For full descriptions of courses in the program, visit our online course catalog.
| Semester | Course Number | Credit Hours | Course Description |
|---|---|---|---|
| Fall I | MOT 5550 | 3 | Analysis of Human Occupation |
| MOT 5555 | 2 | Foundation of Occupational Therapy Practice | |
| MOT 5560 | 2 | Health Conditions and Occupation | |
| MOT 5565 | 3 | Functional Movement and Occupation | |
| MOT 6601 | 2 | Research Concepts in OT Practice | |
| Total | 12 | (On campus week 1, 7, & 14) | |
| Spring I | MOT 5570 | 3 | Level I: Therapeutic Process and Occupation |
| MOT 5575 | 1 | System, Issues, and Trends | |
| MOT 5580 | 3 | OT Process in Early Childhood and Adolescence | |
| MOT 6602 | 2 | Evidence-Based Practice in OT | |
| STATS 5130 | 3 | Online | |
| Total | 12 | (On campus week 1, 7, & 14) | |
| Fall II | MOT 6650 | 3 | OT Process in Early and Middle Adulthood |
| MOT 6655 | 3 | Level I: OT Process in Mental Health | |
| MOT 6660 | 2 | Leadership and Management in OT Practice | |
| MOT 6665 | 2 | Technology and Occupation | |
| MOT 6603 | 2 | Scholarly Research in OT Practice | |
| Total | 12 | (On campus week 1, 7, & 14) | |
| Spring II | MOT 6670 | 3 | OT Process in Older Adulthood |
| MOT 6685 | 2 | Therapeutic Modalities and Occupation | |
| MOT 6675 | 2 | Program Development and Advocacy in OT Practice | |
| MOT 6680 | 3 | Level I: OT Process in Rehabilitation and Disability | |
| MOT 6604 | 2 | Research Seminar 3 | |
| Total | 12 | (On campus week 1, 7, & 14) | |
| Summer II | MOT 6691 | 9 | Fieldwork Level II |
| Total | 9 | ||
| Fall III | MOT 6692 | 9 | Fieldwork Level II |
| Total | 9 | ||
| Total Hours Required | 66 | ||
| Elective | MOT 6700 | 1-9 | Special Topics in Occupational Therapy (Optional) |
Curriculum Design
The learning process is iterative, built on experiences and beliefs of the students, and is driven by intrinsic and extrinsic motivators in the learning environment. Knowles’ learning theory outlines six main assumptions (Bouchrika, 2023; Finn, 2022) regarding adult learning theory and guides the teaching and learning philosophy for the SSU MOT program:
- The learner’s self-concept: Students are self-directed, independent, lifelong learners. Experiential learning integrated with reflection and feedback provides opportunities to build confidence along with competence in knowledge and skills.
- The learner’s experience: Students learn from personal experiences. Students in the MOT program possesses diverse life experiences, ranging from place-bound rural Appalachian to urban cultures. While most are developmentally in early adulthood, non-traditional students, including practicing COTA’s, also make up the population of students in SSU’s MOT program. This diversity creates rich opportunities to explore human occupation and learn from each other’s perspectives and beliefs.
- The learner’s readiness to learn: Students are motivated to learn knowledge and skills that are important and applicable. The learning process is affected by readiness to learn, and this factor is acknowledged by offering a variety of learning experiences to facilitate the “just right” challenge in learning activities.
- The learner’s orientation: Students seek immediate application of knowledge and skills. Through assessment of learning styles and preferences, students learn to solve problems through task-oriented and purpose-driven applications.
- The learner’s motivation: Students are motivated by internal and external experiences, and acknowledging such experiences is an important aspect of the learning process.
- The learner’s need to know: Students are motivated by knowing what and why they are learning. Foundational content facilitates learners’ development of essential knowledge and skills that can be applied to all aspects of the learning process. Students are motivated by the iterative process of gaining knowledge, applying new learning to experiences, and reflecting on what is known and what remains to be learned.