This course draws on literature from occupational science and occupational therapy to explore the meaning and effect that occupation has at the individual, group, and societal level. In addition, this course presents an introduction to occupational therapy including the history, philosophical tenets, ethics and values of the profession. Historical, contemporary, and emerging areas of practice and the diverse roles (e.g., practitioner, supervisor, case manager, educator, lobbyist, and advocate) of occupational therapy practitioners in professional settings will be emphasized. The Occupational Therapy Practice Framework, the AOTA Code of Ethics, historical documents, and other seminal works will provide the basis for this course.

This course explores the theoretical basis of occupational therapy practice and how occupational therapists understand human behavior. Specific occupational therapy models of practice, as well as those from related fields will be emphasized. Students will learn how to apply such models to assessment and intervention plans designed to improve occupational performance and participation.

The focus of this course is on employing a holistic Occupational Therapy Process with clients who present with and at-risk for a range of psychosocial concerns and mental health conditions. Students will develop basic proficiency in professional, therapeutic communication skills and learn to use various theories, models of practice, and frames of reference to develop evidence-based evaluation plans, as well as tiered individual and group intervention plans. This course includes a lab component. This course is one of a series designed to enhance students’ clinical reasoning through the integration and application of knowledge, theory, and evidence to meet their clients’ mental health needs in society. Students will develop an understanding of psychiatric disorders that are common to clients in a wide array of in-patient, out-patient, residential and community practice settings, and ways to evaluate and intervene through holistic occupational therapy methods. They will develop clinical reasoning skills for evaluation and intervention through case-based problem-solving, lectures and lab experiences.

The focus of this course is on employing a holistic Occupational Therapy Process with clients who present with and at-risk for a range of psychosocial concerns and mental health conditions. Students will develop basic proficiency in professional, therapeutic communication skills and learn to use various theories, models of practice, and frames of reference to develop evidence-based evaluation plans, as well as tiered individual and group intervention plans. This course includes a lab component.

The focus of this course is on employing a holistic Occupational Therapy Process with clients who present with and at-risk for a range of psychosocial concerns and mental health conditions. Students will develop basic proficiency in professional, therapeutic communication skills and learn to use various theories, models of practice, and frames of reference to develop evidence-based evaluation plans, as well as tiered individual and group intervention plans. This course includes a lab component.

The focus of this course is on the integration of anatomy, biomechanical, neuromuscular, and sensory principles to determine the effects of movement during occupational performance as they relate to specific motor skills as outlined by the Occupational Therapy Practice Framework. The etiology, symptoms, diagnosis, and related treatment of different orthopedic conditions across the lifespan will be introduced and their influence on occupational performance skills will be discussed. The person-environment interaction will be examined through the application of ergonomic principles in work and daily living settings.

This course includes an overview of the structure, organization, and function of the nervous system to determine the effects of cognition during occupational performance as they relate to specific process skills as outlined by the Occupational Therapy Practice Framework. In addition, it emphasizes the functional performance of this system and how it influences engagement in meaningful life roles. The etiology, symptoms, diagnosis, and related pharmacology of different developmental, organic, and traumatic neurological conditions across the lifespan will be introduced and their influence on occupational performance skills will be discussed.

This course emphasizes the clinical reasoning skills associated with activity analysis and evaluation. Students will gain core skills in the areas of assessment of person, occupation, and environment factors, including activity analysis and grading. In addition, students will learn how to select assessment tools, interpret results and document evaluation findings. Students will apply these skills through laboratory activities and case studies.

The focus of this course is on employing the Occupational Therapy Process with infants, toddlers, children, and adolescents. Students will explore the scope of traditional and emerging pediatric practice settings and service delivery models, as well as the influence of parents and caregivers in the therapy context. In addition, students will learn to use various theories, models of practice, and frames of reference to develop evaluation and intervention plans to provide evidence-based therapy services to pediatric clients with a variety of different developmental conditions. Evaluation methods, interventions, tools, policies and legislation influencing practice, and the range of occupational therapy roles in pediatric practice will be examined. This course includes a lab component.

The focus of this course is on employing the Occupational Therapy Process with infants, toddlers, children, and adolescents. Students will explore the scope of traditional and emerging pediatric practice settings and service delivery models, as well as the influence of parents and caregivers in the therapy context. In addition, students will learn to use various theories, models of practice, and frames of reference to develop evaluation and intervention plans to provide evidence-based therapy services to pediatric clients with a variety of different developmental conditions. Evaluation methods, interventions, tools, policies and legislation influencing practice, and the range of occupational therapy roles in pediatric practice will be examined. This course includes a lab component.

The focus of this course is on employing the Occupational Therapy Process with infants, toddlers, children, and adolescents. Students will explore the scope of traditional and emerging pediatric practice settings and service delivery models, as well as the influence of parents and caregivers in the therapy context. In addition, students will learn to use various theories, models of practice, and frames of reference to develop evaluation and intervention plans to provide evidence-based therapy services to pediatric clients with a variety of different developmental conditions. Evaluation methods, interventions, tools, policies and legislation influencing practice, and the range of occupational therapy roles in pediatric practice will be examined. This course includes a lab component.

The focus of this course is on employing the Occupational Therapy Process with adults in rehabilitation settings. Students will use various evidence-based theories, models, and frames of reference that shape occupational therapy for adults in acute care, rehabilitation, home health, and work settings. Students will examine primary medical conditions, environments, and interventions and consider how these factors affect occupational participation. Evaluation methods, evidence-based interventions, tools, policies and legislation influencing practice, and the range of occupational therapy roles in rehabilitation practice will be examined. This course includes a lab component.

This course is the first in a two-course series designed to prepare occupational therapy students with the necessary skills to locate and appraise evidence to inform practice. Both quantitative and qualitative methods, as well as statistics will be reviewed. In addition, the course will provide an overview of the protection of human subjects in research. Developing questions for inquiry, searching databases, as well as appraising and synthesizing literature related to intervention effectiveness and predicting client outcomes will be emphasized. Students will also learn the process of developing American Occupational Therapy Association Critically Appraised Papers and Clinical Practice Guidelines.

The focus of this course is on employing the Occupational Therapy Process with older adults to help them to age in place. Students will learn various evidence based theories, models, and frames of reference that shape occupational therapy for well older adults, as well as those who require end of life care. Students will examine primary conditions in the context of aging, as well as the environments encountered and how they affect occupational participation. Evaluation methods, tools, interventions, policies and legislation influencing practice, and the range of occupational therapy roles with older adults will be examined. This course includes a lab component.

