Nancy Lowenstein, MS, OTR/L, BCPR

Nancy Lowenstein, MS, OTR/L, BCPR

Nancy Lowenstein
Clinical Associate Professor, Department of Occupational Therapy
Director, Behavior and Health Program
635 Commonwealth Ave, SAR-505
(617) 358-1064
MS in Occupational Therapy, Boston University, 1987.
MA in Art Therapy, University of Louisville, 1977.
BA in Psychology, Washington University, 1975.
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Scholarly, Research, and/or Practice Interests

Prof Lowenstein teaches in the entry-level Masters of Science in Occupational Therapy (MSOT) program as a clinical professor. She continues clinical practice at the Mount Auburn Hospital Multiple Sclerosis Care Center in Cambridge, Massachusetts, and private practice in home care. Prof Lowenstein is actively involved with the National Multiple Sclerosis Society’s New England Chapter, serving on three Advisory Boards and leading multiple programs for consumers and professionals. In 2005, she was inducted into the National MS Society Volunteer Hall of Fame. She is the author of Fatigue Management in Multiple Sclerosis, and coauthor of Adult Case Studies through the Health Care Continuum: A workbook for the occupational therapy student. Prof Lowenstein has contributed chapters to numerous other texts. In addition, she is certified by American Occupational Therapy Association (AOTA) as a Physical Rehabilitation Specialist (BCPR). Prof Lowenstein serves as the Vice-Chair of the Allied Health Licensing Board for the Commonwealth of Massachusetts.

Courses Taught

BS in Behavior and Health (BSBH)

Practical experience in a health or social service related setting related to the student's specialization area. Includes participation in weekly seminar. (Credits: 4)

Advisor for Bachelor of Science in Behavior and Health

Entry-level MS in Occupational Therapy courses (please note that BU is transitioning to the Entry-level OTD program)

Health management for older adults is a major issue in contemporary society. Policy, economics, organizational structure, and clinical care are intermingled in responding on societal, institutional, and clinical levels. This course will challenge the inquisitive and creative student to approach the health of the older adult by addressing these complex issues. It will focus on effective outcomes and understanding the range of roles professionals may adopt. It will provide the knowledge base and skill set necessary for interdisciplinary professional practice. Students and faculty from various disciplines and universities will utilize a case study approach as the primary teaching model. (Credits: 2)

This graduate course in occupational therapy is the first integrative seminar in a 4-seminar sequence designed to enhance clinical reasoning processes by integrating knowledge from previous educational and work experiences with current courses and weekly fieldwork experiences. Using problem-based case scenarios, class discussion, classroom activities, fieldwork experiences and reflective journaling this seminar focuses on learning the foundations for professional socialization, group processes, therapeutic relationships, ethical practice and other professional issues for working with persons and populations of all ages with a variety of needs for occupational therapy services. Self-directed, collaborative learning and class participation are essential aspects of this seminar. (Credits: 2)

This is the third course in a sequence designed to develop clinical reasoning by integrating course-related knowledge with weekly fieldwork experiences. The course uses problem-based case scenarios and fieldwork experiences to practice reasoning about evaluation and intervention for person of all ages with a variety of disabling conditions. Students apply client-centered, occupation and evidence-based practice concepts to their evaluation and intervention plans. (Credits: 4)

This course will introduce students to the Occupational Therapy Practice Framework: Domain & Process (OTPF) 3nd edition (AOTA, 2014), an official document for the profession. Through lecture and participatory activities, students will investigate aspects of the domain of occupational therapy and "achieving health, well-being, and participation in life through engagement in occupation" (AOTA, pg. S4). Employing logical thinking, critical analysis, problem solving, and creativity students will learn how to analyze and adapt occupations and activities. Students will be able to explain the meaning and dynamics of occupation and activity, including the interaction of areas of occupation, performance skills, performance patterns, activity demands, context(s), and client factors. Through community service projects, students will articulate to clients and the general public the distinct value of occupation to support participation. Using small team presentations, students will gain an understanding of the importance of the historical and philosophical base of occupational therapy. (Credits: 4)

This course is designed to introduce students to the Occupational Therapy process as described in the OT Practice Frameworks II. The course is organized around the "Paired Cooperative Learning" (PCL) experience. This is a collaborative student relationship designed to provide a practical context for developing skills in evaluation, planning, implementing, and documenting client-centered, occupation and evidence-based occupational therapy assessment and intervention. Students will learn to apply theory to the OT Process in developing and implementing intervention. Professional topics related to therapeutic use of self, interviewing, clinical reasoning, use of theory to guide practice, professional development and wellness-oriented practice are addressed. Course principles are applied to all areas of OT practice. (Credits: 4)

