CATHERINE NIELSON, Director
Ruth Humphry (4) Parents and Infants during Co-Occupation/Feeding, Family-Centered Services and Young Children with Developmental Disabilities
Grace Baranek (10) Autism and Related Developmental Disorders, Sensory Processing and Sensorimotor Performance Related to Childhood Occupations
Malcolm Cutchin (5) Aging, Place, Pragmatism
Virginia A. Dickie (2) Quilting as an Occupation: NC Quilters, Creative Occupations, Community-Based Practice
Catherine Nielson (3) Administration, Leadership, Occupation-Centered Services, Generalist Practice, Curriculum Development
Susan Coppola (9) Geriatric Functional Assessment, Physical Rehabilitation, Fieldwork Effectiveness in Clinic
Jane Rourk (6) Occupational Therapy in the Schools, Inclusive Practice, Pediatrics
Catherine Alguire, Services for Children and Adolescents with Developmental Delays, Impact of the Environment to Support Occupations
Linn Wakeford, Occupation-Centered Services for Infants and Preschoolers with Developmental Delay
Jenny Womack, Aging, Community-Based Practice, Assistive Technology, Universal Design and Environmental Accommodations
Marlys M. Mitchell
The Division of Occupational Science in the Department of Allied Health Sciences offers two graduate programs: a master of science (MS) degree with a major in Occupational Therapy (OT), and a doctor of philosophy (PhD) degree in Occupational Science. The MS in Occupational Therapy program is a two-year program designed for individuals with a baccalaureate degree in a field other than occupational therapy. It is an entry level program for individual who wish to become occupational therapists. The PhD program in Occupational Science accepts applicants with an earned master's degree in occupational therapy or a related field (see admission requirements below). The doctoral program prepares individuals who wish to pursue academic careers that could include teaching, research, and other scholarly activities related to occupational science.
The MS program has the following prerequisites:
There are eight total prerequisite courses, four of which are fixed (core body of knowledge) and four of which come from a flexible and diverse menu of categories. All prerequisites must be taken for credit in an academic institution.
Fixed Prerequisites:
Flexible Prerequisites:
The master of science program requires a minimum of sixty-three semester credit hours. The program is twenty-four months in length and includes substantial fieldwork experience.
Occupational therapy courses are available only to graduate students enrolled in the MS program at the University.
704 [304] RESEARCH IN OCCUPATIONAL SCIENCE AND THERAPY (3). Examination of research approaches and issues within occupational science and occupational therapy. Development of skills in writing research proposals and applying research results to insure evidence-based practice. Fall. Cutchin.
718 [211] MUSCULOSKELETAL DIMENSIONS OF OCCUPATIONAL PERFORMANCE (4). An in-depth review of musculoskeletal anatomy and kinesiology. Application is stressed as related to anatomical, physiological, and biomechanical dimensions of movement and occupational performance. Fall. Womack.
720 [220] NEUROSCIENCE: PROCESSES SUPPORTING OCCUPATION (3). Neurophysiological processes contributing to functional abilities. Study of CNS related to observed behaviors, affect, and higher cognitive components of function. Spring. Womack.
720A [320A], 720B [320B] FIELDWORK II (6 each). Direct experience with clients/patients in varied service treatment settings. Experience will include adult disabilities (A) and a second experience in an area of special focus (B). Summer. Coppola.
722 [222] BIOMEDICAL AND PHENOMENOLOGICAL PERSPECTIVES ON ILLNESS AND DISABILITY (4). The biomedical and phenomenological aspects are presented and contrasted, using medical literature and personal narratives. Emphasis on humanistic values, biomedical information, and investigative reasoning for effective occupation-centered practice. Spring. Staff.
736 [207] OCCUPATIONAL THERAPY PRACTICE ENVIRONMENTS (2). Overview of OT practice settings, professional organizations, and regulatory bodies. Factors influencing practice, including legislation, reimbursement, documentation, and culture of communities. Ethics, confidentiality, self-awareness, teamwork, and professionalism in practical settings. Fall. Staff.
738 [338] POLITICAL, ADMINISTRATIVE, AND FINANCIAL CONTEXTS OF SERVICE DELIVERY (3). Exploration of public policies and regulations, administrative systems and skills, reimbursement, and financial aspects of traditional service delivery system. Fall. Nielson.
740 [344] EVOLUTION OF COMMUNITY-BASED PRACTICE: DEVELOPMENT, IMPLEMENTATION, AND EVALUATION (2). History and development of occupation-based services in community settings; evolution, structure, and operation of community programs; use of consulting and planning skills in a comprehensive and systematic planning model. Spring. Nielson.
748 [248] FUNDAMENTALS OF OCCUPATION-CENTERED PRACTICE (4). In-depth examination of core principles and methods involved in comprehensive occupational analysis, assessment of occupational performance, and therapeutic occupation across practice areas. Fall. Wakeford, staff.
750 [250] OCCUPATIONS, ADAPTATION, AND TECHNOLOGY I (5). Prerequisites, OCCT 726, 748. Problem-orientation approach to assessment, treatment planning, and use of clinical reasoning to develop intervention strategies. Remediative, compensatory, and adaptive approaches to physical and psychosocial dysfunction are explored through case studies. Spring. Womack, staff.
