|
|
Master of Occupational Therapy
Program Curriculum
| Semester |
Number |
Credit Hours |
Course Description |
| Fall I |
MOT
5550 |
3 |
Occupational
Nature of Humans Across the Lifespan* |
|
MOT
5555 |
3 |
Theories of
Occupation* |
| |
MOT
5560 |
3 |
Participation in
Occupations: Therapeutic Process |
|
MOT
5565 |
3 |
Analysis of Human
Movement |
|
MOT
6601 |
3 |
Research Concepts
in Health Services* |
|
Total |
15 |
|
|
|
|
|
| Spring I |
MOT
5570 |
3 |
Systems, Issues,
Trends* |
|
MOT
5575 |
3 |
Health Conditions
in Occupational Performance |
| |
MOT
5580 |
3 |
Biopsychosocial
Core of Occupation Therapy Practice* |
| |
MOT
5585 |
3 |
Occupational
Therapy Process Through the Lifespan* |
|
MOT
5590 |
2 |
OT and Technology |
|
MOT
6602 |
2 |
Research Seminar
1* |
|
Total |
16 |
|
|
|
|
|
| Fall II |
MOT
6600 |
2 |
Orthotics |
| |
MOT
6650 |
3 |
Evaluation and
Intervention – Early Childhood & Adolescence |
| |
MOT
6651 |
3 |
Evaluation and
Intervention – Early and Middle Adulthood |
|
MOT
6660 |
3 |
Community Based
Practicum |
|
MOT
6670 |
3 |
Leadership and
Advocacy* |
|
MOT
6603 |
1 |
Research Seminar
2* |
|
Total |
15 |
|
|
|
|
|
| Spring II |
MOT 6652 |
3 |
Evaluation and Intervention – Older
Adults |
|
MOT
6671 |
3 |
Program
Development |
|
MOT
6680 |
3 |
Evidence-Based
Practice |
|
MOT
6690 |
3 |
OT Practice
Capstone |
|
MOT
6604 |
1 |
Research Seminar
3* |
|
Total |
13 |
|
|
|
|
|
| Summer II |
MOT
6691 |
9 |
Fieldwork Level II |
|
Total |
9 |
|
|
|
|
|
| Fall III |
MOT
6692 |
9 |
Fieldwork Level II |
|
Total |
9 |
|
|
|
|
|
| Total Hours
Required |
77 |
|
|
|
|
|
| Elective |
MOT
6693 |
3-9 |
Fieldwork Level II
(Optional) |
|
MOT
6699 |
1-3 |
Special Topics in
Occupational Therapy |
|
MOT
6630 |
2 |
Advanced Studies
in Health and Wellness |
|
MOT
6631 |
2 |
Advanced Studies
in Culture |
|
|
|
|
| **These
courses MAY be offered Summer semester
- prior to Admission |
MOT5502
MOT5503 |
4
4 |
Advanced Cadaver Anatomy
Neuro Anatomy |
|
|
|
|
| * Denotes core course |
Curricular Design
The curriculum design is derived
from the mission and philosophy of the Occupational Therapy Program. The
philosophy statements regarding life-long learners, occupation, and the
Occupational Therapy profession are the foundational core for the entire
curriculum design. Our design is driven by the content domain of the
occupational nature of humans, within the physical, cultural, temporal,
social, emotional, and spiritual contexts. To become successful
occupational therapy practitioners, learners must develop and build the
professional competencies of self-discovery, creativity, clinical
reasoning, and ethical reasoning. Cultivation of skills in
evidence-based practice, and the ability to be a change agent for
clients and the profession complete the set of professional competencies
required for practitioners in an ever-changing world.
The plan for selecting and
sequencing the program content is the curriculum design. It is based on
Knowles’ (1970)
adult learning theory and Dewey’s (1938)
inquiry based learning. Dewey’s four points of inquiry, communication,
construction, and expression, provide the curriculum framework for
developing life-long learners. The program recognizes that occupational
therapy is a dynamic and constantly evolving profession.
Program Outcomes
|
