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Leisure Occupations:Traveling, running, and shoppingMELISSA PETERS, MOT, OTR/LEducation:MOT, Occupational Therapy, Wayne State UniversityBS, Allied Health Sciences, Wayne State UniversityWork History:Adjunct Professor/Academic Fieldwork Coordinator, BakerCollege, Allen Park, MICEO, Skills For Life OT, LLCOccupational Therapist, behavioral Health, Henry Ford, MtClemens, MIOccupational Therapist, inpatient rehab/acute care, HenryFord, Macomb, MIAcademic & ResearchInterests:Improving people of all ages across the lifespan to improveemotional intelligence and interpersonal skillsCreating new agencies to provide OT services forcommunities.Leisure Occupations:Cooking from scratch to create healthy yet tasty meals formyself and family, riding my motorcycle, and traveling.RENUKA ROCHE, PhD, MS, OTR/LEducation:Ph.D., Physical Rehabilitation Science, University ofMaryland at Baltimore (UMB)M.S., Occupational Therapy, University of Illinois atChicago (UIC)Post Professional Diploma in Rehabilitation (forOccupational) All India Institute of Physical Medicine andRehabilitationB.O.T., Christian Medical College and Hospital (CMCH)Work History:Neuro Clinical Specialist (OT), University of MarylandMedical Center (UMMC) and the R. Adams Cowley ShockTrauma CenterOccupational Therapist, UMMCGraduate Research Assistant, Department of PhysicalTherapy and Rehabilitation Science, UMB9

Head Research Assistant, Department of OccupationalTherapy, UICOccupational Therapist, Indian Red Cross SocietyOccupational Therapist, The Spastics Society of TNConsultant, Madras Dyslexia AssociationJunior Tutor and Clinical Therapist, CMCHAcademic & ResearchInterests:To develop a better understanding of the mechanismsunderlying motor deficits in children with developmentalcoordination disorder and other developmental conditions,and to develop targeted therapeutic approaches to improveoccupational performance in these populations.Leisure Occupations:Choral singing, Cooking, Baking, Quizzing, TravelingJAYNE YATCZAK, PhD, MS, OTRL, CWC, CWT, LSVTEducation:Ph.D. , Anthropology, Wayne State UniversityM.S., Occupational Therapy, Eastern Michigan University,Graduate Certificate, Gerontology, Eastern Michigan UniversityB.S. Occupational Therapy, Eastern Michigan UniversityB.A. Psychology, University of MichiganWork History:MOT Program Director (past), Eastern Michigan UniversityAssociate Professor, Eastern Michigan UniversitySenior Occupational Therapist Geropsychiatric ServicesBotsford HospitalAdjunct Lecturer EMU, Occupational Therapy and GerontologyStaff therapist, Manor Care Health & RehabStaff therapist, Detroit Receiving HospitalEnclave Supervisor, Washtenaw County CMHAcademic & Research Interests:Cultural construction of occupational competencePerson-object relations and their role in the construction ofoccupational identityRole of occupation in psychological well-being andquality of life in older adultsPhysiological responses to occupation-based interventions inpeople with Alzheimer’s diseaseThe translation of knowledge of occupation intooccupation-based practiceLeisure Occupations:Zumba, Kickboxing, Yoga, Tai Chi, Running, Gardening,Cooking & Baking, Home Food Preservation, Sausage Making,Reading, Counted Cross Stitch, Tatting, Knitting10

