This course focuses on the psychosocial foundation of OT practice and emphasizes the knowledge and skills necessary for application of psychosocial intervention across all arenas of care. Initial content will focus on reviewing mental health conditions and exploring the impact of mental health on individuals, cultures, and societies. Students will search for and analyze current evidence and have opportunities to apply theories, frameworks, and clinical reasoning skills in assessment and intervention of psychosocial disorders across the lifespan. Emphasis will be placed on developing professional skills and competencies in assessment and intervention used in psychosocial practice. Application to rural practice will also be emphasized. Cultural acceptance of mental health issues will be explored.
Students in good standing with all previous semester coursework to date will be assigned a Level I fieldwork experience in a psychosocial/behavioral health setting. Students will analyze the impact of psychosocial health on occupational engagement and participation during the Level I fieldwork experience embedded within the course. Level I experience is designed to enrich didactic coursework through directed observation and participation in selected aspects of the OT process
Meeting Times, Location, & Course Delivery Details
Curriculum Placement: 2nd Semester, Year 1
Prerequisites: Successful completion of all 1st semester coursework.
Contact Information
Upon Successful completion of this course...
OT 550 Psychosocial Foundations in OT Practice
B.2.1 Apply, analyze, and evaluate scientific evidence, theories, models of practice, and frames of reference that underlie the practice of occupational therapy to guide and inform interventions for persons, groups, and populations in a variety of practice contexts and environments.
B.2.6 Analyze occupational performance aspects that are affected by diagnoses including heritable diseases, genetic conditions, mental illness, disability, trauma, and injury.
B.3.3 Evaluate client(s)’ occupational performance, including occupational profile, by analyzing and selecting standardized and non-standardized screenings and assessment tools to determine the need for occupational therapy intervention(s). Assessment methods must take into consideration cultural and contextual factors of the client. Identify and appropriately delegate components of the evaluation to an occupational therapy assistant. Demonstrate intraprofessional collaboration to establish and document an occupational therapy assistant’s competence regarding screening and assessment tools.
B.3.4 Interpret evaluation findings including: • Occupational performance and participation deficits. • Results based on psychometric properties of tests considering factors that might bias assessment results (e.g., culture and disability status related to the person and context). • Criterion-referenced and normreferenced standardized test scores on an understanding of sampling, normative data, standard and criterion scores, reliability, and validity.
B.2.3 (FW: Occ Profile/Assessment/SOAP Notes) Apply, analyze, and evaluate the interaction of occupation and activity, including areas of occupation, performance skills, performance patterns, context, and client factors.
B.3.1 (FW: FW I Evaluation of the Student) Demonstrate therapeutic use of self, including one’s personality, insights, perceptions, and judgments, as part of the therapeutic process in both individual and group interaction.
B.3.5 (FW: Intervention Plan & SOAP notes) Based on interpretation of evaluation findings, develop occupation-based intervention plans and strategies that must be client centered, culturally relevant, reflective of current occupational therapy practice, and based on available evidence. Report all evaluation findings and intervention plan to the client, interprofessional team, and payors.
C.1.3 (FW: FW I Objective Form) Document that academic and fieldwork educators agree on fieldwork objectives prior to the start of the fieldwork experience. Document that all fieldwork experiences include an objective with a focus on the occupational therapy practitioner’s role in addressing the psychosocial aspects of the client’s engagement in occupation.
Brown, C., Muñoz, J. P., & Stoffel, V. (2025). Occupational therapy for Mental Health: A Vision for Participation. F.A. Davis. Philadelphia, PA.
