Title

Program Development: Determining the "Goodness of Fit" Between an Occupational Science Curriculum and a Bachelor of Science Degree

Start Time

16-11-2002 1:45 PM

End Time

16-11-2002 3:00 PM

Abstract

An occupational science curriculum leading to an undergraduate degree can be a challenging, yet professionally enjoyable task. Facing inevitable change influenced by national and internal university mandates, faculty at Saint Louis University engaged in a three-year process of development that resulted in a Bachelor of Science Degree in Occupational Science, which serves as a foundation for the entry-level Master's in Occupational Therapy Degree. The use of national and local professional resources, on a variety of topics, led to the ability to actualize our vision of a new undergraduate curriculum in occupational science. In addition, the process evolved as a result of the entire faculty's collaborative and reflective commitment to curriculum change. The purpose of this paper presentation is to introduce educators and occupational scientists to the evolutionary process experienced by the faculty in the Department of Occupational Science and Occupational Therapy at Saint Louis University. Speakers will provide a guided tour of the steps and time-line involved in progressing from ideology to first semester student enrollment.

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Nov 16th, 1:45 PM Nov 16th, 3:00 PM

Program Development: Determining the "Goodness of Fit" Between an Occupational Science Curriculum and a Bachelor of Science Degree

An occupational science curriculum leading to an undergraduate degree can be a challenging, yet professionally enjoyable task. Facing inevitable change influenced by national and internal university mandates, faculty at Saint Louis University engaged in a three-year process of development that resulted in a Bachelor of Science Degree in Occupational Science, which serves as a foundation for the entry-level Master's in Occupational Therapy Degree. The use of national and local professional resources, on a variety of topics, led to the ability to actualize our vision of a new undergraduate curriculum in occupational science. In addition, the process evolved as a result of the entire faculty's collaborative and reflective commitment to curriculum change. The purpose of this paper presentation is to introduce educators and occupational scientists to the evolutionary process experienced by the faculty in the Department of Occupational Science and Occupational Therapy at Saint Louis University. Speakers will provide a guided tour of the steps and time-line involved in progressing from ideology to first semester student enrollment.