ANDREA GOSSETT ZAKRAJSEK, OTD, MS, OTRL, FNAPEducation:OTD (post-professional), University of Illinois at Chicago (UIC)MS (post-professional), Occupational Therapy, UICBS., Occupational Therapy, Eastern Michigan UniversityWork History:Professor, Eastern Michigan UniversityMOT Program Director, Eastern Michigan UniversityAging Studies Program Director (past), Eastern MichiganUniversityProject Coordinator, OT Program at UICClinical Instructor, OT Program at UICContingent OT, Weiss Memorial Hospital, ChicagoStaff OT, Rehabilitation Institute of Michigan, DetroitAcademic & Research Interests:Exploring participation and health issues of older adults andpeople with disabilities. Applying participatory action researchand community-based participatory research approaches in orderto understand the individual and group experiences ofparticipation with the purpose of working with projectstakeholders towards systemic change. Age-Friendly Universities(age-inclusion in higher education)Leisure Occupations:Travel, reading historical fiction novels, swimming, camping,engaging in co-occupations with children and husbandPART-TIME LECTURERS:Adrienna Bartnicki, MOT, OTRL, Occupational Therapist, pediatric community-based practiceKellie Childs, MOT, OTRL, Occupational Therapist, Ypsilanti Meals on WheelsMelissa Dochych, MOT, OTRL, Occupational Therapist, Building Bridges Therapy CenterCarolyn Ferrer, MOT, OTRL, Senior Occupational Therapist, Rehabilitation Institute of MichiganKatie MacDonald, MOT, OTRL, Occupational Therapist, Resilire NeuroEMERITUS FACULTY:NormaJean Bennett, MA, OTR, FAOTA – Professor Emeritus, Eastern Michigan UniversityRuth A. Hansen, PhD, FAOTA – Professor Emeritus, Eastern Michigan UniversityDonna Heine, MA, OTR, LPC- Professor Emeritus, Eastern Michigan UniversityFrances Herrick Swailes, OTR – Professor Emeritus, Eastern Michigan UniversityValerie Howells, PhD, FAOTA -- Professor Emeritus, Eastern Michigan UniversityJudy Olson, PhD., OTR – Professor Emeritus, Eastern Michigan UniversityGretchen Dahl Reeves, PhD, FAOTA -- Professor Emeritus, Eastern Michigan UniversityLyla M. Spelbring, PhD, OTR, FAOTA – Professor Emeritus, Eastern Michigan UniversityYvonne Teske, PhD, OTR, FAOTA – Professor Emeritus, Eastern Michigan University11

OCCUPATIONAL THERAPY PROGRAM GUIDING STATEMENTSHistory of EMU’s Occupational Therapy Program Long, rich history-dating to 1941Strong state reputationRecognized for its excellence in community-based practice and researchACCREDITATIONThe EMU Occupational Therapy program is accredited by the Accreditation Council forOccupational Therapy Education (ACOTE) of the American Occupational Therapy Association(AOTA), located at 4720 Montgomery Lane, Suite 200, Bethesda, MD 20814-3449. ACOTE'stelephone number, c/o AOTA, is (301) 652-AOTA and its web address is www.acoteonline.org.EMU Occupational Therapy: leveraging our legacy to forge the practice oftomorrow.PROGRAM VISIONWe draw upon our legacy in occupation-based practice and scholarship to enrich our communitiesand advance the profession through graduates who will create the practice of tomorrow.PROGRAM MISSIONThe mission of the EMU OT Program is to educate occupational therapists to value occupation andstrive to understand its complexity and depth. Through this understanding of the power ofoccupation, graduates of our program are equipped with the tools to lead creative practice whileenhancing meaningful occupation and participation at individual, community, and system levels.We meet this mission by: Empowering students to be active participants in their own learningGrounding education in authentic learning experiencesCreating and facilitating partnerships with community stakeholdersEngaging in scholarship that reflects our missionCURRICULUM DESIGN STATEMENTThe EMU COT/MOT curriculum is designed to cultivate OT practitioners who are equippedwith the tools to lead creative practice while enhancing meaningful occupation andparticipation at individual, community, and system levels. To do this, we use adevelopmental, occupation-based model to cultivate practitioners who: understand thecomplexity and power of occupation; are skilled in addressing the occupational needs ofindividuals, communities and populations across the lifespan in order to drive meaningful12

change in health and well-being; use evidence to inform action; and approach practice witha curious mindset.Our developmental, occupation-based curriculum provides opportunities to applyoccupational therapy theory, skills and knowledge through the use of intentional andrelevant experiences both in the classroom and in fieldwork. Learning experiences aredesigned to be scaffolded across coursework and fieldwork experiences to offer studentsways to cultivate ownership of their learning to create a life-long learning mindset.As educators, we facilitate interaction and collaboration and expect our students to be activeparticipants in the educational experience as they develop the skills needed for occupationaltherapy practice. Through the curriculum, students construct knowledge in order to beoccupation-based, community-minded, evidence-driven, enterprising and curiouspractitioners.CURRICULAR THREADSOccupation-Based PractitionerStudents will facilitate the agency of people to choose and engage in occupations that bring meaningto everyday life by keeping the power of occupation central to their practice.Community-Minded PractitionerStudents will design and implement effective approaches in collaboration with community partnersto address the occupational needs of individuals, communities and populations.Evidence-Driven PractitionerStudents will utilize and generate evidence in its many forms (client experiences, quality metrics,research, electronic health records, organizational data) to create solutions.Enterprising PractitionerStudents will develop, organize and manage new and existing practice opportunities to drivemeaningful change with all people, populations, and communities to impact overall health andwell-being.Curious PractitionerStudents will take charge of their learning; they will develop a mindset of lifelong learningrecognizing curiosity drives our learning by taking positive risks, stepping outside of comfort zonesand exploring different perspectives.STUDENT LEARNING OUTCOMESOccupation-Based Practitioner:Students will facilitate the agency of people to choose and engage in occupations that bring meaningto everyday life by keeping the power of occupation central to their practice.13

