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Education |
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EDUC 609 - Literature with Children
This course explores the characteristics of different genres in children’s literature. Students compare and contrast similar myths and narratives from different cultures and geographic regions. Students identify, analyze and apply knowledge of structure, elements, and themes of fiction, nonfiction, and poetry in children’s literature.
Credits: 3
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EDUC 619 - Contemporary Issues in Education
This seminar addresses contemporary issues in education including, but not restricted to, education policy, academic standards, social justice, multicultural education, special education, curriculum, and schools in a changing society. Readings of contemporary writings in education, interaction with guest speakers, and viewing of videos which cover current educational issues form the basis of classroom discussion. This course encourages critical thinking, the formulation of clear arguments, and active listening skills.
Credits: 3
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EDUC 620 - Higher Education Law
This course is an exploration of the legal issues that affect the administration of postsecondary institutions. The major focus is on issues pertaining to the various constituents (students, faculty, administrators) of colleges and universities. Legal cases are analyzed from the perspectives of law, education, and public policy. While the course is open to any graduate student, it is designed primarily for those who will be faculty or administrators in higher education.
Credits: 3
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EDUC 621 - School Law
This course examines issues of law that affect public schools today. Legal aspects of teaching, teachers’ and students’ rights, and a variety of other legal issues are introduced.
Credits: 3
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EDUC 626 - Education Research Project
This course builds on the research foundation established in Research 610, and specifically addresses educational research, including various qualitative methodologies (e.g., case study, observation, interviews, ethnography), with a focus on applied research methodology practical for educational settings (K-12 classrooms and schools, adult education, professional development, and other educational settings). Interpretation of research and its impact on professional practice are also studied. Students will design, conduct, analyze and present a research project.
Prerequisites & Notes
RSCH 610.
Credits: 2-3
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EDUC 627 - Construction, Management, and Assessment of Literacy Programs
Participants prepare to teach children how to read through analysis of the reading process and of different approaches to reading instruction. A balanced approach to literacy instruction is presented with an emphasis on assessment and adapting the teaching of reading and writing to meet the needs of learners. This course addresses the Initial licensure standard for early childhood, elementary and special education teachers in the Massachusetts Curriculum Frameworks in the English Language Arts.
Credits: 3
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EDUC 628 - Teaching Reading and Writing in the Content Areas
Competency in teaching science, mathematics, language arts and other disciplines requires strong reading and writing strategies. This course provides middle school and high school teachers with a foundation in teaching reading and writing. Students learn how to teach study skills, develop appropriate reading and writing assignments and assess reading difficulties to support lifelong literacy and learning.
Credits: 2
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EDUC 630 - Children with Disabilities
This course develops concepts related to students with moderate and severe special
needs. Instruction encompasses issues relevant to the nature, causes and basic
life and educational needs of children with moderate and severe delays. Terminology,
modifications, and accommodations of services and supports are described and practiced.
Intervention strategies are introduced for a wide array of special needs. Instructional
approaches principles and strategies are identified and applied. Students learn
to prepare and adapt curricular content and work with others in delivering services
and supports based on “best practices.”
Credits: 3
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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 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 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
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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 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 691 - The Role of Supervisor/Director
This course identifies those skills that are essential to effective supervisors and directors. 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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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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English |
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ENGL 635 - Literacy, Hypermedia, and Modern Communication
Students in this course explore the relationship of technology and communication focusing on hypertext and hypermedia’s power to redefine literacy in the classroom and in the work place. Students work towards a definition of literacy and an understanding of its underlying technological basis. They trace literacy’s historical evolution from oral to pictoral and graphic to print, focusing on the noetic demands and impact of that evolution. With hands-on use of the technology, the course investigates the shift from paper-bound to electronic literacy, particularly as embodied in hypertext and hypermedia. Cross-listed as CISC 335.
Credits: 3
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ENGL 659 - The Contemporary Novel
This course seeks to investigate the novel from the point at which traditional courses in American and European literature terminate. Current novels are read and discussed in an effort to evaluate their literary merit, popularity, and contribution to modern culture.
Credits: 3
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ENGL 667 - Shakespeare
This course is designed to develop the student’s appreciation of Shakespeare as a master dramatist through a study of selected tragedies, comedies, and histories. The plays selected are concerned with the classic problems which beset humankind. The emphasis shifts yearly from the tragedies to comedies, with histories incorporated each year.
Credits: 3
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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 560 - Health-Related Aspects of Aging
This course focuses on the various theories associated with biological aging; the identification of major health hazards; and provisions for their treatment, prevention, and control. The healthcare delivery system is examined and discussed.
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 670 - Gender and Health
Gender is one of the most researched factors affecting health status. Studies on gender and helath have resulted in extensive discourse on men’s earlier mortality and women’s higher rates of illness. This course introduces participants to theories and to
research regarding health differences and similarities between men and women. Participants will critically examine the assumptions of gender and how these
assumptions have health care consequences in their own, and other, cultures. The expected outcome of this course is to promote awareness, critical thinking skills, and personal, autonomy related to gender health issues.