The focus of this course is on employing the Occupational Therapy Process with older adults to help them to age in place. Students will learn various evidence based theories, models, and frames of reference that shape occupational therapy for well older adults, as well as those who require end of life care. Students will examine primary conditions in the context of aging, as well as the environments encountered and how they affect occupational participation. Evaluation methods, tools, interventions, policies and legislation influencing practice, and the range of occupational therapy roles with older adults will be examined. This course includes a lab component.

This course examines the person-occupation interaction through the use of the biomechanical frame of reference and the rehabilitation model. This course emphasizes person-specific abilities related to strength, range of motion, sensation, and coordination. In addition, soft-tissue and wound management, positioning methods, orthotics, and physical agent modalities will be presented as means to further support occupational performance, participation, and well-being. Students in this class develop skills in evaluation and documentation, as well as activity analysis. This course includes a lab component.

This course provides fundamental knowledge of the structure/function of the neuromuscular, musculoskeletal, and cardiovascular systems and of regions (upper/lower extremity, thorax, head, and neck) and their relationship to each other. Course content applies knowledge of human anatomy to occupational performance and covers assessments related to palpation, muscle testing, and goniometry with a focus on analyzing the role of body functions and structures in occupational performance.

Lab content applies knowledge of human anatomy to occupational performance and covers assessments related to palpation, muscle testing, and goniometry with a focus on analyzing the role of body functions and structures in occupational performance.

The focus of this course is on using theory, research and evidence to guide the practice associated with being an occupational therapy manager. Leadership and supervision styles, policy requirements, and change management are few of the topics that will be discussed. In addition, the role of occupational therapists in advocacy for their clients and for the profession will be emphasized.

This course is one of a series designed to enhance students’ clinical reasoning through the integration and application of knowledge, theory, and evidence to meet their clients’ mental health needs in society. Students will develop an understanding of psychiatric disorders that are common to clients in a wide array of in-patient, out-patient, residential and community practice settings, and ways to evaluate and intervene through holistic occupational therapy methods. They will develop clinical reasoning skills for evaluation and intervention through case-based problem-solving, lectures and lab experiences.

Concepts and principles related to the selection and use of assistive technology and environmental adaptations across the lifespan to improve occupational performance and participation will be explored. In addition, telehealth service delivery models will be examined. Both low-technology and high-technology solutions related to improving occupational performance due to poor vision, hearing, communication, mobility and cognition will be addressed. This course includes a lab component.

This course is one of a series designed to enhance students’ clinical reasoning through the integration and application of knowledge, theory, and evidence to meet the needs of infants, toddlers, children, and youth in society. A primary focus of this course is on understanding the roles that family members and other professionals (e.g., teachers, other service providers) play in supporting a child’s participation, performance, and well-being at home, in school, and in the community. Students also focus on problem identification, prioritization, ethical decision making, and documentation. Problem-based class discussions, increasingly complex cases with physical, cognitive, psychosocial, and contextual factors, as well as reflective writing assignments are the methods by which students gain a deeper understanding of how occupational therapists practice in pediatrics. The students’ adoption of effective and efficient personal performance patterns and habits of mind will be emphasized.

This course is one in a series designed to enhance students’ clinical reasoning through the integration and application of knowledge, theory, and evidence to meet the needs of clients in society who receive rehabilitation services. A primary focus of this course is on understanding how a client’s roles, engagement, and participation are affected by different medical conditions. Students also focus on problem identification, prioritization, ethical decision making, and documentation with a focus on adult clients. Problem-based class discussions, increasingly complex cases with physical, cognitive, and contextual factors, as well as reflective writing assignments are the methods by which students gain a deeper understanding of how occupational therapists practice in rehabilitation. The students’ adoption of effective and efficient personal performance patterns and habits of mind will be emphasized.

This course is the second in a two-course series designed to prepare occupational therapy students with the necessary skills to collect outcome data at both the individual and program level. Both quantitative and qualitative data collection methods will be reviewed. Students will engage in inquiry projects focused on problems found in clinical practice. In doing so they will develop research questions, define outcomes, develop data collection tools, and synthesize the results of the data to inform recommendations for intervention and/or programmatic modifications.

This course is one in a series designed to enhance students’ clinical reasoning through the integration and application of knowledge, theory, and evidence to meet the needs of older adults in society. Emphasis will placed on dementia care and supporting clients dealing with loss. Students also focus on problem identification, prioritization, ethical decision making, and documentation with a focus on older adult clients and their caregivers. Problem-based class discussions, increasingly complex cases with physical, cognitive, and contextual factors, as well as reflective writing assignments are the methods by which students gain a deeper understanding of how occupational therapists practice in rehabilitation. The students’ adoption of effective and efficient personal performance patterns and habits of mind will be emphasized.

This experience is one of a series designed to enhance students’ application of course material in a supervised clinical setting. The focus of Level 1: Mental Health Promotion and Well-Being is on addressing the mental health promotion and well-being needs of children and youth, adults, or older adults. Graded on a pass/fail basis.

This experience is one of a series designed to enhance students’ application of course material in a supervised clinical setting. The focus of Level 1: Mental Health Promotion and Well-Being is on addressing the mental health promotion and well-being needs of children and youth, adults, or older adults. Graded on a pass/fail basis.

This experience is one of a series designed to enhance students’ application of course material in a supervised clinical setting. The focus of Level 1: Pediatrics is on occupational therapy with the infants, children, and adolescents. Graded on a pass/fail basis.

This experience is one of a series designed to enhance students’ application of course material in a supervised clinical setting. The focus of Level 1: Adult Health, Wellness, and Prevention is on occupational therapy addressing the physical needs of adults. Graded on a pass/fail basis.

The focus of this course is understanding how systems, communities and organizations influence health disparity and occupational participation. Students will explore determinants of population-based health and wellness, barriers and supports to occupational participation, and the concepts of occupational and social justice. Emerging areas of practice will be emphasized. Students will learn about photo-based methods and other innovative approaches associated with participatory action research (PAR). Students will participate in a PAR project and reflect on ways to increase participation and decision making among stakeholders at all levels of the process. Completion of this course involves a presentation and a written PAR report.

The focus of this course is understanding how systems, communities and organizations influence health disparity and occupational participation. Students will explore determinants of population-based health and wellness, barriers and supports to occupational participation, and the concepts of occupational and social justice. Emerging areas of practice will be emphasized. Students will learn about photo-based methods and other innovative approaches associated with participatory action research (PAR). Students will participate in a PAR project and reflect on ways to increase participation and decision making among stakeholders at all levels of the process. Completion of this course involves a presentation and a written PAR report.