751 [251] OLDER ADULTS: OCCUPATIONS, ADAPTATIONS AND TECHNOLOGY II (2-3). Prerequisites, OCCT 826, 748. A problem-based learning approach to the occupational therapy clinical reasoning process; assessments, interventions, and adaptations for older adults. Spring. Coppola.
752 [252] CHILDREN: OCCUPATIONS, ADAPTATION, AND TECHNOLOGY III (3). Prerequisites, OCCT 828, 750, 751. A problem-based learning approach to the occupational therapy clinical reasoning process, assessments, interventions, and adaptations for children with disabilities. Spring. Wakeford.
826 [226] OCCUPATIONAL AND ENVIRONMENTAL TRANSFORMATIONS I (3). Investigation of continuity/discontinuity in pattern, function, and meaning of occupations from early adulthood through old age. Analysis of individual differences in occupational performance within family, SES, and cultural contexts. Fall. Dickie.
828 [228] OCCUPATIONAL AND ENVIRONMENTAL TRANSFORMATIONS II (3). Prerequisite, OCCT 826. Age-related changes in occupational performance from infancy through adolescence. Developmental contextualism used to frame intrinsic changes and environmental influences. Fall. Humphry.
842 [342] HISTORICAL EVOLUTION OF OCCUPATIONAL THERAPY AND SCIENCE (3). This historical analysis of occupational therapy and occupational science centers upon questions of philosophical foundations, knowledge development, division of labor, and professionalism within health care. Spring. Dickie.
890 [350] INDEPENDENT STUDY: OCCUPATIONAL THERAPY AND SCIENCE (Var.). Elective. Independent study to pursue specific interests and topics. Faculty supervision. May be repeated for credit. Fall, spring, and summer. Baranek, Cutchin, Humphry, Coppola, Dickie.
992 [330] APPLIED RESEARCH EXPERIENCE (2). Collaborative research projects in occupational science or occupational therapy. Emphasis on data collection, analysis, and professional communications of research findings. Spring. Baranek, Cutchin, Dickie, Humphry.
993 [393] MASTER'S THESIS (Var./minimum 4). Permission required. Fall, spring, and summer. Staff.
The PhD program in Occupational Science accepts academically qualified applicants who have completed master degrees in occupational therapy, relevant social and behavioral sciences, or related health fields. Applicants receive a thorough review for evidence of potential success in a doctoral program in The Graduate School at UNC-Chapel Hill. In order to achieve closely mentored research experiences, only applicants with expressed interests consistent with existing programs of research and scholarly work of the faculty are admitted. Final selection among qualified applicants will be based on his or her interview with core faculty members in the PhD program in Occupational Science. Review the UNC-Chapel Hill Web site for information about application to The Graduate School. In addition to the formal application to the Graduate School, the following information is required:
1. Official copies (two copies) of all undergraduate and graduate transcripts;
2. Graduate Record Examination (GRE) scores (taken within the last 5 years);
3. Results of the TOEFL (Test of English as a Foreign Language, if applicable)
4. A reflective essay detailing personal and professional goals relevant to the pursuit of a PhD in Occupational Science at UNC-Chapel Hill (submit directly to the Division of Occupational Science); and
5. Three letters of recommendation from individuals that support the applicant's potential as an educator and scholar (sent to the Division).
The PhD program requires a minimum of forty-five semester credit hours beyond the master's degree. This course of study covers four domains: (a) occupational science, (b) an interdisciplinary cognate area that complements occupational science, (c) research design and methodology, and (d) competencies for an academic career. All graduates must complete a doctoral dissertation in occupational science. Students are also expected to reach satisfactory competence in teaching and research as determined by their career goals.
With approval from the instructor, Occupational Science courses are open to graduates students interested in: (1) the study of people engaged in everyday activities in different situations; and (2) how various experiences in an activity or patterns of engagement influence development, health, and quality of life across the lifespan.
826 OCCUPATIONAL AND ENVIRONMENTAL TRANSFORMATIONS, I: ADULTHOOD (3). Investigation of continuity/discontinuity in pattern, function, and meaning of occupations from early adulthood through old age. Analysis of individual differences in occupational performance within family, SES, and cultural contexts. Fall. Dickie.
828 OCCUPATIONAL AND ENVIRONMENTAL TRANSFORMATIONS, II: CHILDHOOD (3). Study of age-related change process shaping everyday activities from infancy through adolescents within family, SES and cultural contexts. Fall. Humphry.
842 HISTORICAL EVOLUTION OF OCCUPATIONAL THERAPY AND SCIENCE (3). The historical analysis of occupational therapy and occupational science centers upon questions of philosophical foundations, knowledge development, division of labor, and professionalism within health care. Spring. Dickie.
850 INDEPENDENT STUDY IN OCCUPATIONAL SCIENCE (1-3). Independent study to pursue specific interests and topics under faculty supervision. Fall and spring. Baranek, Cutchin, Dickie, Humphry.
890 SEMINAR ON SPECIAL TOPICS IN OCCUPATIONAL SCIENCE (3). Discussion and critical evaluation of philosophy, theory and scientific issues associated with the study of people's activities in the context of their everyday lives. Topics differ each semester. Fall and spring. Baranek, Cutchin, Dickie, Humphry.
994 DOCTORAL DISSERTATION IN OCCUPATIONAL SCIENCE (1-3). Doctoral dissertation in occupational science. Fall and spring. Baranek, Cutchin, Dickie, Humphry.