Occupational Therapy
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| Name | Title | Credits | School |
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| OCTH 500 | Independent Study in Occupational Therapy | 0 | School of Health Professions |
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The independent study in occupational therapy provides students with an opportunity to design and execute a scholarly and/or applied project related to the field, under the supervision of a faculty member. The course will promote and support skill development in research design and execution, critical thinking, scholarly writing, and/or dissemination of work through appropriate professional pathways. |
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| OCTH 602 | Gross Anatomy | 4 | School of Health Professions |
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The overall objective of this course is the investigation of all major anatomical areas by region. The focus of the course is on musculoskeletal and neurological anatomy of the extremities, back, neck, and head. Lectures cover the anatomical structures to be dissected in the laboratory and address the organization, histological, and embryological development of the various regions. The functional anatomy of the musculoskeletal structures is emphasized. Specific instructions are provided to the student to encourage an efficient dissection. Prerequisite Course(s): Corequisites: OCTH 604 |
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| OCTH 603 | Human Physiology | 3 | School of Health Professions |
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Physiology is the study of function. A basic understanding of anatomy (the study of structure) is necessary in order to understand the physiology of the various organ systems of the human body. The physiological concepts learned in this course will allow a better understanding of pathophysiology and pharmacology. This course introduces basic principles of physiology starting at the cellular level (cell membrane physiology, membrane transport systems and receptor physiology). The course will include the physiology of the major organ systems of the body (musculoskeletal, cardiovascular, urinary, respiratory, nervous, gastrointestinal, and endocrine). Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 3-3-3 Prerequisite Course(s): Corequisites: OCTH 602, OCTH 604, OCTH 606 |
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| OCTH 604 | Introduction to Occupational Therapy | 3 | School of Health Professions |
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Students will learn the history, philosophy and foundational theories of occupational therapy and its effects and significance on current practice. Students will also be introduced to the topics of professionalism, evidence based practice and ethics under current legislation within the field of occupational therapy. Official documents of the profession are presented as students learn about the various professional organizations and associations that support and promote the profession. The importance of professionalism, professional development, cultural sensitivity and ethics on the practice of occupational therapy are reinforced. This course will prepare students for subsequent coursework and fieldwork. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 3-0-3 Prerequisite Course(s): Corequisites: OCTH 602 |
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| OCTH 606 | Professional Development Seminar I | 1 | School of Health Professions |
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This seminar is the first of four courses that will guide the student through the process of professional development. The focus throughout the courses will be on the development of a wide range of skills and attributes that comprise professionalism. Students will engage in self-reflection, self-assessment, goal setting and various activities that promote professional growth. Students will begin to develop their professional portfolio in this course and will continue it throughout each of the seminars. Students will also identify, engage in and document one professional development activity outside of this course per semester. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 1-0-1 Prerequisite Course(s): Corequisites: OCTH 602, OCTH 604 |
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| OCTH 607 | Childhood Development | 2 | School of Health Professions |
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This course introduces the student to theories and factors that influence human growth and development from birth through adolescence, and explores how these factors are embedded in the scope of occupational therapy. The student, through lectures, readings, observations, classroom exercises, and assignments, examines the elements that influence normal development in order to understand the role these factors play in occupational therapy practice. Topics includes prenatal development, reflexes, motor, musculoskeletal, cognitive and perceptual development. Prerequisite Course(s): Prerequisites: OCTH 602, OCTH 604 Corequisites: OCTH 615, OCTH 608, OCTH 609 |
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| OCTH 608 | Adult Development & Geriatrics | 2 | School of Health Professions |
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This course introduces the students to age-related changes across adulthood in areas of social, cognitive, and physical functioning. Changes to occupational performance in daily activities, social roles and relationships, loss and death will be examined through the life span. Students will explore other concepts that affect functioning across the life span such as motivation, personality and stress. Prerequisite Course(s): Prerequisites: OCTH 602, OCTH 604 Corequisites: OCTH 607, OCTH 609, OCTH 615 |
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| OCTH 609 | Psychosocial Conditions | 3 | School of Health Professions |
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This course provides an exploration of psychosocial conditions in mental health occupational therapy practice. Focus is on the classification of mental disorders categorized in the DSM 5. |
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| OCTH 611 | Models of Practice in OT | 2 | School of Health Professions |
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In this course students are introduced to the different models, theories, and frameworks that occupational therapists use during their practice. These models and frameworks guide the therapist during the occupational therapy process from data collection, assessment, and intervention planning. Students also will learn the concepts of occupational science and its relation to occupational therapy practice. |
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| OCTH 612 | Conditions in Pediatrics | 3 | School of Health Professions |
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This course will provide an overview of pathological conditions commonly encountered in the practice of pediatric occupational therapy. The course will cover the clinical presentation of pathological conditions, prognosis, diagnostics, medical treatment interventions, and the implications for the occupational therapy provider. The student, through lectures, readings, observations, classroom exercises, and assignments, examines the elements that influence and hinder development in order to understand the role these factors play in occupational therapy practice. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 3-0-3 Prerequisite Course(s): Prerequisites: OCTH 602, OCTH 604 Corequisites: OCTH 614, OCTH 613 |
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| OCTH 613 | Neuroscience | 3 | School of Health Professions |
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This is an introduction to the science of the nervous system for the physical and occupational therapist that provides the basic understanding of the anatomy of the nervous system and its function. A review of the histology and embryology of the major divisions of the nervous system is followed by a systems approach to the study of the special senses, cognition, and psychological and motor functions. Functional aspects of neuroscience are explored through examples of common neurological clinical problems in order to provide a solid foundation for planning therapeutic interventions. |
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| OCTH 614 | Physical Conditions in Adults | 3 | School of Health Professions |
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This course will provide an overview of pathological conditions commonly encountered in the practice of occupational therapy with adults. The course will cover the clinical presentation of pathological conditions, prognosis, diagnostics, medical treatment interventions, and the implications for the occupational therapy provider. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 3-0-3 Prerequisite Course(s): Prerequisites: OCTH 602, OCTH 604, OCTH 608 Corequisites: OCTH 612, OCTH 613 |
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| OCTH 615 | Kinesiology | 4 | School of Health Professions |
