Changes in our healthcare delivery system are creating a growing demand for health professionals with skills in collaboration and teamwork. This course will describe the roles and responsibilities of the various healthcare disciplines. It will also provide students, from different health professions, the opportunity to interact with one another as well as simulated patients. This collaboration will promote communication using a team-based approach to the maintenance of health and management of disease.

Credits: 1

This is the first in a series of three courses in which the student will acquire the understanding and values of becoming a professional, embracing the ethics and standards of occupational therapy, and realizing OT’s scope of practice in this state and nationally. Attendance at the Illinois OT Association annual conference and the development of each student’s individualized learning plan is also included as a part of this course.

Credits: 2

The interrelationships between structural design and functional capabilities of the human body for use in the enactment of occupational performance will be provided in this course. Principles from anatomy, neuromotor control, and kinesiology principles will be highlighted in relation to their influence on daily task performance and purposeful activities.

Credits: 3

This lab course emphasizes the mastery of basic movement skills often used in occupational therapy practice. The assessment of joint range of motion and muscle strength, and the acquisition of certain movement skills, such as transfers and basic neurorehabilitation techniques, will be highlighted.

Credits: 1

This course provides students with an essential knowledge base of neuroscience for understanding the ways in which the principal structural components, corresponding functions of the nervous system, and neurological dysfunction impact human occupation. Specific emphasis will be placed on the integrated influences of the autonomic nervous system, sensory processing, motor control, emotion and behavior control, and cognitive and executive functions on occupational performance.

Credits: 3

This course provides content foundational to understanding and applying current research that affects practice and the provision of occupational therapy services. The importance of research, analysis of current professional literature, understanding and interpreting basic research methodologies / designs will be highlighted. Choosing an area of research focus, developing appropriate questions, and beginning the literature review will be emphasized.

Credits: 3

Self-directed learning is emphasized in the development of beginning research skills for small group research projects. The development of a research proposal, including the introduction, research questions, research design, and anticipated outcomes will provide the foundation for writing the proposal for submission to the institutional review board in the subsequent quarter.

Credits: 2

This course provides students with a thorough foundation for understanding the complex nature of occupation and its contribution to the creation of one’s identity and roles, both personal and societal. Occupational science, meaningful activity, and the essential historical tenets of occupational therapy are emphasized using current and historical research and literature.

Credits: 3

This course provides the learner with philosophical assumptions, theories, models of practice and frames of reference that are central to occupation-focused therapy. Using the work of OT scholars, including the Slagle lecturers, students will actively engage in reading, discussion, composition, and application of OT theories to one’s life and emerging practice as an occupational therapist.

Credits: 3

This course addresses an approach to conceptualizing the different types of human conditions that often precipitate the need for occupational therapy services. Developmental, medical, neurological, orthopedic, and psychiatric categories of conditions will be explored with emphasis placed on the conceptual considerations which guide the identification and evaluation process given a client’s occupational needs.

Credits: 3

This course underscores the importance of the occupational therapy process for enacting the practice of OT. Students will acquire an in-depth understanding of the OT Intervention Process Model and the OT Practice Framework upon which to build future occupational therapy practice.

Credits: 3

This course emphasizes the application of occupational therapy models of practice for the implementation of the OT process. Goal writing, documentation, assessments, and intervention approaches will be highlighted for practice with infants, children and adolescents. Critical reasoning, prioritization of developmental considerations, family systems, and occupation-based practice will be stressed.

Credits: 4

This course emphasizes the application of occupational therapy models of practice for assessment and intervention of adults of all ages. Goal writing, documentation, assessments, and intervention planning will be highlighted for practice with adults who have occupational dysfunction. Critical reasoning, issues of health and disability, adult roles, and occupation-based practice will be stressed.

Credits: 4

This course emphasizes the application of occupational therapy models of practice for assessment and intervention of adults of all ages who have psychosocial dysfunction. Goal writing, documentation, assessments, and intervention planning will be highlighted for practice with adults who have occupational dysfunction. Critical reasoning, management of mental illness, and occupation-based practice will be highlighted.

