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Education |
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EDUC 637 - Foundations of Multicultural Education
This course introduces students to Multicultural Education and Social Justice theory and practice with a special emphasis on content integration, cross-cultural competencies, and the structural (political, economic, social) and psychological dimensions of oppression and their impact on teaching and learning, critical pedagogy, and the transformation of curriculum. Students will become familiar with Bilingual and English as a Second Language (ESL) Education and learn strategies to work with linguistically diverse learners.
Credits: 3
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EDUC 640 - Behavior Management for School Aged Children
This course presents methods and theory on behavior management issues in today’s classrooms and the risk factors that influence anti-social behavior. Participants learn how to develop a multi-modal approach to behavior management that includes de-escalation techniques, classroom design and management strategies, cognitive restructuring, social skills instruction, community and family involvement, establishing routines, limits and anchor points, and crisis intervention. An emphasis is placed on applied research and practical application. Field study is required.
Prerequisites & Notes
EDUC 640
Credits: 3
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EDUC 651 - Legal Issues in Special Education
This course will provide potential educational administrators and others with the procedural safeguards pertinent to the education of children with disabilities and the educational mandates designated by federal and state laws and sunsequent litigation and the judicial interpretations. In addition, particpants will become familiar with the IEP process, due process options procedures, confidentiality rights for parents, and Section 504 requirements among other special education issues.
Credits: 3
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EDUC 652 - Elementary Curriculum Development and Implementation
This course, taken concurrently with a pre-practicum, presents students with an integrated approach to the teaching of social studies, science, and mathematics for the elementary school classroom. The course emphasizes the application of the MA Curriculum Frameworks and national standards. Current cognitive learning theory and instructional strategies are emphasized in the planning, instruction, and assessment of curriculum.
Credits: 3
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EDUC 654 - Multicultural Curriculum Development for Elementary and Early Childhood Educators
This course focuses on culturally responsive curriculum design and implementation with an emphasis on infusing multicultural concepts across the curriculum and the influence of culture on teaching, learning, and course content. The course covers curriculum development for elementary students with an emphasis on the significance of culture and its influence on teaching, learning, and content. Multicultural education theory provides a framework for designing curricula with a focus on the culture, strengths, and needs of a diverse student population. Constructivist and thematic approaches to curriculum development, effective teaching strategies, evaluation, and teaching resources are also addressed.
Credits: 3
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EDUC 655 - Higher Education in America
This course provides an examination of the landmark historical events in the development of higher education in America and the implications thereof. Some description of circumstances in differing types of institutions is developed. Some limited treatment of legal, financial, and social complexities which have evolved in recent years is given.
Credits: 3
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EDUC 656 - Language Acquisition and Development
This course provides an overview of the normal language acquisition and development process throughout the life span, with particular emphasis on birth through school age. The interrelationships among linguistic, neurophysical, cognitive, social, and cultural factors as they affect language acquisition are discussed. The student becomes familiar with various theories of language acquisition, the rule systems of the English language, stages of language development, and techniques for collecting and analyzing a language sample.
Credits: 3
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EDUC 657 - Organization and Administration of Pre-School Programs
This course examines administration of day care and early childhood education programs, including program design, inclusionary programs for children with and without special needs, licensing requirements, funding and budgeting, personnel roles, management, and the day-to-day administration of a center. This course fulfills part of the requirements for Office for Children certification as a Director I day care administrator.
Credits: 3
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EDUC 658 - Introduction to Special Education
This course provides an overview of all aspects of special education. Learning and behavioral characteristics of students with mild to moderate special needs are explored. State and federal legislation that regulate special education services provide the framework for exploring how students are screened and assessed for special needs and how to develop and implement an Individualized Education Plan.
Credits: 3
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EDUC 660 - Adult and Professional Development
This course examines key issues of adult development and socialization as they relate to adult learning theories and an individual’s professional growth in the education field. The course explores ways in which technology is used as both the context and content of professional development in today’s education settings. This course provides an opportunity for students to participate in an electronic classroom and design a professional development program pertinent to their area of specialization.
Credits: 3
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EDUC 661 - Practicum
This culminating experience gives students the opportunity to plan, organize, and manage a classroom for 7 - 15 weeks. Students complete a minimum of 150 to 300 hours at the level appropriate to the license being sought. A seminar conducted by Springfield College faculty is included.
Prerequisites & Notes
Advanced standing in a teacher preparation program and permission of the Office of Teacher Preparation and Certification.
Credits: 3-6
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EDUC 662 - Teacher of Students with Moderate Disabilities Practicum
This culminating experience gives students the opportunity to plan, organize, and manage a classroom of students with moderate disabilities for 7 weeks. Students complete a minimum of 150 hours. This course is for students seeking licensure as a teacher of students with moderate disabilities who already possess a license in either elementary education or a secondary content area. A seminar conducted by Springfield College faculty is included.
