Courses

• SAR HS 901: Directed Study and Research
  For doctoral students conducting dissertation work under the guidance of a faculty member.
• SAR HS 905: Dissertation Research
  For doctoral students conducting dissertation work under guidance of faculty member.
• SAR OT 151: Occupation and Health: Introduction to Occupational Therapy
  Examination of the nature of occupation and its relation to health and well-being and of the factors that influence one's choice of and ability to perform activities. Students will explore their own activity (occupation) choices and patterns as well as those of the community through directed observation, laboratory experiences, and written assignments.
• SAR OT 317: Professional Preparation Seminar for Occupational Therapy
  Preparation for the OT graduate professional program through participation in a volunteer experience and critical discussion. Emphasis on developing independent and reflective learning, critical reasoning skills, and professional behaviors necessary for effective participation in the graduate-level curriculum. Students will examine key issues in health and disability, culture, and values as they influence occupational therapy practice. Includes both a seminar class and outside volunteer experience.
• SAR OT 497: Independent Study
  Individually supervised study for advanced student wishing to pursue a specialized area of interest in occupational therapy. Undergraduate level.
• SAR OT 500: Integrative Seminar I and LIFW
  This course is the first integrative seminar in a four-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, simulated classroom activities, and fieldwork experiences, this seminar focuses on reasoning related to professional socialization, group processes, diversity, therapeutic relationships, ethical practice and other professional issues related to working with persons and populations of all ages with a variety of needs for occupational therapy practice. This seminar provides multiple opportunities for development of oral and written communication skills, individually and in groups. Self-directed, collaborative learning and class participation are an essential aspect of this seminar.
• SAR OT 501: Integrative Seminar II and LIFW
  This course, OT501, is the second in a four-seminar sequence designed to develop and enhance professional reasoning processes by integrating knowledge and skills from previous educational and work experiences and reflections from concurrent OT courses with weekly fieldwork experiences. This seminar focuses on reasoning related to theories of learning and behavior change; the assessment, intervention, and documentation process; use of theory and research evidence in practice; therapeutic rapport and communication; and other professional topics and issues as they relate to working with persons and populations of all ages in a variety of OT practice contexts. Self-directed and collaborative learning, class participation,case-based learning, and ongoing development of a professional portfolio are essential aspects of this seminar.
• SAR OT 502: Integrative Seminar III and LIFW
  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.
• SAR OT 513: Analysis and Adaptation of Occupation
  This course introduces students to the Occupational Therapy Practice Framework: Domain of practice (2nd edition). Students will learn the skills of occupation analysis, grading, and the adaptation of activity. They will also develop skills to assess the environment for barriers to successful engagement. Students will examine the historical roots of occupational therapy, the changes the profession has experienced over the century, and the impact on occupational therapy practice over the years. Participation in National school Backpack Awareness Day is a major community activity.
• SAR OT 520: Evidence-Based Practice I
  The first course in a sequence designed to develop knowledge and skills for using scientific evidence in clinical decision-making. The course focuses particularly on analysis and application of descriptive, relational, and qualitative research evidence.
• SAR OT 524: Introduction to the OT Process
  This course introduces students to the Occupational Therapy Practice Framework: Process of intervention. Through collaborative learning, students will experience the process of evaluation, intervention planning and implementation, and discharge for occupation-based, wellness interventions. Students will learn to administer occupation-based assessments, goal writing and to support their interventions with evidence. Students also gain practice in interviewing and therapeutic use of self, and develop clinical reasoning skills related to OT practice.
• SAR OT 526: Functional Movement: Analysis and Assessment
  This course examines changes in gross and fine movement skills across the life course and the relation of these changes to occupational performance. In addition, students learn biomechanical principles and their application to functional activities including seating, transfers, and mobility.
• SAR OT 529: Occupation Across the Life Course
  This course examines current theory and research related to development of human occupation throughout the life course. Performance of activities of daily living, work/education,play/leisure, and social participation, especially as potentially affected by disease, injury or other disorder, will serve as an organizing framework. Students are required to observe, interpret and describe occupational function, and apply occupational therapy theories and constructs to understand human occupation.
• SAR OT 530: Occupation Based Practice with Groups
  This is a capstone course in the integrative seminar sequence. Students engage in an intensive group leadership practicum by co-leading an occupational therapy group in a community setting. Students practice documentation of assessments, plans, interventions, and outcomes of their co-led group. Current group theories, intervention methods, and leadership considerations for occupational therapy practice are examined. Small group supervision sections provide a forum for integrating occupational therapy philosophy, theory, and practice with various client populations in a variety of service delivery settings.
• SAR OT 538: Assistive Technology
  This course provides a lecture and laboratory-based introduction on the use of assistance technologies and related issues, such as funding and legislation. It is designed to provide a basic understanding of various types of technologies, user populations and environments.
• SAR OT 556: Neuroscience for Occupational Therapy
  In this foundation neuroscience course, the student will be presented with topics including histology of the central nervous system, gross anatomy and organization of the central nervous system, cross-sectional anatomy of the brainstem and spinal cord, autonomic nervous system anatomy and function, ascending sensory pathways, descending motor pathways, cranial nerves: location, fibers course and function, vasculature of the brain, brainstem, and spinal cord, visual system, vestibular system, auditory system, cerebellum, basal ganglia, cerebral cortical structure and function, limbic system: learning and memory, and development and normal aging of the nervous system. In addition to an in depth discussion of the neuroanatomy of each of the above systems and structures, each topic will have an applied component in which students will investigate the impact of these systems and structures on function. Students will be presented with case studies in class and in the lab portion of the course which reinforce the clinical application of the course topics. In lab, students will also conduct exercises related to the testing of neurological function and investigate neuranaotmic structures using brain atlases and images.
• SAR OT 562: Learning and Behavior Change
  This course examines theories of learning and behavior change that underlie current OT theories and practice and examines the impact of specific clinical conditions on learning. The course provides foundation knowledge underlying occupational therapy theories and frames of reference.
• SAR OT 563: Context and Occupational Performance
  This course provides students the knowledge and resources needed for effective clinical reasoning about occupation-based practice for individuals living with long-term conditions. Understanding the implications of context (e.g., physical, social, financial) for occupational performance among this population is emphasized throughout the course, in particular policies and systems that influence practice. Content focuses on enhancing performance of meaningful occupations (e.g., ADL/IADLs, work, education, play, leisure, and social participation) through compensatory and adaptive approaches.
• SAR OT 564: Skills for Occupation Based Practice I
  This companion course to OT563 Context and OT502 Integrative Seminar III emphasizes the development of assessment and intervention skills for working with individuals living with long-term conditions likely to benefit from compensatory and adaptive strategies. Students will have opportunity for hands-on practice in selecting, administering, and interpreting assessments, as well as choosing and implementing occupation-based interventions. Best practice is promoted by requiring students to support their assessment and intervention choices through theoretical and empirical evidence.
• SAR OT 565: Skills for Occupation Based Practice II
  This companion course to OT566 Client Factors emphasizes the development of assessment and intervention skills for working with individuals living with conditions likely to benefit from remedial interventions directed toward performance skills and client factors. Students will have opportunity for hands-on practice in selecting, administering, and interpreting assessments, as well as choosing and implementing occupation-based interventions. Best practice is promoted by requiring students to support their assessment and intervention choices through theoretical and empirical evidence.

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