Academics
Curriculum
Curriculum Design
The scope of the curriculum is guided by the philosophical base of the profession and the program. The following factors also influence the selection of courses and areas of emphasis within the curriculum: Standards set forth by the Accreditation Council on Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA); mission and goals of the university; selected education learning theories (adult learning, transformative, and experiential learning theories); issues prevalent in occupational therapy literature; and trends locally and globally for traditional and non-traditional and emerging service delivery.
A Curriculum Guided by an Integration of Faith, Learning and Transformation
The curriculum design for the Harding Occupational Therapy program is guided by an integration of faith and learning, and by the belief that the path to becoming an occupational therapist is a transformative journey of inquiry and growth. This belief is founded in Romans 12:2, “Do not conform to the pattern of this world but be transformed by the renewing of your mind.”
Through this process HUOT aims to shape students into reflective and empathetic practitioners by emphasize experiential learning, critical thinking, and problem-solving — allowing students to bridge theory and practice effectively.
A Curriculum as a Compass
To illustrate the curriculum design, we have chosen the imagery of a compass and map. The word “compass” originates from the Latin word’s “com” meaning “together” and “passus” meaning “pace or step.” Hence, the word compass signifies journeying together, stepping forward collectively. Like the value a compass holds for a traveler, our curriculum design serves as a guiding tool, assisting students by establishing direction and providing continuous guidance throughout their educational journey.
A compass consists of four cardinal points – north, south, east, and west. The cardinal points for the Program’s curricular compass are aligned with curriculum threads which serve as the guiding beacons for students navigating their educational experiences. The cardinal points of occupation, occupational therapy process, professionalism and integrity, and citizenship are intricately woven into the curriculum, serving as pillars of the program that provide a framework for student development, and support the goal of guiding students to a deeper understanding of theory and practical application throughout their professional careers.
A Holistic Curriculum
Through a holistic curriculum, HUOT aims to provide an immersive experience to guide students in acquiring a deep understanding of occupation, the core principles and processes of occupational therapy, and the values of professionalism and integrity in their practice. As such, the curriculum is designed to encourage personal growth, character formation, and the integration of faith and mission into their professional practice. The ultimate goal is to equip students to become competent and compassionate change agents in society and the profession; prepared to make a positive impact in the lives of people from all backgrounds — both advantaged and disadvantaged.
Curriculum Threads
Occupation
Achieving health, well-being, and participation in life through engagement in occupation is considered the goal of occupational therapy practice (AOTA, 2020). It is based on knowledge and expertise in the therapeutic use of occupation and is viewed as a gift from God. As a “means and an end, occupation serves as a change agent or as the outcome of occupational therapy care” (AOTA, 2017). Important concepts in understanding occupation include the core values of the profession, the use of occupation, contexts, sociocultural issues, theories, occupation/activity analysis, and research/evidence.
Occupational Therapy Process
To meet the occupational needs of all clients across the lifespan and the health and wellness continuum the occupational therapy process is influenced by the practitioner’s therapeutic use of self, professional reasoning as well as direct and indirect service delivery settings. The occupational therapy process includes evaluation, intervention, and outcome measurement of occupational performance and the transition or discontinuation of services (AOTA, 2020). To ensure the best care students will learn to make informed decisions in practice using research.
Professional Competence and Integrity
Professional competence in health care has been defined as the “habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and community being served” (2002, Epstein & Hundert). The program is committed to the development of occupational therapists who demonstrate a commitment to carrying out professional responsibilities, adhering to ethical principles and sensitivity to a diverse population. It is expected that our students will demonstrate excellence through on-going professional development and a commitment to life-long learning.
Citizenship
Citizenship involves people working together to make a positive difference to the society in which you live, locally, nationally, and globally. Students will be equipped as social agents of change by understanding health policy, evidenced-based practice, research, advocacy and interprofessional collaboration. Through program development, and medical mission’s students will develop competencies and skills to work with groups, communities and populations experiencing occupational and health disparities.
Educational Goals
All graduates are expected to be competent for entry level occupational therapy practice. Learning outcomes are based on information from a variety of sources including course assignments and examinations, practice on national board exams, community projects with team and interprofessional collaboration, research projects, fieldwork. Outcomes are grouped according to curriculum threads.
Occupation
1. Students will be able to demonstrate an understanding of the dynamic interaction and demands of occupation, client’s contexts, performance patterns, performance skills and client factors.
2. Students will be able to assess occupation, client’s contexts, performance patterns, performance skills and client factors as well as use occupation to improve health and well-being.
3. Students will articulate the role of occupation and occupational therapy in a team and community setting.
4. Students will exhibit occupation-based practice in entry level occupational therapy practice during fieldwork and in other professional settings.
Occupational Therapy Process
1. Students will explain the meaning and role of occupations and the impact on health, well-being and occupational performance of persons, groups, and populations.
2. Students will establish a profile, analyze occupational performance, plan/implement/evaluate interventions using remedial, adaptive, compensatory, consultative, and educational approaches.
3. Students will show effective interaction and communication with clients and the care team to promote safe and needed services ethically.