Prerequisites & Notes
Advanced standing in the Education Department and permission of the Office of Teacher Preparation.
Credits: 3-6
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EDUC 663 - Middle School Practicum
This culminating experience gives students the opportunity to plan, organize, and manage a middle school classroom for 7 - 15 weeks. Students complete a minimum of 150 to 300 hours at the middle school level. This course is for students seeking licensure as a middle school teacher. A seminar conducted by Springfield College faculty is included.
Prerequisites & Notes
Advanced standing in the Education Department and permission of the
Office of Teacher Preparation and Certification. Students must have
passed MTEL exams and courses designated by their program.
Credits: 3-6
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EDUC 664 - High School Practicum
This is a supervised teaching experience under the guidance of an experienced, fully certified teacher at the high school level for a total of 150 to 300 hours. A seminar conducted by Springfield College faculty is included. Site assignments are made in consultation with and by permission of the Office of Teacher Preparation.
Prerequisites & Notes
Advanced standing in the Education Department and permission of the
Office of Teacher Preparation and Certification. Students must have
passed MTEL exams and courses designated by their program.
Credits: 3-6
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EDUC 665 - Administration Practicum - Principal/Assistant Principal
The administration practicum, necessary for licensure, is 300 hours of supervised work. The activities must meet the Massachusetts standards for principal/assistant principal role. The practicum is generally regarded as one of the most important experiences included in any administrative preparation program.
Prerequisites & Notes
Completion of specific courses / conference with Director.
Credits: 6
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EDUC 667 - Early Childhood Practicum PreK-K
This culminating experience gives students the opportunity to plan, organize, and manage an early childhood classroom for 7 weeks. Students complete a minimum of 150 hours at the preschool to Kindergarten level (PreK-K). This course is for students seeking licensure as an early childhood teacher. At least one of the early childhood practices must be in a setting that includes children with special needs. A seminar conducted by Springfield College faculty is included.
Prerequisites & Notes
Advanced standing in the Education Department and permission of the
Office of Teacher Preparation. Students must have passed MTEL exams
and courses designated by their program.
Credits: 3
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EDUC 668 - Elementary Practicum
This culminating experience gives students the opportunity to plan, organize, and manage an elementary classroom for 7-15 weeks. Students complete a minimum of 150-300 hours at the elementary level. This course is for students seeking licensure as an elementary teacher. A seminar conducted by Springfield College faculty is included.
Prerequisites & Notes
Advanced standing in the Education Department and permission of the
Office of Teacher Preparation. Students must have passed MTEL exams
and courses designated by their program.
Credits: 3-6
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EDUC 669 - Early Childhood Practicum 1-2
This culminating experience gives students the opportunity to plan, organize, and manage an early childhood classroom for 7 weeks. Students complete a minimum of 200 hours at the grade 1 - 2 level. This course is for students seeking licensure as an early childhood teacher. At least one of the early childhood practices must be in a setting that includes children with special needs. A seminar conducted by Springfield College faculty is included.
Prerequisites & Notes
Advanced standing in the Education Department and permission of the
Office of Teacher Preparation. Students must have passed MTEL exams
and courses designated by their program.
Credits: 3
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EDUC 670 - Group Process in Education
The purpose of this course is to train future administrators in a range of group process skills that can be utilized in organizations. Major attention is given to group process analysis, evaluation, and intervention in organizational contexts. Students also learn a variety of designs and facilitation techniques for promoting effective teamwork in organizations.
Credits: 3
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EDUC 671 - Learning, Teaching, and Technology
This course integrates technology with meaningful learning and teaching. The goal of this course is to demonstrate how technology helps to fulfill the new vision for learning and teaching described by state and national frameworks. The emphasis is on designing and implementing projects through technology that offer students the opportunity to construct new knowledge, develop collaboration skills, apply knowledge to new situations, and integrate subjects across the curriculum. Students will be expected to research technology tools in practice and report on them.
Credits: 3
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EDUC 672 - Administration Practicum - Supervisor/Director
The administrative practicum, necessary for licensure, is 300 clock hours of supervised work. The activities must meet the Massachusetts Standards for the Supervisor/Director. The practicum is generally regarded as one of the most important experiences included in any administrative preparation.
Credits: 6
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EDUC 673 - Accommodations and Modifications of Curriculum for Students with Special Needs
This course prepares teachers to design curriculum and use appropriate instructional strategies that address the needs of children with mild and moderate disabilities. Participants learn to teach content area material through the use of teaching strategies tailored to capitalize on the learning strengths of the individual student. A 45-hour pre-practicum is embedded in the course. Field study is required.
Prerequisites & Notes
EDUC 562
Credits: 3
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EDUC 674 - Curriculum Design and Evaluation for Administrators
Participants engage in the development of curriculum, with special emphasis on design, implementation, and evaluation from the perspective of the principal and/or curriculum supervisor.