Week | Topics | Assignments |
Week 1 May 11-15 |
In Class History of OT in Mental Health Role of OT in MH MH settings
In class Activities Assign DQR & Assessment project Review FW groups FW assessment & practice - COPM Occupational Profile on a classmate
Fieldwork Getting to know the clients / environment Orientation Safety
|
Readings Chapter 13 (263-265) Chapter 27 (521-523) Chapter 35 Chapter 48 (1027-1029)
Assignments
FW Reflection #1 due 5/15 @ 1159 |
Week 2 May 18-22
|
In Class OT Process SOAP notes Terminology & clinical observation
In Class Activities Occupational profile on a classmate FW assessment – ACLS Clinical observation practice
Fieldwork Occupational Profile on client
|
Readings Chapter 6 (112-113) Chapter 7 (121-127) Chapter 12 (237-240) Chapter 34 (692)
Assignments
FW Occupational Profile 1 write up in SOAP note due 5/22 @ 1159
|
Week 3 May 25 – 29
*No class for Memorial Day*
*Campus Closed* |
In Class Independent review of materials: Models of Practice Goal writing OTPF + MH considerations
In Class Activities n/a
Fieldwork Complete assessment on client |
Readings Chapter 2
Assignments
Assessment and goals 1 write up in SOAP note due 5/29 @ 1159
All DQR Presentations due 5/31 @ 1159 |
Week 4 June 1-5 |
In Class Review student DOR presentations: Anxiety d/o Eating d/o Mood d/o Obsessive d/o Personality d/o
In Class Activities Develop intervention plan 1 for FW
Fieldwork Complete intervention plan with pt |
Readings Chapter 46 (976-979)
Assignments
Intervention write up 1 in SOAP note due 6/5 @ 1159 |
Week 5 June 8-12
|
In Class Review student DQR Presentations: Schizophrenia & Psychotic d/o Substance Related d/o Trauma / Stress related d/o
Faculty review: Acquired Physical Disability + MH Chronic disability + MH
In Class Activities Develop psychoeducational hand-out
Fieldwork Students will review their psychoeducational hand-out with their client
|
Readings Chapter 5
Assignments
D/c summary + psychoeducational hand out 1 write up in SOAP note due 6/12 @ 1159
|
Week 6 June 15-19
*MIDTERM WEEK*
*Juneteenth Holiday, campus closed* |
In Class Midterm Exam
Fieldwork Fieldtrip with the Castle 6/17 |
Readings Chapter 4
Assignments
Assessment Project due 6/21 @ 1159
|
Week 7 June 22-26 |
In Class Evaluations and Assessments Plan of Care Goal Setting
In Class Activities Assessment Project Presentations Goal Setting activity Practice occupational profile
Fieldwork Complete Occupational Profile on client |
Readings Chapter 3
Assignments
FW Occupational Profile 2 write up in SOAP note due 6/26 @ 1159
FW Reflection #2 due 6/28 @ 1159
|
Week 8 June 29-July 3
Friday July 3rd, Fourth of July Holiday Observed, Campus Closed |
In Class Intervention basics Group vs Individual tx
In Class Activities Intervention Cheat Sheet
Fieldwork Complete assessment on a FW client
|
Readings
Assignments
Assessment & goals 2 write up in SOAP note due 7/3 @ 1159 |
Week 9 July 6-10 |
In Class Discharge Planning Environment & Systems impact on OT & MH
In Class Activities Develop FW intervention plan 2 for FW
Fieldwork Complete intervention with FW clients |
Readings Chapter 26
Assignments
Intervention write up 2 in SOAP note due by 7/10 @ 1159 |
Week 10 July 13-17 |
In Class Semester Review Review Community Resources & NAMI
In Class Activities Develop final psychoeducational hand out for FW NAMI guest lecture
Fieldwork Students will review their psychoeducational hand-out with their client
|
Readings Chapter 34
Assignments
D/c summary + psychoeducational hand out 2 write up in SOAP note due 7/17 @ 1159
|
Week 11 July 20-24
*FINALS WEEK* |
In Class - Monday Final Exam
In Class - Wednesday Fieldwork evaluations and forms review with faculty
|
Readings Chapter 39 Chapter 44
Assignments
FW Reflection #3 due 7/24 @ 1159 |
Week 12 July 27-31 |
Therapeutic Riding Camp |
|
Tentative Schedule
Subject to change during the semester. Adequate notice of changes will be given.