This course provides a lecture and laboratory-based introduction on the use of assistive technologies and related issues, such as funding and legislation. Since the area of assistive technology is a rapidly changing and dynamic one, this course is designed to provide a basic understanding of various types of technologies, user populations, and environments. It is also designed to provide informational resources for students to access later in clinical experiences. (Credits: 2)

This graduate course in occupational therapy is designed to be taken concurrently with two other complementary courses: OT 565 (Skills for Occupation Based Practice 2) and OT 586( Professional Service Management). This component of the course sequence focuses on knowledge and resources needed for effective clinical reasoning about occupation-based evaluation and intervention for the Biomechanical and Neurorehabilitation theoretical perspectives. Topics covered included diagnostic conditions and disorders, theoretical perspectives, research evidence, and practice contexts/environments. Content is applied to individuals living with chronic conditions who are most likely to benefit from remediation interventions to enable performance of meaningful occupations, e.g., ADLs/IADLs, work, education, play, leisure, rest and sleep, and social participation. Classes will consist primarily of lectures, group discussions, audiovisual presentations, and case study discussions. Considerable self-directed learning is expected. (Credits: 2)

Advanced study in a selected area of occupational therapy theory or practice. Specific topic announced in the semester offered. Seminar and/or supervised laboratory study as appropriate to the particular topic. (Credits: Var)


  • Lowenstein, N. & Halloran, T.  (2015). Case studies through the health care continuum: A workbook for the occupational therapy student (2nd ed.).  Thorofare, NJ: Slack, Inc.
  • Lowenstein, N. (2011). WALKA ZE ZMĘCZENIEM W STWARDNIENIU ROZSIANYM: Jak zmienić przyzwyczajenia, by mi więcej energii? [Managing Fatigue in Multiple Sclerosis: practical ways to create new habits and increase your energy] Warsaw, Poland: Polskie Towarzystwo Stwardnienia Rozsianego.
  • Lowenstein, N (2009). Managing Fatigue in Multiple Sclerosis.  New York: Demos Press.
  • Lowenstein, N. (2008) A self-management approach to Parkinson’s Disease. OT Practice, 14;9, 14-16.
  • Lowenstein, N. (2008). Progressive neurological disorders in Romano. In J, Lowenstein, A, Foord-May, L (Eds), Teaching strategies for health education and health promotion. Jossey Bass Publishers.
  • Lowenstein, N. (2008). Interactive teaching with groups in Romano. In J, Lowenstein, A, Foord-May, L (Eds), Teaching strategies for health education and health promotion. Jossey Bass Publishers.
  • Lowenstein, N., Tickle-Degnen, L. (2008). Developing an occupational therapy home program for patients with Parkinson’s disease. In Trail, M, Protas, E., Lai, E. (Eds), Neurorehabilitation in Parkinson’s Disease: An evidence based treatment model. Thorofare, NJ: Slack, Inc.
  • Lowenstein, N. (2008). Introduction: Health management of older adults and disciplinary working relationships: Section C: Teaching interdisciplinary teamwork. In satin, D (Ed), Health management for older adults: Developing an interdisciplinary approach. New York:  Oxford University Press.
  • Buchwald, L, Lowenstein, N., Leahy, K., Nutile, S., Pisani, A. (2008). Functioning interdisciplinary teams: The Mount Auburn Hospital Multiple Sclerosis Comprehensive Care Center.  In Satin, D (Ed), Health management for older adults: Developing an interdisciplinary approach. New York: Oxford University Press.

Grant Participation

Boston University’s Technology Grant: Development of Instructional Materials on clinical characteristics of health conditions encountered in occupational therapy practice.

Role: Occupational Therapist on Intervention Team (2003 – 2006) Grant Title: Rehabilitation for Self-Management of Parkinson’s disease Grant #: R01 AG21152  PI: Robert Wagenaar Granting Agency: NIH/National Institute on Aging


Invited Presentations

  • Lowenstein, N. (November, 2012). Managing Fatigue on a Daily Basis. Arthritis Foundation; Wellness program. Boston, MA.
  • Lowenstein, N. (October, 2012). Cognition in multiple sclerosis. New England Chapter, National Multiple Sclerosis Society, Annual Meeting, Worcester, MA.
  • Lowenstein, N. Hochberg, R. (November, 2011). Parenting with MS. Teleconference. National Multiple Sclerosis Society,
  • Lowenstein, N. Pisani, A. (April, 2011). Rehabilitation for the MS Patient. Janet Pearce Multiple Sclerosis Nurse Training Program 2011: 10th Anniversary. National Multiple Sclerosis Society, Framingham, MA.

