MU 205 - Jazz Ensemble IV

• demonstrate accurate musical performance (melodically, rhythmically, and stylistically) on assigned parts;
• demonstrate individual improvement on their instruments (music reading and tone production);
• improvise over a 12-bar Blues and other forms as rehearsed;
• show the ability to work well with others in creating a unified musical performance; and
• participate in all public performances as scheduled by the director.

MU 206 - Chorus I

• demonstrate capability in performance of harmonic and melodic setting;
• strengthen and widen individual voice range;
• redefine articulation and proper breathing in singing;
• recognize the concept of musical forms; and
• understand phrasing, motives, and periods within a musical composition.

MU 207 - Chorus II

• demonstrate capability in performance of harmonic and melodic setting;
• strengthen and widen individual voice range;
• redefine articulation and proper breathing in singing;
• recognize the concept of musical forms; and
• understand phrasing, motives, and periods within a musical composition.

MU 208 - Chorus III

• demonstrate capability in performance of harmonic and melodic setting;
• strengthen and widen individual voice range;
• redefine articulation and proper breathing in singing;
• recognize the concept of musical forms; and
• understand phrasing, motives, and periods within a musical composition.

MU 209 - Chorus IV

• demonstrate capability in performance of harmonic and melodic setting;
• strengthen and widen individual voice range;
• redefine articulation and proper breathing in singing;
• recognize the concept of musical forms; and
• understand phrasing, motives, and periods within a musical composition.

MU 210 - The Enjoyment of Music

Fulfills SUNY General Education – The Arts.

Course Outcomes
Upon completion of this course, the student will be able to:

• understand the different stylistic periods of music history;
• identify and analyze the difference in the variables of musical form, elements and texture within western tonalization;
• understand and interpret the musical techniques utilized by composers; and
• be acquainted with the principal musical artist of each period and to appreciate the aesthetic quality of their work.

 

Cycles (C, N, S)

MU 213 - Twentieth Century Music

Fulfills SUNY General Education – The Arts.

Course Outcomes
At the completion of the course, the student will be able to:

• be familiar with the concepts utilized in 20th Century music;
• identify the differences in musical techniques utilized during the Common Practice Period and the Modern Period of music history;
• demonstrate an understanding of atonal and absolute music; and
• apply concepts and principles of earlier music to today’s music.

MU 214 - Introduction to Folk Guitar

Fulfills SUNY General Education – The Arts.

Course Outcomes
At the completion of the course, the student should  be able to:

• tune the guitar accurately;
• demonstrate proper hand position;
• perform scales as designated;
• perform simple melodies;
• perform simple chordal accompaniment;
• perform various guitar ensemble literature; and
• perform simple folk tunes.

MU 215 - Survey of Jazz

Fulfills the following SUNY General Education categories:

• The Arts
• Humanities

Note: A course can only be used to fulfill one General Education category.

Course Outcomes
At the completion of the course, students should be able to:

• identify aurally, and in writing, the six (6) major style periods of jazz;
• identify in writing the four (4) major characteristics in jazz styles;
• understand the creative process of improvisation in jazz performance;
• identify aurally the four (4) major rhythmic beats ( “feels”) in jazz music;
• identify the black African and white European musical elements that combined to develop jazz;
• discuss in writing the evolution of the blues and its influence on jazz;
• list the musical characteristics of each jazz style;
• identify in writing the major jazz artists from each style period and their contributions to jazz; and
• discuss, and give reasons for their preferences for a particular jazz style.

MU 217 - Survey of Popular Music in America

Fulfills the following SUNY General Education categories:

• The Arts
• Humanities

Note: A course can only be used to fulfill one General Education category.

Course Outcomes
At the completion of the course, students should be able to:

• discuss in writing the evolution of the blues and its development into rock and roll;
• discuss the African-American roots in the development of popular music;
• discuss the white American roots in the development of popular music;
• demonstrate an understanding of American popular music styles that preceded rock and roll (1880 – 1950);
• list the musical characteristics of rhythm and blues, and rock and roll;
• explain in writing the sociological conditions in each decade from 1930 to the present, and how these conditions influenced the evolution of musical styles in these decades;
• demonstrate a knowledge of the importance of the major musical artists of each popular musical style studied in these decades;
• write critical essays on contemporary popular music articles;
• discuss and explain their preferences for a particular popular musical style; and
• research a topic of their choice related to American popular music, and present findings to the class.