Course Grading: Letter Grade Equivalents A = 90-100 B = 80-89 F = 0-79 | ||
| DQR / Presentation | 5% | |
| OT Process Project (Occ Profile 1 & 2) | 5% | |
| OT Process Project (Assessment, goals 1 & 2) | 10% | |
| OT Process Project (Treatment Plan 1 & 2) | 6% | |
| OT Process Project (D/c summary & hand out 1 & 2) | 5% | |
| Reflections (x3) | 9% | |
| Assessment Project | 5% | |
| Student Fieldwork Evaluation + Time Sheet | 15% | |
| Written Midterm exam | 20% | |
| Written Final exam – not cumulative | 20% | |
| Total: 100% |
| Assignment | ACOTE Standard Addressed | Assignment description |
| Project – DQR | B.2.1. B.2.6. | Students will complete diagnostic quick reference fact sheet and presentation on adult conditions (heritable diseases, genetic conditions, mental illnesses, disability, trauma, and injury) and their impact on occupational performance. |
| FW Assignment – Occupational Profile x 2 | B.2.3. | Student will interact with and complete an occupational profile with a client during fieldwork. Students will complete a SOAP note to document this information. |
| FW Assignment – Assessment & Goal Writing x 2 | B.2.3. B.3.4. B.3.5. | Students will administer a selected assessment on a client in fieldwork. Student will score, analyze, and interpret scoring of that assessment. They will discuss how the score would impact their intervention plan and indicate what factors may impact the client’s performance and scoring during this assessment. Students will then develop 1 long term goal to work with the client on that addresses their functional limitations. Students will convey this information via SOAP note. |
| FW Assignment – Treatment Planning (Individual & Group) x 2 | B.2.1 B.3.5. | Students will create and implement a group or individual treatment activity for a patient in a psychosocial population. Students will create an activity, analyze performance skills needed to complete the activity (with a breakdown of individual tasks), consider performance patterns, to prepare and evaluate the context needed to successfully implement that activity in addition to considering individual client factors. Students will then develop a SOAP note for this treatment activity. |
| FW Assignment – D/c planning x 2 | B.3.5. | Students will develop a discharge summary for their FW client. Emphasis will be on service recommendations, further activities they could recommend to the client or complete with them, overall progress made toward goals / barriers & supports in achieving, and any other referrals to other disciplines they would recommend in a SOAP note format. Students will create a psychoeducational handout for their FW client regarding community resources and activity recommendations to continue working toward their goals. |
| Assessment Project | B.3.3. B.3.4. | Students will create a description & short-hand-out of an assessment to educate their classmates. Information required includes psychometric properties, materials needed, process of administration, and why a clinician would select this assessment. Students will create a short video demonstrating administration of the test or subtest for their classmates to review. |
| Midterm & Final Exam | B.2.1. B.2.6. B.3.3. B.3.4. | Students will complete multiple choice midterm exam covering all assigned readings and materials covered during class prior to the midterm exam. The final exam will cover all assigned readings and class materials after the midterm exam. |
| FW Assignment – Reflections x 3 | B.2.1. B.2.6. | Students will reflect on fieldwork experiences to enhance their understanding and identify any areas that they feel they need more information to be successful in the OT process with individuals with psychosocial needs. |
| Level I FW Evaluation of Student Performance | B.3.1. | Students must successfully average a score of 3.0 (80%) or above on the Level I FW Evaluation of Student Performance to pass the Level I FW experience, Students must pass the Level I FW Evaluation in order to pass the course, |
| Level I FW Timesheet | C.1.3. | Be sure that all times is accounted for, and that each day of participation is signed off by assigned supervisor and AFWC. A minimum of 30 hours and a passing grade must be met too successfully complete the level I FW experience. |
| Level I Student Evaluation of Fieldwork Experience | C.1.3. | Students must complete the SEFWE document including signature and submit to AFWC by assigned due date. |
| Fieldwork Objective Form | C.1.3. | Students will document goals for FW I including a goal that addresses the psychosocial aspect of OT. |
| Case Analysis | Role Play | X | |
| Roundtable Discussion | Clinical Simulations | X | |
| Discussion Questioning/Interviewing | Community Integration Experience | X | |
| Experiential Learning | X | Multimedia Activities | x |
| Fieldwork Experience | X | Other | |
| Group Presentation | X | ||
| Lecture | X | ||
| Lab Activities | X |
Methods of Assessment: Check all that apply
| Case Study | X | Presentation | x |
| Exams | Demonstration | x | |
| Group Projects | X | Individual Project | x |
| Assignments/Papers | X | Essay Test | |
| EBP Literature Analysis | x | Objective Test/Quiz | |
| Lab Performance/Competency | Lab Practical | ||
| Journaling | X | Participation/In-Class Activities | X |
| Fieldwork Performance Evaluation | X | Other |
Instructor Course Policies
Instructor Course Policies
Daily Participation is a key part of this course, and students are expected to attend all programmed portions of the course. Students are encouraged to communicate with the instructor before class time if any issue arises that may interfere with their ability to participate or require them to step out of the class during unscheduled breaks. Active participation in all daily discussion, community outings, and class/laboratory experiences in this course will be noted by instructors during each session. Students deemed to be disinterested, unengaged, or otherwise occupied, will not receive participation points at the discretion of the instructor with no recourse on the part of the student. Students should arrive prepared for class to discuss, answer questions, and participate in all class lectures, meeting times and activities. Students should make every effort to use the bathroom during scheduled breaks offered approximately once per hour during instruction. If a student leaves the class at other times, it is their responsibility to communicate to the instructor ahead of time of an issue that may prevent them from sitting in class for approximately 60 minutes. Any student who is not engaged in the class, completing other activities not related to the course or the assigned activity, or completing assignments such as studying for another course will be asked to leave the class. Absence, tardiness, and participation points can all be affected by each incident.