Credits: 3
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EDUC 675 - Culturally Responsive Curriculum Design and Implementation for Secondary Education
Students engage in the development of curricula, emphasizing design and implementation, and to a lesser extent, evaluation. The course is grounded in multicultural education theory and the Massachusetts Curriculum Frameworks. Students develop an understanding of the implications of culture, strengths and developmental needs of middle and high school students on curriculum development. The significance of racism and other forms of oppression, and their influence in the classroom are presented in all explorations.
Credits: 3
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EDUC 676 - Curriculum Design and Evaluation for Early Childhood Education/Elementary Education
Participants engage in the development of curriculum, with special emphasis on design, implementation, and evaluation.
Credits: 3
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EDUC 683 - Learning Disabilities
This course is used to examine theories of etiology and intervention models for remediation and compensation of learning disabilities. Emphasis is on adolescents and adults whose learning disorders are chronic and may include other primary handicapping conditions.
Credits: 3
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EDUC 685 - Secondary Methods, Assessment and Pre-Practicum
This course deepens students’ understanding of teaching and learning at the secondary level. The theoretical emphasis of the class focuses on learning and learning style theories. The practical emphasis focuses on when and how to implement specific teaching and assessment strategies to support the academic development of all students. The course includes a 45 hr. Pre-practicum.
Credits: 3
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EDUC 688 - Special Topics in Education
This course provides an opportunity for concentrated exploration and experience in a specialized or current area of relevance to both preservice and inservice educators. Topics are offered on a variable basis. A student may register for this course for credit more than once, provided the topic is different each time.
Prerequisites & Notes
Education major or permission of instructor.
Credits: 1-4
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EDUC 690 - Role of the Principal/Assistant Principal
This course identifies those skills that are essential to effective principals and assistant principals. Among the topics and skill competencies to be examined are school organization, curricular needs, program and staff development, strategies for institutional change, fiscal management and budget concerns, and leadership styles.
Credits: 3
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EDUC 693 - Leadership in a Diverse Society
This course, with tomorrow’s leaders in mind, examines appropriate and current leadership skills which will create effective organizations and builds a knowledge base of the multi-diversified groups and subgroups with whom an administrator (i.e. principal, assistant principal, supervisor, or curriculum specialist) must interact. Participants demonstrate the requisite skills that are necessary for effective leadership with diverse populations through the study of social justice issues in society.
Credits: 3
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EDUC 694 - Principles of Supervision
This course studies major problems confronting supervisors in improving instruction, including interpreting educational objectives to staff and public, coordinating education programs, teacher supervisor relations, mentoring, evaluating instruction, and supervision of student teachers.
Credits: 3
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EDUC 699 - Engaging Families and Communities in Education
This course addresses the development of culturally relevant practices for engaging families and communities education. The course will include research on forms of engagement and effective communication strategies, means for supporting the home-school connection, and approaches to building community partnerships. This hybrid course will integrate the use of on-line assignments, readings, videos, as well as, in class discussions.
Credits: 3
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Emergency Medical Services Management |
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EMSM 251 - Advanced Cardiac Life Support
This course prepares the student to mitigate those medical situations resulting in foreign body airway obstruction and sudden cardiac arrest in adults, infants, and children using manual, mechanical, pharmaceutical, and electronic therapies. Successful completion results in certification from the American Heart Association.
Credits: 1
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Health Studies |
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HLTH 502 - Methods and Materials in Health/Family and Consumer Sciences
Students in this class analyze the theory, practice, and planning process for school health education. The readings, discussions, observations, lesson planning, practice teaching, unit planning, and critical analysis emphasize quality interactive teaching and professionalism in health education.
Credits: 3
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HLTH 505 - Curriculum Construction in Health Education
This course analyzes the essential components of and procedures for the development of a written standards-based/data-driven pre-K-12 comprehensive health education or interdisciplinary (health education & physical education) curriculum. Using the National Health Standards and the Massachusetts Comprehensive Health Frameworks, students will design and write a standards-based/data-driven curriculum document geared to a specific grade level (preK-12). Opportunity for interfacing physical education and health education instruction into a coherent interdisciplinary or cross-curricular written curriculums is often the typical instructional delivery model in grades preK-12, will be provided as one option for designing and developing a written curriculum document. The importance of parental involvement in the delivery of meaningful and age-appropriate health or interdisciplinary curricular materials will be showcased as students enrolled in this course will evaluate the impact parenting roles and responsibilities have on strengthening the well-being of individuals and families via well-designed health instructional materials. A variety of assessment tools and techniques will be explored completing the connection among instruction, curriculum, and evaluation.