MU 219 - Healing with Music

• listen to music as a healing and therapeutic power;
• develop an understanding of music as a primary evolutionary force in the on-going development of humanity and society;
• become aware of and appreciate composers’ and musicians’ contributions to the changing and shaping of world society;
• explore and technical advances in music from ancient worlds, present and for the future, and consider the impact it has, has had, and will have on humanity;
• learn how the use of your own voice and personal drumming can aid in the healing and toning of your body; and
• demonstrate an ability to research necessary knowledge for lifelong pursuits.

MU 240 - Beginning Piano I

• accurately execute sight reading as pertains to the piano;
• acquire a precise and clean understanding of specific musical forms and its relationship to western tonality; and
• effectively demonstrate a comprehensive command of the piano.

NS 100 - Introduction to Nanotechnology

• recognize that the rules of nanoscience and properties of nanomaterials are fundamentally different than those we experience in everyday life;
• demonstrate an informed perspective on nanotechnology that balances legitimate health safety concerns with possible benefits;
• describe the concepts of top down and bottom up fabrication for nanotechnology applications;
• demonstrate an understanding of the various material properties that can be manipulated on the nanoscale;
• describe the utilization and application of various characterization instruments; and
• critically evaluate new and emerging applications of nanoscale science and technology in the fields of engineering, science, medicine, and consumer products.

NU 102 - Overview of Nursing

• define health and illness as it relates to nursing practice;
• define the concept of nursing;
• describe the role of the health care team;
• identify the changes that are occurring in nursing;
• relate the concepts of cultural diversity to the practice of nursing;
• describe the various educational routes to licensure and various levels of nursing practice;
• identify and discuss ethical and moral issues in nursing today;
• identify the principles of communication;
• identify library and multi-media as resource tools;
• describe strategies to help nursing students to minimize and manage stress;
• explore ways of demonstrating critical thinking; and
• identify health/community resources available in the nursing program.

NU 106 - Complementary & Alternative Therapies

• identify the concepts of well being;
• understand the differences in complementary and alternative therapies as compared to traditional medicine;
• explain the Eastern and Western medicine therapies;
• describe Alternative Medicine System;
• identify the treatments included in five categories of therapies;
• describe the CAM therapies used in the treatment of ailments;
• identify consumers issues related to CAM therapies;
• understand the responsibilities of health care providers related to CAM therapies; and
• utilize library and multimedia resources.

NU 116 - Health Promotion

• identify concepts of the wellness and health promotion;
• explain the stages of maturity;
• explain the cultural beliefs and lifestyle behaviors that influence wellness and health promotion;
• identify the concept of caring;
• identify the principles of communication;
• identify the principles of critical thinking;
• identify the principles of infection control;
• identify the steps of the nursing process in health promotion;
• identify library and multi-media as resource tools;
• describe the development of the role of the nurse as a professional in the health care system;
• identify principles of health education; and
• identify health/community resources available for health promotion.

NU 117 - Lab for NU 116

• utilize the concepts of wellness and health promotion in care for clients;
• show awareness of the influence of stages of maturity on wellness and health promotion;
• show an awareness of cultural beliefs and lifestyle behaviors that influence wellness and health promotion;
• show awareness of caring behaviors in the clinical setting;
• use basic communication skills with selected clients;
• apply principles of critical thinking skills at the beginning level;
• apply principles of infection control in client care;
• apply the steps of the nursing process at a beginning level to clients for wellness and health promotion;
• utilize library and multi-media resources;
• identify the role of the professional nurse in wellness and health promotion;
• utilize principles of health education in promoting wellness.
• demonstrate skill in designated nursing procedures; and
• recognize health/community resources available for health promotion.