Credits: 4

This course provides students with an in-depth inquiry into the intentional relationship and the essential dimensions of utilizing communication therapeutically. The intentional relationship, therapeutic use of self, and the critical skills of interviewing, actively listening and responding to others will be emphasized for developing the occupational profile and serving clients across the lifespan. The learner will develop self-awareness and empathy to support the use of oneself as an artful, skillful professional. Interviewing, narrative, therapeutic relationship-building, and the creation of the occupational profile for practice are highlighted.

Credits: 3

This course emphasizes the development of the unique analytic skills occupational therapists bring to practice in task and activity analyses for designing and implementing occupations for their clients. The use of everyday activities, varied media, and the ability to up- and down-grade purposeful daily life occupations will be highlighted.

Credits: 3

Having written their research project and gathered supporting documentation, students finalize their research project development in this course by completing and submitting their IRB Form A and supporting documents to the University Office of Research and Sponsored Programs for approval prior to implementing their study.

Credits: 1

Self-directed learning builds upon work completed in prerequisite research courses to implement student research studies and data collection. Institutional review board approval initiates the processes of subject recruitment, data collection efforts, and the initial analysis of results.

Credits: 3

Results from the previous research coursework are subjected to descriptive or statistical analysis and integrated with current literature in occupational therapy. Completed projects are presented in poster format for peer review.

Credits: 3

This seminar examines the biomechanical design and modification of equipment, machines, furniture, and tools one uses in daily life for the best person-environment fit. It emphasizes the importance of appropriate, safe, and efficient designs for environmental factors to prevent or reduce musculoskeletal strain or disorders.

Credits: 2

This course is the first of three courses focused on program development within occupational therapy practice. As a first essential step, identifying and assessing the need for a specific program within an existing or emerging area of practice provides the foundation upon which new and innovative programs may be constructed. Select approaches and methods will be provided for students to learn and integrate into their program development coursework which follows.

Credits: 3

This course introduces the student to Level II clinical education including its goals and objectives, the types of educational experiences provided and the expectations for student participation. Students will focus on their professional behaviors and their responsibilities in relation to supervisory and client-therapist relationships in the clinical setting.

Credits: 1

This rotation is comprised of supervised field experience with clients and/or client groups who exhibit a variety of medical, developmental, or psychosocial conditions. This rotation emphasizes the development of disciplined, higher-level critical reasoning skills necessary to plan and provide occupation-based and occupation-focused services.

Credits: 12

The purpose of this seminar is to prepare occupational therapy students to provide effective school-based services. This course will emphasize student-centered services, problem solving models, team collaboration, and evidence-based intervention strategies. In addition, students will develop an understanding for school legislation at the federal, state, and local levels and understand how policy influences OT service delivery in schools.

Credits: 2

This is the first of two Fieldwork Level I courses in which students engage with individuals across the life span in school, clinic, home, or community settings. Students participate in experiential opportunities focused on the psychological, social, and cultural factors that influence occupational engagement. The FW Level I experiences merge with didactic content in the concurrent OT Practice courses during the quarter.

Credits: 1.5

This is the second of two Fieldwork Level I courses in which students engage with individuals across the life span in school, clinic, home, or community settings. Students participate in experiential opportunities focused on the psychological, social, and cultural factors that influence occupational engagement. The FW Level I experiences merge with didactic content in the concurrent OT Practice courses during the quarter.

Credits: 1.5

This course focuses on the application and synthesis of OT practice with infants, children, and adolescents across varied practice settings. Case-based and authentic methods are used to enhance students’ evaluation and intervention skills for practice. This course is offered in both the summer and fall quarters and is held concurrently with Fieldwork Level I experiences.

Credits: 4

This course focuses on the application and synthesis of OT practice with adults and seniors across varied practice settings. Case-based and authentic methods are used to enhance students’ evaluation and intervention skills for practice. This course is offered in both the summer and fall quarters and is held concurrently with Fieldwork Level I experiences.