Credits: 3
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HLTH 517 - Organization, Administration, and Assessment for the School Health Program
This course examines administrative relationships, procedures, and assessment techniques involved in the conduct of school health programs. Areas of study include: general policies, services and delivery systems, environment, reliability, personnel duties, curriculum development, and instruction. An emphasis on aligning program objectives and assessment strategies with the current Massachusetts Comprehensive Health Education Frameworks (MCHEF) comprise a significant segment of required assignments.
Credits: 3
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HLTH 525 - Human Disease and Health Literacy
This course examines a wide range of contemporary health problems. Students examine the epidemiology and pathology of major diseases and the attendant psychosocial implications. The prevention and control are discussed through the lens of health literacy. Health literacy is the degree to which individuals have the capacity obtain, process, and understand basic health information and services needed to make appropriate health decisions.
Credits: 3
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HLTH 588 - Special Health Topics for the Classroom Professional
This course is designed for the classroom professional (pre-K-12) to study the special health issues and problems that arise in assisting students to change lifestyles or cope with special health needs. Through this course, students are better able to apply the communication and interpersonal skills necessary for promoting health and wellness.
Credits: 3
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HLTH 601 - Health Behavior
This course provides the students with a broad theoretical base for the analysis
of
health behaviors. Major health behavior models and theories, and their applications
are presented. Theory is integrated into analysis of specific behaviors, which
impact
health. Sociological, cultural, economic, and environmental factors, which influence
health, are emphasized. Students are exposed to basic applications and theories
of health counseling. Psychological issues related to coping with illness and
death are covered.
Credits: 3
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HLTH 603 - Teaching Methods and Learning Styles
This course analyzes the theories, practices, and planning processes for school health education. Readings, discussions, observations, lesson planning, practice teaching, and critical analysis emphasize quality teaching and professionalism in the health education field. The course analyzes how to teach students with special needs and how to develop, plan, and implement IEPs.
Prerequisites & Notes
Permission of instructor.
Credits: 3
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HLTH 610 - Issues in Public Health and Physical Activity
Contemporary health issues are examined using an epidemiological perspective.
Recommendations forming the core of public health initiatives in health and physical
activity are analyzed regarding their rationale, structure, and function in promoting
health and preventing disease. Current national goals and objectives for health
and physical activity are covered. Issues in the interpretation of literature, public
health recommendations, and principles and strategies for health behaviors are discussed.
Strategies to pursue careers in the promotion of health and physical activity
are examined.
Credits: 3
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HLTH 612 - Dimensions of Wellness
This course examines the dimensions of wellness: spiritual, physical, intellectual, career, emotional, and social. Emphasis is on self- responsibility and a holistic approach to wellness and illness. Students review wellness programs, identify assessment instruments, and learn to apply this knowledge to the achievement of a healthful way of living.
Credits: 3
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HLTH 614 - Organization and Administration of Health Promotion and Exercise Programs
This course provides an overview of assessment, planning, implementing and
evaluating health promotions and exercise programs. Students develop their abilities
in the assessment of individual and community needs, setting goals and objectives,
selecting programs to achieve program goals, coordinating and administering health services,
and developing plans for the measurement and evaluation of program effectiveness.
Students are also introduced to the importance of communicating needs, concerns,
and resources for careers in health promotion.
Credits: 3
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HLTH 616 - Health Law
This course is designed to provide an analytical framework to enable the understanding of the legal and ethical climates within which the health care institution operates. Emphasis is placed on the legal and ethical concepts which bear most heavily upon current healthcare problems, planning, and decision-making activities of the healthcare profession.
Credits: 3
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HLTH 640 - Techniques of Applied Nutrition
This course is a study in applied nutrition as related to human health. Health issues related to nutritional deficiencies and excesses, and related therapies are discussed. Practical applications of sound nutritional principles are the focus of this course.
Prerequisites & Notes
Permission of instructor.
Credits: 3
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HLTH 682 - Seminar in Health Promotion
This seminar considers problems and provides advanced study in health promotion and wellness management programs. A graduate student, with permission of the advisor, may register for this seminar only two times.
Credits: 1-3
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HLTH 684 - Practicum in Health/Family & Consumer Science PreK-8
This is a supervised practicum under the direct guidance of a teacher-certified health educator for a minimum of seven weeks at the Pre-K-8 level. Site assignments are made in consultation with and by permission of the Office of Teacher Preparation. This course is for students seeking health/family & consumer science licensure at the elementary level.
Prerequisites & Notes
Advanced standing in Physical Education Teaching and Administration, and a pre-practicum.
Credits: 3
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HLTH 685 - Practicum in Health/Family & Consumer Science 5-12
This is a supervised practicum under the direct guidance of a teacher-certified health educator for a minimum of seven weeks at the 5-12 level. Site assignments are made in consultation with and by permission of the Office of Teacher Preparation. This course is for students seeking health/family & consumer science licensure at the secondary level.
Prerequisites & Notes
Advanced standing in Physical Education Teaching and Administration, and a pre-practicum.