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Kinesiology is the study of human motion as applied to evaluation of joint motion and muscle function. Palpation of joints, bony prominences, and muscles as well as manual muscle testing, range of motion, and goniometry skills will be addressed. |
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| OCTH 616 | Theories and Models in Occupational Therapy | 3 | School of Health Professions |
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In this course students are introduced to the different models, theories, and frameworks that occupational therapy practitioners use to guide evidence-based practice. Theories, frameworks, and practice models guide the occupational therapy process from evaluation to assessment and intervention planning and outcomes. Students will also learn the concepts of occupational science and its relation to occupational therapy theory. Prerequisite Course(s): OCTH 616 |
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| OCTH 617 | Occupation & Task Analysis | 2 | School of Health Professions |
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This course introduces students to the concept of occupation and the role of occupation as the philosophical underpinning of the profession of occupational therapy. Context, occupation and task analysis are explored from the lens of how context shapes and influences occupational performance in the impact on health and well-being. The student will begin to analyze human activity for the purpose of facilitating occupational performance. Lecture, class discussions, readings, written and oral assignments, laboratory exercise and online discussions are used to facilitate learning. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 1-2-2 |
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| OCTH 618 | Professional Development Seminar 2 | 1 | School of Health Professions |
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This seminar is the second of four courses that will guide the student through the process of professional development. The focus throughout the courses will be on the development of a wide range of skills and attributes that comprise professionalism. Students will engage in self-reflection, self-assessment, goal setting and various activities that promote professional growth. Students will continue to develop their professional portfolio and actively participate in the mentor/mentee relationship. Students will also identify, engage in and document one professional development activity that occurs outside of this course per semester. |
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| OCTH 619 | Context, Occupation & Task Analysis | 3 | School of Health Professions |
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This course introduces students to the concept of occupation and the role of occupation as the philosophical underpinning of the profession of occupational therapy. Context, occupation and task analysis are explored from the lens of how context shapes and influences occupational performance in the impact on health and well-being. The student will begin to analyze human activity for the purpose of facilitating occupational performance. Lecture, class discussions, readings, written and oral assignments, laboratory exercise and online discussions are used to facilitate learning. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 2-2-3 Prerequisite Course(s): Prerequisites: OCTH 604, OCTH 616 Corequisites: OCTH 612, OCTH 614, OCTH 613 |
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| OCTH 621 | Introduction to Occupational Therapy: History and Theory | 3 | School of Health Professions |
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In this course students will explore the history, philosophy, foundational theories, and conceptual frameworks that underpin the fundamental principles of the occupational therapy profession and contemporary practice. Students will also be introduced to the topics of professionalism, ethical principles that guide practice, cultural humility, and the overarching concepts of evidence based clinical decision-making. This course will foster an understanding of the roles and responsibilities of the occupational therapy practitioner, as part of the interdisciplinary healthcare team, across diverse populations and practice settings. |
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| OCTH 640 | Research I: Research Methods in OT | 2 | School of Health Professions |
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This course is the first of four in a Research Design sequence beginning in the fall semester of the first year. This course introduces the foundational concepts in research methods in occupational therapy. Students will investigate a topic through the course sequence which will include identifying research questions, reviewing the literature, designing a study, collecting data, analyzing data, and reporting findings. This first course will begin with selecting a research question to study, understanding the critical use of evidence in practice, and reviewing the literature on the topic. Students will also be introduced to basic statistics, psychometric properties of assessment, and the principles of research methods. This course will incorporate individual and group work, and faculty advisement. The final semester assignment will be a comprehensive literature review. Prerequisite Course(s): Prerequisites: OCTH 602, OCTH 604 Corequsites: OCTH 612, OCTH 613 |
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| OCTH 641 | OT Research Design II: Research Methods | 2 | School of Health Professions |
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This course is the second of four in a Research Design sequence occurring in the spring semester of the first year. This course continues with a more in-depth application of research methods in order to identify appropriate qualitative and quantitative research designs that match their study, as well as data collection and analysis strategies in occupational therapy. Students will reinforce research methods explored in depth to engage in the research process, including synthesis of their literature review, and selection of an appropriate research design for their topic. Students will interpret and engage in policies, procedures and prepare documentation applicable to conduct ethical and responsible research in occupational therapy. This course will incorporate individual and group work, and faculty advisement as the students continue to engage in research as a scientific method. The final semester assignment will be a Research Plan which outlines the research study plan. Prerequisite Course(s): Prerequisites: OCTH 640 |
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| OCTH 645 | Research I: Research Methods in OT | 3 | School of Health Professions |
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This course introduces the students to the foundational concepts in statistics and research methods in occupational therapy (OT). Through lectures and textbook readings, the students will be introduced to basic descriptive, inferential and correlational statistics, the research process, research methods, psychometric properties, sampling, and evidence-based practice. The lab will provide in-class individual and group exercises that allow the students to apply the knowledge gained in class using outcome-directed assignments such as identifying clinical research questions, locating and retrieving research articles, creating literature reviews, reading and interpreting statistics, critiquing research articles, appraising evidence, and constructing surveys. By the end of this course the students will learn how to use evidence and research findings in making robust and relevant clinical decisions for the client, group, or populations. Prerequisite Course(s): Prerequisites: OCTH 604, OCTH 616 Corequisites: OCTH 650 |
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| OCTH 646 | Professional Development Seminar 3 | 1 | School of Health Professions |
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This seminar is the third of four courses that will guide the student through the process of professional development. The focus throughout the courses will be on the development of a wide range of skills and attributes that comprise professionalism. Students will engage in self-reflection, self-assessment, goal setting and various activities that promote professional growth. Students will continue to develop their professional portfolio and actively participate in the mentor/mentee relationship. Students will also identify, engage in and document one professional development activity that occurs outside of this course per semester. Prerequisite Course(s): Prerequisites: OCTH 604, OCTH 606, OCTH 618 Corequisites: OCTH 619, OCTH 612, OCTH 614, OCTH 613, OCTH 646 |
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| OCTH 650 | Professional Development Seminar 3 | 2 | School of Health Professions |
