OCCTH 1000 - Introduction to Occupational Science
North Terrace Campus - Semester 1 - 2021
General Course Information
Course Code OCCTH 1000 Course Introduction to Occupational Science Coordinating Unit TBS Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 2 hours per week Available for Study Abroad and Exchange N Restrictions Restricted to Bachelor of Occupational Therapy (Honours) students only Course Description In this course, students will develop an understanding of occupation, environments as contexts in which occupation occurs and the interconnection between human occupation and health at a personal level. Students will be introduced to how these key concepts are applied in practice and therapy. Through reading, online learning activities, assignments and forum discussions, students will define occupations, communicate an understanding of occupation in differing cultural environments, and analyse occupation using narrative form. Students will participate in seminars where guest speakers will be invited to share insight and experience applying key concepts in practice and therapeutic settings. Student learning will be assessed through written and multimedia assignments, as well as through engagement in online learning activities.
Course Coordinator: Dr Emma George
The full timetable of all activities for this course can be accessed from Course Planner.Timetable information can be found in the MyUni website for this course.
Course Learning Outcomes
1 Describe multiple conceptions of human occupation. 2 Explain the concept of occupation and how this varies across a number of different cultural environments. 3 Analyse the relationships between occupation, health and well-being. 4 Identify and discuss the scope of occupational therapy practice working with individuals, communities and populations.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
2, 3, 4 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2, 3, 4 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
2, 4 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1, 2, 4 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
2 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesBoyt Schell, BA & Gillen, G 2019, Willard and Spackman’s Occupational Therapy, 13th Edition, Wolters Kluwer, Baltimore MD
Recommended ResourcesBrown, T, Bourke-Taylor, H, Isbel, S & Cordier, R, 2017, Occupational Therapy in Australia: Professional and practice issues, Allen and Unwin, Crows Nest, NSW
Online LearningAll notes, resource manuals and papers for lectures, practicals, tutorial sessions and assessment tasks are available on MyUni as well as lists of suitable readings, online quizzes and links to external websites.
Learning & Teaching Activities
Learning & Teaching ModesLearning in this course is supported by a blended learning model that uses a mixture of delivery modes to ensure the course materials are aligned to and facilitate student achievement of learning outcomes. Learning activities will include scheduled on-line activities and six interactive group sessions in workshops.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Online Classes: 6 x 1 hour = 6 hours
Workshops: 6 x 2 hours = 12 hours
Examination: 1 x 2 hours = 2 hours
Preparation for Workshop Sessions: 2 hours per session = 12 hours
Preparation for Assessment Tasks = 25 hours
Weekly reading: 4 hours per week = 48 hours
Online modules: 4 hours per week = 48 hours
TOTAL = 153 hours
Learning Activities SummaryContent includes the following occupational science concepts:
• Defining occupation• The field of occupational science• Exploring how people occupy their time• Introduction to person, environment and occupation factors• Models of occupational therapy practice• Occupational analysis• Culture• Occupational balance• Identity and belonging• The “dark side of occupation”• Occupation, health and well being• Application of occupational science concepts to practice
Small Group Discovery ExperienceWhilst no offical SGDE will be offered in this course, there will be numerous opportunities throughout the semester to work in groups with other students.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment SummaryThe assessment for Introduction to Occupational Science consists of:
Assessment Task Task Type Weighting Learning Outcome Examination Summative 40% 1, 2, 3, 4 Assignment Summative 20% 1, 2, 3 Continuous Assessment Formative & Summative 40% 1, 2, 4
Assessment DetailExamination (40%) - A two-hour written examination covering entire course content will be held during the University examination period. Students will be required to complete a variety of different types of questions to demonstrate their achievement of the course learning outcomes.
Assignment (20%) - Students will complete a written occupational analysis.
Continuous Assessment (40%) - Continuous assessment tasks will occur frequently throughout scheduled course time and will not require additional preparation time beyond normal expectations. The continuous assessment contains two components. Students are required to complete online quizzes (20%), and a short video presentation (20%) on the links between occupational science and occupational therapy.
SubmissionDetailed information on assessment task submission can be found in the MyUni website for this course.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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