The College of St. Scholastica
1200 Kenwood Avenue
Duluth, MN 55811
TTY/TDD: (218) 723-6790
Steve Cope, Sc.D.
Science Center, Room 2123
Fast Facts: Pre-Occupational Therapy
The occupational therapy program is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), 4720 Montgomery Lane, Suite 200, Bethesda, MD 20814-3449, (301) 652-2682, www.acoteonline.org.
The job outlook for the occupational therapy profession is extremely positive. The U.S. Bureau of Labor Statistics predicts a 29 percent increase by 2020 in the number of positions for OT professionals, mainly due to the increasing number of elderly people and school-aged children who require these services. Graduates of St. Scholastica's Occupational Therapy Program are highly regarded; many receive job offers from the sites where they completed their fieldwork.
The salary prospects for occupational therapists are equally good. The Bureau of Labor Statistics lists the median salary for OTs as $75,400. Many St. Scholastica graduates work in Duluth and the surrounding areas, although positions are plentiful in other parts of the region and country.
Here are some classes you may potentially take in preparation for graduate school. Please note that you may not need all of these courses to fulfill your graduate school pre-requisites. This list doesn't necessarily include courses needed for your major or general education requirements. Be sure to create your course plan in consultation with your advisor.
Introductory study of anatomy and physiology of the vertebrate body with an emphasis on the human. Topics include an introduction to cells, tissues, and systems organization, osteology, fluid compartments, gross and microscopic anatomy, physiology of the circulatory system, body defense systems and the gross anatomy of musculature. 3 class hours, 3-hour lab. Prerequisite: BIO 1110 or BIO 1036.
Continuation of BIO 2110. Topics include gross and microscopic anatomy, physiology of the renal system, respiratory system, digestive system, nervous system and endocrine system. 3 class hours, 3-hour lab. Prerequisite: BIO 2110.
Study of the general mechanisms of disease at the cellular and molecular levels, including abnormalities of fluid distribution, the inflammatory process, abnormal immune mechanisms, and neoplastic disease, followed by an application of the basic principles of pathologic processes to diseases of the neurologic, endocrine, reproductive, hematologic, cardiovascular, pulmonary, renal and digestive systems. Prerequisite: a completed course in Anatomy/Physiology.
Selected topics from introductory physics for students who wish or need an understanding of physical concepts for their professional or personal enrichment. Some hands-on activities. Topics include force and motion, energy, waves, momentum, fluid mechanics, heat, sound, light, electricity and magnetism. Problem solving at the level of elementary algebra.
Designed to provide an overview of concepts, methods, and applications of psychology. Topics include psychology as a science, research methods, perspectives of psychology, sub disciplines of psychology, biological foundations of behavior, developmental psychology, sensation and perception, learning, memory, thinking, language development, intelligence testing, personality, psychological disorders, psychological and biomedical therapies for psychological disorders and social psychology.
Cognitive, personality/social, and physical development from conception to death. Within a life span developmental perspective, the course examines research methods, developmental theories, and application of research findings to selected problems in the major periods of the life span: the prenatal period, infancy, early/middle/late childhood, adolescence, and young/middle/late adulthood. The developmental perspective provides an important foundation for understanding normal children and adults, while also providing the essential knowledge base for the modern view of psychological disturbances as "normal development gone awry." This approach has practical implications for individuals with interests in parenting, caregiving, education, social services, and health sciences with both normal and exceptional populations. Prerequisite: none, but sophomore standing recommended.
Overview of research process designed for upper-division students interested in reading and/or conducting research. Topics include logic of scientific research, types of research, phases of a research study, designing experimental and correlational studies, sampling, quantitative and qualitative methods for collecting data, evaluation and writing of research reports, and ethical issues.
Provides an overview of what is considered to be abnormal behavior in American society. The main focus of the course is on describing various mental disorders and discussing how these disorders are explained and treated according to the major theoretical perspectives. Important issues related to diagnosing, researching and treating mental disorders are also addressed. Prerequisite: one course in general or developmental psychology and junior status recommended.
Designed to provide an overview of the concepts, methods, and applications of sociology, and the development of the sociological imagination. Topics include development of the social self, status and role, race and ethnicity, gender, social class, deviance, political and economic institutions, population dynamics, the family, and other dimensions of society. This introductory course emphasizes the development of the sociological imagination.
Exploration of the meaning and variety of family life in the United States and other cultures. Classic and contemporary theories are combined with recent research findings to understand the changing definitions and contexts of family life. Emphasis is placed on the study of the family in a broader context, including the influence of neighborhoods, schools and religion, socioeconomic inequalities, gender roles, domestic abuse, divorce, and a life span approach to family life.
"Therapists can tell when students are from St. Scholastica by their clinical experience, comfort level when interacting with other disciplines and clients, and overall professionalism. I want to thank the entire OT Department for preparing me for fieldwork. Without you, I would not have had the success I've had thus far!"
– Lynne F, Occupational Therapy Graduate Student