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This course is the final course in the professional development series for OTO students. While students examined ways in which they can be reflective practitioners, and engaged in self-reflection, self-assessment, goal setting and various activities that promote professional growth in previous courses, in this course, students begin to actively engage in comprehensive and in-depth scholarly activities by developing an initial idea regarding the capstone project. The project allows the students to synthesize and apply the knowledge gained in previous courses and throughout the curriculum. Students will work in-depth on developing initial components for a scholarly capstone project that involves one or more of the following areas in relevance to the anticipated doctoral experience later in the curriculum: Clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, education, or theory development. Those components include learning and applying the professions ethical standards, application of theory that informs the project, learning professional communications, including the importance of a professional social media presence, and initial work on developing learning objectives needed for the capstone project experience. Students will also gain insight into their own health, well-being and quality of life and recognize its importance for participating in the role of occupational therapy doctoral student. Prerequisite Course(s): Prerequisites: OCTH 606, OCTH 618 Corequisites: OCTH 645, OCTH 619 |
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| OCTH 700 | Health Promotion: Societal and Community Advocacy | 3 | School of Health Professions |
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The Health Promotion: Societal and Community Advocacy course is designed to enable the occupational therapy student to learn and develop the skills necessary to transform communities into healthier societies. Students learn to incorporate occupational therapy theory and frameworks with local, national and global societal health initiatives to address health policy, health systems and health equity factors. Students incorporate a client-centered approach to advocating and promoting health at the individual, community and organization level with all stakeholders. Students expose the voice of community members and cultivate inter-professional and cross-collaborative approaches for meeting population health needs and addressing health disparities. A major focus of this course is the students’ ability to examine client factors, culture, contexts, the environment and health determinants for understanding sociocultural norms related to epidemiology, prevention, chronic disease, injury, disability, trauma, substance abuse, violence, maternal and child and healthy lifestyles for social, emotional and physical well-being. Students learn to apply health promotion theories, models and evidence based practice strategies with traditional, innovative, high-impact and technology-based approaches for health promotion program planning and program evaluation that meet the diverse needs of local, national and global society. Prerequisite Course(s): Prerequisites: OCTH 604, OCTH 616 Corequisites: OCTH 701 |
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| OCTH 701 | Research II: Applied Research in Occupational Therapy | 3 | School of Health Professions |
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This course introduces the students to different applied research designs both quantitative and qualitative such as randomized clinical trials, experimental designs, single-subject designs, and epidemiology studies. Through lecture and textbook readings, students will learn the foundation of the procedures of various research methods, and then through the lab engage in experiential learning to apply the knowledge gained in class through various assignments on designing and implementing different types of research methods. This also includes completion of mock research practices such as IRB applications, quantitative and qualitative methods of data collection and analysis, systematic reviews, meta-analyses, experimental designs, needs assessments and participatory research. This course also exposes them to dissemination strategies to report findings through various options including submitting a publication or grant application, engaging in peer review process, poster presentation and conference presentation. By the end of this course students will have practiced many of the necessary tools to engage in the research process that will help them in future courses and as future leaders and clinical researchers in OT. |
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| OCTH 702 | Professional Development Seminar 4 | 1 | School of Health Professions |
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This seminar is the fourth of four courses that will guide the student through the process of professional development. The focus throughout the courses will be on the development of a wide range of skills and attributes that comprise professionalism. Students will engage in self-reflection, self-assessment, goal setting and various activities that promote professional growth. Students will continue to develop their professional portfolio and actively participate in the mentor/mentee relationship. Students will also identify, engage in and document one professional development activity that occurs outside of this course per semester. |
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| OCTH 704 | Doctoral Capstone Development and Instructional Design | 3 | School of Health Professions |
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This course helps students plan their doctoral capstone projects by developing key skills in research design and implementation such as synthesis of evidence from the scholarly literature, data management, data analysis and interpretation, reporting research results, and seeking grants and funding opportunities. Additionally, this course requires students to practice designing teaching material given the traditional coexistence of teaching and scholarship in academic and clinical settings. Understanding the different types of leaning and comprehension in academic settings is another aspect of scholarship that is offered in this course. Prerequisite Course(s): OCTH 704 |
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| OCTH 705 | Doctoral Capstone Preparation-I | 3 | School of Health Professions |
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This course prepares students to actively engage in comprehensive and in-depth scholarly activities by developing a capstone project while collaborating with a faculty capstone mentor/advisor. The project allows the students to synthesize and apply the knowledge gained in previous courses throughout the curriculum. The project will involve designing, implementing, and evaluating a scholarly study that aligns with the profession's current research priorities and is meant to advance knowledge translation, clinical or professional practices, service delivery, and professional issues. The topic of the project will be designed in one of four scholarship categories: Scholarship of Discovery, Scholarship of Integration, Scholarship of Application, Scholarship of Teaching and Learning. Within these four categories, the students will work in-depth on a scholarly study that involves one or more of the following areas in relevance to the anticipated doctoral experience later in the curriculum: Clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, education, or theory development. The students will work with the faculty mentor to a) design a formal evaluation plan that will set individualized and specific objectives and ensures thorough assessment of the project outcomes; b) explore the supervision plan, which will follow a specific outline, and be co-created with the site supervisor and c) begin development of the formal proposal. Prerequisite Course(s): Prerequisites: OCTH 650, OCTH 701 |
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| OCTH 707 | Occupational Therapy Assessment in Pediatrics | 3 | School of Health Professions |
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This course will provide an overview of assessment methods, screenings and tools that are used within the practice of pediatric settings. Drawing on foundations of study in anatomy, kinesiology, Development of the Child and Physical Conditions of the Child, students will learn to engage in clinical reasoning skills drawing from a variety of theoretical perspectives as they learn how to select and implement assessments based on the specific diagnosis, presentation and functional complaints of the child. Level 1 pediatric experience, case studies and videos will be utilized to reflect current pediatric occupational therapy practice. In addition, hands on learning activities will integrate the knowledge, skills and attitudes important for established and emerging areas of pediatric occupational therapy. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 2-3-3 Prerequisite Course(s): Prerequisites: OCTH 602, OCTH 604, OCTH 613, OCTH 615, OCTH 607, OCTH 612 Corequisites: OCTH 709, OCTH 714, OCTH 736 |
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| OCTH 708 | Psychosocial Disorders & Occupational Therapy Assessment | 3 | School of Health Professions |