This is the first Level 2 fieldwork experience. It is twelve weeks in length and takes place at an approved fieldwork setting. By the end of this experience, students should be functioning at the same level as an entry-level practitioner in this setting. Graded on a pass/fail basis.

This is the second Level 2 fieldwork experience. It is twelve weeks in length and takes place at an approved fieldwork setting. By the end of this experience, students should be functioning at the same level as an entry-level practitioner in this setting. Graded on a pass/fail basis.

Provides a comprehensive regional exploration of gross human anatomy, specifically on the musculoskeletal system, blood vessels, and nervous system of the lower extremities. Emphasis is also placed on the structural-functional relationships in the lower extremity including genetics, histology, and the cardiovascular, pulmonary, integumentary, and lymphatic systems. The course features lectures complemented by laboratory sessions using 3D anatomy software, mixed reality, and synthetic anatomical models.

Utilizes a blend of dry models, virtual 3D simulations, and mixed reality to delve into the anatomy of the lower extremities, emphasizing the musculoskeletal system, blood vessels, and nervous system. Through detailed anatomical studies, students gain a profound understanding of how structure complements function, enriched by insights into genetics, histology, and various body systems including cardiovascular, pulmonary, integumentary, and lymphatic

Explores basic physiological principles necessary for understanding the function and dysfunction of various body systems, establishing a foundation for comprehending diseases and their impact on health and wellness across the lifespan. The course includes clinical applications of genetics, cellular function and metabolism, nutrition, immunity, inflammation, and the function of integumentary, cardiovascular, pulmonary, lymphatic, musculoskeletal, urinary, gastrointestinal and reproductive systems. Additionally, students are introduced to pain science including human growth and development and aging processes of the body.

Introduces students to basic clinical skills, problem-solving, and clinical decision-making abilities as a clinician within the Patient/Client Management and International Classification of Functioning, Disability and Health (ICF) models. Students are also introduced to patient care activities including physical therapy examination, assessment and therapeutic interventions. Students develop their communication skills as a clinician specifically for interacting with patients, families, and other health care professionals and appropriate documentation of these interactions.

The lab component of this course immerses students in hands-on learning of fundamental clinical skills, fostering their ability to problem-solve and make clinical decisions within the frameworks of Patient/Client Management and the International Classification of Functioning, Disability, and Health (ICF) models. Through practical exercises in patient care, including physical therapy examination, assessment, and therapeutic interventions, students will also refine their communication skills for effective interaction with patients, families, and healthcare professionals, alongside refining the documentation of these interactions.

Introduces the fundamental concepts of biomechanics and kinesiology as they relate to human motion analysis. Focuses on the osteokinematic and arthrokinematic aspects of human movement and gait, highlighting the impact of injuries and pathologies on movement patterns. Through direct observation and video analysis of diverse age groups, including children, adults, and older adults, students learn to assess and interpret various movement dynamics.

Students engage in clinical applications of biomechanics and kinesiology, focusing on the intricacies of human movement and gait across different age groups. This hands-on experience enables students to examine the effects of injuries and pathologies on movement patterns, enhancing their skills in assessing and interpreting osteokinematic and arthrokinematic aspects of human motion.

Examination of the history, practice, and evolving profession of physical therapy within the healthcare system with an emphasis on the professional behaviors, cultural competence, effective communication, and interpersonal skills. Topics include the role of the physical therapist in a dynamic healthcare environment, ethical and moral conduct, and the professional standards including the American Physical Therapy Association and World Physiotherapy standards. The course introduces billing, coding, documentation, patient-centered care, diverse communication strategies, and the exploration of teaching and learning styles. Students learn the importance of professionalism, patient advocacy, and ethical decision-making in patient care.

Provides an integrated approach to developing evidence-informed practice skills in clinical problem-solving and critical thinking with a focus on key competencies such as logical reasoning, problem synthesis, hypothesis generation, reflective practice, and decision-making. Additionally, the course includes a thorough analysis of research evidence and an exploration of various research designs. This foundation prepares students for advanced practice in the clinical settings.

Provides a comprehensive regional exploration of gross human anatomy, specifically on the musculoskeletal system, blood vessels, and nervous system of the head, neck, upper extremities, and trunk. This course also emphasizes the structural-functional relationships in the head, neck, upper extremities, and trunk including the abdomino-pelvic cavity. The course features lectures complemented by laboratory sessions with 3D anatomy software, mixed reality, and synthetic anatomical models.

Laboratory sessions that enrich students' understanding of gross human anatomy, focusing on the musculoskeletal system, blood vessels, and nervous system of the head, neck, upper extremities, and trunk, through the use of 3D anatomy software, mixed reality experiences, and synthetic anatomical models. These interactive lab experiences are designed to highlight the intricate structural-functional relationships within these regions, including detailed exploration of the abdomino-pelvic cavity.

The first of a three-course series of physical therapy management of patients with musculoskeletal dysfunctions with an emphasis on knee, ankle, and foot conditions. The patient/client management model, the International Classification of Functioning, Disability, and Health (ICF) framework, and specific clinical reasoning tools utilized in musculoskeletal physical therapy practice will be introduced. Clinical applications and cases are used to emphasize the process of patient management including examination, assessment, diagnosis, prognosis, treatment, analysis of functional outcomes, and re-assessment. General and specific examination and treatment techniques are included stressing the integration of knowledge, skills, clinical reasoning, and analysis.

Laboratory sessions offering hands-on experience, reinforcing the theoretical knowledge covered in lectures through the application of examination, assessment, diagnosis, prognosis, treatment, and re-assessment techniques specific to musculoskeletal dysfunctions of the knee, ankle, and foot. Students practice general and specific examination and treatment strategies, integrating clinical reasoning and analysis skills within the framework of patient/client management and the International Classification of Functioning, Disability, and Health (ICF) models.

Provides an in-depth understanding of the nervous system within the patient/client management and the International Classification of Functioning, Disability, and Health (ICF) models, which is essential for treating neurological dysfunctions. The course covers important aspects of the neuromuscular system with an emphasis on neuroplasticity and its relationship with human movement, posture, coordination, balance, cognition, and sensory integration. Students integrate these concepts with patient functioning and disability. Students also learn to perform neurological screening, examination, and assessment, focusing on the whole patient as a crucial component for creating a personalized and effective plan of care.