Credits: 3
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HLTH 686 - Health Promotion/Wellness Management Fieldwork
A fieldwork experience designed to supplement classroom study by providing direct insights in the operation of a health promotion/wellness management program through a participant-observer experience.
Prerequisites & Notes
Consent of fieldwork supervisor.
Credits: 3 - 9
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HLTH 687 - Health Clinical Teaching
This is a supervised fieldwork experience under the direct guidance of a certified health educator for a minimum of 150 clock hours. This course is for students seeking health/family and consumer science licensure.
Prerequisites & Notes
Teacher Licensure; 3.0 GPA in graduate coursework.
Credits: 3
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Health, Physical Education and Recreation |
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HPER 645 - Marketing Issues in Sport and Recreation
This course provides the student with basic knowledge and understanding of sports marketing and promotions on the educational, recreational, and professional levels. Attention is given to a history of sports marketing, definition of terms, principles of marketing, strategic market planning, and evaluation of sports marketing programs. Components of the course include developing products, sponsorships, special event fundraising, public relations, utilizing television, and radio networking.
Credits: 3
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RSCH 625 - Independent Study Proposal Design
This seminar assists students in completing their independent study proposal for a Master in Education (M.Ed.) degree within the School of Health, Physical Education and Recreation. Students are required to complete the full proposal and prepare for data collection for their study.
Prerequisites & Notes
RSCH 610.
Credits: 2
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Movement Science |
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MSCI 692 - Independent Study in Clinical Exercise Physiology
This course is designed to meet the non-thesis master’s degree requirement in health science and physical education programs. A project is planned by the student and conducted under faculty supervision. It may involve a research project, a review of literature, or other appropriate activity. A written proposal and an oral presentation are required.
Prerequisites & Notes
Approval of major advisor and faculty supervisor.
Credits: 2
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Movement Studies |
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MOST 624 - Motor Learning and Control
This course is designed to present information concerning fundamental concepts in motor learning and control. Topics include stages of skill acquisition, neurological bases of movement, motor integration, feedback, motor memory, conditions of practice, attention, and perception. Laboratory sessions are designed to enhance the understanding of topics covered.
Prerequisites & Notes
MOST 224 and 610 or permission of instructor.
Credits: 3
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MOST 629 - Heritage and Values of Movement and Sport
This course is designed to teach students about the cultural heritage and values of human movement and sport from a philosophical and historical perspective. A close examination is made of important time periods of the past that have affected current attitudes, understanding, knowledge, and behavior.
Credits: 3
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Occupational Therapy |
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HSRS 577 - Assistive Technology on the Classroom.
Using a case-based approach, students work in small interdisciplinary teams to explore the use of assistive devices and technologies that promote the participation of all
children in school. Class activities include lecture and demonstration, and hands-on experience with hard- and software, adaptive quipment, and a variety of high-and low-tech devices.
Credits: 3
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OCTH 335 - OT Client Contexts in Service Learning
Context-based evaluation, resources and techniques for planning and modifying a variety of environments are reviewed. Students engage in hands-on experiences in planning and adopting home, leisure or work environments for community members with disabilities.
Prerequisites & Notes
OCTH 101 and OCTH 284
Credits: 1
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OCTH 501 - Occupational Therapy Fundamentals
This course is a study of the historical and current philosophies, models, franes and frameworks of occupational therapy with emphasis on the present scope of practices, issues, and concepts. The values of occupational performance and activity in prevention, treatment, and health maintenance are also addressed. Students practice the occupational therapy process and professional reasoning in developing and evaluating occupation based treatment plans.
Prerequisites & Notes
Occupational therapy major or permission of instructor.
Credits: 3
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OCTH 503 - Professional Seminar I
Students in this seminar/practicum explore their understanding of themselves, the illness/disability experience and the contexts of occupational therapy practice. Through exploration of the therapeutic use of self, reflective exercises and observational experiences in area clinics, students and faculty collaborate to examin the dynamics of professional caregiving. Professional ethics, standards of practice, and interpersonal skills are practiced and discussed during weekly seminar.
Prerequisites & Notes
Occupational therapy major or permission of instructor.
Credits: 2
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OCTH 505 - Group Process
This course, including a laboratory experience, focuses on understanding the process of group dynamics, recognizing various types of verbal interactions among group participants, and learning appropriate techniques and intervention to promote insight and improved interpersonal interaction skills.
Prerequisites & Notes
OCTH 501.
Credits: 1
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OCTH 506 - Group Process Lab
Lab component of OCTH 505.
Credits: 0
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OCTH 512 - Neuroscience and Occupation I
This course presents the neurological foundations of human performance, behavior, and emotion through lecture and laboratory formats. Students engage in collaborative analysis of clinical examples to better understand the structure, function, and development of the nervous system and its influence on functional tasks throughout the lifespan.
Prerequisites & Notes
Occupational therapy major.
