Occupational Therapy

The HUOT MS inaugural cohort graduates in 2026.

At that time, program results from the National Board for Certification in Occupational Therapy (NBCOT) can be found online at https://www.nbcot.org/Educators-Folder/SchoolPerformance

Beliefs Regarding Humans and the Nature of Occupation

The Harding University Occupational Therapy Program (HUOT) is committed to a philosophy that supports the university’s mission and the profession (AOTA, 2018). Congruent with Christian values of faith, learning and service, the faculty believes that all individuals possess dignity and worth, having equal rights of freedom and choice. As holistic occupational beings with physical, psychological, social and spiritual intricacies, individuals develop values and ethical beliefs influenced by others and the Bible as the Word of God.

HUOT holds that occupational therapy plays a vital role in helping people of all ages and abilities to flourish in their daily activities through the therapeutic use of occupations. We hold that occupations are influenced by a variety of factors including: performance patterns, skills, client factors and supporting individuals’ engagement in diverse contexts (AOTA, 2020, AOTA 2017, Hitch et al., 2014). As such, HUOT views occupation as a gift from God, encompassing all activities that occupy an individual’s time - fulfilling personal needs, fostering participation in family and community life, and promoting overall health and well-being.

Additionally, HUOT holds that occupations and occupational participation have the power to impact an individual’s health and well-being significantly. Engaging in occupations involves both objective and subjective aspects of clients’ experiences, encompassing not only their minds and bodies but also their spirits (AOTA, 2020). We recognize that limited opportunities for meaningful occupational participation can lead to dysfunction, dissatisfaction, and an overall diminished sense of health and well-being. Therefore, we value individuals’ right to occupational participation and meet their basic occupational needs, irrespective of their life circumstances or disabilities (AOTA, 2018, Hitch et al., 2014).

Furthermore, HUOT holds that occupation serves as both a “means and an end” (AOTA, 2017). Acting as a catalyst for change as the desired outcome of occupational therapy care. To facilitate this process, we emphasize the importance of a systematic approach encompassing evaluation, intervention, and outcome measurement of occupational performance, relying on evidence-based occupational therapy practices, utilizing professional research reasoning, leadership knowledge, effective communication, adherence to professional standards, and demonstration of clinical competence (AOTA, 2020). This comprehensive approach ensures that our students are equipped to provide high-quality and effective occupational therapy treatment.

In conclusion, the Occupational Therapy Program at Harding University is guided by a philosophy that recognizes the dignity of individuals, the value of occupation, and the transformative power of occupational therapy. By integrating these beliefs into our curriculum and practice, we prepare our students to become competent, compassionate, and ethical occupational therapy practitioners who can positively impact the health and well-being of their clients.

Beliefs about Teaching and Learning

The Harding University Occupational Therapy Program believes that learning should be deep, meaningful, life-long and transformative, aligning with the program’s mission. As such, our philosophy regarding teaching and learning is influenced by a combination of adult learning principles and transformative and experiential learning theories (Knowles, 1984; Kolb & Kolb, 2017; Mezirow, 1995).

Our students, like all individuals, have an innate desire to engage in meaningful occupations that promote growth, health and quality of life throughout their lifespan. Accordingly, we view participation in learning as a determinant of health and well-being and consider it an occupational right (AOTA, 2020; AOTA, 2017). Furthermore, we understand that each student enters the program with diverse knowledge, experiences and beliefs, which serve as valuable resources for making connections in their learning journey. We expect our students to be self-directed, internally motivated and ready to engage in the learning process (Knowles, 1984; Kolb & Kolb, 2017; Mezirow, 1995; Taylor & Handy, 2013).

HUOT believes that the shared goal of student success comes only through an environment of mutual trust and respect between students and faculty. We hold that the faculty serve as role models, resources and learning facilitators, and that the learner-teacher relationship mirrors the growth process in the client-therapist relationship - supporting and aiding the transformation of students into occupational therapists (Knowles, 1984; Taylor & Handy, 2013).