Laboratory sessions engage students in hands-on practice of neurological screening, examination, and assessment techniques, emphasizing a holistic patient-centered approach. These interactive labs allow for the application of theoretical concepts learned in lectures, such as neuroplasticity, human movement, and sensory integration, within the framework of patient/client management and the International Classification of Functioning, Disability, and Health (ICF) models.

Examination of the foundational principles of disease mechanisms within the human body, elucidating the intricate connection between pathological processes and their impact on system impairments, functional limitations, and disablement across cellular, tissue, organ, and whole-body levels. The course encompasses a broad spectrum of content, including epidemiology, etiology, pathophysiology, diagnostic methodologies, medical management strategies, and prognosis for various pathological conditions. A significant focus is placed on the implications for physical therapy interventions, fostering an understanding of normal interactions among multiple systems and the complexities of co-morbidity.

Explores the physiological effects of exercise on the cardiovascular, pulmonary, and musculoskeletal systems. Students delve into the role of exercise in developing strength, power, muscular and cardiovascular endurance, examining these concepts in both normal and physically impaired individuals across all age groups. Students also examine the impact of nutrition and personal and environmental factors on human movement.

Laboratory sessions provide students with a practical understanding of the physiological impacts of exercise through assessments of cardiovascular, pulmonary, and musculoskeletal function/performance. Through direct assessment and analysis, students explore the effects of exercise on strength, power, endurance, and the role of nutrition and environmental factors in optimizing human movement for individuals of varying abilities and ages.

Introduces the physiologic and metabolic responses of the human body to commonly used medications. Course content has been organized to provide a theoretical knowledge base that can be used as a framework for understanding the effects of various medications on a variety of normal and pathologic conditions. The focus of the course includes concepts, principles, and applications of pharmacotherapeutics in the management of persons with physical disabilities, movement dysfunction, and pain resulting from injury, disease, disability, and other acute or chronic health-related conditions.

The second of a three-course series of physical therapy management in patients with musculoskeletal dysfunctions with emphasis on the thoracic spine, lumbar spine, sacroiliac joint, pelvis, and hip conditions. Clinical applications and cases are used to emphasize the process of patient management including examination, assessment, diagnosis, prognosis, treatment, analysis of functional outcomes, and re-assessment. General and specific examination and treatment techniques are included stressing the integration of knowledge, skills, clinical reasoning, and analysis. Differential diagnoses related to disorders of the thoracic spine, lumbar spine, SIJ, pelvis, and hip conditions, which occur throughout the lifespan, are topically addressed with an emphasis on adolescent and mature adult individuals. Also emphasized are diagnostic studies, functional outcome measures, documentation and communication skills into the management of patients with a primary diagnosis of orthopedic dysfunction of the thoracic spine, lumbar spine, sacroiliac joint, pelvis, and hip conditions.

Lab sessions offer an immersive experience in the examination, assessment, diagnosis, treatment, and re-assessment of musculoskeletal dysfunctions focusing on the thoracic spine, lumbar spine, sacroiliac joint, pelvis, and hip. Through practical application of clinical cases, students refine their skills in general and specific examination and treatment strategies, integrating theoretical knowledge with clinical reasoning and analysis.

Concentrates on the examination, assessment, and therapeutic interventions for neurological conditions, framed within the patient/client management and International Classification of Functioning, Disability, and Health (ICF) models. Students gain proficiency in conducting neurological examinations, employing assessment techniques, and implementing evidence-based therapeutic interventions specifically designed for individuals with brain-related neurological disorders frequently encountered in physical therapy practice.

Laboratory sessions engage students in conducting neurological examinations and applying assessment techniques, focusing on the development of evidence-based therapeutic interventions tailored for individuals with neurological disorders related to brain function.

Focuses on the safe and effective application of thermal, electrical, and mechanical modalities used in physical therapy practice. Students are expected to apply information from other coursework in a clinically relevant manner to analyze problems in a variety of cases and clinical problems that involve the application of thermal agents, mechanical modalities, and massage in a safe and effective manner to address the treatment of clinical symptoms including inflammation, muscle re-education, pain, and other dysfunctions

Laboratory sessions provide students with practical experience in the application of thermal, electrical, and mechanical modalities, integrating knowledge from previous coursework to address clinical symptoms such as inflammation, muscle re-education, and pain. Through hands-on practice, students learn to safely and effectively use these modalities in treating a variety of clinical problems, enhancing their skill set for physical therapy practice.

Emphasizes skills development in documentation, professionalism, and critical thinking. The course covers patient-centered care, supervision of support personnel, teaching techniques, self-reflection, conflict management, and interprofessional collaboration; it also addresses risk management, reimbursement, advocacy, and preparation for clinical experiences. In addition, the course explores psychosocial issues related to physical disabilities, government roles in healthcare, and strategies for positive adaptation and coping. Students also learn about social determinants of health including health disparities, HIPAA, healthcare systems, credentialing, licensure, and ongoing personal and professional development to transform society.

An examination of basic principles and interpretation of diagnostic imaging modalities for conditions commonly treated by a physical therapist. Emphasis is on plain film radiography, including basic physics of imaging techniques, viewing and interpreting films, radiographic anatomy, and clinical correlation with patient cases. Other types of imaging, including magnetic resonance imaging, computed tomography, sonography, and DEXA scans are also covered. Images and case studies are used to show correlations between structure, function, and effect on functional activity. Normal images are compared to abnormal images and correlated with a variety of signs and symptoms including movement abnormalities and functional limitations.

Offers an in-depth exploration of wellness within the context of physical therapy, highlighting the importance of health promotion at the individual, community, and societal levels. The course incorporates a comprehensive understanding of the social determinants of health, examining how socioeconomic status, education, and the environment influence health outcomes. Students delve into a variety of wellness-related topics from a physical therapy standpoint, addressing the physical, mental, and social aspects of wellness. The course underscores the significance of these determinants in crafting effective health promotion strategies for physical therapy practice. Additionally, it provides practical experience through client/patient interactions in the community under the guidance of a faculty.

Lab sessions engage students in practical activities that extend wellness concepts into the realm of physical therapy, focusing on health promotion at personal, community, and societal levels. Through guided interactions with clients/patients in the community under the supervision of a faculty, students apply a holistic approach to wellness, considering the physical, mental, and social determinants of health to develop comprehensive health promotion strategies for diverse populations.