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This course provides an exploration of psychosocial disorders and occupational therapy mental health assessment. Focus is on the classification of mental disorders categorized in the DSM-5. Students will learn how psychosocial conditions impact occupational performance of the individual from the dimensional perspectives of symptomatic features, culture, life span development, gender differences, genetic and environmental factors. Students will learn and demonstrate how to select and administer the appropriate standardized and non-standardized assessments that contribute to treatment planning, intervention design, evaluation, documentation, and discharge planning in psychosocial practice. Students will continue to develop their clinical reasoning skills as they explore ethical, cultural, social, and environmental factors associated with mental health disorders. Prerequisite Course(s): OCTH 708 |
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| OCTH 709 | OT Assessment in Psychosocial Disorders/Lab | 3 | School of Health Professions |
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The OT Assessment in Psychosocial Disorders/Lab course builds on the Psychosocial Disorders course and expands learning on theory, frames of reference, and evidence based practice as they influence evaluation, screening and assessment with clients whose psychosocial deficits impact performance. Students learn assessment strategies and outcome measure tools essential for client-centered intervention planning. Students begin to utilize beginning clinical reasoning skills as they explore ethical, cultural, social and political factors associated with mental health practice. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 3-3-3 Prerequisite Course(s): Prerequisites: OCTH 604, OCTH 607, OCTH 608, OCTH 612, OCTH 609, OCTH 614 Corequisites: OCTH 707, OCTH 714, OCTH 736 |
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| OCTH 712 | Physical Rehabilitation in Occupational Therapy I: Maximizing Function & Engagement | 3 | School of Health Professions |
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Students will apply clinical reasoning skills as they learn how to implement various assessments and utilize findings to create individualized intervention plans for clients with a variety of physical conditions within the physical rehabilitation setting. Students will learn a variety of approaches to maximizing participation and wellbeing in the physical rehabilitation setting including assistive technology, wheelchair evaluation and treatment, driving rehabilitation, and physical mobility/transfers. Prerequisite Course(s): Prerequisites: OCTH 602, OCTH 614, OCTH 615, OCTH 621 |
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| OCTH 713 | Physical Rehabilitation in Occupational Therapy II: Functional Neurorehabilitation | 3 | School of Health Professions |
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Students will apply clinical reasoning skills as they learn how to implement assessments and develop individualized intervention plans for clients with neurologic disorders. Students will learn to apply principles of motor learning within the context of neurorehabilitation. Topics covered in this course will include principles of neuroplasticity, functional cognition, visual, and perceptual rehabilitation. Prerequisite Course(s): Prerequisites: OCTH 712 |
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| OCTH 714 | Assessments in Physical Dysfunction | 3 | School of Health Professions |
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This class will provide an overview of assessment methods, screenings, and tools that are used within the practice of physical disabilities settings. Students will learn to engage in clinical reasoning skills as they learn how to select and implement assessments based on the specific diagnosis, presentation, and functional complaints of the client. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 2-3-3 Prerequisite Course(s): Prerequisites: OCTH 602,OCTH 613, OCTH 615 Corequisites: OCTH 707, OCTH 709, OCTH 736 |
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| OCTH 716 | Fieldwork Level IA | 1 | School of Health Professions |
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This clinical course is the first of two required level I fieldwork experiences. Level 1A Fieldwork provides students with the opportunity to observe occupational therapy practice in one of three overarching settings: to a psychosocial/ community-based practice, adult physical rehabilitation, or pediatric practice*. The level I experience offers students opportunities to observe intervention sessions, interact with occupational therapy practitioners and/or other health care professionals, while continuing to develop professional behaviors and communication skills. Students will have opportunities for discussion and peer/faculty collaborations during the experience. *One of the two required Level I fieldwork experiences will have a mental health focus, as it applies to occupational performance. Prerequisite Course(s): Prerequisites: Students have to have completed 30 credits. |
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| OCTH 735 | Health Promotion | 2 | School of Health Professions |
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The Health Promotion course is designed to introduce the student to community and public health topics and trends. Major topics include fundamentals of epidemiology, primary, secondary and tertiary prevention, chronic disease, health disparities, injury, violence, population health, delivery systems, program planning, and program evaluation. Students will identify local, national and global health policies and initiatives that meet individual, community and organizational needs. Students learn to apply health promotion theories, models and evidence based practice strategies in developing and implementing innovative health promotion initiatives that meet the diverse needs of individuals across the lifespan. Students apply therapeutic use of self and clinical reasoning skills based on ethical, cultural, social and political factors in carrying out a community health project which aligns with and meets community and societal needs. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 3-0-3 |
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| OCTH 736 | Administration, Leadership & Entrepreneurship | 3 | School of Health Professions |
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The Administration, Leadership and Entrepreneurship course is designed to enable the occupational therapy student to learn, develop and apply management, leadership and entrepreneurial principles and skills which are guided by foundational, theoretical and evidence-based approaches in occupational therapy. Students will become leaders and agents of change by addressing sociopolitical issues through advocacy and innovative health policy initiatives. Students will utilize diverse, inter-disciplinary approaches for leading, managing and developing traditional and novel practices and programs which address ethical, equitable, cultural, social and political factors in alignment with local, national and global societal issues. Students will further develop their professional portfolio. Student will learn and demonstrate ability to transform innovative policy-driven ideas into academic and community-based curriculum, business plans and grant proposals which are timely and essential tools necessary for addressing population, policy and sociocultural norms. |
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| OCTH 744 | Upper Extremity and Hand Therapy | 4 | School of Health Professions |
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This class will provide an overview of assessment methods, screenings, and tools that are used within the practice of physical disabilities settings. Students will learn to engage in clinical reasoning skills as they learn how to select and implement assessments based on the specific diagnosis, presentation, and functional complaints of the client. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 3-3-4 |
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| OCTH 750 | Interventions in Physical Disabilities | 3 | School of Health Professions |
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In this class students will develop the skills necessary to create and implement comprehensive intervention plans to maximize engagement in occupation for clients with a wide variety of diagnoses within the physical rehabilitation setting. Diagnoses include, but are not limited to stroke, traumatic brain injury, spinal cord injury, amputations, joint replacements, and cardiac conditions. Students will learn to utilize assessment findings in order to create individualized intervention plans utilizing available resources and evidence based research. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 2-3-3 Prerequisite Course(s): Prerequisites: OCTH 602, OCTH 613, OCTH 615, OCTH 614 Corequisites: OCTH 777, OCTH 799, OCTH 744 |
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| OCTH 770 | Occupational Therapy Research II | 2 | School of Health Professions |