We believe that learning is most effective when students engage in hands-on experiences, actively doing, reflecting, planning and redoing. Knowledge is strengthened when students have increased opportunities to experience, reflect upon and apply what they have learned. Therefore, we support experiential learning, utilizing transformative learning methods that foster intentional reflection, group work and collaboration. We consider this practical and experiential learning linked to reflection essential for developing compassionate and competent occupational therapists (Knowles, 1984; Kolb & Kolb, 2017; Mezirow, 1995).

Creating a safe and supportive learning environment is paramount to our approach. We encourage students to share their thoughts and feelings during the learning process, promoting an atmosphere of trust and respect. Further, our faculty employ the best practices in teaching and learning by designing learning experiences that are contextualized and tailored to each student’s unique stage in the learning process - leveraging active learning strategies, educational technology, social interaction and blended learning approaches (Knowles, 1984; Kolb & Kolb, 2017; Mezirow, 1995; Taylor & Handy, 2013).

In conclusion, the Occupational Therapy Program at Harding University provides a learning environment that is deep, meaningful and transformative. We firmly believe in integrating adult learning principles, transformative learning theories and experiential learning theories to enhance our teaching practices. By cultivating a collaborative and experiential learning environment, our program equips students to become compassionate, competent, reflective and lifelong learners in the field of occupational therapy. Our goal is to prepare students to positively impact the lives of individuals, families and communities through the transformative power of occupational therapy.

The Harding University Occupational Therapy program has a special opportunity to partner with iCAN, and function as a demonstration site for assistive technology (AT) devices. This will provide the opportunity for the OT students to learn about innovative adaptive technology equipment, as well as serve individuals in Searcy and the surrounding areas who have AT needs and are interested in trying the equipment. The following is taken from the iCAN website about their services:

iCAN is the Arkansas statewide assistive technology program designed to make technology available and accessible for everyone who needs it. iCAN stands for Increasing Capabilities Access Network, and Tools for Life is our philosophy, to provide assistive technology for everyone! Assistive technology is any kind of device or tool that helps people live, learn, work, and communicate more independently. Our goal is to help you bridge the gap between ability and disability using AT. AT can be very simple and inexpensive, like a modified knife and fork, or it can be very sophisticated and costly, like a computerized speech device. iCAN offers a number of services to help Arkansans of all ages find the AT tools they need for home, school, work, and getting around in the community. These services are for any Arkansan with health issues or disabilities without regard to age, disability type, income, geographic area, or eligibility for any other program.

American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process (4th. ed.). AOTA Press.

American Occupational Therapy Association. (2018). Philosophy of occupational therapy education.  The American Journal of Occupational Therapy, 72(2). https://doi.org/10.5014/ajot.2018.72S201

American Occupational Therapy Association. (2017). Philosophical base of occupational therapy. The American Journal of Occupational Therapy, 71(2). https://doi.org/10.5014/ajot.2016.706S06

Harding University (2023).  Harding University Mission. https://www.harding.edu/about/mission

Hitch, D, Pepin, G. & Stagnitti, K. (2014). In the Footsteps of Wilcock, Part one:

The evolution of doing, being, becoming, and belonging. Occupational Therapy in Health Care, 28(3). http://doi.org/10.3109/07380577.2014.898114

Knowles, M. (1984). Andragogy in action. Jossey-Bass.

Kolb, A. Y. & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. A Journal for Engaged Educators, 1(1), 7-44.

Kolb, D. (1984). Experiential learning. Prentice Hall.

Mezirow, J.E. (1995). Transformative learning: Theory to practice. In M.R. Welton (Ed.), In defense of the lifeworld (pp, 36-70). Suny Press.

Taylor, D. C. & Handy, H. (2013). Adult learning theories: Implications for learning and teaching in medical education: AMEE guide no. 83. Medical teacher, 35(11), 1561-1572. http://doi.org/10.3109/014259X.2013.828153