The third of a three-course series of managing patients with musculoskeletal dysfunction with emphasis on the cervical spine, temporomandibular joint (TMJ,) headaches, and upper extremity conditions. Clinical applications and cases are used to emphasize the process of patient management including examination, assessment, diagnosis, prognosis, treatment, analysis of functional outcomes, and re-assessment. General and specific examination and treatment techniques are included stressing the integration of knowledge, skills, clinical reasoning, and analysis. Differential diagnoses related to disorders of the cervical spine, TMJ, headaches, and upper extremity, which occur throughout the life span, are topically addressed with an emphasis on adolescent and mature adult individuals. Also emphasized are diagnostic studies, functional outcome measures, and documentation and communication skills into the management of patients with a primary diagnosis of orthopedic dysfunction of the cervical spine, TMJ, headaches, and upper extremity.

Laboratory sessions offer students hands-on experience in managing musculoskeletal dysfunctions related to the cervical spine, TMJ, headaches, and upper extremities. Through clinical case applications, students practice examination, assessment, diagnosis, treatment, and re-assessment, applying general and specific techniques that emphasize the integration of knowledge, skills, clinical reasoning, and analysis.

Focuses on the in-depth examination, assessment, and therapeutic intervention strategies for neurological conditions within the patient/client management and International Classification of Functioning, Disability, and Health (ICF) frameworks. Course is tailored for individuals with spinal cord-related and other neurological disorders beyond those of the brain, which are frequently managed in physical therapy settings. Students acquire advanced competencies in conducting neurological evaluations, utilizing targeted assessment techniques, and implementing evidence-based interventions specific to the needs of this patient population.

Laboratory sessions provide students hands-on experience with advanced techniques for evaluating, assessing, and treating individuals with spinal cord injuries and other neurological conditions. Utilizing the patient/client management and International Classification of Functioning, Disability, and Health (ICF) frameworks, this practical training emphasizes the application of targeted assessment techniques and evidence-based therapeutic interventions tailored to the unique needs of patients frequently encountered in physical therapy settings.

Provides a detailed examination, assessment, and therapeutic intervention strategies of the integumentary system within the patient/client management and International Classification of Functioning, Disability, and Health (ICF) models, addressing prevention and management techniques for wounds, burns, and a variety of skin disorders. The course takes a lifespan perspective, delving into the assessment and treatment of prevalent integumentary issues while acknowledging the varied requirements of diverse age groups, races, and genders. Additionally, the course broadens its scope to include oncologic physical therapy, focusing on the management of patients with different types of cancer within the patient/client management and ICF models.

Lab sessions immerses students in practical skills for examining, assessing, and treating conditions of the integumentary system, including wound care, burns, and various skin disorders, within the frameworks of patient/client management and the International Classification of Functioning, Disability, and Health (ICF) models. Students also engage in oncologic physical therapy, practicing practical approaches to managing patients with cancer; enhancing students' competency in providing holistic and tailored care.

Provides theoretical and practical instruction for the examination, assessment, and therapeutic intervention strategies within the patient/client management and International Classification of Functioning, Disability, and Health (ICF) models for patients with cardiovascular and pulmonary disorders. Students learn to create a physical therapy plan of care for selected cardiovascular and pulmonary dysfunctions using clinical reasoning based on diagnostic, ECG, pharmacologic, and clinical laboratory data.

Laboratory sessions equip students with hands-on experience in the examination, assessment, and development of therapeutic interventions for cardiovascular and pulmonary disorders within the patient/client management and International Classification of Functioning, Disability, and Health (ICF) frameworks. Utilizing scenarios, students apply clinical reasoning to design comprehensive physical therapy care plans, incorporating diagnostic, ECG, pharmacological, and clinical laboratory data to address specific cardiovascular and pulmonary dysfunctions.

Equips students with advanced skills in applying the best available research evidence to clinical practice in physical therapy. The course places a strong emphasis on the critical appraisal of research quality and delves deeper into how this research informs and influences clinical decision-making. The goal is to refine students' ability to integrate evidence-based principles seamlessly into their clinical reasoning and practice.

Offers students a unique blend of community and clinical experiences, designed to enhance practical learning in diverse settings, including community environments and a pro bono clinic. Throughout the semester, students participate in clinical or community-based educational experiences. These experiences are supervised by faculty who provide opportunities for students to deepen their knowledge and skills in physical therapy. A key aspect of the course is the emphasis on applying theoretical knowledge in real-world settings, promoting a comprehensive understanding of physical therapy practice while providing service in the community. The course culminates in a final practical assessment, where students demonstrate their proficiency and readiness to advance in the DPT program.

Provides students with the essential skills and knowledge necessary for successful collaboration within diverse healthcare environments. Highlighting the critical role of interprofessional teamwork, the course delves into the distinct roles, responsibilities, and contributions of various healthcare professionals. Through interactive learning experiences, students gain insights into the workings of multidisciplinary teams and their significant influence on patient/client care outcomes. This course is designed to prepare future physical therapists to become vital contributors to interprofessional teams, offering comprehensive, patient-centered care that enhances the quality of healthcare outcomes.

Designed to sharpen clinical reasoning and decision-making skills within the framework of the Patient/Client Management and International Classification of Functioning, Disability, and Health (ICF) models, specifically tailored to address congenital abnormalities and pathologies that occur in infancy, childhood, and adolescence commonly seen in physical therapy practice. Through detailed study and practical application, students learn to effectively assess and manage a wide range of pediatric conditions, preparing them to deliver targeted, compassionate care to this unique patient population and their caregivers.

Laboratory sessions engage students in detailed study and hands-on application to hone their clinical reasoning and decision-making skills for managing congenital abnormalities and pathologies in infancy, childhood, and adolescence, as commonly encountered in physical therapy. This practical experience, framed within the Patient/Client Management and International Classification of Functioning, Disability, and Health (ICF) models, prepares students to assess and manage a broad spectrum of pediatric conditions, equipping them to provide specialized, empathetic care to young patients and their caregivers.

Equips students with the critical skills necessary to accurately identify and differentiate between various clinical conditions that are commonly seen in physical therapy practice. Emphasizing a comprehensive, evidence-based approach, the course covers the processes of clinical reasoning and the application of diagnostic decision-making strategies. Students will explore the principles of screening for medical conditions, recognizing when to refer patients to other healthcare professionals, and determining the most appropriate physical therapy interventions. This course is designed to prepare physical therapists to act as autonomous practitioners, capable of making informed decisions in complex clinical scenarios to ensure optimal patient care and safety.