Credits: 4

This course focuses on the application and synthesis of OT practice with persons who have psychosocial dysfunction or mental illness across varied practice settings. Case-based and authentic methods are used to enhance student evaluation and intervention skills for practice.

Credits: 4

This course emphasizes the importance and value of personal and complex or instrumental activities of daily living across the lifespan. Selected assessment procedures, intervention techniques, and field experiences are offered as learning opportunities. The importance of occupations within one’s daily habits and routines, and the use of adaptive equipment, the application of seating and positioning, and community access and mobility are included.

Credits: 3

This course focuses on the ways in which groups are used in occupational therapy practice across different settings and with a variety of client populations. This lab course emphasizes the theoretical approach, design, and implementation of groups while highlighting issues related to the phases of group development, establishing cohesion, managing conflict, and the application of interpersonal and therapeutic skills in group contexts.

Credits: 3

This course provides students with a deeper understanding of evidence-based occupational therapy intervention for people with chronic, permanent, or progressive conditions. Functional cognition and neuromotor approaches will be highlighted. Students will further develop their practice and clinical reasoning skills to support effective application of restorative, compensatory, and adaptative approaches to improving client occupational performance and participation.

Credits: 3

This course explores and applies the processes and practices of education in professional and academic settings for occupational therapy. Background, evidence bases, and approaches to self-management, health, and wellness from an occupational therapy perspective will be utilized to address an individuals’ needs across the lifespan. The theoretical foundations of teaching and learning and the educational roles of occupational therapists will be highlighted. Students will apply course concepts to the development of their individual model of teaching and learning and the ways in which occupational therapists collaborate, consult, and educate others in their practice settings.

Credits: 3

This course highlights occupation-focused and occupation-based approaches to occupational therapy intervention for enhancing upper extremity function impacted by certain orthopedic and neurologic conditions. The inclusion of preparatory interventions, such as the design and application of orthotic devices and physical agent modalities, are included in this course.

Credits: 4

This seminar focuses on advanced evaluation and intervention strategies for the remediation of physical limitations that are primarily musculoskeletal in nature. Emphasis is placed on the process of orthotic fabrication in the context of occupation-based intervention. Various mechanisms and methods of mobilization of tissues will be introduced and practiced on specific client cases.

Credits: 2

This course will analyze contemporary concepts, issues, and legislation surrounding disability.  The course will review key definitions of disability within the context of significant models and various methodological approaches.  Emphasis will be placed on the public policy issues that shape them.

Credits: 2

This seminar focuses on the application of the theory of sensory integration as well as the current evidence and research on the neurobehavioral foundations of sensory processing. The evaluation and intervention processes for individuals with sensory processing dysfunction will be highlighted.

Credits: 2

This is the second of three courses in which the student will deepen their understanding of being an occupational therapy professional. This course is positioned between the Level II Fieldwork rotations to afford students an opportunity to explore issues of leadership, ethical dilemmas, and professional responsibility. Attendance at the national AOTA annual conference may also be included as a part of this course.

Credits: 2

This is the third of three courses in which the student explores issues related to professionalism and becoming part of a “doctoring profession”. This course is positioned after the completion of the doctoral internship in the last quarter of the program. Students will construct goals and plans for continued professional development and prepare for obtaining positions as occupational therapy professionals.

Credits: 2

This course will prepare students to use and apply knowledge from their research projects and other current occupational therapy sources for translation to clinical practice and upcoming Capstone projects. Students will read current and relevant literature and apply knowledge to contextual scenarios.

Credits: 2

This course prepares the student to write and publish professional and scientific papers. The course covers the preparation of manuscripts, style and format, citation methods, peer review processes, and the ethics of professional writing.

Credits: 2

This seminar will provide a comprehensive exploration of recovery and disability as issues of occupational and health justice. Coursework will provide opportunities to discuss and critique the psychosocial effects and occupational impact of systematized castes, normativity, oppression, "isms" and other discriminatory attitudes or beliefs in current society.

