Professional Courses: The structure and content of our academic and fieldwork experiences reflect the most current thinking in the field, including the Occupational Therapy Practice Framework (3rd ed, 2014). The curriculum has three organizing threads that guide all instruction:
a clear focus on occupation as the central concern of the profession;
a commitment to client-centered practice; and
a strong belief that practice must be theoretically-based guided by the best scientific evidence available.
The curriculum is organized in a developmental sequence that integrates academic and clinical learning throughout.
Fixed Sequence of Courses: The sequence of courses for the Entry-level OTD program is fixed. Professional courses are sequential, integrated among courses, and offered only once a year. Semester-long weekly Level I Fieldwork (LIFW) experiences are included each semester. For exact semester dates, please visit the BU Registrar’s academic calendar.
A student is considered to be enrolled full-time in a semester when the student has registered for 12–18 credits.
First Year
Fall Semester (on-campus), 16cr
SAR OT500: Integrative Seminar I and LIFW
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)
SAR OT513: Analysis and Adaptation of Occupation
This course will introduce students to the Occupational Therapy Practice Framework: Domain & Process (OTPF) 3rd 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)
SAR OT520: Evidence-Based Practice I
This course is designed for occupational therapy graduate students to develop beginning skills for conducting evidence-based practice. The focus is on using research evidence to support the first task of therapy: getting to know the client and the client's needs. Students learn how to find, use, and communicate about two types of published research reports that support the therapist's task of getting to know a client: (1) reports about the occupational lives and needs of people like the client (i.e., similar health care conditions, gender, cultural group, etc.), and (2) reports about the quality of different assessment methods for gaining information about a client's occupational life and needs. The format of class sessions is primarily discussion, with some lecture, that is structured around actual client cases and guiding questions. Student performance is assessed with class participation, homework assignments, and a final exam/project. (Credits: 2)
SAR OT526: Functional Movement: Analysis and Assessment
This occupational therapy 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, ecological systems, and dynamical systems' principles underlying human movement and their application to functional activities including seating, transfers, and mobility. Principles covered in lecture are applied through practical experiences and discussions during the application sessions. (Credits: 4)
SAR OT529: Occupation Across the Life Course
This course examines current theory and research related to the development of human occupation throughout the life course. Human development is viewed from occupation-based and ecological perspectives, emphasizing the inextricable links among person, environment, and occupation. The performance of activities of daily living, instrumental activities of daily living, work/education, play/leisure, and social participation, especially as potentially affected by health and disability, will be examined across the life course. Students are required to observe, interpret, and describe occupational performance, and to apply relevant theories and constructs to understand the development of human occupation. Students will begin to develop a base of knowledge about different types, administration, and interpretation of assessment methods and measures. (Credits: 4)
SAR OT589: Orientation to Practice
This graduate course in occupational therapy is designed to orient and introduce students to current and emerging areas of practice. Guest faculty and practitioners will share their experience and expertise for various areas of practice to aid students in understanding the typical contexts of fieldwork experiences that will be an integral part of the curriculum. This course is intended to introduce students to common types of client populations across the lifespan and typical interventions and goals for areas of practice addressing mental health, pediatrics, and physical disabilities occupational needs and services. Goals, guidelines, policies and procedures for participating in the academic program's Level I (LIFW) and Level II (LIIFW) fieldwork programs will be reviewed. Training in confidentiality/privacy laws will be provided to support students in abiding by professional ethics and behaviors. Additionally, opportunities for professional development within and outside of the University will be highlighted. (Credits: 0)
Spring Semester (on-campus), 18cr
SAR OT501: Integrative Seminar II and LIFW
This course 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 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, reflective writing for application and analysis of learning, case-based learning, and ongoing development of a professional portfolio are essential aspects of this seminar. (Credits: 2)
SAR OT524: Introduction to the OT Process
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)
SAR OT538: Assistive Technology
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)
SAR OT556: 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. (Credits: 4)
SAR OT562: Learning and Behavior Change
This graduate course in occupational therapy is designed to examine interdisciplinary theories and methods of learning and behavior change that inform current OT theoretical approaches and interventions. The course explores the impact of various clinical conditions and cognitive function on learning and behavior change. Readings, independent learning and group activities are combined with assignments focused on 1) analyzing theory as a guiding principle in designing evidence-based, occupation and client centered interventions, and 2) demonstrating an understanding of selected occupational therapy assessments that include a metacognitive or dynamic component, including knowledge of assessment procedures and clinical implications of assessment findings. Class participation and independent learning are an essential aspect of this course. Class format is lecture and application discussions. (Credits: 4)
SAR OT620: Evidence-Based OT Practice II
This is a graduate-level course for occupational therapy students designed to develop essential skills for conducting evidence-based practice. We will focus in detail on appraising the internal, external, and statistical validity of evidence related to intervention effectiveness and predicting client outcomes. We will examine evidence gathered using a variety of quantitative methods including group designs and meta-analytic approaches. Readings have been selected from a variety of peer-reviewed journals related to health and disability to introduce students to the interdisciplinary literature that may provide valuable evidence for occupational therapy practice. (Credits: 2)
