning will be analyzed and applied to students’ practice experiences. Students will become familiar with the ways in which theory is developed and begin the process of using theoretical information to make clinical decisions. Use of the current Occupational Therapy Practice Framework will be included.

This course will provide students with advanced knowledge of human movement including joint motions and muscle actions, biomechanics and movement analysis. Manual muscle testing, goniometry and other biomechanical assessment techniques will be taught. Emphasis will be on the analysis of normal movement, creating treatment plans to maintain and restore musculoskeletal functions, and the development of intervention planning for orthopedic conditions, including an introduction to modalities.

This course is the first in the sequence addressing research competency. The goal of this course is that students become able to locate and understand a research article. Topics include identifying and understanding the components of a research article, judging its relevance to practice situations, and understanding the components of evidence-based practice. Examples will utilize both qualitative and quantitative research methods. Students should be able to critique an article for possible inclusion in a literature review.

This is the first course in the occupational therapy service management sequence. Emphasis is on evaluation and treatment planning for OT intervention with people who have disorders in the psychosocial realm. This course will serve as an introduction to the procedures, terminology, and statistics associated with the use of assessment tools. Students will select and apply appropriate frames of reference for use with case studies that are presented on paper or in interactive media. Students will practice leading the occupational therapy team in settings such as psychiatric hospitals, geropsychiatric units, adult day programs, and other community-based programs.

This is the first of three distinct, required Level I fieldwork experiences. Students will be placed in a setting in which they can focus on psychosocial issues with a variety of populations. This will allow engagement with the populations and concerns being addressed in the concurrent service management course. Students will experience the role of the occupational therapist in healthcare and wellness, with an emphasis on evaluation, intervention and program planning, and development of advanced practical skills.

This is the second course in the service management sequence. Emphasis is on evaluation and treatment planning for OT intervention with children and adolescents. Students will select and apply appropriate frames of reference for use with case studies that are presented on paper or in interactive media. Students will practice leading the occupational therapy team in settings such as schools, early intervention, and pediatric rehabilitation.

This is a course designed to provide students with experience and knowledge in leading teams, programs, and forging new ideas in which occupational therapy practitioners may positively influence people’s lives. Leadership requires student knowledge of management and administration. Advocacy requires student knowledge for fostering change and new initiatives within internal and external environments such as facility management, reimbursement, and legislative action.

This is the second course in the research sequence, in which students focus on designing a beginning level research project in an area of interest. Students will demonstrate an understanding of qualitative and quantitative research designs and methods used in healthcare, education, and community-based programs. They will identify the strengths and weaknesses in research designs for varied types of clinical questions.

This is the third course in the occupational therapy service management sequence. Emphasis is on evaluation and treatment planning for OT intervention with adults who have physical, cognitive, and perceptual disorders. Students will apply advanced knowledge in rehabilitation, including the use of physical agent modalities, ergonomics, post-surgical procedures, design and fabrication of orthotics, and assistive technology. Students will select and apply appropriate frames of reference for use with case studies that are presented on paper or in interactive media. They will practice leading the occupational therapy team in settings such as acute-care hospitals, rehabilitation units, and outpatient settings.

This is the last of three distinct, required Level I fieldwork experiences. This fieldwork experience will allow student engagement with the adult rehabilitation or geriatric population being addressed in the concurrent service management courses. Students will experience the role of the occupational therapist in health care and wellness, with an emphasis on evaluation, intervention and program planning, and development of advanced practical skills.

This is the last course in the occupational therapy service management sequence. Emphasis is on evaluation and treatment planning for OT intervention to enhance occupational participation for people aging with or without disabilities. Students will practice leading the occupational therapy team to meet the unique needs of this population in current practice in settings such as skilled nursing and assisted living facilities, adult day programs, and home care. Students will select and apply appropriate frames of reference for use with case studies that are presented on paper or in interactive media.

This is a course focused on student engagement in preventative care and exploring methods to engage populations, throughout the lifespan, in meaningful occupations of choice. This course is centered on the philosophy that active participation increases the likelihood of wellness and continued health while maximizing the overall well-being of the individual involved. The course is dedicated to the development of leadership roles in an emerging, community-based program providing students the chance to actively promote wellness and participation across the lifespan. This course will allow students to select a population of interest, while employing strategies learned in previous courses to engage and encourage participation in meaningful activities and facilitate the participants’ engagement in occupations of choice.

This is a course that integrates previously learned material into a culmination of problem-solving, case management, and advanced practice analysis related to the field of occupational therapy. Students will engage in higher level analysis and synthesis of issues pertaining to occupational therapy practice and development. Case-based and problem-based learning will be the foci of this seminar with instructor facilitation supporting student leadership and team building.