Absences & Tardiness
It is an expectation that students will attend and fully participate in all classes and fieldwork assignments. Students at the master’s level are adults and are held accountable for their actions and behavior. Even the most reliable student can have an emergency occur (see absence policy). In the case of absence from fieldwork, both the fieldwork supervisor and the fieldwork coordinator must be notified.
*Free medical and mental health services are available from the Wilmington College Health and Wellness Center. The Health and Wellness Center can be utilized to obtain a medical note (937)-481-2217.
Absences
Instructors reserve the right to determine whether an absence is excused or unexcused. Absences result in 1% off the overall final grade each day the student is absent (e.g., If a student is absent 4 days over the semester, 4% of the overall final grade is deducted resulting in an overall course grade of 96% vs. 100%. Reasonable exceptions may be made at the instructor’s discretion.
Excused Absences
An excused absence is defined as a student’s unexpected illness/health with a medical note, bereavement for immediate family (e.g., spouse, children, grandparents, grandchildren, parents, siblings), or an unexpected life event (e.g., emergencies, hospitalizations, and legal obligations). An excused absence will result in the student’s ability to make-up assigned in-class work & assignments and submit within two days for full credit. Reasonable exceptions may be made at the instructor’s discretion.
Unexcused Absences
An unexcused absence is defined as 1.) birthdays, 2.) holidays that are not approved on the Wilmington College graduate calendar, 3.) weddings, 4.) vacations/trips, 5.) absence due to illness without a medical note, or 6.) work. Unexcused absences will result in a student’s inability to submit assigned in-class work on the day of absence. Regular assignments (those that are not completed in-class), and that are due for submission on the same day that a student is absent, MUST be turned in by the due date regardless of whether the student is present for class to avoid a zero grade.
In the case of ALL absences, whether excused or unexcused, you are expected to contact your instructor to get information and materials missed.
*If a student has unexcused absences of 3 or more days for any single course, they can be considered for failure of the course and possible dismissal from the program.
Tardiness
Students are expected to arrive to class or learning session on time including arriving on time after a break in class or learning session. After one late arrival, the instructor contacts the student if the student did not communicate ahead of time regarding the late arrival. Upon the second late arrival, whether excused or unexcused, the instructor notifies the student’s faculty advisor to request the development of an action plan to prevent further occurrences. The student is responsible for any missed material and assignments resulting from tardiness. Failing to notify the instructor of tardiness or absence before class starts, or consistent tardiness may impact your overall grade.
Tardiness over five minutes will result in 1% off the overall final grade each day the student is tardy. (e.g.,If a student is tardy 4 days over the semester, 4% of the overall final grade is deducted resulting in an overall course grade of 96% vs. 100%. Reasonable exceptions may be made at the instructor’s discretion.
Academic Misconduct
See the Graduate Catalog and OT student handbook for additional policies in dealing with academic misconduct charges.
Academic misconduct may result in a failing grade, and a letter regarding the incident may be placed in the student’s permanent file in the Office of Academic Affairs. Academic misconduct includes all types of scholastic dishonesty and includes, but is not limited to, cheating on examinations or assignments, interfering with another student’s work, representing work done by another as your own, and plagiarizing.
Scholastic Dishonesty
Academic misconduct/scholastic dishonesty may result in a failing grade, and a letter regarding the incident may be placed in the student’s permanent file in the Office of Academic Affairs. Academic misconduct includes all types of scholastic dishonesty and includes, but is not limited to, cheating on examinations or assignments, interfering with another student’s work, representing work done by another as your own, and plagiarizing.