Summer Semester (on-line), 8cr, 14wk
SAR OT940: Social, Economic & Political Factors that Influence OT Practice
This on-line graduate case-based course examines current models of and perspectives on disability and their influence on social policy. The history of disability policy is examined as well as the ways in which social, medical, and universal models are manifest in current health and social service delivery systems in the US and other developed countries. The course also examines cultural assumptions about the nature of health, disability, and quality of life and the implications of cultural differences for practice models and methods. Students conduct a critical analysis of policy and disability theory related to OT practice (e.g., ergonomics, medical rehabilitation, early intervention, mental health services). Students complete critical reviews of additional reading related to OT practice as well as a sequence of analyses of the impact of relevant policies on resource allocations, service delivery methods, and reimbursements. (Credits: 4)
SAR OT942: Health & Wellness Promotion
This on-line graduate course focuses on occupational therapy's role in developing theory-driven and evidence-based health promotion programs. Students learn theoretical perspectives and intervention models guiding health promotion programs for an individual or groups of people, with and without disabilities, and in a variety of settings. Students will examine effective teaching strategies for learners across the life course with a range of health literacy needs, and apply effective teaching strategies to communicate health and wellness initiatives. (Credits: 4)
Second Year
Fall Semester (on-campus), 18cr
SAR OT502: 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. (Credits: 4)
SAR OT564: 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 chronic conditions likely to benefit from compensatory and adaptive strategies. Students 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. (Credits: 4)
SAR OT621: Evidence-Based OT Practice III
This is the third course in a sequence that develops skills and knowledge for evidence-based occupational therapy practice. The course focuses on generating evidence for one's own practice. The course introduces students to methods to examine generating group level (program evaluation) individual outcomes (single subject design). (Credits: 4)
SAR OT563: Contexts that Influence OT Practice
This graduate course in occupational therapy is designed to be taken concurrently with two other complementary courses: OT564 Skills and OT502 Integrative Seminar III. Students will gain an in-depth understanding of contexts in occupational therapy that relate to service delivery models. Students will apply their understanding of social policies and healthcare legislation to the delivery of occupational therapy services in those contexts. The course will review contexts in which occupational therapy is practiced and in emerging practice settings, and the professionals who partner in service delivery in each setting. (Credits: 2)
SAR OT568: Occupation-Based Practice for Individuals
This course is designed to provide practice of skills to select and implement specific occupational therapy assessments and interventions. Specifically, this course provides opportunity for hands on practice to choose, administer and interpret assessments along with opportunity to develop collaborative goals, and choose, implement, and re-evaluate interventions. Documenting weekly sessions provide extensive practice of written communication. This course will focus on individuals living in the community with chronic conditions. Implementing client-centered, theory driven, evidence-based, and occupation-based interventions will be emphasized throughout. This class meets 2x/week, once as a large group and once/week for intervention session. Students spend time outside of class time reviewing the evidence, practicing administration of assessments, developing session plans, and preparing for client sessions. (Credits: 4)
Spring Semester (on-campus), 16cr
SAR OT530: Occupation Based Practice with Groups
This Level I Fieldwork Practicum and Integrative Seminar in Occupational Therapy is the culminating course in a four-semester course sequence. It is designed to enhance clinical reasoning by integrating knowledge and skills from current and previous courses with a weekly fieldwork experience. Students use principles of program development, needs assessment, group intervention planning and implementation, along with theory and research evidence, to design and co-lead occupation-centered groups in a variety of practice settings and contexts with child, adult and elder populations. Readings, independent learning, and group supervision are combined with assignments specific to planning and leading a group. Class participation and independent learning are an essential aspect of this course. (Credits: 4)
SAR OT565: 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 have opportunity for hands-on practice in selecting, administering, and interpreting assessments, as well as choosing and implementing interventions. Best practice is promoted by requiring students to support their assessment and intervention choices through theoretical and empirical evidence. (Credits: 4)
SAR OT586: Professional Service Management
This required graduate course provides a fundamental, critical overview of health care management principles. Detailed discussions, teamwork, practical case study experiences, as well as oral and written assignments will guide the soon-to-be entry-level occupational therapist to effectively manage people and resources, and to understand political, regulatory, economic, and social forces that are affecting a constantly changing and often complex health and rehabilitation environment. Major emphasis is on advocacy and legislation, reimbursement, financial planning, personnel management, leadership, negotiation skills, conflict resolution, ethics, grant writing, starting up a new program, business or practice, entrepreneurship, and marketing. (Credits: 4)
SAR OT590: Fieldwork Seminar/Field Experience Fee
Fee is equal to the cost of two credits. The Fieldwork Seminar is for students completing the didactic coursework in the program. Topics preparing for the transition from the academic setting to the practice setting, program policies and procedures, criteria for evaluating student performance, supervision issues, fieldwork experience responsibilities and information on certification, licensure and the job search. (Credits: 0)
SAR OT943: Professional Development Seminar
