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OTD Curriculum


Curriculum Structure:

Summer Year 1 (4 credits) Fall Year 1 (6 credits) Spring Year 1 (6 credits)
  • Visionary Leadership in Practice and Education (2 credits)
  • Using Data to Inform Practice I (2 credits)
  • Applying Evidence to Practice (3 credits)
  • Using Date to Inform Practice (2 credits)
  • Doctoral Project I (1 credit)
  • Critical Analysis of Occupational Therapy Practice (3 credits)
  • Designing Effective Programs (2 credits)
  • Doctoral Project II (1 credit)
Summer Year 2 (4 credits) Fall Year 2 (6 credits) Spring Year 2 (6 credits)
  • Measuring Program Outcomes (2 credits)
  • Roles and Practices of Inspired Leadership (1 credit)
  • Doctoral Project III (1 credit)
  • Instructional Learning Theory (2 credits)
  • Public Health Policy & Grant Writing (2 credits)
  • Doctoral Project IV (2 credits)
  • Best Practice in Instructional Methods (3 credits)
  • Transformational and Ethical Leadership (1 credit)
  • Doctoral Project Capstone (2 credits)

OTD Course Descriptions:

 

OCCT 900: Visionary Leadership in Practice and Education (2 cr)

This course overviews the curriculum philosophy and structure of the OTD program including the dynamic synergies between research and the scholarships of education, practice and servant leadership. Expectations for practice-based products and the processes of on-line teaching/learning employed in the curriculum are introduced during on-campus visit.

OCCT 906: Using Data to Inform Practice - I (2 cr)

This course emphasizes the relationship between occupational therapy interventions and therapy outcomes and develops the students' skill sets for defining researchable practice-based questions and identifying current, relevant research literature, clinical protocols, practice guidelines, and occupation-centered measures. It builds proficiencies in database search techniques and in determining the quality of published research to guide practice decisions.

OCCT908: Applying Evidence to Practice (3 cr)

This course provides directed practice in framing questions related to practice decisions and efficiently reading and appraising relevant research literature that provides answers to these questions. Processes for applying knowledge to gather outcomes from one's own current practice are investigated. Students generate a Critically Appraised Topic project that addresses a critical question in their practice setting.

OCCT 907: Using Data to Inform Practice - II (2 cr)

This course examines current evidence about the importance and validity of measuring occupational performance and performance environments. Surveys a variety of measurement tools that evaluate occupational performance and performance contexts, guides best practice, and which can be used to document the effectiveness of practice.

OCCT 909: Critical Analysis of Occupational Therapy Practice (3 cr)

This course leads students through an examination of seminal papers, current issues and controversies in occupational science (work, play, leisure, rest, occupation, participation, and contexts for occupation) and critiques of occupation-based theoretical and practice models and research strategies. Students will understand how practice knowledge has evolved in occupational therapy related to internal dialogue and external influences and discuss the application of current perspectives to their practice. Practical scholarship project applies knowledge to a select case study from the students' current work environment.

OCCT 910: Designing Effective Programs (2)

In this course, students critically examine and discuss models and processes to systematically plan and evaluate intervention programs. Students develop skills in needs assessment, program planning, and evaluation by reading and discussing literature in the field, working individually and in small groups. Students apply program development principles and methods to explore, envision, and propose creative models of OT services in existing or emerging practice settings including marketing, and budgeting strategies necessary to implement programs that promote participation and performance of the populations served.

OCCT 911: Measuring Program Outcomes (2 cr)

This course is designed to develop students' conceptual understanding of outcomes measurement frameworks that supports best practice and a practice scholarship. Strategies for assessing the psychometric properties and clinical utility of a variety of outcomes measures are reviewed. Students generate a comprehensive plan for measuring program outcomes that supports evidence-based practice related decisions and improvements at a selected practice setting.

OCCT 912: Roles and Practices of Inspired Leadership (1 cr)

This course directs students to consider inspired leadership within occupational therapy and to apply it to their future direction and professional development Class members and key individuals will provide input for reflection and refinement of one's leadership plan

OCCT 913: Instructional Learning Theory (2 cr)

This course explores the fundamentals of instructional design, including principles of learning theory, and instructional strategies (pedagogy and andragogy) that are relevant to instructional design. The instructional design theories that are introduced are equally applicable to education, clinical training, and learning in general. Blending these theories, along with empirical research data, students design instructional materials that address their target population's learning strengths, and help their learners master the material.

OCCT 914: Public Health Policy and Grant Writing (2 cr)

In this course students analyze current US health care and educational public policy and the impact on the delivery of occupational therapy services and in particular, the impact on persons with disabilities (PWD). Students explore public policy formation that supports the rights of all individuals to engage in occupations and fully participate in home and community life as well as processes for advocating for change. Grant writing is introduced, as well as the process of locating and securing grants.

OCCT 915: Best Practices in Instructional Methods (3)

This course examines best instructional practices (face-to-face and on-line), as identified in the literature and in study of exemplary schools. It also includes examination of instructional models, technology, organizational paradigms, interaction schemes, processes and assessments. Students apply an instructional design method and model to design an instructional unit.

OCCT 916: Transformational and Ethical Leadership (1 cr)

Students explore and apply advanced theories of advocacy and ethics in healthcare in relation to current and future practice settings and develop advanced skills in advocacy and engaged citizenry. Students apply ethical practices to leading change, improving quality, and resolving conflicts related to occupational injustices. Local, national, and global health issues will be examined through an occupational justice framework in the context of social, cultural, genetic, economic, gender, and health-system influences on health and health policy. Through development of a collaborative project and presentation, the student integrates learning into the leadership journey of advocating for justice, transformation and change.

OCCT 901-905: Doctoral Project I - IV and Doctoral Project Capstone (7 cr)

Beginning in the fall of the 1st year, students register for one credit of the Doctoral Project for 3 consecutive semesters. In the final 2 semesters of the program, students register for 2 credits each semester. In this sequence of courses, participants integrate knowledge and skills developed in this program and work closely with their faculty advisor, external advisor, and peer mentoring group to develop a practice scholar project that can be implemented within their current practice site, their specialty area, or within the community. This set of courses guides students through the process of designing and implementing their Capstone Project.

Revisions to courses and curricula are ongoing.

 


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