NU 120 - Health Promotion: RN Transition for LPN/Medical Military Personnel

• identify concepts of the wellness/illness continuum;
• identify concepts of health promotion/prevention of illness;
• identify categories of human functioning;
• identify categories of health alterations;
• explain the psychological and psychosocial changes throughout the stages of maturity;
• explain the psychosocial concepts of stress, adaptation and coping;
• identify principles of communication;
• identify the concept of caring;
• identify spiritual and cultural factors, which affect wellness in individuals;
• describe health promotion associated with all categories of health alteration, including childbirth;
• identify the principles of infection control;
• describe the focuses and purposes of the nursing process and its steps;
• identify the nursing activities involved in each step of the nursing process;
• apply principles of critical thinking skills at the beginning level;
• apply the steps of the nursing process at a beginning level to clients for wellness and health promotion;
• utilize library and multi-media resources;
• utilize principles of health education and promoting wellness;
• demonstrate skill in designated nursing procedures;
• recognize health/community resources available for health promotion; and
• incorporate the RN role in managing, assigning and planning client care.

NU 125 - IV Insertion and Infusion Therapy

• assess veins with improved accuracy/skill/technique and identify appropriate rational behind each step;
• describe the purpose and indications for IV therapy;
• describe pharmacological considerations in IV infusion therapy;
• identify assessment, interventions and treatments for complications associated with venipuncture and infusion therapy;
• identify among different types of venous access devices, their specialization and indications for use;
• locate suitable veins for access;
• demonstrate a simulated venipuncture and IV insertion; and
• identify the legal ramifications of IV therapy.

NU 126 - Health Maintenance

• explain the concepts of health seeking behaviors and health maintenance;
• identify the influence of the stages of maturity on health maintenance;
• explain cultural beliefs and life style behaviors that influence health maintenance;
• describe caring behaviors;
• differentiate methods of effective communication;
• explain the application of critical thinking for clients seeking to maintain health;
• determine principles of infection control necessary for health maintenance;
• identify the use of the nursing process in health maintenance;
• employ the library and multi-media as resource tools;
• describe the legal and ethical responsibilities of the professional nurse;
• describe the principles of health teaching in health maintenance; and
• identify health/community resources available for health maintenance.

NU 127 - Lab for NU 126

• utilize the concepts of health seeking behaviors and health maintenance in caring for clients;
• show an awareness of the influence of stages of maturity on health maintenance;
• show an awareness of cultural beliefs and lifestyle behaviors that influence health maintenance;
• practice caring behaviors in the clinical setting;
• demonstrate the ability to utilize various methods of communication with selected clients;
• demonstrate critical thinking in the clinical setting in providing care to clients seeking health maintenance;
• apply principles of infection control in client care;
• apply the steps of the nursing process to clients seeking health maintenance;
• utilize library and multi-media resources;
• acknowledge the role of the professional nurse in interacting with clients seeking health maintenance;
• demonstrate effective health teaching in the clinical setting;
• demonstrate skill in designated nursing procedures; and
• recognize health/community resources available for health maintenance.

NU 128 - Physical Assessment for Nurses

• utilize interviewing techniques to obtain a reliable health history from a selected client;
• identify the proper techniques used in performing a physical assessment of an adult client;
• identify cultural considerations and variations in obtaining a health history and physical assessment of a client;
• identify variations in physical assessment of the pediatric client;
• identify variations in physical assessment of the elderly client;
• differentiate between normal variations and pathologic findings in assessment of each of the various body systems;
• communicate health assessment findings in an acceptable manner; and
• demonstrate skill in assessment of a body system.

NU 236 - Health Restoration -Acute/Simple

• explain the concept of health restoration, acute/simple;
• describe the influence of the stages of maturity on client’s requiring health restoration, acute/simple;
• evaluate cultural beliefs and lifestyle behaviors that influence clients requiring health restoration, acute/simple;
• cite examples of caring behaviors;
• describe the principles of therapeutic communication;
• demonstrate critical thinking in providing care to clients requiring health restoration, acute/simple;
• determine infection control measures necessary for clients requiring health restoration, acute/simple;
• identify the use of the nursing process for clients requiring health restoration, acute/simple;
• demonstrate the use of library and multi-media resources in assessing current health related materials;
• identify principles of management/leadership used in nursing practice in a health care setting;
• determine health teaching for clients requiring health restoration, acute/simple; and
• identify health/community resources available for clients requiring health restoration, acute/simple.