Peer-reviewed Poster Presentations

  • Escher, A. & Lowenstein, N. (2015, October). Professional Development Monitors: Do they work? Poster presented at the AOTA/OTCAS Education Summit, Denver, Colorado
  • Cohn, E. S. & Lowenstein, N. (2013, October). Effects of a modified problem-based learning class on MSOT students’ perceived competence to develop evidence and occupation-based interventions.  Poster presented at the AOTA Occupational Therapy Education Summit, Atlanta, GA.
  • Lowenstein, N.A. Prizio, K., Sharma, L, Evans, J., Halfon, K., Radford, K (April, 2013) Putting Occupation into the Medical Model. American Occupational Therapy Association Annual Conference, San Diego, CA.


  • 2012:  Lowenstein, N. (April, 2012). Free From Falls, New Engalnd Chapter, National Multiple Sclerosis Society.
  • 2010: Lowenstein, N. (Nov. 2010). Cognifit. New England Chapter, National Multiple Sclerosis Society.
  • 2010: Lowenstein, N. (2010). Proud Parenting. New England Chapter, National Multiple Sclerosis Society
  • 2009: Lowenstein, N. (2009). Cognifit. New England Chapter, National Multiple Sclerosis Society
  • 2009: Lowenstein, N. (Nov, 2007). Fatigue Management. New England Chapter, National Multiple Sclerosis Society
  • 2009: Lowenstein, N, Pisani, A. . Multiple Sclerosis: A Course for Occupational & Physical Therapists. Workshop, National Multiple Sclerosis Society, Mid-Atlantic Chapter, Washington, DC.

Professional Activities

  • American Occupational Therapy Association:
    • 2007: Health & Wellness Certification Ad Hoc panel for AOTA’s Commission on Continuing Competence and Professional Development.(CCCPD)
    • 2006-2011: Certification reviewer for Physical Rehabilitation Board Certification for AOTA.
    • 2002-2005: Chair for Physical Rehabilitation Board panel.
    • 1997-2007: Roster of Accreditation Evaluators.
    • 2000-2001: Member of Ad Hoc Strategic Planning group on revenue streams.
    • 1999-2000: Chair: Road Rage task force.
  • National Multiple Sclerosis Society, New England Chapter:
    • May – June 2011: Driving New Talent to MS Project Committee. National Multiple Sclerosis Society. New York, NY.
    • March 2008: Assistive Technology Advisory Board with Microsoft, Bayer Healthcare
    • Oct-Dec, 2007: Level II student supervisor.
    • Programs Committee.
    • Clinical Advisory Committee.
    • Home Links Advisory Committee.
    • Workshop leader and “Master Leader Trainer” for Gateway to Wellness course for individuals with MS.
  • National Board for Certification of Occupational Therapy
    • 2007 –  2008 Portfolio reviewer for recertification applicants.
    • 2008   Portfolio reviewer for recertification applicants.
  • Massachusetts Occupational Therapy Association.
    • Paper Reviewer for 2002- 2004 annual conferences.
  • Commonwealth of Massachusetts, Division of Professional Licensure:
    • Occupational Therapy representative on the Allied Health Professional Licensing Board (2003 – present).
  • Community Elder Services, Inc.
    • 2011: Board member.

Awards and Honors

  • 2009:  American Occupational Therapy Association: AOTA Service Commendation
  • 2008:  American Occupational Therapy Association: AOTA Service Commendation
  • 2007:  American Occupational Therapy Association: AOTA Service Commendation
  • 2006:  National Multiple Sclerosis Society; New England Chapter 2005 Community Programs Volunteer Award
  • 2006:  American Occupational Therapy Association: AOTA Service Commendation
  • 2005:  National Multiple Sclerosis Society Volunteer Hall of Fame inductee for Client Programs
  • 2003: National Multiple Sclerosis Society; New England Chapter Clinical Collaboration Award

Licenses and Certifications:

  • Commonwealth of Massachusetts; Division of Professional Licensure.
  • National Board for Certification in Occupational Therapy
  • American Occupational Therapy Association; Specialty Certification in Physical Rehabilitation
  • California State University, Northridge College of Extended Learning and Center of Disabilities; Certificate in Advanced Professional Development, for Assistive Technology Applications