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Lectures, classroom discussion, and assigned text and journal readings guide the student in the development of an understanding of the application of advanced statistical techniques to occupational therapy research. Specific application of research methodology is employed in the completion of a research proposal of a significant problem to be investigated. Informed consent, treatment of human subjects, the Institutional Review Board, and proper reference citations are reviewed. (Cross-listed as PHTH 710.) |
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| OCTH 771 | OT Research Design III: The Research Process | 2 | School of Health Professions |
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This course is the third of four in a Research Design sequence occurring in the fall semester of the second year. This course continues to emphasize data collection and analysis strategies to complete their research study. Students will continue to engage in the research process including obtaining final approvals for IRB, completing research study materials, and locating and selecting appropriate grant funding sources. This course will incorporate individual and group work, and faculty advisement as the students continue to engage in research as a scientific method. The final semester assignment will be a final proposal outlining their research study from the literature review to the presentation of results. Prerequisite Course(s): Prerequisites: OCTH 640, OCTH 641 |
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| OCTH 772 | OT Research Design IV: Dissemination | 1 | School of Health Professions |
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This course is the final course in the Research Design sequence occurring in the spring semester of the second year. This course focuses on dissemination strategies to report findings through various options including submitting a publication or grant application, engaging in peer review process, poster presentation and conference presentation. Students will complete the research process to report their findings to the NYIT and OT community at various levels. This course will incorporate seminars, group and individual work, and faculty advisement as the students complete the research process. The final semester assignments will include completing one or more of the options described above. Prerequisite Course(s): Prerequisites: OCTH 640, OCTH 641, OCTH 771 |
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| OCTH 777 | Occupational Therapy Intervention in Pediatrics | 3 | School of Health Professions |
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This course allows the student to develop the more advanced clinical reasoning skills needed to develop and implement client centered interventions that meet the needs of children and their families within various pediatric settings. Drawing on foundations of study in anatomy, kinesiology, Development of the Child, Physical Conditions of the Child and Occupational Therapy Assessments in Pediatrics students will learn to engage in clinical reasoning skills drawing from a variety of theoretical perspectives as they learn how to select and implement interventions based on evidence based practice in relation to the child’s specific diagnosis, presentation and functional complaints. Readings, lectures, case studies and videos will be utilized to reflect current pediatric occupational therapy practice. In addition, hands on learning activities will integrate the knowledge, skills and attitudes important for established and emerging areas of pediatric occupational therapy. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 2-3-3 Prerequisite Course(s): Prerequisites: OCTH 602, OCTH 615, OCTH 607, OCTH 612, OCTH 707 Corequisites: OCTH 799, OCTH 744, OCTH 750 |
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| OCTH 780 | Innovative Assistive Technology and Universal Design | 2 | School of Health Professions |
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n this course, students will learn to develop creative solutions to meet the unique needs of individuals living with disability. Through the use of didactic lectures, guest speakers, assigned readings, field trips, and case-based projects, students will learn to develop innovative solutions to maximize client engagement in occupation. Students will learn about principles of universal design, accessibility, and assistive technology. Throughout the course, students will be guided in the selection of technology applications to assist with mobility, communication, personal care, and engagement in work, school, play, and leisure. Technologies covered include seating and wheeled mobility, environmental control, augmentative communication, computer access, and assistive technology for learning. Students will work collaboratively within their own department as well as with other departments and resources on campus to address barriers to participation in occupation. Prerequisite Course(s): Prerequisites: OCTH 602, OCTH 613, OCTH 615, OCTH 614, OCTH 612, OCTH 714, OCTH 707, OCTH 709 Corequisites: OCTH 777, OCTH 799, OCTH 744, OCTH 750, OCTH 781, OCTH 782 |
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| OCTH 781 | Interprofessional Education and Collaboration (IPEC) | 1 | School of Health Professions |
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This course introduces the students to the professional concept of Interprofessional Education and Collaboration (IPEC) and its importance in promoting the highest-quality and most comprehensive health care for clients, groups, and populations. The key components of IPEC values/ethics, roles/responsibilities, interprofessional communication, and teamwork will be explored via case studies, readings, and group exercises. |
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| OCTH 782 | Doctoral Capstone Project and Seminar | 2 | School of Health Professions |
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This course is a continuation of the process for students to actively engage in comprehensive and in-depth scholarly activities by developing a capstone project while collaborating with a faculty capstone mentor/advisor. The project allows the students to synthesize and apply the knowledge gained in previous courses throughout the curriculum. The project will involve designing, implementing, and evaluating a scholarly capstone project that aligns with the profession's current research priorities and is meant to advance knowledge translation, clinical or professional practices, service delivery, and professional issues. Students will work in-depth on a scholarly capstone project that involves one or more of the following areas related to the anticipated doctoral experience later in the curriculum: clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, education, or theory development. The students will work with the faculty mentor to a) continue development of the formal proposal; b) work with chosen site to implement and complete a needs assessment; c) design their individual 14-week experience week by week; d) complete and present their formal capstone proposal. Prerequisite Course(s): Prerequisites: OCTH 705 Corequisites: OCTH 780, OCTH 781 |
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| OCTH 783 | Interprofessional Education and Collaboration | 2 | School of Health Professions |
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This course introduces the students to the professional concept of Interprofessional Education and Collaboration (IPEC) and its importance in promoting the highest-quality and most comprehensive health care for clients, groups, and populations. The key components of IPEC values/ethics, roles/responsibilities, interprofessional communication, and teamwork will be explored via case studies, readings, and group exercises. |
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| OCTH 799 | OT Interventions in Psychosocial & Group Process | 3 | School of Health Professions |
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The OT Interventions in Psychosocial & Group Process course advances learning from the OT Assessment in Psychosocial Disorders course and builds on evaluation, screening and assessment methods with clients whose psychosocial deficits impact performance. Students develop and implement client-centered interventions based on areas of occupation for both individual and group settings. Students explore group dynamics and the structure, function, and theories of group process as used by the occupational therapist. Students apply therapeutic use of self and clinical reasoning skills based on ethical, cultural, social and political factors which influence mental health treatment and therapeutic interventions for group practice. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 2-3-3 |
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| OCTH 820 | Occupational Therapy Research III | 3 | School of Health Professions |
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This course is designed as a follow-up to OCTH 735 Occupational Therapy Research Design II. In class sessions, the student explores current research issues in occupational therapy, including the ethics of the use of human subjects, institutional review boards, current research trends, funding sources, and the skills required for preparation, presentation, and sharing of research material to a group. The student, working with a faculty mentor, organizes, prepares, and presents an original research project. (Required thesis binding is at the student's expense.) Prerequisite Course(s): Prerequisite: OCTH 770 |