This course will prepare students to develop a professional developmental plan to achieve career aspirations and a proposal for the OTD Doctoral Project. Through a series of guided self-analysis assignments students will identify academic, personal and professional strengths and create career goals. Students will review gaps or shortcomings in current occupational therapy practice and knowledge and skills to achieve their goals and develop an initial plan for the OTD Doctoral Experiential Component. The purpose of the Doctoral Experiential Component is to learn the process for creating an evidence and theory based innovative program. The Doctoral Experiential Component is organized around the student's proposed innovation in practice. The Doctoral Experiential Component includes a series of competency tasks, each of which represents a critical phase of the Doctoral Experiential Component. Guidance in the Doctoral Experiential Component is provided through a combination of three mentors: faculty advising (academic mentor), guidance by external expert (Mentor in the situation of practice), and peer mentoring (peer mentors). Students will develop peer mentoring relationships focused on their Doctoral Experiential Component in the context of this course. (Credits: 4)
Summer Semester (on-line), 8cr, 14wk
SAR OT944 Needs Assessment and Program Development
This course will introduce students to methods of assessing how occupation contributes to health and well-being among populations and will provide opportunities to develop and practice needs assessment skills. Students will learn how to access and analyze large data sets to examine whether a health problem in a community warrants occupational therapy intervention. Students will conduct a needs assessment of a population and develop a proposal for occupational therapy intervention to address the identified needs. (Credits: 4 online)
SAR OT945 Clinical Theory Development and Analysis
This course is designed to help students think critically about the ways in which theories and models are used to guide clinical practice. In particular, students will examine the distinction between models of function and disablement and theories of how change occurs as a result of intervention, as well as how these models may or may not be related. Students will examine how theories and models describe or explain a phenomenon at different levels of analysis and the types of scientific evidence required to support or refute the propositions reflected in clinical models and theories. Students examine the contrasting views of mechanistic, organismic, and contextual models, and contemporary expressions of these approaches in the clinical theories. The course investigates explanatory models of change through a critical examination of the theoretical bases of intervention approaches in occupational therapy. Students examine in depth a theory relevant to their doctoral project. Students will complete the first Doctoral Project Task: articulate a concise and clear model of a clinical problem that reflects current theory and best evidence. (Credits: 4 online)
Third Year
Boston University students do not pay tuition for SAR-OT593/OT594 Level II Fieldwork. The OT clinical affiliation fee (equivalent to the cost of 2 credits) is paid during the OTD-2 Spring semester via registration of SAR-OT590 Fieldwork Seminar & Fee, and keeps students on the university records as full-time special students during internships.
Level II Fieldwork (LIIFW): No student may start LIIFW until all required professional courses have been completed with an acceptable grade (C), the minimum cumulative GPA (3.0+) is achieved, and professional behavior and technical standards are met. All students must complete LIIFW within 24 months of finishing their required professional courses work.
SAR OT946 Preparation for Doctoral Experiential Component
To prepare for the Doctoral Experiential Component this course will guide students through the 2nd Doctoral Project task: thoroughly evaluating and synthesizing the literature on existing methods for addressing the proposed problem to be addressed in the Doctoral Project. This review of the literature will provide the foundation for the rationale, design, and methods for the student’s proposed response to the problem. (7 weeks, Credits: 2)
Summer Semester (on-line), 6cr, 14wk
SAR OT947 Mentored Studies in Doctoral Experiential Component
This on-line course provides students with concurrent mentoring from their faculty advisor and peer mentor while they are completing the doctoral experiential component. Students meet on-line in small mentoring sections with their faculty advisor throughout the doctoral experiential component. Students will complete the 3rd Doctoral Project task: design and implement an intervention or program that is guided by current theory and best evidence. Students will develop a model for the hypothesized mechanisms of action of a particular intervention or program and incorporate a feasible and effective method for evaluation within the design of the program to be implemented during the doctoral experiential component in the situation of practice. (Credits: 4)
SAR OT948 Mentored Doctoral Experiential Dissemination
In this course students complete their culminating Doctoral Project and disseminate the findings from their scholarly work, relating theory to practice and demonstrating synthesis of advanced knowledge. The students present their Doctoral Project and discuss findings in a professional forum related to their selected area: clinical practice, research, leadership, program and policy development, advocacy, education or theory development. Development of individualized learning objectives for the dissemination, plan for dissemination and evaluation of student performance objectives occurs in collaboration with the student, Doctoral Project academic mentor and mentor in the situation of practice with expertise in one of the above areas. (Credits: 2)
SAR OT949 Doctoral Experiential Component
This doctoral experiential component is an in-depth experience in one or more of the following student-selected areas: clinical practice, research, leadership, program and policy development, advocacy, education or theory development. This experience is designed to support advanced skills the student’s selected area. The experience is a minimum of 14 full-time weeks (560 hours). Development of individualized learning objectives, assignments and evaluation of student performance objectives occurs in collaboration with the student, Doctoral Project mentor and mentor in the situation of practice with expertise in one of the above areas. (Credits: 0)
Doctorate in Occupational Therapy Awarded
Earn Entry-level Doctorate of Occupational Therapy (OTD) after completion of Level II Fieldwork and Doctoral Capstone requirements and within 5 years from initial matriculation. A minimum total of 92 graduate-level credits from courses numbered 500+ are required for the Entry-level OTD degree.