1. Students will understand that occupation is meaningful, has a relationship withhealth and impacts participation throughout life.2. Students will identify factors that inhibit or support meaningful occupationalengagement across the lifespan.3. Students will design and implement occupation based interventions across thelifecourse to facilitate participation and engagement in everyday life.Enterprising Practitioners:Students will develop, organize and manage new and existing practice opportunities to drivemeaningful change with all people, populations, and communities to impact overall health andwell-being.4. Students will identify occupational performance problems that impact health andwell-being of people, communities, and populations.5. Students will develop new and existing practice solutions that address theoccupational needs of people, communities and populations.6. Students will implement new and existing practice solutions that address theoccupational needs of people, communities and populations.Evidence-Driven PractitionerStudents will utilize and generate evidence in its many forms (client experiences, quality metrics,research, electronic health records, organizational data) to create solutions.7. Students will identify and critically appraise the existing evidence for clinicaldecision making for occupation-based practice.8. Students will disseminate evidence relevant to the field of occupational therapy. “Evidence” is defined by our thread as client experiences, quality metrics,research, electronic health records, organizational data.Community-Minded Practitioner:Students will design and implement effective approaches in collaboration with community partnersto address the occupational needs of individuals, communities and populations.9. Students will implement mutually beneficial experiences to address occupationalparticipation and needs of persons, groups and populations through activecollaboration with instructors, peers and community partners.Curious Practitioner:Students will take charge of their learning; they will develop a mindset of lifelong learningrecognizing curiosity drives our learning by taking positive risks, stepping outside of comfort zonesand exploring different perspectives.10. Students will ask questions, engage in discussions, and develop a growth mindsetas they actively engage in constructing new knowledge.11. Students will develop critical thinking and reflective practice through activelyengaging in self-directed learning.14

MOT CURRICULUM15

MOT COURSE MAPWINTEROCTH 500: Historyand Philosophy ofOccupational TherapyOCTH 412/OCTH512:Models of Practice33OCTH 495/OCTH 595NeurologicalFoundations of HumanOccupation3OCTH 522:Foundations ofMovement and HumanOccupationTOTAL CREDITS3WINTEROCTH 519:Programming IISUMMEROCTH 501:TherapeuticRelationship Skills inthe OT Profession2OCTH 503: Clinicaland ProfessionalReasoning in OT23OCTH 540: ResearchMethods312FALLOCTH 619:Programming III6(Assessment andIntervention with OlderAdults)3OCTH 601: CurrentIssues in OT1(Adults)OCTH 686:Culminating Project I3TOTAL CREDITS12WINTEROCTH 588:Level II Fieldwork A3(Pediatrics)(Assessment andIntervention with Adults)OCTH 516:Level I, Fieldwork BOCTH 420/OCTH521: Level I,Fieldwork A7YEAR TWOSUMMEROCTH 687:Culminating Project II6(Assessment andIntervention withChildren andAdolescents)OCTH 502: Theoryand Analysis ofIndividual and GroupOccupations1263FALLOCTH 419/OCTH518: Programming I6OCTH 517:Level I, FieldworkC(Older Adults)3OCTH 600:Supervision andProfessional Roles34LEVEL IIFIELDWORKSPRING/SUMMEROCTH 589:Level II Fieldwork B126TOTAL CREDITS7116