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| OCTH 850 | Clinical Reasoning and Professional Development | 2 | School of Health Professions |
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The Clinical Reasoning and Professional Development course enables students to reflect, analyze, critique, and build upon their knowledge and experience from level II fieldwork, in order to expand their capacity to provide occupational therapy services which align with the scope and vision of the profession. Students learn to develop interpersonal and professional skills essential for practicing as a beginning level occupational therapist. Students identify their strengths and growth areas related to clinical reasoning and clinical competency in preparation for board certification and practice. Emphasis on local, national, and global service delivery enables students to expand their possibilities in choosing career options in traditional and emerging practice areas. Students apply prior learning based on evidence and ethical, cultural, social and political factors and develop a plan for success. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 2-0-2 |
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| OCTH 851 | Specialized Topics in Hand Therapy | 2 | School of Health Professions |
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This class will prepare the student to apply advanced concepts of hand and upper extremity rehabilitation to a variety of orthopedic, traumatic and neurological diagnoses. Content will focus on advanced topics in the field of specialized upper extremity rehabilitation including evaluation, orthosis analysis, implementation of therapeutic exercises, Students will engage in critical thinking and clinical reasoning as they apply concepts of upper extremity rehabilitation to various case studies. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 2-0-2 |
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| OCTH 852 | Specialized Topics in Pediatrics | 2 | School of Health Professions |
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This class will prepare the student to apply advanced concepts and to utilize evidenced based practice within the area of pediatrics. Content will focus on areas of practice, frames of reference and interventions within the field of pediatrics including sensory integration, constraint induced movement therapy, infant child feeding and swallowing, early intervention and school based therapy. Students will engage in critical thinking and reasoning as they apply these concepts to various case studies. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 2-0-2 |
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| OCTH 853 | Specialized Topics in Neuro-rehabilitation | 2 | School of Health Professions |
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This class will prepare the student to apply advanced concepts of neuro-rehabilitation to a variety of neurological diagnoses. Content will focus on advanced topics in the field of neuro-rehabilitation including motor learning and control, cognition and perception, vision rehabilitation, vestibular rehabilitation, and concussion rehabilitation. Students will engage in critical thinking and clinical reasoning as they apply concepts of neuro-rehabilitation to various case studies. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 2-0-2 |
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| OCTH 854 | Contemporary & Emerging Occupational Therapy Practice | 3 | School of Health Professions |
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In this course, students will explore contemporary and emerging practice areas in the field of occupational therapy as well as current issues affecting healthcare and the profession within the current sociopolitical context. Topics such as complementary and alternative medicine, telehealth, occupational justice, and practice in the global community will be explored. Selected readings, guest lectures, and class discussions will facilitate student growth and perspective. Prerequisite Course(s): Corequisites: OCTH 895 |
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| OCTH 856 | Specialized Topics: Early Intervention | 2 | School of Health Professions |
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This course focuses on the specialized area of Occupational therapy- Early Intervention (EI) for young children and their families, birth to age three. This course builds upon pediatric practices introduced in the curriculum to enhance student’s understanding of the issues revolving around the family as the client and recipient of services. This course will correlate with the Division of Early Childhood/Early Childhood Personnel Centers Cross Disciplinary Standards of which the American Occupational Therapy Association collaborated on 4 key components: Coordination & Collaboration, Family Centered Best Practices, Evidence Based Practices and Professionalism. Through this lens, the students will learn about the EI process in general, and specific to New York State, family centered best practices including culturally and linguistically sensitive, natural environments and coaching. Students will learn how to identify young children for eligibility for EI services through routines-based interviews, authentic assessment and standard assessment strategies. Students will coordinate with a partner family whom they will observe and assess to apply principles throughout the course and report to classmates through discussion forums. Prerequisite Course(s): Corequisites: OCTH 896 |
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| OCTH 893 | Fieldwork II A | 6 | School of Health Professions |
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Level II fieldwork is a full-time immersive clinical experience where students will deliver occupational therapy services to varied populations in diverse settings and contexts. “The goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapy practitioners. Level II fieldwork must be integral to the program’s curriculum design and must include an in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation and research, administration, and management of occupational therapy services. It is recommended that the student be exposed to a variety of clients across the lifespan and to a variety of settings.” (ACOTE, 2018). After satisfactory completion of the didactic courses and level I fieldwork, the student will begin the first of two clinical education placements that can take place in a variety of traditional or nontraditional settings, that meet the selection criteria of the program, in accordance with the standards articulated by the Accreditation Council for Occupational Therapy Education (ACOTE ®). Fieldwork Level IIA is a 12-week, full-time experience designed to foster continued professional clinical competence and growth under the supervision of a licensed occupational therapist. The student is expected to increase skill level at progressively higher levels of performance with the goal of developing entry level practitioner skills by the completion of the fieldwork experience. Prerequisite Course(s): Prerequisites: Must have completed 79 credits in the OTD curriculum. |
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| OCTH 894 | Fieldwork II B | 6 | School of Health Professions |
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Level II fieldwork is a full-time immersive clinical experience where students will deliver occupational therapy services to varied populations in diverse settings and contexts. “The goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapy practitioners. Level II fieldwork must be integral to the program’s curriculum design and must include an in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation and research, administration, and management of occupational therapy services. It is recommended that the student be exposed to a variety of clients across the lifespan and to a variety of settings.” (ACOTE, 2018). After satisfactory completion of the didactic courses and level I fieldwork, the student will begin the first of two clinical education placements that can take place in a variety of traditional or nontraditional settings, that meet the selection criteria of the program, in accordance with the standards articulated by the Accreditation Council for Occupational Therapy Education (ACOTE ®). Fieldwork Level IIA is a 12-week, full-time experience designed to foster continued professional clinical competence and growth under the supervision of a licensed occupational therapist. The student is expected to increase skill level at progressively higher levels of performance with the goal of developing entry level practitioner skills by the completion of the fieldwork experience. experience designed to foster continued professional clinical competence and growth under the supervision of a licensed occupational therapist. The student is expected to increase skill level at progressively higher levels of performance with the goal of developing entry level practitioner skills by the completion of the fieldwork experience. Completion of Level IIA and IIB meets the 24-week minimum level II fieldwork requirement Prerequisite Course(s): Prerequisites: OCTH 893 |
