Student learning outcomes

The Department’s commitment to outstanding student learning is reflected in its student learning outcomes.

Upon completion of the EL-OTD program: 

  1. Meet foundational requirements: As part of a broad foundation in liberal arts and sciences, including biological, physical, social and behavioral sciences, to meet the needs of individuals and communities, students will be able to employ logical thinking, critical analysis, clinical reasoning and problem-solving to demonstrate oral and written communication skills, innovative use of computer technology, knowledge of human structure and function, awareness of social development and apply the use of statistics to interpret tests and measurements. (Objectives B.1.1-B.1.11 in ACOTE Standards)
  2. Basic tenets of occupational therapy: Students will be able to explain the meaning and impact of occupation in meeting society’s current and future occupational needs, including articulating the historical and philosophical base of the profession, its role as a central construct in OT theory development, its relationship to the promotion of health and wellness and prevention of disease and disability. Recognizing the importance of activity analysis in the process of formulating intervention plans will be an emphasis for student learning. (Objectives B.2.1-B.2.11 in ACOTE Standards)
  3. OT theories, models and frames of reference: Students will be able to describe, integrate and apply a variety of occupational therapy theories, models of practice and frames of reference in evaluation and intervention and will articulate the process of theory development and its desired impact and influence on the individual and society. Students will be able to discuss how practice influences and is influenced by history, theory and sociopolitical climate. Occupational therapy theories and models covered in the curriculum will include but not be limited to: the model of human occupation, sensory integration, biomechanical and rehabilitation models, motor control and movement recovery models. (Objectives B.3.1-B.3.6 in ACOTE Standards)
  4. OT screening, evaluation and referral: To analyze, synthesize, evaluate and diagnose problems related to occupational performance and participation, students will be able to use evidence-based reasoning to select appropriate tools, both standardized and non-standardized; analyze psychometric properties of assessment tools; evaluate occupational performance across all areas of occupation; distinguish between roles of occupational therapists and occupational therapy assistants; make appropriate client referrals; interpret test results; and document services to assure accountability, reimbursement and need for services. (Objectives B.4.1-B.4.11 in ACOTE Standards)
  5. Intervention planning: In accordance with the Occupational Therapy Practice Framework, students will learn to develop occupation-based intervention plans and strategies from the level of individual to population-based interventions in traditional and emerging practice environments. Intervention planning will be based on appropriate theoretical approaches, information acquired via occupational profiles, evaluation of client factors — body function and structure strengths/weaknesses, performance patterns, contextual issues, activity demands, and performance skills. Students will be able to choose appropriate therapeutic activities, learn the value of therapeutic use of self, modify environments, incorporate assistive technologies, fabricate needed orthotics and train clients in areas of mobility and transfer, feeding and eating, and activities of daily living. Students will educate clients as needed and safely use superficial thermal and mechanical modalities as preparatory measures to improving occupational performance. (Objectives B.5.1-B.5.28 in ACOTE Standards)
  6. Context of service delivery: Students will demonstrate knowledge of the variety of contexts that affect and are affected by occupational therapy service delivery. They will be able to compare and contrast differences in service delivery systems, including health care, education, community and social systems. They will be able to discuss the impact of socioeconomic and political influences on occupational therapy and advocate for changes in policies and systems to address society’s occupational needs. They will integrate national and international resources in education, research, practice and policy development. (Objectives B.6.1-B.6.6 in ACOTE Standards)
  7. Leadership and management: Students will be able to identify and evaluate how contextual factors affect service delivery and management of services; awareness of how federal and state laws guide service delivery; understanding of the requirements for licensing and certification, documentation and reimbursement; and the essential nature of competency-based procedures for legal and ethical supervision of occupational therapy personnel, non-occupational therapy personnel and fieldwork students. Students will demonstrate the ability to design and write program development plans for the provision of occupational therapy services to individuals and populations. (Objectives B.7.1-B.7.12 in ACOTE Standards)
  8. Scholarship:  Students will be able to articulate the importance of knowledge development for the profession; locate, critique and interpret research evidence; apply research literature to make evidence-based practice decisions; use and interpret basic descriptive, correlational and inferential quantitative statistics and code; analyze and synthesize qualitative data; and demonstrate an understanding of the grant process. Students will complete a culminating project that involves the design of a scholarly proposal, implementation and documentation of the study. (Objectives B.8.1-B.8.10 in ACOTE Standards)
  9. Professional ethics, values and responsibilities: Students will be able to demonstrate knowledge and understanding of the American OT Association Code of Ethics and Ethics Standards and AOTA Standards of Practice; the importance of membership in professional organizations; the value of supporting and educating other professions about OT; identification and development of strategies for ongoing professional development; responsibilities related to liability; conflict resolution; contractual service provision; and ethical supervision. Students will discuss and justify the varied roles of occupational therapists, including program and policy development, advocate, administrator and leader. (Objectives B.9.1-B.9.13 in ACOTE Standards)
  10. Fieldwork: Through a carefully coordinated process of fieldwork, students will be able to apply concepts learned in the classroom to practice settings under careful supervision of trained and qualified occupational therapy practitioners. Gradation of time spent, responsibilities and expectations placed on students will be provided through assignment, first to fieldwork level I and then to fieldwork level II experiences across a wide range of settings and practice areas. (Objectives C.1.1-C.1.19 in ACOTE Standards)
  11. Doctoral experiential component: Through completion of a professional portfolio, a doctoral experiential component, and evaluation and dissemination, students will demonstrate leadership and advanced skills in one or more of the following areas: clinical practice, administration, research, program or policy development, advocacy, education or theory development. Upon completion of all course work, fieldwork and doctoral experiential requirements, students will be prepared to take the National Board for Certification in Occupational Therapy examination, thereby qualifying them for state licensure and practice of occupational therapy at the entry level. (Objectives C.2.1-2.5 in ACOTE Standards)

Fieldwork: Through a carefully coordinated process of fieldwork, students will be able to apply concepts learned in the classroom to practice settings under careful supervision of trained and qualified occupational therapy practitioners. Gradation of time spent, responsibilities and expectations placed on students will be provided through assignment, first to fieldwork level 1 and then to fieldwork level 2 experiences across a wide range of settings and practice areas. Upon completion of all fieldwork requirements, students will be prepared to take the National Board for Certification in Occupational Therapy examination, thereby qualifying them for state licensure and practice of occupational therapy at the entry level. (Objectives B.10.1-B.1.22 in ACOTE Standards)