Resources are available to help students understand how to avoid plagiarism. Faculty may require students to submit their written assignments through plagiarism software prior to submission. It is the student’s responsibility to ask for help if needed. See the college catalogue and website for further information.
Any student who commits an act of academic misconduct/scholastic dishonesty is subject to discipline that can result in dismissal from the program (refer to the Probation & Suspension policies in the OT Student Handbook and Graduate Catalog). Scholastic dishonesty includes, but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable to another person.
Artificial Intelligence
Using AI-generated text or images without proper citation is academic dishonesty. Wilmington College defines plagiarism as “submitting work done wholly or partly by another,” and that remains true even if the other is an AI model and not another student or author of a published article. You are not permitted to use generative AI tools for any work in courses. This includes the use of popular tools like ChatGPT, Midjourney, GitHub Co-Pilot, as well as all other tools built on generative AI technologies UNLESS EXPRESSLY PERMITTED BY THE INSTRUCTOR. Due to the nature of this program, work can only be fairly and accurately evaluated if student writing has NOT been assisted by generative AI. Use of generative AI for assignments in this course will be considered a violation of the College’s academic integrity policies. Assigned reading and corresponding written assignments in this program are designed to develop independent skills and thoughtful perspective through reflective technical writing. Use of AI undermines that work, its purpose, and ultimately any benefit that it could provide towards students’ learning experience. Therefore, the use of any generative AI to help with any assignments will be considered cheating/plagiarism and will be graded and handled accordingly.
Additional Course Policies
Minimal Technical Standards
A student is expected to meet all standards as outlined on the MSOT program’s Minimum Technical Standards document. If a student is no longer able to meet these standards for any reason, the student is advised to contact the Director of Accessibility and Disability Services as soon as possible. The Accessibility and Disability Services office will provide written instructions for the type and extent of accommodations to meet the student’s need. The stipulations for accommodations will be provided directly from the Accessibility and Disability Services office to the appropriate instructors, per the policies and procedures of the Accessibility and Disability Services office.
Assignments
Class assignments are designed to ensure that students are building the skills needed to become competent, entry-level practitioners by graduation. Each class uses a variety of evaluation methods to meet diverse student learning styles. Students are expected to be fully prepared for each class and meet all assigned due dates. Late submissions are generally NOT permitted. Reasonable exceptions may be made at the instructor’s discretion.
Exams and Quizzes
Written Exams
Time allotted for exams and quizzes will vary between courses. In general, students are allowed one hour for multiple choice exams, 30 minutes for quizzes, and two hours for exams containing case studies, short answer items, or essay questions. Official time allotted for exams and quizzes is at the discretion of the individual instructor.
Practical Exams
Time frames for practical exams and performance-based competencies given individually or in pairs are determined by the amount of content involved and the expectation of the demonstration, at the discretion of the instructor.
Rescheduling Exams
Examinations must be given during the scheduled examination period at the end of each semester. A student may take a final at a different time only if an emergency or a special circumstance at the time of the exam occurs. Students who think they have special reason to ask for a special examination should complete the Early/Late Exam Request form, take it to the instructor for approval, and have it countersigned by the Program Director. No instructor is authorized to provide a special exam without this form.
Any midterm or final assessment CANNOT be rescheduled for an unexcused absence.
Professional Behaviors
Students are expected to be professional in all interactions associated with the school and program. Professional behavior is expected to be maintained in all classrooms and campus buildings, and when in the community for assigned class activities. Unprofessional behavior will be addressed immediately, and the student will be held accountable for immediate resolution of the issue.
Behaviors which detract from students learning will not be tolerated. These behaviors include but are not limited to talking during class when an instructor or other student has the floor, attire that distracts from students learning, entering, and exiting during instruction, and incoming messages on electronic devices.
Cell Phones
All phones will be silenced and put away during class and only accessed during break times. If an emergency occurs and the professor is informed appropriately, an exception may be made. Faculty approval is required for any exceptions to cell phone and electronic device use and is at the discretion of the individual instructor.
Dress Code
Students are expected to be always clean and neat. Students are expected to wear business casual dress shirts, polo shirts, or Wilmington College branded shirts, and dark or khaki casual pants or scrub pants. No jeans, spandex, or shorts are allowed without explicit permission from the course instructor. All clothing must be loose enough to allow free movement through all ranges, especially during lab activities. When participating in anatomy and kinesiology labs students may be asked to change into appropriate lab clothing as designated by instructors. Rubber-soled, close-toed shoes are required. No clogs, flipflops, or sandals are allowed.