NU 237 - Lab for NU 236

• utilize the concepts of health restoration, acute/simple in caring for clients;
• show awareness of the influence of the stages of maturity in clients requiring health restoration, acute/simple;
• show awareness of cultural beliefs and lifestyle behaviors that influence clients requiring health restoration, acute/simple;
• demonstrate caring behaviors in the clinical setting;
• demonstrate therapeutic communication with selected clients;
• apply critical thinking skills to caring for one client requiring health restoration, acute/simple;
• utilize principles of infection control in the clinical setting;
• apply the steps of the nursing process in caring for clients requiring health restoration, acute/simple;
• utilize library and multimedia resources;
• show awareness of principles of management/leadership style used in the health care setting;
• practice effective health teaching in the clinical setting;
• demonstrate skill in designated nursing procedures; and
• select health/community resources available for clients requiring health restoration, acute/simple.

NU 238 - Pharmacology for Nurses

• define medical terminology related to pharmacology;
• define prescription, non-prescription, controlled and recreational drug;
• list several sources of relevant drug information available to nurses;
• explain the impact of legislation on drug therapy;
• explain the five drug properties: purity, bioavailability, potency, efficacy, safety and toxicity;
• list the criteria for safe drug administration;
• identify proper recording functions of the nurse and/or family;
• identify actions of major drug classifications;
• name prototypes for each major drug classification;
• describe common use of major drugs in each drug classification;
• identify major side effects and/or adverse effects of prototypes for each major drug classification;
• state contraindications for selected prototypes; and
• apply nursing process to drug therapy.

NU 246 - Health Restoration: Acute/Complex

• explain the concept of health restoration, acute/complex;
• describe the influence of the stages of maturity on clients requiring health restoration, acute/complex;
• evaluate cultural beliefs and lifestyle behaviors that influence clients health restoration, acute/complex;
• cite examples of caring behaviors;
• describe the principles of therapeutic communication;
• demonstrate critical thinking in providing care to clients requiring health restoration, acute/complex;
• determine infection control measures necessary for clients’ health restoration, acute/complex;
• identify the use of the nursing process for clients requiring health restoration, acute/complex;
• demonstrate the use of library and multi-media resources in assessing current health related materials;
• identify principles of management/leadership used in nursing practice in a health care setting;
• determine health teaching for clients requiring health restoration, acute/complex; and
• identify health/community resources available for clients requiring health restoration, acute/complex.

NU 247 - Lab for NU 246

• utilize the concepts of health restoration, acute/complex in caring for clients;
• show awareness of the influence of the stages of maturity in clients requiring health restoration, acute/complex;
• show awareness of cultural beliefs and lifestyle behaviors that influence clients requiring health restoration, acute/complex;
• demonstrate caring behaviors in the clinical setting;
• utilize therapeutic communication with selected clients;
• apply critical thinking skills to caring for the client requiring health restoration, acute/complex;
• utilize principles of infection control in the clinical setting;
• apply the steps of the nursing process in caring for clients requiring health restoration, acute/complex;
• utilize library and multimedia resources;
• utilize leadership skills in the clinical setting;
• practice effective health teaching in the clinical setting;
• demonstrate skill in designated nursing procedures; and
• select health/community resources available for the client requiring health restoration, acute/complex.

