Courses

Doctoral Capstone Experience

The doctoral capstone is an in-depth experience designed to facilitate the development of advanced knowledge and skills in a concentrated area for a minimum of 14 weeks (560 hours). This in-depth experience may be in one or more of the following areas: clinical practice, research, scholarship, administration, leadership, program and policy development, advocacy, education, and theory development. Students participate in full-time supervised practice in an agency or institution. The doctoral capstone experience includes initiation and completion of a capstone project.

Emerging Leaders in the Occupational Therapy Profession

This course is designed to introduce occupational therapy students to the concept of leadership in complex and emerging practice environments. The course integrates leadership theory with practice through topical readings, reflection, discussion, and guest presentations. Students will develop a personal leadership philosophy to help guide their future leadership roles.

Emerging Practice Areas in Occupational Therapy

Occupational therapists have always and will continue to respond to the emerging needs of society. This course examines how changes in society and health care influence and expand the provision of occupational therapy services in nontraditional settings- explores the history of emerging practice in the profession and teaches students how to develop theoretically based programs or services for emerging practice opportunities.

Ethics and Analytical Reasoning

Analysis of philosophical issues in occupational therapy with an emphasis on considering ethical dilemmas and sound arguments. Characteristics of analytic philosophy and techniques used in inquiry are explained.

Evidence-Based Practice

Students will evaluate clinical literature and determine the evidence level of a clinical study, appraise the feasibility of applying such concepts in everyday practice, and design a program evaluation of their own practice using evidence-based approach. The course will emphasize the need for evidence based clinical practice and prepare students to obtain the knowledge and skills for future clinical effectiveness studies (e.g., participate in systematic review, data collections, or being a clinical trial coordinator).

Extended New Graduate Student Seminar for International Students

The seminar provides additional orientation and guidance to the school, the university, and the city, explores professional issues, and provides opportunities for students to enhance their writing, discussion, and presentation skills for the American classroom.

Fieldwork II in Occupational Therapy

Supervised full-time practice in various agencies and institutions in the New York area or elsewhere. Students gain and apply knowledge in a practice setting. Students are assigned caseloads that match individual learning needs. Students show initiative and respond appropriately to supervision. Students demonstrate ethical professional behavior. Students should demonstrate entry-level skill with the population to whom they have been assigned. Mandatory attendance is required at one academic seminar, for students affiliating within the New York area, during each student's initial Fieldwork II experience.

Fieldwork II in Occupational Therapy

Supervised fieldwork oriented to the development of skills in occupational therapy evaluation and intervention through observation and practice. Clinical work, seminars, and independent projects.

Foundations of Occupational Therapy

This course orients students to the profession of occupational therapy and its historical and philosophical development. The course examines activities and occupations in the contest in which humans engage and participate in them. Tools of practice, service delivery models, practice settings, and current issues that influence the profession are also examined. Concepts in this foundational course are taught via lecture, discussion, field experiences and lab practica.

Geriatric Evaluation and Intervention

This course provides an overview of occupational therapists’ evaluation and intervention roles, and responsibilities related to working with older people in a variety of settings. Students will examine the influences of physical, social, cognitive, psychological, cultural, and societal functioning on occupational performance. Strategies to address age-related changes will be discussed. The political ramifications of aging are also addressed.

Health Advocacy and Administration

Overview of the health care delivery system and ethical, organizational, economic, and political issues influencing delivery of care which affect occupational therapy practice; includes ethics, advocacy, quality assurance, personnel relations, program development, and management of all aspects of occupational therapy services.

Human Anatomy

Structure and function of the skeletal, muscular, nervous and circulatory systems. The course is given in lecture format and enhanced with models, slides, handouts, and videotapes.

Human Anatomy Laboratory for Occupational Therapy Students

Follows and complements the lecture material presented in the Fall semester. Students dissect human cadavers for the purpose of learning the skeletal, muscular, nervous, and circulatory systems.

Independent Study

It should be noted that independent study requires a minimum of 45 hours of work per point. Independent study cannot be applied to the established professional education sequence in teaching curricula. Each departmental program has established its own maximum credit allowance for independent study. This information may be obtained from a student?s department. Prior to registering for independent study, each student should obtain an Independent Study Approval Form from the adviser.

Introduction to Evidence-Informed Practice

This course introduces students to principles of evidence-based practice (EBP). Students learn to evaluate clinical literature, determine the evidence level of a clinical study, appraise study feasibility, and apply EBP concepts in everyday practice. The course emphasizes the need for evidence-based clinical practice and prepares students to obtain the knowledge and skills for future clinical effectiveness studies (e.g., participate in systematic review, data collection, or compile an evidence-based treatment guideline).

Introduction to Professional Portfolio

This is the first in a four-course sequence in which students create, assess and refine their portfolios. Portfolios are web-based and include performance observations, case studies, peer ratings, specialty certification, documentation of professional activities, publications, and presentation summaries. At the end of the program, students present their portfolio to a panel of faculty members. The portfolio must document how the student integrated knowledge and skills learned in the curriculum to his or her specialty practice area.

Kinesiology

Students are introduced to the principles of biomechanics, joint kinematics, and muscle function, to enhance their understanding of normal human motion. Experiential lab sessions provide illustrations of these concepts as well as the opportunity to develop skill in assessing joint range of motion, muscle strength, and movement patterns.

Leadership in Occupational Therapy

This course explores occupational therapy leadership in complex and diverse health care environments and integrates leadership theory with practice through topical readings,discussion, and guest presentations. Leadership theory, leadership competencies and the identification of emerging leadership opportunities and the development of a personal leadership philosophy and skills will be emphasized throughout the course.

Level I Fieldwork: Experience 1 and 2

This fieldwork course is designed to integrate academic learning with clinical practice. Students are assigned to two clinical placements during the course of the semester. The first assignment is for 8 consecutive Mondays and the second is for 8 consecutive days. Weekly seminars focus on discussing students’ experiences as well as clinical, ethical, and professional issues; and practicing clinical skills, problem solving, and documentation.

Level I Fieldwork: Experience 3

Fieldwork I in the spring semester as a continuation of Fieldwork I in the fall semester. Students integrate academic learning with clinical practice.