Prerequisites & Notes
Permission of the 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: 6 - 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 626 - Independent Study Proposal Design
This seminar assists students in completing their independent study proposal
for a Master in Education (M.Ed.) or Master in Physical Education (M.P.E.) 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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HPER 627 - Facility Design, Operations, and Maintenance
This course acquaints students with the scope and complexity of the design, operation and upkeep of sport and recreation facilities. The students develop an awareness of the wide variety of disciplines necessary for the construction and competent administration of major sport and recreation venues including stadium, golf courses, aquatic centers, ski areas, playing fields, ice arenas and other facilities and areas common to the sports world.
Credits: 3
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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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HPER 646 - Event Management in Sport and Recreation
Students will be responsible for planning, implementing and evaluating a major event. Components of this course will include developing sponsorships, impementation of the event management planning process, special event fundraising, public relations, the utilization of television and radio networking, and the development of other related documents including but not limited to a risk management plan, a financial plan, and other factors pertinent to award winning program planning.
Credits: 1
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HPER 675 - Legal Issues in Sport and Recreation
This course offers an examination of general legal concepts, federal and state legislation, and legal liabilities as they impact the recreation and sport management profession. It is designed to assist administrators and supervisors to anticipate and cope with potential litigation.
Credits: 3
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HPER 678 - Budgeting for Sport and Recreation
This course focuses on the nature and concerns of sport and recreation
professionals as they prepare and defend operating and capital budgets. Topics will
include the preparation of financial plans, strategic budgeting, organizational
structure, collaborative efforts, and other methods used to fund and support facility
operations.
Credits: 3
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HPER 679 - Personnel and Human Resource Management
This course examines the responsibilities of managers who perform personnel functions. Course content includes work analysis, staffing, training and development, appraisal, compensation, maintenance, union relations, communication, motivation, and legislation. Contemporary topics covered include employee recognition, employee assistance programs, burnout, and sexual harassment.
Credits: 3
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Mathematics |
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MATH 688 - Topics in Mathematics and Computer Sciences
This course covers advanced and new topics in mathematical analysis and computer sciences, with emphasis on applications, theoretical and practical, that are not covered in other courses, but are of current interest and relevance.
Prerequisites & Notes
Permission of Instructor.
Credits: 3
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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 677 - 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 501 - Occupational Therapy Fundamentals
This course is a study of the historical and current philosophies 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.
Prerequisites & Notes
Occupational therapy major or permission of instructor.
Credits: 3
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OCTH 503 - Preclinical Education
This course provides students with observational experience in area clinics. Professional ethics, standards of practice, uniform terminology, and interpersonal skills are practiced and discussed during weekly seminars.
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 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 531 - 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 532 - 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 533 - 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 534 - 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 535 - Development and Occupational Therapy Adaptation for the Older Adult
Aging includes a variety of physical and psychosocial changes and increased risks for dysfunctions. Students discuss myths and facts surrounding these issues and the roles occupational therapists play to facilitate normal health during this part of life. A short field experience is required.
Prerequisites & Notes
OCTH 501.
Credits: 3
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OCTH 536 - Occupational Therapy for the Older Adult
Techniques and issues specific to occupational therapy and older persons are explored, including evaluation, treatment, reimbursement, and other special issues. Students with a great deal of work and/or academic experience related to older persons tailor this course with the professor to fit their individual needs.
Prerequisites & Notes
Permission of professor and OTRC.
Credits: 1
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OCTH 541 - Occupation, Dysfunction, and Adaptation in Adults I Lab
Lab component of OCTH 531.
Credits: 0
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OCTH 542 - Occupation, Dysfunction, and Adaptation in Adults II Lab
Lab component of OCTH 532.
Credits: 0
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OCTH 543 - Occupation, Dysfunction, and Adaptation in Adults III Lab
Lab component of OCTH 533.
Credits: 0
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OCTH 544 - Occupation, Dysfunction, and Adaptation in Adults IV Lab
Lab component of OCTH 534.
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
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 586 - Clinical Education II
A two-hour weekly seminar, designed to assist in the academic to field work transition, is followed by an intensive twelve week (or the equivalent) field experience in an accredited facility. In these settings, students practice application of occupational performance theories and clinical reasoning with a case load of clients.
Prerequisites & Notes
Permission of instructor.
Credits: 10
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OCTH 587 - Clinical Education III
This intensive course consists of a 480-hour (usually twelve weeks full time) supervised field experience and a fifteen hour follow up seminar. In sequence, this is the second, required Level II fieldwork experience (as defined by AOTA). During Level II fieldwork, students have the opportunity to learn about the application of occupational therapy theory to practice in assessment, planning, treatment, and administration. Students are also exposed to the applications of professionalism, ethics, and clinical reasoning through reflective practice.
Prerequisites & Notes
OCTH 586.
Credits: 10
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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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