OT 101 - Introduction to OT

• understand the relationship between OT and other educational, medical, rehabilitative professionals, including recognizing and communicating the need to refer to other specialists within various settings for consultation and intervention;
• identify and appreciate the varied roles, responsibilities, and issues of the OTA as a practitioner, entrepreneur, contractual therapist, educator, and research assistant;
• articulate the professional role delineation and relationship of the OTR and COTA including education, process of OT, supervision, and service competency;
• describe the purpose of Level I and Level II fieldwork placement in Occupational Therapy education, and the ongoing professional duty for providing fieldwork education once qualified to do so;
• describe OT and OTA credentialing including national certification and requirements for New York State registration and certification;
• describe guidelines for competency-based legal and ethical OT supervision including OTR/COTA supervision, COTA/OT Aide supervision;
• describe the collaborative relationship between OTA and client, caregiver, family, and significant others, in monitoring and reassessing the effect of OT intervention, and the need to communicate identified needs to the OT;
• articulate the importance of professional research and literature, and the continued development of the profession’s theories, models, and practice;
• describe personal and professional attributes, skills, knowledge, strategies required in OT practice, including collaboration with OT and colleagues; supervision; professional development; ongoing quality improvement; maintenance and organization of intervention settings; prioritizing and scheduling of workload;
• describe professional responsibilities related to malpractice and liability issues under current models of service provision;
• explain and give examples of how the role of OT professional is enhanced by knowledge of and involvement in international, national, state, and local OT associations and related professional associations;
• demonstrate professional advocacy by participating in an OT professional organization activity or other agency/organization promoting the OT profession (e.g. AOTA, NYSOTA, AARP activity, Backpack Awareness Day, Disability Film Festival, etc.);
• discuss how historical, sociopolitical, and theoretical factors influence trends in health care delivery in general and occupational therapy specifically; including health care systems, funding and managing health care, focus on care, prevention, and wellness;
• identify how the various practice settings (medical, community, and school-system) and service continuum (acute, sub acute and long-term) affect delivery of occupational therapy services;
• describe how legislation (state and federal laws and lawmaking processes) impacts OT practice, and how OT practitioners can influence legislation;
• describe the AOTA Code of Ethics; Core Values and Attributes of OT; and AOTA Standards of Practice, and how these documents can be used as a guide for behavior, decision-making, and interaction;
• identify strategies for analyzing issues and making decisions to resolve personal and organizational ethical conflicts;
• identify formal and informal ethical dispute-resolution systems that have regional, state, and national jurisdiction over occupational therapy practice;
• describe safety precautions and safety regulations within Occupational Therapy settings including patient/client safety, therapist safety, universal precautions and contraindications and equipment precautions;
• describe the use and purpose of documentation in OT, and guidelines for effective documentation;
• state and define beginning medical terminology related to the practice of Occupational Therapy;
• discuss disability and its relationship to cultural diversity and cultural competency;
• discuss the Americans with Disabilities Act and the role of OT in disabilities advocacy; and
• describe the grief and loss process and its relationship to OT intervention.

OT 102 - Occupational Performance

• articulate the definition of occupational therapy;
• articulate an understanding of the importance of the history and philosophical base of the profession of occupational therapy;
• analyze and discuss how history and the social climate influence practice;
• discuss the therapeutic use of occupation and activity to include preparatory methods, practice skills, and occupation-based activity;
• identify how various settings such as medical facilities, school-based settings, community based settings, etc impact the delivery of occupational therapy services;
• describe the social conditions and the ethical contexts in which humans choose to engage in occupations;
• articulate the importance of balancing areas of occupation with achievement of health and wellness;
• explain the role of occupation in the promotion of health and prevention of disease/disability for the individual, family, and society;
• describe the meaning of occupation/activity to include the areas of occupation, performance skills, performance patterns, activity demands, contexts, and clients factors (Practice Framework);
• identify how contextual factors impact the management and delivery of occupational therapy services;
• exhibit the ability to analyze tasks relative to areas of occupation, performance skills, contexts and activity demands;
• articulate the unique nature and value of occupation to consumers, employers, third party payers and the general public;
• promote occupational therapy by educating other professionals, service providers, consumers, and the general public;
• describe how social, economic, political, geographic, or demographic factors impact the practice of occupational therapy;
• describe how environments, tools, materials, and occupations and can be adapted and graded to meet the needs of patients/clients/children and the socio-cultural context;
• articulate the role of the OT and OTA within screening and evaluation, the importance of supervision, and the rationale for collaborative teamwork;
• describe the OT process from referral through discontinuation of services to include referral to consultants and services in other areas related to the care of the individual;
• describe the process of gathering/sharing data for the purpose of evaluating a client’s participation in occupation utilizing the components of the practice framework;
• describe when to recommend to the OT the need for referring clients for additional evaluation;
• describe the reasons for documentation to include the rationale for service and treatment plan, ensuring accountability of service provision, and reimbursement for service;
• describe the discharge process by: reviewing the needs of the client, family, and caregivers; recommend to the OT the need for discharge; make recommendations to include adaptations, programs, and referrals;
• state the role of the practitioner to address changes in service delivery and to promote changes within the delivery system;
• describe the various reimbursement systems to include federal, state, third party, and private pay; and
• identify strategies to assist the consumer in gaining access to OT services.