Provides students with hands-on opportunities to practice identifying and differentiating clinical conditions frequently encountered in physical therapy. Through exercises emphasizing evidence-based clinical reasoning and diagnostic decision-making, students will learn to effectively screen for medical conditions, recognize when referrals are necessary, and select suitable physical therapy interventions.

Covers physical therapy management for medically complex patients in acute, subacute, and post-acute care settings within the patient/client management and International Classification of Functioning, Disability, and Health (ICF) models. It emphasizes an interprofessional approach, integrating physical therapists into a broader healthcare team. Students will engage with various medical and surgical conditions, applying evidence-based strategies and contemporary practices in patient care. The course aims to equip students with the skills necessary for effective management of complex medical conditions, focusing on comprehensive assessment, therapeutic intervention planning, and collaborative care strategies.

Laboratory sessions provide students with practical experience managing medically complex patients in acute, subacute, and post-acute care settings, applying the patient/client management and International Classification of Functioning, Disability, and Health (ICF) models. Through hands-on activities, students work with a range of medical and surgical conditions, utilizing evidence-based practices and an interprofessional approach to patient care.

Provides an in-depth understanding of the biomechanical principles underlying the design and function of orthotics and prosthetics, as well as a range of adaptive and assistive technologies. Students engage in the examination, evaluation, and treatment of individuals requiring upper and/or lower-extremity prosthetics, orthotics, and other assistive devices. A significant aspect of the course is managing patients with functional limitations, emphasizing the use of assistive technology to enhance functional capacity. Special attention is given to both normal and pathological gait analysis in the context of assistive and adaptive technology use. Through case studies, students explore comprehensive physical therapy management strategies for individuals with limb loss, enhancing their skills in applying these technologies effectively in clinical practice.

Students engage in practical exercises that emphasize the examination, evaluation, and application of both orthotic and prosthetic devices, as well as a wide array of adaptive and assistive technologies for individuals with upper and lower extremity needs. By focusing on gait analysis and the strategic use of these technologies, students learn to address and manage functional limitations effectively. Through interactive case studies, the course aims to enhance students' capabilities in crafting comprehensive physical therapy strategies, integrating assistive and adaptive technologies to improve functional capacity and quality of life for patients experiencing limb loss or other mobility challenges.

The beginning of a series of four full-time clinical education experiences, during which students practice under the guidance of licensed physical therapists. Students are placed in a variety of clinical settings, such as acute care, outpatient clinics, inpatient rehabilitation, and specialized areas, to ensure they have sufficient opportunities to apply the skills learned in didactic and laboratory settings. These clinical placements are designed to cover a broad spectrum of physical therapy practice, including but not limited to the management of musculoskeletal, neuromuscular, cardiopulmonary, and integumentary system dysfunctions. Additionally, these experiences introduce students to a wide range of patient ages and care levels. For this initial clinical experience, students are required to perform at a level 4 on the global rating scale, demonstrating "Most of the time" proficiency in Professional Behaviors and "At that level for familiar patients" in Patient Management. This framework ensures that students progressively develop their clinical skills and professional behaviors throughout their clinical education.

Covers management, supervision, and entrepreneurship tailored to physical therapy practice. Topics include human resource management, billing, business development, risk management, mentorship, legal and ethical considerations (ADA and HIPAA), financial management, marketing, documentation, and accreditation standards (OSHA, JCAHO and CARF). The course also emphasizes personal career development, networking, negotiation skills, and a detailed examination of physical therapy regulations in Illinois. Aimed at preparing students for leadership roles, it equips them with the skills needed for effective advocacy, management, and professional growth in the physical therapy profession.

Addresses the physical therapy examination, evaluation, intervention, and management of clinical problems associated with aging, especially for those who are sixty-five years and older. Students are provided with the knowledge base for understanding the demographics of aging, as well as the physical, psychological, and emotional aspects of healthy human aging including the effects of age-related physical changes as well as chronic conditions commonly found in older adults. Students formulate plans for the treatment of the older adult patient including assessment, education, and application of therapeutic interventions. Interdisciplinary, team care, care planning, advocacy, and coordination across the care spectrum are addressed. Barriers to the quality of longevity represented by attitudes, policies, and practices, related to cultural differences, including wellness and nutrition are discussed.

Laboratory sessions provide students hands-on experience with the physical therapy examination, evaluation, intervention, and management tailored to the older adult population. Through practical application, students learn to develop comprehensive treatment plans that encompass assessment, education, and therapeutic interventions, while also engaging in interdisciplinary team care and advocacy. This lab experience emphasizes the importance of understanding the unique physical, psychological, and emotional aspects of aging, including addressing barriers to quality longevity and integrating wellness and nutrition strategies tailored to older adults.

Designed to synthesize and apply all previous coursework to simulated clinical scenarios, encompassing acute, subacute, and chronic cases. The course emphasizes contemporary physical therapy practices, focusing on critical patient/client management decisions. Students are challenged to analyze examination findings, formulate accurate diagnoses, and execute evidence-based physical therapy management strategies. This integrative approach prepares students for their terminal clinical experiences, ensuring they are equipped with the necessary skills and knowledge to handle a wide range of patient conditions.

Laboratory sessions engage students in simulated clinical scenarios that span acute, subacute, and chronic cases, applying the comprehensive knowledge and skills acquired from previous coursework. Through hands-on practice, students focus on making critical patient/client management decisions, analyzing examination findings, formulating diagnoses, and implementing evidence-based physical therapy management strategies.

Designed to equip students for the role of physical therapists in primary care. The course emphasizes the importance of early intervention, prevention, and wellness, while also incorporating medical screening, clinical diagnosis, and the use of diagnostic imaging. Throughout the course, students further refine their abilities in evidence-based differential diagnosis and the interpretation of clinical data, alongside the application of contemporary technologies to refine clinical reasoning and decision-making skills. A strong focus is placed on comprehensive patient management throughout the healthcare continuum, underscoring the physical therapist's role in community health promotion and advocacy.

Lab sessions actively engage students in refining their skills in medical screening, clinical diagnosis, and the interpretation of diagnostic imaging, through practical, hands-on exercises. Emphasizing early intervention, prevention, and wellness, the laboratory sessions provide a critical platform for students to apply evidence-based differential diagnosis techniques, utilize contemporary technologies for enhanced clinical reasoning, and practice comprehensive patient management strategies. This experiential learning emphasizes the evolving role of physical therapists in primary care, community health promotion, and advocacy, preparing students to effectively contribute across the healthcare continuum.