Jewelry, perfumes, and after shave scents must be kept to a minimum. When guest speakers or other visitors are present, students must wear their Wilmington College OT Student name tags. Pajamas or tank tops will not be permitted during class, including courses delivered in an online format.
Electronic Devices
The use of electronic devices (including headphones) during class or any instructional activity or session for personal communication, texting/chatting, private exploration, or any other purpose outside of the activities prescribed by the Professor for that session is not permitted.
Food & Drink
Any food must only be consumed in breaks, outside or in the student lounge. Students are allowed lidded drinking cups in the classroom. All students are responsible for their own clean up. All kitchen items must be washed and replaced immediately after use. Refrigerators must be emptied of all student items each Thursday before students can leave the building. The program is not responsible for items left in the department over weekends, holidays, or breaks.
Online Netiquette
Online communication can be challenging. It’s possible to miscommunicate what we mean or to misunderstand what our classmates mean given the lack of body language and immediate feedback. Therefore, please keep these netiquette (network etiquette) guidelines in mind. Failure to observe them may result in disciplinary action.
- Always consider audience. All communication should reflect polite consideration of other’s ideas.
- Respect and courtesy must be always provided to classmates and instructors. No harassment or inappropriate postings will be tolerated.
- When reacting to someone else’s message, address the ideas, not the person. Post only what anyone would comfortably state in a face-to-face situation.
Physical Contact:
Disclaimer: Due to the nature of occupational therapy practice, there may be physical contact with other classmates and instructors in order to fully comprehend and correctly perform specific evaluation and intervention techniques. By reading this statement and signing the syllabus attestation, you agree to fully participate and accept the necessity for physical contact by instructors, guest speakers, and other classmates for professional and educational purposes.
https://www.wilmington.edu/academics/academic-calendar
https://catalog.wilmington.edu/
https://www.wilmington.edu/academics/academic-records/catalog-archives
Americans with Disabilities Act
If you have a documented disability that requires accommodations, contact Spencer Izor, the Associate VP for Compliance: spencer.izor@wilmington.edu, 937-481-2365, or visit her office in College Hall, Room 306.” If it is a class in the Prison Education Program, refer them to the Site Coordinator rather than to Spencer.
Face to Face Courses
Wilmington College defines a Face-to-Face course as one which meets in a physical space on a regular weekly schedule. All students enrolled in a Face-to-Face course are expected to physically attend and participate in all class sessions.
Occupational Therapy Program Mission
Occupational Therapy Program Mission
The mission of the Occupational Therapy program at Wilmington College is to prepare exceptional occupational therapy professionals that recognize and respond to the unique needs of rural communities with a focus on evidence and occupational-based practices that are client-centered.
Upon completion of the Occupational Therapy program, students will...
1. Use critical reasoning to recognize health care needs, especially those in rural contexts, and provide evidence-based occupational therapy services to a variety of populations employing a variety of service delivery models, in different health care settings, and within community-based systems.
2. Provide services within a client-centered, occupational-based theoretical foundation with consideration of the underlying factors including, but not limited to, the culture and contexts that influence the individual’s ability to engage in meaningful occupational tasks and roles.
3. Clearly articulate, document, and apply professional principles and ethics, in advocacy of the client’s and family’s needs, as well as the needs of the OT profession.
4. Provide direct and indirect services to promote and sustain health, facilitate typical growth and development, prevent deficits, and maintain, restore, or enhance function through compensation, adaptation, and participation in appropriate therapeutic methods, environmental modifications, use of adaptive equipment, and assistive technologies to enhance meaningful occupational engagement.
5. Demonstrate the ability to manage and evaluate the efficacy of occupational therapy services including client care outcomes, departmental operations, documentation and reimbursement, and the supervision of appropriate personnel, including fieldwork students, within the guidelines of professional practice.
6. Initiate and participate in collaborative and cooperative interactions with intra-disciplinary and interdisciplinary professionals, clients, families, significant others, and caregivers to achieve the desired occupational therapy outcomes.