OT 120 - Human Occupation Across the Life Span

• describe features of the Model of Human Occupation including:
  • concepts, principles, language;
  • application to studying human occupation across the lifespan; and
  • how it underlies the practice of occupational therapy.
• describe reflexes and automatic reactions in infants, children and adults including:
  • terminology;
  • ages of normal initiation and integration;
  • resultant movements, postures, and tones; and
  • relevance to occupation.
• explain how physical maturation is guided by the following principles:
  • cephalo to caudal;
  • proximal to distal;
  • medial to lateral;
  • mass to specific; and
  • gross-motor to fine-motor.
• apply Piaget’s theory of cognitive development to explain:
  • development and integration of cognitive occupational performance components throughout the lifespan;
  • development and integration of occupation;
  • impairments, disorders, and disabilities; and
  • relevance to occupational therapy evaluation and intervention.
• apply Erickson’s theory of psychosocial development to explain:
  • development and integration of psychosocial and psychological performance-components throughout the lifespan;
  • development and integration of occupation;
  • impairments, disorders, and disabilities; and
  • relevance to occupational therapy evaluation and intervention.
• describe occupational performance areas (i.e. work and play) using occupational therapy-based and other relevant theories, including:
  • stages throughout the lifespan;
  • characteristics;
  • application to disability; and
  • relevance to occupational therapy evaluation and intervention.
• utilizing the Occupational Therapy Practice Framework describe the meaning and dynamics of occupation and activity, including integration of areas of occupation, performance skills, performance patterns, activity demands, contexts, and client factors across the lifespan;
• articulate the importance of balancing areas of occupation with achievement of health and wellness;
• articulate the influence of social conditions and the ethical context in which humans choose and engage in occupations;
• identify the impact of contextual factors (cultural, physical, social, personal, spiritual, temporal, virtual) on the management and delivery of occupational therapy services;
• demonstrate knowledge of national and global social issues and prevailing health and welfare needs;
• identify potential impacts of social, economic, political, geographic, or demographic factors on the practice of occupational therapy;
• demonstrate knowledge and appreciation of the role of sociocultural, socioeconomic, and diversity factors and lifestyle choices in contemporary society;
• identify the role and responsibility of occupational therapy practitioners to address changes in service delivery policy, to effect change in the systems, and recognize the opportunities for emerging practice areas;
• document occupational performance in an objective, behavioral, and measurable manner, based on observation, interview, survey, and assessment, utilizing terminology of the Occupational Therapy Practice Framework; and
• Administer non-standardized and non-formal evaluation methods (including skilled observation, interview, checklists, self-assessment) to describe theoretical concepts and principles of development that are relevant to occupational therapy.

OT 130 - Occupational Therapy Interventions

• demonstrate an understanding of the role of OTA with regard to occupational therapy data collection and evaluation:
• articulate the importance of using statistics, tests and measurements used in occupational therapy;
• gather and share/report data for the purpose of screening and evaluation; administer selected assessments including standardized assessments using appropriate protocols;
• identify the skills necessary to follow a research protocol including accurate and confidential collection of data and related documentation;
• identify when to recommend to the OT the need for referring clients for additional evaluation;
• accurately measure joint range using a goniometer;
• describe grading of muscle strength: trace through normal;
• describe and demonstrate the use of strength assessment utilizing a dynamometer and pinch meter;
• describe normal and abnormal tone.  Provide therapeutic use of occupation-based activity, practice skills, and preparatory methods;
• select and provide direct OT interventions and procedures to enhance safety and performance in ADL, IADL, and work;
• demonstrate PROM to both UES & LES;
• modify home and community environments and tasks, incorporating principles of ergonomics;
• select and demonstrate the use of assistive technologies relative to ADLs, IADLs and seating systems;
• describe and demonstrate therapeutic positioning used with various diagnoses including objectives, techniques, precautions and contraindications, and equipment needed;
• provide training in techniques and use of equipment to enhance safe mobility, i.e. transfers, wheelchair management, community mobility, driving, functional ambulation, bed positioning, and bed mobility;
• demonstrate sound judgment and proper body mechanics for lifting, pushing, pulling and carrying to ensure safety of patient and therapist;
• demonstrate the ability to measure and select wheelchairs based on client functional needs;
• select appropriate adaptive equipment to meet client functional needs;
• fabricate adaptive equipment appropriate to client functional needs;
• enable feeding and eating performance (including process of bringing food/fluids from plate/cup to mouth, ability to keep and manipulate food/fluid in the mouth, initiation of swallowing) and train others in precautions and techniques while considering client and contextual factors;
• provide fabrication, application, fitting, and training in orthotic devices used to enhance occupational performance and training in the use of prosthetic devices;
• provide training in self-care, self-management, home management, and community/ work integration skills to client or caregivers utilizing therapeutic-use-of-self and evidenced-based teaching/learning strategies and methods;
• recognize the use of superficial and mechanical modalities as a preparatory intervention; and
• demonstrate safe and effective administration of superficial thermal and mechanical modalities adhering to precautions and contraindications.