The second of a series of four full-time clinical education experiences, during which students practice under the guidance of licensed physical therapists. Students are placed in a variety of clinical settings, such as acute care, outpatient clinics, inpatient rehabilitation, and specialized areas, to ensure they have sufficient opportunities to apply the skills learned in didactic and laboratory settings. These clinical placements are designed to cover a broad spectrum of physical therapy practice, including but not limited to the management of musculoskeletal, neuromuscular, cardiopulmonary, and integumentary system dysfunctions. Additionally, these experiences will introduce students to a wide range of patient ages and care levels. For this clinical experience, students are expected to practice at the level of 5 using the global rating scale, “Most of the time” for Professional Behaviors and “At that level for familiar patients” for Patient Management.

The third of a series of four full-time clinical education experiences, during which students practice under the guidance of licensed physical therapists. Students are placed in a variety of clinical settings, such as acute care, outpatient clinics, inpatient rehabilitation, and specialized areas, to ensure they have sufficient opportunities to apply the skills learned in didactic and laboratory settings. These clinical placements are designed to cover a broad spectrum of physical therapy practice, including but not limited to the management of musculoskeletal, neuromuscular, cardiopulmonary, and integumentary system dysfunctions. Additionally, these experiences introduce students to a wide range of patient ages and care levels. Students are expected to practice at the level of 6 using the global rating scale, “Always” for Professional Behaviors and “At that level for familiar patients” for Patient Management.

The highlight of this course is completing a board review course and several practice exams to meet the comprehensive examination requirement for the Doctor of Physical Therapy degree. The format of the test is similar to the licensure exam that students are required to pass to practice physical therapy in any state. Organized by the course coordinator, students engage in an interactive discussion session and practice exams every week with various scheduled lecturers where specific physical therapy practice issues and curricular elements are addressed.

The last of a series of four full-time clinical education experiences, during which students practice under the guidance of licensed physical therapists. Students are placed in a variety of clinical settings, such as acute care, outpatient clinics, inpatient rehabilitation, and specialized areas, to ensure they have sufficient opportunities to apply the skills learned in didactic and laboratory settings. These clinical placements are designed to cover a broad spectrum of physical therapy practice, including but not limited to the management of musculoskeletal, neuromuscular, cardiopulmonary, and integumentary system dysfunctions. Additionally, these experiences will introduce students to a wide range of patient ages and care levels. Students are expected to practice at the level of 7 using the global rating scale, “Always” for Professional Behaviors and “At that level for all patients” for Patient Management.

This capstone course represents the culmination of the foundational knowledge and skills acquired in Evidence-Informed Practice I and II. It focuses on the comprehensive application and synthesis of both academic and clinical learning. Students are tasked with developing and presenting a professional project that epitomizes the principles of scholarly inquiry. This pivotal project will integrate and showcase their mastery of evidence-based practices, critical analysis, and clinical insights, solidifying their readiness for professional practice in physical therapy.

This course introduces the neuroanatomical and neurophysiological bases of attention, learning, memory, communication, and emotion. Beginning with an orientation to brain structures, students practice making clinical connections throughout the course. Students will learn to associate symptoms of neurological disease and injury with sites of lesion, and will be able to explain the neurological bases of communication and swallowing disorders.

This course covers articulation and phonological disorders that impact speech production in children. Students learn how to assess and treat speech sound disorders. Featured learning activities include transcription and analysis of speech samples, standardized testing, and intervention planning specific to individual cases.

Students will learn methods for prevention, identification, assessment and intervention of language disorders in preschool children. Highlights include experiences with language sample analysis, standardized testing, and treatment planning.

Students will learn methods for prevention, identification, assessment and intervention of language disorders in school-age children and adolescents. Highlights include experiences with language sample analysis, other authentic classroom-based assessments, standardized testing, and treatment planning.

This course examines the communication disorders that result from stroke, also known as aphasia. Students will gain experience with informal and formal testing, and treatment planning relative to individual cases. Cognitive, linguistic and social aspects of aphasia will be considered.

In this course, students will explore communication disorders that result from traumatic brain injury or neurological diseases, such as Parkinson’s disease or multiple sclerosis. They will practice how to assess and treat the cognitive communication disorders that arise as these conditions progress.

This course reviews the anatomy and physiology of normal and disordered swallowing patterns of adult clients. Etiologies of swallowing disorders, their assessment and treatment, will be discussed specific to cases presented in class. Disorders that occur concomitant to dysphagia will be considered, as swallowing problems often occur as part of a complex medical condition. Ethical considerations relative to swallowing treatment will also be considered.

Autism is a common condition that makes effective communication and social behavior challenging for children and adults. People with autism vary widely in their social communication abilities, including verbal and nonverbal skills. This course will review the development of social communication competence, and how to assess and treat deficits that often occur in individuals with autism and other disorders.

This is the first of two workshop courses to guide students through review of important topics for the Praxis II Examination in Speech-Language Pathology. Passing this board examination is required for state licensure in SLP and ASHA certification in SLP.

This course covers foundational research concepts, single subject and group research design, and common methods of data analysis used in the field of speech-language pathology. Students learn to critically read and analyze research manuscripts.

This course will review the ASHA Code of Ethics as it pertains to speech-language pathology practice. Current ethical issues confronting SLPs will be discussed in consideration of best practice recommendations.

This course will teach students how to screen for communication and hearing problems in children and adults, and how to plan diagnostic assessments for individuals with suspected communication disorders. Students will interact with a variety of evaluation tools used for evaluation of speech, language, social and cognitive abilities.

This course will provide students with experience in treatment planning for children and adults with identified communication disorders, including deficits in speech, language, social and cognitive skills. Students will learn to apply evidence-based methods for each client, considering available scientific support for methods chosen, family preferences for treatment methods, and their own clinical experiences when making treatment recommendations.

Students will complete at least 25 hours of observation of licensed, certified speech-language pathologists conducing assessment or treatment of clients with communication or swallowing disorders. They will discuss the methods used by the clinician, the outcomes of each session and the implications for further services with a clinical supervisor who specializes in clinical debriefs. This is a course for students who have not met ASHA’s requirement of 25 observation hours prior to clinical practicum.

Students will interact with a variety of clinical cases in a web-based interactive learning environment to gain basic clinical experiences with articulation, language, fluency and voice disorders in children and/or adults. Supervised by faculty who are licensed SLPs, students can gain up to 30 hours of supervised clinical practice in this course.

