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 | 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 6650 | 4 | Evaluation and Intervention – Early Childhood & Adolescence |
| MOT 6651 | 4 | Evaluation and Intervention – Early and Middle Adulthood | |
| MOT 6652 | 1 | Evaluation and Intervention - Older Adults I | |
| MOT 6670 | 3 | Leadership and Advocacy* | |
| MOT 6603 | 1 | Research Seminar 2* | |
| Total | 13 | ||
| Spring II | MOT 6600 | 2 | Orthotics |
| MOT 6653 | 3 | Evaluation and Intervention – Older Adults II | |
| MOT 6671 | 3 | Program Development | |
| MOT 6680 | 3 | Evidence-Based Practice | |
| MOT 6690 | 3 | OT Practice Capstone | |
| MOT 6604 | 1 | Research Seminar 3* | |
| Total | 15 | ||
| 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 | |
| * Denotes core course | |||
Curriculum 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.