Credits: 3
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OCTH 513 - Neuroscience and Occupation II
This seminar is a continuation of OCTH 512 in which students engage in collaborative analysis of neurological disorders and begin to practice assessment procedures related to function of the nervous system. Topics discussed relate to concurrent courses in the occupational therapy curriculum, with a focus on occupational performance throughout lifespan. Cases studied are drawn from prior fieldwork, concurrent occupational therapy courses, texts, videos, and computer software.
Prerequisites & Notes
OCTH 512.
Credits: 1
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OCTH 514 - Neuroscience and Occupation I Lab
Lab component of OCTH 512.
Credits: 0
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OCTH 515 - Functional Movement in Occupations
Students develop knowledge and skills in observing, evaluating, and describing posture, balance, alignment and movement during peerformance of functional activities. Students apply principles of kinesiology, biomechanics and motor learning to problems of functional movement. Skills introduced include range of motion, manual muscle testing, splinting and methods of adapting tools, materials and environments.
Credits: 3
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OCTH 520 - Performance, Dysfunction, and Occupational Therapy Adaptation in Infancy
This course presents the theory and scope of practice in occupational therapy for the prenatal through school age period. Human performance is emphasized and related to normal and dysfunctional processes affecting growth, development, self care, play/leisure, and family functioning. Techniques for occupational therapy assessment and intervention in sensory, perceptual, motor, cognitive, emotional, and social skill development are studied.
Prerequisites & Notes
PHTH 308/608, OCTH 412/512 or permission of the instructor.
Credits: 3
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OCTH 521 - Performance, Dysfunction, and Occupational Therapy Adaptation in Childhood
Through the study of human performance from preschool through school age, emphasis is given to normal and dysfunctional processes which may affect growth and development, learning, self care, play/leisure, and family functioning. Techniques for assessment and intervention in sensory, perceptual motor, cognitive, emotional, and social skill development are emphasized and practiced in laboratory experiences with particular attention to skills needed in the school system.
Prerequisites & Notes
PHTH 308/608, OCTH 412/512, and OCTH 520.
Credits: 4
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OCTH 523 - Performance, Dysfunction, and Occupational Therapy Adaptation in Childhood Lab
Lab component of OCTH 521.
Credits: 0
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OCTH 525 - Development, Dysfunction, and Occupational Therapy Adaptation in Adolescents
This course involves the study of human performance from school age through young adulthood, emphasizing normal and dysfunctional processes which may affect growth and development, learning, self-care, leisure, peer relations, and family functioning. Various theories and occupational therapy frames of reference are utilized in understanding the life tasks of adolescents. Intervention strategies are covered and practiced in a one-hour weekly lab.
Prerequisites & Notes
OCTH 501 and 503.
Credits: 3
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OCTH 527 - Development, Dysfunction, and Occupational Therapy Adaptation in Adolescents Lab
Lab component of OCTH 525.
Credits: 0
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OCTH 550 - Occupational Therapy Management
This course examines the development of occupational therapy programs and departments emphasizing strategic planning, marketing, budgeting, staffing, reimbursement, and federal and state licensing regulations. Managing staff, consulting to agencies, writing grant proposals, and utilizing resources are also explored.
Prerequisites & Notes
OCTH 501 and 503.
Credits: 3
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OCTH 582 - Graduate Seminar
This course provides a discussion of professional ethics and current issues in the field. Personal values and attitudes, and their relationship to the provision of patient care, are explored as they relate across the spectrum of cultures, classes, and current events.
Prerequisites & Notes
Occupational therapy major.
Credits: 3
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OCTH 583 - Seminar for Clinical Reasoning
Students in this seminar explore the relationship between clients’ occupational roles and dysfunctions in light of theoretical frames of reference. Through peer discussion students develop an appreciation of others’ experiences and greater confidence for assuming professional roles. Occupational therapy majors with extensive OT clinical experience may apply to substitute this course for OCTH 484/584.
Prerequisites & Notes
Permission of instructor and OTRC.
Credits: 1
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OCTH 584 - Clinical Education I and Professional Seminar II
This course is a combination of a supervised field experience in one or more health care settings where occupational therapy is practiced, and a series of seminars. It provides experiences in beginning occupational therapy clinical skills of evaluation, observation, treatment planning, implementation, and clinical reasoning. Students may take this course more than once.
Prerequisites & Notes
OCTH 401/501 and OCTH 303/503.
Credits: 3
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OCTH 585 - Individualized Fieldwork in Occupational Therapy
This course provides additional Level I fieldwork to explore particular clinical
interests or to address specific performance issues identified in OCTH 584. The
student and an occupational therapy faculty member develop specific objectives
for an individualized clinical experience which includes regular supervision with
a faculty member and a clinical supervisor, with readings, special projects, written
assignments, and presentations.
Prerequisites & Notes
OCTH 584 or permission of instructor.
