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Mission and Educational Philosophy

Consistent with the philosophical base of Occupational Therapy (AOTA 2011), the Touro College Occupational Therapy Assistant program recognizes the inherent value of occupational engagement in increasing “health and well-being across the lifespan.” (AOTA 2011) This value is evidenced in the program’s curriculum design and course content. Many courses in the program engage students in meaningful activities both to educate the students on treatment modalities and to promote their adaptive process in actualizing their professional persona.

The Occupational Therapy Assistant program at Touro College enables student development into skilled clinical practitioners. The Occupational Therapy Assistant Department recognizes that we educate adult learners as diverse as the metropolitan area in which we teach. Utilizing the diversity of the student population to enhance the development of the skills necessary for the collaborative therapeutic process is a key component of the program. We believe in an educational process that is multi-dimensional, to reflect the multi-dimensional character of the clients our graduates will serve. We take advantage of our students’ intrinsic motivation to help others by refining their sense of self and supporting their development as skilled clinical practitioners.

We believe that a human being’s ability to learn is facilitated by didactic and interactive experiences that enable the development of a professional persona. This should be consistent with the values of the profession, the domain of occupational therapy and the role of the Occupational Therapy Assistant in the delivery of health care. Therefore, embedded in the program are pedagogical activities that include, but are not limited to, those which are designed to incorporate case-based, reflective clinical reasoning and knowledge-development processes which build on students’ life skills while challenging them to acquire and apply new learning reflective of current practice, incorporating occupation-based treatment in each area of practice.

We believe that excellence, accountability, and innovation in our teaching methods reflect a commitment to continued learning on the part of both faculty and students. We recognize the need not only to transmit ideas, theories, frames of reference, models of practice, and intervention strategies, but also to participate in the development and exploration of new ideas at the leading edge of health care. Accordingly, we encourage personal responsibility for learning, scholarly activity, inquiry and ongoing reflective dialogue among our faculty and students to promote personal growth and professional development.

Predicated on the OTA department’s mission and educational philosophy, the strategic goals of the department are to:

  • Promote and increase faculty scholarship and pedagogical skills
  • Maximize the processes and avenues by which the program meets the needs of its diverse student population
  • Prepare graduates as competent occupational therapy assistants who will continue to develop their knowledge and skills in the science and art of excellent therapeutic interventions, through life-long learning and inquiry