MOT CURRICULUM GRAPHIC17

EMU OCCUPATIONAL THERAPYSTUDENT POLICIES ANDPROCEDURES18

ABSENCES & TARDINESSRegular and prompt attendance is expected of all students. Students should notify theinstructor of the course prior to class if they will be absent and their plan to make up missedcontent. Assignments are expected to be turned in as outlined in the course syllabi unlessother arrangements are agreed upon with the instructor of record for a course.ACADEMIC DISHONESTY & MISCONDUCTThe Occupational Therapy Program faculty considers academic dishonesty a violation ofprofessional ethical standards. Any instructor who identifies the student engaging in academicmisconduct will report each incident to the program faculty. The recommendation of the instructormay range from failing the student in the assignment, failing the student in the course, or immediatedismissal from the program. The severity of the action taken will depend upon the seriousness of theinfraction and/or the student’s past conduct.Engaging in academic dishonesty in any form with respect to examinations, course assignments,research projects, grades, and/or academic records, including, but not limited to the following: Cheating - using or attempting to use unauthorized materials, information or study aids inany academic assignment. Examples of cheating are: looking on someone else’s paper; usingany kind of “cheat” sheet or other enhancement during a test; allowing someone else to takean exam in your place; submitting the same work more than once for credit; using someoneelse’s homework or lab assignments; collaborating with another student on any assignmentor take home test if told that collaboration was not allowed; assisting another student incommitting an act of academic dishonesty by allowing another student to copy homework oran exam; taking an exam for someone else; or giving test information to students in othersections of the same class. Falsification - falsification or invention of any information or citation in an academicassignment. Examples of falsification are: making up data on an assignment; making up asource to cite in a paper; unauthorized altering then resubmitting returned academic work;giving false information to a faculty or staff member to increase one’s grade; or attemptingto change, actually changing, altering grades or any other unauthorized tampering withgrades. Plagiarism - presentation or use of someone else’s work or ideas as one’s own. Examples ofplagiarism are: quoting a source verbatim, or paraphrasing text from a given source, withoutproperly citing the source; turning in a research paper that was written by someone else; orin any other way passing off someone else’s work as one’s own; or failing to give credit forideas or materials taken from someone else. Other Academic Dishonesty - public posting, selling of, or in any other way, distribution ofnotes of class lectures, course handouts and outlines, and/or any other University suppliedmaterials without the express written permission of the instructor.ADVISING & PROFESSIONAL DEVELOPMENTEach student will be assigned a faculty advisor to offer support, advice, and professionaldevelopment for their time in the program. It is the student’s responsibility to contact and make anappointment with his/her faculty advisor. While faculty advisors are available to discuss problems orconcerns that may be experienced in courses, students are expected to first discuss issues with courseinstructors and attempt to resolve issues before seeking assistance from his/her advisor. Studentswill also receive specific advising information about fieldwork and program graduation requirementsand opportunities to meet with the academic fieldwork coordinator and program director. Inaddition, group advising sessions will be offered in the form of professional development seminarsto support students’ development of their own professional development plans.19

As part of graduation requirements, a Program of Study must be completed by each student and theOT intent advisor, Sharon Holt, by April of the year in which they were admitted. Students shouldschedule an appointment with Professor Holt to complete their Program of Study. Please bring alldocuments from previous advising sessions, including course substitution forms, with you to thisappointment. Students are responsible for ensuring that they meet all EMU requirements forgraduation.ALCOHOL AND DRUG POLICYEMU MOT Students are expected to abide by the University Alcohol and Other Drugs Policy foundat a2019.pdf . This policy applies to theclassroom, required offsite experiences and fieldwork and is consistent with the expectations of theAOTA Code of Ethics Policy found at ics.aspxCELL PHONE USAGE POLICYAll cell phones must be put away during class time, and remain in your pocket, bag or other personalstorage device, UNLESS being utilized for classroom learning at the direction of the instructor.Texting or other cell phone usage not related to the class during class or group meetings is neveracceptable.While on fieldwork, cell phones must be left in a secure place, and should not be carried on yourperson. They may only be on during approved break times. Personal calls and texting is neverallowed during fieldwork hours, unless a time has been designated and approved by your supervisor.Your fieldwork supervisor may authorize cell phone use outside of this policy for emergency reasonson a case-by-case basis.CLASSROOM SUPPLIESReference materials, evaluation, and assessment materials are all to be signed out and returned to theOT program through the Occupational Therapy Program Graduate Assistant or faculty member ofthe related course. Materials for classroom teaching are provided as part of the course and partiallysupported through course and lab fees as appropriate. Students are not to take any materials withoutthe verbal or written permission of the OT faculty. These materials include, but are not limited to,assessments manuals and pieces, lab equipment (i.e. walkers, canes, dressing and feeding tools),splinting materials, craft materials, woodworking materials.COMBINED OCCUPATIONAL THERAPY (COT) STUDENTS APPLYING TOGRADUATE SCHOOLStudents in the COT Program should formally apply to the graduate school: In the fall semester BEFORE beginning of the winter semester of the secondprofessional year in the program. Upon successful completion of 114 undergraduate hours.o Completion of 114 undergraduate hours may be prior to the secondprofessional year.*Applications to the Graduate School must be completed before the beginning of thesecond year of the program. Apply online https://www.emich.edu/graduate/index.php.*If you receive fin

University Occupational Therapy Program and to the profession of occupational therapy. Drawing . NBCOT National Board for Certification of Occupational Therapy MOT Masters of Occupational Therapy (MOT Program) . Wor k H i stor y: Associate Professor, Gannon University, Ruskin, Florida Associate Professor, Nova Southeastern University, Tampa, FLFile Size: 933KB