Students will gain clinical experience in one of a variety of settings. They may be assigned to partner with a local speech-language pathologist at a school, skilled nursing facility, or private clinic. Alternately, they may join a Lewis SLP faculty member at a local facility where a program has been developed to address identified speech, language, social or cognitive challenges of children or adults. All experiences are supervised by licensed and certified SLPs, and students can gain up to 50 hours of supervised clinical experience in this course. The expectation is that students will spend two days per week for eight weeks in his/her assigned clinical rotation.

Students will gain clinical experience in one of a variety of settings. They may be assigned to partner with a local speech-language pathologist at a school, skilled nursing facility, or private clinic. Alternately, they may join a Lewis SLP faculty member at a local facility where a program has been developed to address identified speech, language, social or cognitive challenges of children or adults. All experiences are supervised by licensed and certified SLPs, and students can gain up to 50 hours of supervised clinical experience in this course. The expectation is that students will spend two days per week for eight weeks in his/her assigned clinical rotation.

Student enrolled in Clinical Practicum I, II, or III (SLPA 56000, 56100, 56200) or Advanced Practicum I or II (SLPA 66000, 66100) may enroll in an additional clinical assignment via this course. These experiences often involve specialized clinical experiences delivered largely through telepractice. Requires placement by the SLP Program and concurrent enrollment in a required practicum course., as listed above.

This course covers recommended practices for assessment and intervention of voice disorders in children and adults. Students examine the anatomical and physiological correlates of phonation and oral/nasal resonance. Voice disorders experienced by people with laryngectomy, cleft lip/palate, vocal fold hyperfunction are covered, in addition to voice changes experienced by transgender individuals.

Students will focus on how to adapt communication modalities to address the needs of individuals with severe communication, sensory and/or physical disabilities. Various augmentative or alternative communication (AAC) techniques will be covered, including no-tech, low-tech, and dedicated communication devices. The benefits of an interdisciplinary, team-based approach to assessment and intervention will be reviewed, with classes instructed by physical and/or occupational therapists and educators.

This seminar course will review the identification of stuttering and cluttering in children and adults. Students will practice selecting, administering and analyzing results of fluency assessment techniques, and will design appropriate treatment for cases presented. The need for ongoing management of these disorders will be discussed, along with the role of counseling in intervention for these disorders. Students will learn about a variety of counseling techniques that help clients and their families deal with the social and emotional challenges that occur when someone in the family has a significant communication disorder.

Motor speech disorders are speech and voice abnormalities that arise from neurogenic causes, and include apraxia of speech and several types of dysarthria. This course will cover differential diagnosis of motor speech disorders and their treatment.

Students will learn methods for prevention, identification, assessment and intervention of literacy disorders in children and adolescents. Highlights include experiences with oral and written narrative analysis, other authentic classroom-based assessments, standardized testing, and treatment planning.

This course addresses the unique challenges of treating children who have feeding and/or swallowing difficulties. Students will learn to distinguish normal from disordered biting, chewing and swallowing patterns, and how to address these problems in the pediatric population. Behavioral and sensory eating disorders will be discussed.

This is the second of two workshop courses to guide students through review of important topics for the Praxis II Examination in Speech-Language Pathology. Passing this board examination is required for state licensure in SLP and ASHA certification in SLP.

This course provides students with the building blocks to design a scoping review. Students will identify a clinical topic related to a communication or swallowing disorder that is pertinent to the field of speech-language pathology. Guided by an SLP faculty member, they will develop a research question appropriate for a scoping review and design the project. They will identify relevant evidence to be used in the scoping review. This course will prepare students to synthesize and analyze the evidence relative to their topic, and be prepare to write their scoping review during the required Capstone I course, SLPA 63000

Guided by an SLP faculty member, students will complete a scoping review to evaluate a clinical topic related to a chosen communication or swallowing disorder. Students will continue to synthesize and analyze evidence related to the clinical topic using the evidence compiled in SLPA 62100. An evaluative review of the current evidence detailing the findings related to the clinical topic, additional needs for research and the crucial factors to be included in the application of this clinical topic in the field of speech-language pathology and the clinical population will be developed into a final manuscript. Results of these scoping reviews will be disseminated in a grand rounds presentation, and in a poster forum.

This seminar portion of this course will review topics that are essential to SLP practice in healthcare settings. Interdisciplinary collaboration; referral of patients for communication or swallowing care; hospital instrumentation; coding, billing and reimbursement issues (Medicare; other insurers); and coordination of care for patients are among topics to be covered in this important course. Additionally, the case-based portion of the course will give students opportunities to consider the assessment and intervention needs of adult patients with multiple medical conditions that involve communication and/or swallowing disorders. They will practice how to assess the medically fragile client, and how to decide which issues are most important to treat for the individual client.

This seminar portion of this course will review topics that are essential to SLP practice in school settings. Interdisciplinary collaboration; referral of students for special education services, including SLP; service delivery models in school settings; developing and implementing effective individualized educational plans (IEPs); billing and reimbursement issues (Medicaid) are among topics to be covered in this important course. Additionally, the case-based portion of this course will give students opportunities to plan assessment and intervention for children with children with multiple learning and/or physical challenges in the school setting who present communication and/or feeding and swallowing problems. They will practice how to work with a team of educators, healthcare providers and the family to effectively evaluate and treat the complex speech, language and learning issues of these children.

Students will gain clinical experience in a healthcare setting, such as a hospital, skilled nursing facility, or private clinic. Most of these experiences will focus on clinical practice with adult clients. If the healthcare experience focuses on a pediatric population, extensive adult experience must be obtained in an alternate clinical experience. All experiences are supervised by licensed and certified SLPs, and students should gain at least 100 hours of supervised clinical experience in this course. The expectation is that students will spend five days per week for eight weeks in his/her assigned clinical rotation.

Students will gain clinical experience in a school setting, including early intervention, early childhood/preschool, elementary, or secondary schools. Most of these experiences will focus on clinical practice with pediatric clients. All experiences are supervised by licensed and certified SLPs, and students should gain at least 100 hours of supervised clinical experience in this course. The expectation is that students will spend five days per week for eight weeks in his/her assigned clinical rotation.

This course allows for individualized study of a topic of interest to the student. A plan of study is developed with an SLP professor, and must be approved by the MSSLP program director prior to enrollment. The plan must include the topic, the student learning outcomes, the learning activities and how they will be assessed. This course is not intended to substitute for any required course in the MSSLP required curriculum, but rather to allow for advanced study or research experiences.