Credits: 2

This is the third course in a series of three courses on program development. As an essential and often overlooked step, evaluating the strengths and implications of a newly developed program from the perspectives of the consumers, organization, and other parties validates the efficacy of the program for intended recipients of the program. Select approaches will be provided for students to learn and integrate program evaluation methods and apply them to group projects.

Credits: 2

This seminar is an application of the occupational therapy process with adults with intellectual and developmental disabilities. Resources of evidence-based and research literature, as well as the role of occupational therapy with underserved populations, will be highlighted.

Credits: 2

This course is the second of two courses designed to prepare the student for Level II clinical practice and further prepares the student the attitudes required for the therapeutic process. Focus will be placed on professional behaviors and attitudes that impact the clinical experience and their future professional careers.

Credits: 1

This is the second of three courses related to program development within occupational therapy practice. Students work in small groups to develop a realistic model for service provision within an agency or organization, private clinic, or community setting. Emerging and non-traditional areas of practice are emphasized.

Credits: 3

This rotation is comprised of supervised field experience with clients and/or client groups who exhibit a variety of medical, developmental, or psychosocial conditions. This rotation emphasizes the development of disciplined, higher-level critical reasoning skills necessary to plan and provide occupation-based and occupation-focused services. Students are supervised by registered occupational therapists with a minimum of one year of experience.

Credits: 12

This seminar will utilize current evidence and research to explore occupational therapy practice with older adults. The course will also include an application of the OT process with older adults, especially those at risk for or who have dementia. The factors which impede successful engagement in occupation for older adults, as well as opportunities to grade and adapt the environment, activities, and occupations, will be emphasized.

Credits: 2

This course provides students with the foundational knowledge and skills to assume administrative or management roles and responsibilities. The topics of strategic planning, business plans, legal and reimbursement issues, departmental budgeting, inventory management, supervision and personnel management are covered. Links to leadership are addressed.

Credits: 2

This course examines the evidence bases for leadership roles and responsibilities in occupational therapy. The values, approaches, and importance of guiding change based on strong vision and mission are highlighted. Advocacy is emphasized as part of occupational therapy leadership.

Credits: 2

This seminar will take a critical look at the historical, political, medical, sociocultural and economic forces that shape occupational therapy's attitudes, policies and research around disability. Students will review seminal writings on disability rights, theory, power and ideology, and explore more contemporary and cultural writings from the disability community directly.

Credits: 2

This internship is divided between two quarters to ensure that each student completes 14 full weeks of off-campus doctoral rotation in an organization or facility in which they are creating and implementing their Capstone projects. While largely independent work is required, each student receives individual supervision and guidance from both a faculty member as well as on-site mentor.

Credits: 8

This course is the second of two courses for the Doctoral Internship, or 14 weeks of off-campus doctoral rotation. Independent but mentored work on the part of the student is an essential component of this course.

Credits: 6

This course will focus on the conceptualization and initial development of the student’s scholarship or Capstone project proposal. Each student will construct a proposed plan for their work and determine the site(s) for receipt of their project. A timetable for each step of the project will also be articulated. Students will present an oral defense of their proposed Capstone projects for implementation during the Doctoral Internship.

Credits: 2

The purpose of this course is to provide the student with the time and individualized guidance needed to refine their Capstone project, including the goals, methods, supports, and to anticipate and prevent potential constraints prior to initiation of the Doctoral Internship.

Credits: 2

This course emphasizes the completion of each student’s Capstone project. Each student will be required to defend their project, prepare their project for final dissemination, including publication and presentation, and ensure that, as appropriate, the project is implemented at the collaborating site(s) after the Doctoral Internship rotation.

Credits: 2

This course focuses on contemporary issues in various areas of practice at the state, regional, national, and international levels. Opportunities for professional responsibility and action will be highlighted.

Credits: 1

This course is placed after successful completion of all didactic, Fieldwork, and Internship courses. This course provides the student with resources and a validated approach to studying and developing the skills and confidence necessary to prepare for taking the National Board for Certification in Occupational Therapy examination post-graduation.

Credits: 2