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| OCTH 895 | Fieldwork II A | 3 | School of Health Professions |
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Level II fieldwork is a full-time immersive clinical experience where students will deliver occupational therapy services to varied populations in diverse settings and contexts. “The goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapy practitioners. Level II fieldwork must be integral to the program’s curriculum design and must include an in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation and research, administration, and management of occupational therapy services. It is recommended that the student be exposed to a variety of clients across the lifespan and to a variety of settings.” (ACOTE, 2018). After satisfactory completion of the didactic courses and level I fieldwork, the student will begin the first of two clinical education placements that can take place in a variety of traditional or nontraditional settings, that meet the selection criteria of the program, in accordance with the standards articulated by the Accreditation Council for Occupational Therapy Education (ACOTE ®). Fieldwork Level IIA is a 12-week, full-time experience designed to foster continued professional clinical competence and growth under the supervision of a licensed occupational therapist. The student is expected to increase skill level at progressively higher levels of performance with the goal of developing entry level practitioner skills by the completion of the fieldwork experience. |
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| OCTH 896 | Fieldwork II B | 3 | School of Health Professions |
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Level II fieldwork is a full-time immersive clinical experience where students will deliver occupational therapy services to varied populations in diverse settings and contexts. “The goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapy practitioners. Level II fieldwork must be integral to the program’s curriculum design and must include an in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation and research, administration, and management of occupational therapy services. It is recommended that the student be exposed to a variety of clients across the lifespan and to a variety of settings.” (ACOTE, 2018). After satisfactory completion of the didactic courses, level I fieldwork, and level IIA fieldwork, the student will begin the second of two clinical education placements that can take place in a variety of traditional or nontraditional settings, that meet the selection criteria of the program, in accordance with the standards articulated by the Accreditation Council for Occupational Therapy Education (ACOTE ®). Fieldwork Level IIB is a 12-week, full-time experience designed to foster continued professional clinical competence and growth under the supervision of a licensed occupational therapist. The student is expected to increase skill level at progressively higher levels of performance with the goal of developing entry level practitioner skills by the completion of the fieldwork experience. Completion of Level IIA and IIB meets the 24-week minimum level II fieldwork requirement. |
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| OCTH 897 | Doctoral Capstone Experience | 6 | School of Health Professions |
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This individual 14-week doctoral capstone experience (DCE) is offered to allow students to complete the previously designed doctoral capstone project (DCP). This experience consists of 560 hours on a site relevant to the capstone project area and starts upon the completion of all academic coursework, clinical fieldwork requirements, and doctoral capstone project planning. The DCE site will expose the student to one of the following areas: clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, education, or theory development. By the end of this course students, in collaboration with the Doctoral Capstone Coordinator (DCC), site and expert mentors, will finalize their individual capstone projects and then present and disseminate their findings in appropriate forms or venue (e.g., publications, presentations, posters, etc). Prerequisite Course(s): Prerequisite: OCTH 782, OCTH 893, OCTH 894 |
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| OCTH 899 | Specialty Fieldwork II | 2 | School of Health Professions |
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Level II fieldwork is a full-time immersive clinical experience where students will deliver occupational therapy services to varied populations in diverse settings and contexts. “The goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapy practitioners. Level II fieldwork must be integral to the program’s curriculum design and must include an in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation and research, administration, and management of occupational therapy services. It is recommended that the student be exposed to a variety of clients across the lifespan and to a variety of settings.” (ACOTE, 2018). After satisfactory completion of the didactic courses, level I fieldwork, and two required full-time level II FW experiences (totaling 24 weeks), the student may opt in to a third, specialty level II placement. This placement can take place in a variety of traditional or nontraditional settings, that meet the selection criteria of the program, in accordance with the standards articulated by the Accreditation Council for Occupational Therapy Education (ACOTE ®). The optional level II specialty fieldwork is an 8-10, full- time designed to foster continued professional clinical competence and growth under the supervision of a licensed occupational therapist. The fieldwork objectives are consistent in all three placements but the expectations regarding fundamentals of practice, delivery of service, communication, and the implementation of evidence-based practice are greater and more focused in the specialty. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 0-2-2 |
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| OCTH 901 | Professional Scholarly Inquiry & Advanced Writing | 3 | School of Health Professions |
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This course will introduce doctoral students to the process of critically examining literature and the foundational components of novel scholarly writing. Working both in peer groups and individually, students will learn how to appraise articles, while developing the skills of argumentative writing and revision, integration of feedback, and literature synthesis. |
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| OCTH 902 | Advanced Professional/Clinical Reasoning & Interprofessional Practice | 3 | School of Health Professions |
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This course enables students to understand and apply ethical principles, sociocultural factors, and advanced clinical and professional reasoning approaches for working with individuals, groups and populations across the lifespan and within interprofessional practice settings. This course introduces the students to the professional concept of interprofessional education and collaboration (IPEC) and its importance in promoting the highest quality and most comprehensive health care for clients, groups, and populations. The key components of IPEC values/ethics, roles/responsibilities, interprofessional communication, and teamwork will be explored via case studies, readings, and group exercises. Students will also demonstrate advanced knowledge of relevant and current evidence-based practice in alignment with local, state, federal and global regulations. This will serve to inform and guide best practices and initiatives for multi- disciplinary and cross-collaborative professionals. |
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| OCTH 903 | Administration, Leadership & Entrepreneurship | 3 | School of Health Professions |
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The Administration, Leadership and Entrepreneurship course is designed to enable the occupational therapy student to learn, develop and apply management, leadership, and entrepreneurial principles and skills which are guided by foundational, theoretical, technological and evidence-based approaches in occupational therapy. Students will become leaders and agents of change by addressing sociopolitical issues through advocacy and innovative health policy initiatives. Students will utilize diverse, inter-disciplinary approaches for leading, managing and developing traditional and novel practices and programs which address ethical, equitable, cultural, social and political factors in alignment with local, national and global societal issues. Students will further develop their professional portfolio. The student will learn and demonstrate the ability to transform innovative policy-driven ideas into the academic and community-based curriculum, business plans, grant proposals and technology-based resources which are timely and essential tools necessary for addressing population, policy, and sociocultural norms. |