Credits: 1-6
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OCTH 592 - Individual Study in Occupational Therapy
This course provides students with the opportunity to engage in individualized
study with an occupational therapy faculty member. The student may explore particular
academic or professional interests, beyond or within the requirements of the occupational
therapy curriculum. The learning experience may include guided study in a particular
professional specialty area, a small research project, or independent reading
or writing on a topic related to the field. This course may be taken more than
once.
Prerequisites & Notes
Occupational therapy major and permission of instructor.
Credits: 1-4
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OCTH 601 - Theory and Practice of Human Occupation
Theories, philosophies and clinical reasoning focusing on health through human occupations are evaluated and related to students’ own OT practice areas. Students also explore the value of occupation and evidenced based practice in occupational therapy and develop their own individualized plans to expand these components in their current work.
Prerequisites & Notes
Enrollment in OT or permission of instructor.
Credits: 3
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OCTH 612 - Research Project Design
Students prepare a written plan for a personal ‘program of research’ leading to a portfolio of scholarly work that will begin in this course and be completed in OCTH 626 Research Project over the next year. Course activities and assignments will demonstrate students’ emerging understanding of and competence in applying research knowledge and skills within the practice of occupational therapy.
Prerequisites & Notes
RSCH 610
Credits: 2
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OCTH 620 - Research in Occupational Therapy Practice
Using a case-based approach, students in this course gain experience in searching for, summarizing, and analyzing the literature underlying the evaluation and treatment of individuals with specific conditions and needs. Students observe experienced clinicians working with clients in that area and then work in small groups to analyze and interpret field notes to compare observed practice guidelines supported by evidence.
Prerequisites & Notes
RSCH 610.
Credits: 2
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OCTH 626 - OT Research Project
Students plan, organize, and implement apersonal plan of scholarly activity under the supervision of an Occupational Therapy faculy member. Projects are submitted and presented in an approved form for retention by the Occupational Therapy Department. Students must successfully complete a minimum of 3 semester hours of OT Research Projects credits to fulfill the project requirements for the Master of Science degree in Occupational Therapy.
Prerequisites & Notes
OCTH 612
Credits: 1-3
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OCTH 631 - Occupation, Dysfunction, and Adaptation in Adults I
This course is the first in a four-course sequence that examines occupational function, dysfunction, and adaptation in adults. This course specifically addresses clinical pathology, theory, and practice related to the physical domain of human occupation. Techniques for occupational therapy interventions, emphasizing a neurodevelopmental approach, are reviewed and practiced in laboratory experiences. This course is concurrent with OCTH 532.
Prerequisites & Notes
OCTH 512, 513, 520, 521, and PHTH 608, 609.
Credits: 3
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OCTH 632 - Occupation, Dysfunction, and Adaptation in Adults II
This is the second in a four-course sequence that examines occupational function, dysfunction, and adaptation in adults. This course specifically addresses the operational use of psychosocial occupational therapy theories within the context of traditional psychiatric theories. Occupational therapy interventions, emphasizing therapeutic use of self, engagement in activity, and psychosocial evaluations are practiced. This course is concurrent with OCTH 531.
Prerequisites & Notes
OCTH 501 and 505.
Credits: 3
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OCTH 633 - Occupation, Dysfunction, and Adaptation in Adults III
This is the third in a four-course sequence that examines occupational function, dysfunction, and adaptation in adults. This course specifically addresses clinical pathology, theory, and practice related to the physical domain of human occupation. Techniques for occupational therapy intervention, emphasizing biomechanic, rehabilitative, and human occupation approaches, are reviewed and practiced.
Prerequisites & Notes
OCTH 531.
Credits: 4
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OCTH 634 - Occupation, Dysfunction, and Adaptation in Adults IV
This is the fourth in a four-course sequence that examines occupational function, dysfunction, and adaptation in adults. This course specifically addresses clinical pathology, theory, and practice related to the psychosocial domain of human occupation. Psychiatric diagnoses are explored, along with occupational therapy techniques for assessment and intervention. Students have the opportunity to experience group leadership roles in the community. This course is concurrent with OCTH 533.
Prerequisites & Notes
OCTH 532.
Credits: 4
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OCTH 635 - Development, Dysfunction and Occupational Therapy Adaptation in Older Adults
The age range of the older adult today is 40 plus years. Students learn of the variety of physical and psychosocial strengths and challenges experienced by this popuation and the roles occupational therapists play in facilitation of healthy occupations. Students observe older adults in various community arenas while they practice evaluation and treatment planning for this population.
Prerequisites & Notes
OCTH 501.
Credits: 3
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OCTH 636 - Occupational Therapy for the Older Adult
Occupation based issues and occupational therapy treatment for the older adult are explored and applied to treatment planning and documentation practice. Students with previous experience and/or academic history related to older adults tailor this course with theprofessor to match their individual needs.