4. Students will meet entry level expectations in the occupational therapy process.
5. Students will be able to apply professional reasoning in providing assessment and interventions across the lifespan in a safe and meaningful manner.
6. Students will make informed decisions based on the best evidence and outcomes data.
Professional Competency and Integrity
1. Students will adhere to ethical principles pertaining to the confidentiality of patient information.
2. Students will demonstrate a commitment to ongoing professional development and lifelong learning.
3. Students will demonstrate knowledge and understanding of history, philosophy, core values, theory, ethics, and professional reasoning.
4. Students will demonstrate professional behaviors expected of a practitioner during didactic and experiential experiences.
Citizenship
1. Students will identify avenues for participation in occupational therapy associations such as Arkansas Occupational Therapy Association, American Occupational Therapy Association, and World Federation of Occupational Therapists.2. Students will conduct a needs assessment that evaluates community resources through collaboration with other professionals and identify areas that occupational therapy can supplement or provide services.
3. Students will learn how health and social disparities impact occupational performance.
4. Students will learn how occupational therapy is practiced in a different cultural context.
5. Students will demonstrate the values, attitudes and behaviors that support responsible global citizenship from a Christian Worldview.
Instructional Series
The Harding occupational therapy programs courses that address the curriculum threads specifically:
Occupation
Introduction to Occupational Therapy
Occupation: A Means and an End
Occupational Therapy Theory
Occupational Therapy Process
Occupational Therapy Process: Mental Health
Occupational Therapy Process: Infant, Children, Youth I
Occupational Therapy Process: Infant, Children, Youth II
Occupational Therapy Process: Adults I
Occupational Therapy Process: Adults II
Professional Competency and Integrity
Introduction to Occupational Therapy
Professional Preparation
Medical Missions
Evidenced Based Research I
Evidence Based Research II
Evidence Based Research III
Citizenship
Medical Missions
Program Development
Level I Fieldwork: Missions
Fieldwork
Level I Fieldwork: develop professional behaviors, opportunities for application of knowledge from didactic course work to occupational therapy practice, preparation for Level II fieldwork.
Level II fieldwork: supervised field experience where students integrate learning in the didactic portion of the curriculum to the occupational therapy process in practice. contexts. Development of professional competencies and personal transformation to an entry-level occupational therapist is emphasized.
Level I and Level II fieldwork: experience covers the entire lifespan of clients receiving occupational therapy in varied practice contexts.
Course Sequence
INSTRUCTION DESIGN
The instructional design of the Harding Occupational Therapy program acts as a vehicle that carries students on their transformation journey of inquiry and learning. This design is a harmonious blend of Kolb’s experiential model of learning, transformative learning theory, and adult learning principles - providing the necessary framework for guidance of students to embark on their educational voyage, facilitating meaningful experiences and transformative growth.Through the four-stage learning cycle of Kolb’s model, students engage in concrete experiences, reflect on those experiences, conceptualize new ideas, and actively experiment with their knowledge (See Curriculum Design Model). This approach allows students to make connections between new and existing knowledge, develop critical thinking and problem-solving skills, and apply theoretical concepts to real-world situations. By actively participating in their learning students develop essential skills for lifelong learning and memory retention while catering to various learning styles in an inclusive environment.
The integration of transformative learning theory emphasizes personal growth, critical reflection, and meaningful change. Students are encouraged to challenge their existing beliefs and assumptions, fostering a transformative process that expands their understanding and perspectives. By examining inconsistencies between experience and understanding, students develop a deeper awareness of themselves and the world around them.
Furthermore, adult learning principles guide our instructional design, recognizing the unique characteristics of and motivations of adult learners. We create a supportive and collaborative learning environment that encourages self-directed learning, builds on students’ prior knowledge and experiences, and promotes engagement in active participation.
This blended approach to instructional design ensures that our students experience a comprehensive and transformative learning journey. By combining experiential learning, transformative learning, and adult learning principles, we provide the optimal framework for personal growth, critical reflection, and the development of essential skills needed to transition from student to entry-level occupational therapist (Kolb, 1984).
References
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). 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). doi.org/10.5014/ajot.2016.706S06
Ash, S. L., & Clayton, P.H. (2009). Generating, deepening, and documenting learning: The power of critical reflection for applied learning. Journal of Applied Learning in Higher Education, 1(1).
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). 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.
McLeod, S. A. (2017, October 24). Kolb - learning styles and experiential learning cycle. Simply Psychology. www.simplypsychology.org/learning-kolb.html
Merriam-Webster.com Dictionary, (2023). Merriam-Webster, www.merriam-webster.com/dictionary/compass. Accessed 1 Mar. 2023.
Mezirow, J.E. (1995). Transformative learning: Theory to practice. In M.R. Welton (Ed.), In defense of the lifeworld (pp, 36-70). Suny Press.
Taff, S. D., Grajo, L.C., & Hooper, B. R., (2020). Perspectives on occupational therapy education: Past, present, and future. Slack.
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. doi.org/10.3109/014259X.2013.828153