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| OCTH 910 | Health Promotion: Societal & Community Advocacy | 3 | School of Health Professions |
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The Health Promotion: Societal and Community Advocacy course is designed to enable the student to learn and develop the advanced skills necessary to transform groups, communities and populations into healthier societies using occupation-based approaches. Students learn to incorporate population health and societal health theory and frameworks with local, national and global societal health initiatives to address health disparities, health policy, health systems and health equity factors. Students incorporate a client-centered approach to advocating and promoting health at the larger community and organization level with all stakeholders, cultivating interprofessional and cross-collaborative relationships for meeting population health needs. A major focus of this course is the students' ability to examine community factors, culture, contexts, the environment and health determinants for developing a community needs assessment and plan. |
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| OCTH 911 | Lifestyle Health & Behavior Change | 3 | School of Health Professions |
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In the Lifestyle Health and Behavior Change course students will learn and apply advanced and emerging theory, research and evidence-based practice strategies that promote healthy lifestyle change, well-being and quality of life for clients and their families. Key components of this course focus on understanding holistic well-being within a variety of contexts including; emotional, social, psychological, physical, economic, personal, life satisfaction, workplace and environmental health. Students will navigate the person-centered evaluation and planning process in a manner that empowers clients to set meaningful, realistic lifestyle goals leading to achievable healthy outcomes. Students develop evidenced-based lifestyle change curriculum and tools and may apply their work towards advanced training opportunities leading to certification in evidence-based nationally and international recognized lifestyle change programs that are in alignment with their chosen doctoral projects. |
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| OCTH 912 | Promoting Health, Well-Being & Quality of Life for People with Disabilities | 3 | School of Health Professions |
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This course prepares students to actively engage in comprehensive and in-depth scholarly activities through the study and application of strategies for promoting health, well-being and quality of life through appropriate assessment, intervention and community programming for people with disabilities. Students will discuss disability in the context of health promotion. The medical and rehabilitation models used traditionally will be compared and contrasted with health promotion models of care. |
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| OCTH 913 | Leadership, Entrepreneurship, Advocacy & Diversity in OT | 3 | School of Health Professions |
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The Leadership, Entrepreneurship, Advocacy & Diversity in OT course is designed to enable the post professional Doctor of Occupational Therapy Student to learn, develop and apply leadership, advocacy, and entrepreneurship skills in alignment with principles of diversity, equity and inclusion and which are guided by foundational, theoretical, and evidence-based approaches in occupational therapy. Students will become leaders and agents of change by addressing sociopolitical issues through advocacy in occupational therapy. Students will incorporate multi-disciplinary and inter-disciplinary approaches for developing traditional and novel practices, products, and services, which emphasize ethical, equitable, cultural, social and environmental factors. The student will learn and demonstrate the ability to transform innovative policy-driven ideas into an outline for academic curriculums, community-based programs, new business plans, and grant proposals geared towards positive change at the local, national and global level. The PPOTD student will explore training and certification resources in leadership, diversity, equity & inclusion via AOTA and related sources. |
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| OCTH 919 | Advanced Applied Research Design | 3 | School of Health Professions |
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This course inspects different applied research designs in both qualitative and quantitative methodologies. In this course, students will learn to apply critical appraisal of evidence in current occupational therapy practice and research as they explore literature to identify a gap in current research on a selected topic of interest. Students will construct a literature review throughout the course to support their topic. Various methodologies including quantitative (such as epidemiology, single-subject designs, experimental, systematic reviews, and survey), qualitative (such as interviews, participatory research, needs assessments and focus groups), and mixed method designs will be examined. Student will evaluate and interpret strategies for data collection and analysis in preparation to develop future research study designs. |
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| OCTH 920 | Professional Portfolio | 3 | School of Health Professions |
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Students in the Professional Portfolio course will learn and develop mechanisms that will enable them to actively track their professional development. Students will compile the professional portfolio as a collection of artifacts, materials and components of professional projects that document competencies, credentials, training, skills, clinical and professional experience, research, academic coursework, community-service initiatives and innovation. The professional portfolio will serve as a three-dimensional version of an exceptional resume. The professional portfolio will serve student professionals well throughout their studies and assist in their transition to advanced professional/clinical practice and the acquisition of new experiences and skills, and arrival at landmarks in both personal and career development. |
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| OCTH 921 | Doctoral Training & Networking Experience | 3 | School of Health Professions |
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The individual doctoral project and networking experience allows students to refine, enhance, and possibly implement their culminating doctoral dissemination project. The experiential component of the doctoral project may take place at the student's place of employment or other site of choice. The doctoral project and networking experience will expose the student to timely and practical issues with a focus on areas such as: clinical practice, research, administration, leadership, program, policy or product development, advocacy, education, or theory development. By the end of this course, students in collaboration with faculty and site partners will reflect upon their experience and finalize their individual projects in preparation for presenting and disseminating their projects via appropriate mechanisms or venues (e.g., publication, program development, business development, etc.) |
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| OCTH 922 | Doctoral Capstone I: Project Development & Experience | 3 | School of Health Professions |
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The doctoral project with mentored networking experience will facilitate the student's in-depth exposure to their chosen area of focus (i.e., clinical practice, research, administration, leadership, program, policy or product development, advocacy, education, or theory development.) By the end of this course, students in collaboration with their mentor, instructor, and advisor, will reflect upon their experience and finalize their individual projects in preparation for presenting and disseminating their projects via appropriate mechanisms or venues (e.g., publication, program development, business development, etc.) Prerequisite Course(s): Prerequisites: OCTH 901 |
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| OCTH 923 | Doctoral Project Dissemination | 3 | School of Health Professions |
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This course prepares students to synthesize information gained through the mentored networking experience and apply this knowledge to the final capstone project write-up. Students will disseminate their capstone projects via a capstone poster presentation and a platform dictated by the scope of the project (i.e., scholarly study or entrepreneurial activity.) Prerequisite Course(s): Prerequisites: OCTH 922 |
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