Curriculum Design and Themes
The Wilmington College Occupational Therapy Program has a rural focus with three themes woven throughout the curriculum. The three themes reflect aspects of current occupational therapy practice and care and are as follows:
- Evidence-Based Practice
- Occupation-Based Practice
- Client-Centered Care
Syllabus Signature Page
Syllabus Signature Page
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Undergraduate: SP26 Final Exam Schedule Graduate:
Out-of-class Work Expectation A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week. |
Instructional Course Delivery |
Academic Integrity Policy The use of generative AI is prohibited except where expressly allowed in assignment instructions. |
Academic Misconduct - Examples [10/24]
ACADEMIC CODE OF CONDUCT
This policy is directly related to the first Testimony, which is part of the Student Code of Conduct. “I will practice personal and academic integrity.” The initial responsibility for dealing with academic misconduct lies with the individual faculty member in whose classroom or course of study the offense occurs. The responsibility includes determination of the consequences for the offense. The goal is for faculty to confront cheating and plagiarism, to teach ethical behavior, and to provide an appropriate consequence based on the nature of the incident. Faculty are encouraged to explicitly address academic misconduct and its consequences in the course syllabus.
EXAMPLES OF ACADEMIC MISCONDUCT
A. Examination offenses include, but are not limited to, the following:
1.Taking unauthorized materials into or out of the examination room.
2.Leaving the examination room without authorization before completing an examination.
3.Talking in the examination room without authorization.
4.Discussing the examination outside the examination room during the course of the examination.
5.Attempting to observe the work of another student.
6.Taking an examination for another person or permitting someone else to do so.
7.Collaborating improperly by discussion, joint research, or joint effort in any way expressly prohibited by the instructor. This includes using a cell phone or other device to access information from another source or another student.
8.Improper knowledge of contents of an examination - No student shall knowingly acquire unauthorized knowledge of an examination or any part of an examination, or solicit, offer, or give information about any part of an examination.
B. Student work offenses include, but are not limited to, the following, which are expressly prohibited in the absence of prior written approval of the instructor or instructors involved:
1.Resubmission of work - Submitting work which has been previously submitted for credit.
2. Plagiarism - Submitting work done wholly or partly by another, including the unattributed copying of all or parts of a published work or internet document. Using generative Artificial Intelligence (AI) sources to produce work (when not expressly permitted) is also a form of plagiarism. Some instances of plagiarism are the result of ignorance rather than dishonesty. When plagiarism is encountered, the instructor should be sure that the student knows proper procedures for attributing content.
3.Prohibited sources - Consulting material or persons contrary to the directions of the instructor.
4.Improper collaboration - Engaging in any discussion, joint research, or joint effort of any kind expressly prohibited by the instructor.
5.Deception - Misrepresenting the authenticity of sources, citations, or principles in any written work.
6. Sharing work – Students who share their work with others are responsible for how that work is used. For example, if a student shares a paper with another student to help him or her understand an assignment, and that student submits the work as their own, the author of the paper shares responsibility for the plagiarism committed by the other student.
D. Other misconduct - Engaging in any other improper conduct as specified by the instructor.
E. Lying – deliberately providing false information relevant to academic matters, such as misrepresenting the inability to take an examination because of illness.
F. Disruptive or disrespectful classroom behavior – causing a disturbance in the classroom, interrupting instruction, speaking rudely or threatening students or faculty.
Class Attendance Policy |
ADA and Students with Disabilities
Wilmington College and the Office of Compliance and Integrity are committed to ensuring equal access to students with disabilities, including physical, medical, and psychiatric disabilities. If you are a student with a disability and feel you may need a reasonable accommodation to fulfill the essential functions of this course, you are encouraged to connect with Nathan Flack, Academic Resource Center Manager/ADA Coordinator by visiting the Academic Resource Center located in Robinson Communication Center, Room 103 or connecting via email/phone at nathan.flack@wilmington.edu or 937-481-2208 (TTY: Ohio Relay 711 for deaf/hard of hearing). Please understand that formal eligibility communication from the Office of Compliance and Integrity must be presented prior to the coordination of accommodations for this course.
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Undergraduate: SP26 Final Exam Schedule
Out-of-class Work Expectation A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week. |
Instructional Course Delivery Definition of Courses |
Academic Integrity Policy The use of generative AI is prohibited except where expressly allowed in assignment instructions. Academic Integrity Policy |
Class Attendance Policy Institutional Class Attendance Policy |