This is the third course in the research sequence, focusing on participation in beginning level research. Research projects will be faculty-facilitated and may be completed individually or in small groups. This is the final project of the program and may include the research and development of a new program or social initiative emphasizing occupational therapy leadership and emerging practice.

Level II Fieldwork will be provided in two distinct settings in the community to allow students the opportunity to experience the role of the occupational therapist while focusing on assessment and evaluation of clients and client populations, development of programs and leadership roles in the health care community. Level II Fieldwork is offered after the completion of all MSOT coursework outlined in the curriculum. Each course will run for 12 consecutive weeks, full-time. Part-time fieldwork (at least 50% of full-time equivalent) opportunities may be available in some cases. Two distinct (2) Level II fieldwork experiences are required.

Level II Fieldwork will be provided in two distinct settings in the community to allow students the opportunity to experience the role of the occupational therapist while focusing on assessment and evaluation of clients and client populations, development of programs and leadership roles in the health care community. Level II Fieldwork is offered after the completion of all MSOT coursework outlined in the curriculum. Each course will run for 12 consecutive weeks, full-time. Part-time fieldwork (at least 50% of full-time equivalent) opportunities may be available in some cases. Two distinct (2) Level II fieldwork experiences are required.

This course is designed to guide post-professional doctoral students in further exploring the topic for their post-professional doctoral project. Students will begin to gather theoretical, empirical or clinical evidence to support their focus of studies. Instructors will help scaffold their learning in upcoming courses and terms.

This course is designed to support post-professional doctoral students in developing their post-professional doctoral project and to assist them in defining their mode of inquiry. The course has been designed to guide students through a range of issues and considerations which should inform their general approach to research. It will give students advanced knowledge of post-graduate research and quantitative methodologies. Students will learn to apply a range of research tools and will be equipped to plan and organize their research.

The objective of this course is to expand the post-professional doctoral student’s ability to utilize methods of reflective practice. Critical reflection is essential to becoming a successful leader. This course will introduce theories of learning, knowledge generation, framing and reframing, theories of action, reflectionin-practice, and conceptual innovation, and provide students with opportunities to experiment with these theories in real life through practical exercises in which they reflect on real situations that they have faced in their past professional experience. Through these practical exercises, students will have the opportunity to reflect on their thinking capacities in the context of their occupational therapy practice.

In this course, post-professional doctoral students design their project. Students work with faculty and mentors to develop a project proposal.

This course is designed to guide post-professional doctoral students in further exploring their postprofessional doctoral project and to assist them in defining their mode of inquiry. This course presents an overview of qualitative research methods and prepares students in the data collection skills, data analysis techniques, interpretation and dissemination of findings, and general knowledge necessary to undertake independent research using qualitative methodology.

This course is designed to incorporate evidence-based practice for the management of clients in the area of wellness and health promotion. This course provides students with a strong theoretical foundation for wellness, health promotion and maintenance of participation in meaningful activities across the lifespan. The emphasis is on theories and research to promote and preserve wellness lifestyles in client populations using epidemiological principles, disease risk appraisal and reduction, and other tools. Roles in advanced occupational therapy practice as they relate to the health of diverse populations are identified and explored.

Students gather data, implement a service or programs, or further develop theoretical constructs as part of their doctoral project.

Students will learn to distinguish, generate and form opportunities, deliver the theoretical and practical leadership to create economic, therapeutic, and social value through the application of scholarly research. Students will assess the feasibility of the doctoral projects while functioning as drivers of opportunities, developing viable business or intervention models. Emphasis will be spent on the predictive and creative approaches to all aspects of launching, growing and expanding a business or interventions within complex, loosely-coupled organizations. This course will provide a broad skill-set for business within an occupational therapy context yet allow for highly customized paths for students to apply entrepreneurship principles to their doctoral project.

This course provides students the opportunity to expand the focus of the doctoral project to bigger audiences by allowing students to develop insight into their role in facilitating change to the profession. Examination of contemporary and future practice opportunities will be explored.

Students analyze and interpret data and or evaluate their program as well as define and summarize any theoretical constructs relevant to their doctoral project. Students present the final doctoral project and defend it to their doctoral committee comprised of mentors, faculty and community stakeholders.

This course is designed for post-professional doctoral students to continue to develop their Doctoral Project. The primary advisor will be available to advise and assist students as they progress in the development of their final project. This course is offered on a pass/fail basis.