Prerequisites & Notes
Permission of professor and OTRC.
Credits: 1-2
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OCTH 641 - Occupation, Dysfunction, and Adaptation in Adults I Lab
Lab component of OCTH 531.
Credits: 0
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OCTH 642 - Occupation, Dysfunction, and Adaptation in Adults II Lab
Lab component of OCTH 532.
Credits: 0
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OCTH 643 - Occupation, Dysfunction, and Adaptation in Adults III Lab
Lab component of OCTH 533.
Credits: 0
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OCTH 644 - Occupation, Dysfunction, and Adaptation in Adults IV Lab
Lab component of OCTH 534.
Credits: 0
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OCTH 673 - Clinical Supervision in Occupational Therapy
This course combines seminar, workshop, and fieldwork formats to focus on the art and science of supervision in occupational therapy practice and to build on students’ skills and knowledge of effective, individualized supervision approaches. Students reflect on readings and observations from site visits to relate the philosophy of occupational therapy to their education and supervision of students and clinicians in field settings.
Prerequisites & Notes
Permission of instructor.
Credits: 3
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OCTH 674 - Clinical Education Administration
This seminar examines legal and professional requirements of occupational therapy clinical education with emphasis on current issues such as the impact of changes in healthcare on occupational therapy fieldwork programs. Students participate in classroom and field-based activities in order to learn techniques for developing and implementing innovative programs.
Prerequisites & Notes
Permission of instructor.
Credits: 3
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OCTH 677 - Assistive Technology in the Classroom
Using a case-based approach, students work in small interdisciplinary teams to explore the use of assistive devices and technologies that promote the participation of all children in school. Class activities include lecture and demonstration, and hands-on experience with hard- and software, adaptive equipment, and a variety of high- and low-tech devices.
Credits: 3
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OCTH 682 - The Challenge of Contemporary Practice
This seminar style course is designed to explore contemporary occupational therapy practice. Students review the current state of OT practice, explore the social and economic contributions to the delivery of services, examine philosophical and conseptual trends in the field and the future practice environments. Special attention is given to the relationships between organizational behavior regarding change, the philosophy and core values of OT, and marketing and promotion.
Prerequisites & Notes
Enrollment in OT Program or permission of instructor
Credits: 3
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OCTH 683 - Professional Seminar III
Students participate in a seminar designed to assist in the transition from the OT academic setting to full-time fieldwork. Students review AOTA and Springfield College O.T. department fieldwork policies and procedures, complete or update required training in clinical procedures (e.g. HIPAA, Universal Precautions, background checks), and discuss conceptual foundations of fieldwork education, problem solving strategies, and the student evaluation process.
Prerequisites & Notes
OCTH 684
Credits: 1
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OCTH 684 - Clinical Education II
Students particpate in an intensive full-time twelve-week (or the equivalent) field experience in an occupational therapy practice setting, supervised by a qualified, licensed occupational therapist. Students have the opportunity to master entry-level clinical skills of evaluation, treatment planning,, implementation and documentation. In these settings, students practice the application of occupational performance theories and clinical reasoning with a caseload of clients.
Prerequisites & Notes
OCTH 683 and permission of instructor.
Credits: 9
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OCTH 685 - Clinical Education III
Students particpate in a second intensive full-time twelve-week (or the equivalent) field experience in a different occupational therapy practice setting, supervised by a qualified, licensed occupational therapist. Students have the opportunity to master entry-level clinical skills of evaluation, treatment planning,, implementation and documentation. In these settings, students practice the application of occupational performance theories and clinical reasoning with a caseload of clients.
Prerequisites & Notes
OCTH 683 and permission of instructor.
Credits: 9
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OCTH 686 - Specialty Clinical Education
This optional fieldwork goes beyond the traditional requirement and offers students the opportunity to explore and perfect occupational therapy skills in a specialty area of practice. It is designed to strengthen students’ skills in a specialty area which demands refined expertise.
Prerequisites & Notes
Permission of instructor. Fee.
Credits: 0
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OCTH 687 - Professional Seminar IV
Students participate in a seminar designed to assist in the transition from fieldwork to career. Students discuss fieldwork successes and challenges and how that has and will influence their career goals and strategies. Students learn about and prepare for national certification, state licensure, and other policies and procedures related to entering the profession.
Prerequisites & Notes
OCTH 684
Credits: 1
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OCTH 688 - Special Topics Course in OT: Single Case Research Design
This course encourages collaborative learning among entry level OT students, experienced practitioners from the community, and faculty mentors as they work in clinical research teams over one semester. It begins with a two day workshop to introduce methods of single-case research and to form teams to begin developing research projects. The class continues to meet throughout the semester as students implement their projects. Students present project results at a research symposium and complete manuscripts suitable for submission to professional journals.
Prerequisites & Notes
Occupational therapy major or permission from instructor.
Credits: 2
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