 

Prerequisites: BI 150, BI 151, OT 101, OT 102
S (N)

OT 140 - Professional Issues

• explain systems and structures that create federal and state legislation and regulation as well as implications and effects on practice;
• identify national requirements for credentialing, requirements for licensure, certification, or registration under state laws;
• explain the development of, marketing of, and managing of service delivery options;
• define quality assurance;
• describe the documentation utilized in the ongoing processes for quality improvement and implementation of program changes to ensure quality of services;
• identify strategies for effective, competency-based legal and ethical supervision of students, volunteers, and other non-professional personnel within an OT setting;
• discuss be the ongoing professional responsibility for providing fieldwork education and the criteria for becoming a fieldwork educator;
• apply the OT Code of Ethics, Ethic Standards and AOTA Standards of Practice using them as a guide for professional decision making;
• explain how the profession is enhanced by local, state, national, and international OT associations and related professional organizations;
• discuss strategies for ongoing professional development to ensure that practice is consistent with current and accepted standards as well as job responsibilities;
• identify strategies for analyzing issues and making decisions to resolve personal and organizational ethical conflicts;
• identify formal and informal ethical dispute- resolution systems that have jurisdiction over OT practice;
• participate in organizations that promote the profession; and
• describe steps to prepare a professional in-service.

OT 141 - Research of Community Practice

• state performance skills seen during observations of therapeutic interventions;
• describe roles and responsibilities of occupational therapy and/or their disciplines and state how they work together to fulfill the mission of agency;
• describe, as observed or learned during fieldwork rotation, healthcare and human services delivery systems;
• identify and demonstrate professional attributes with regard to supervision and patient/staff interaction;
• demonstrate effective and professional behavior and communication skills with the healthcare and human services staff and modify behavior in accordance to supervision;
• dress in an acceptable manner for the facility and profession;
• demonstrate acceptable personal hygiene and dress;
• be punctual with time scheduling and adhere to agreed timeframe for facility. In case of rescheduling, demonstrate appropriate steps for following through with scheduling;
• adhere to expected staff responsibilities in regard to facility’s policy/procedures;
• ask relevant questions at the appropriate times; and
• write objective observations and subjective impressions of the processes, procedures and consumers’ outcomes.

OT 150 - Therapeutic Use of Self

• articulate an understanding of the importance of the history and philosophical base of the profession of occupational therapy through a personal philosophy of helping;
• provide therapeutic use of self including one’s personality, insights, perceptions, and assumptions as part of the therapeutic process in both individual and group interaction utilizing techniques of attending, responding, questioning, and disclosing;
• exhibit strategies to build therapeutic closeness including empathy, trust, and respect;
• describe consumer, provider, cultural, and environmental barriers to therapeutic closeness and how practitioners can overcome those barriers;
• develop personal guidelines for therapeutic use of attending, responding, questioning, disclosing;
• articulate the therapeutic use of groups including:
  • types of groups;
  • appropriate application of groups in treatment and rehabilitation settings;
  • the benefits and limitations of group modalities; and
  • strategies for designing and conducting groups.
• develop an occupational therapy treatment or rehabilitation group session that will effectively address participant goals and program objectives related to quality of life, well-being, occupation, health, or injury prevention, considering contexts (cultural, physical, social, personal, etc.).

OT 160 - Level 1 Clinical Practice

Direct Treatment:

• collect relevant data regarding the patient/client/consumer from medical or service related sources;
• describe basic treatment interventions from observation;
• select occupation-based activity (work, self-care, play) and purposeful activity to remediate/or compensate for deficits in performance components and performance areas; and
• adhere to and demonstrate awareness of safety issues and precautions.

Professionalism:

• demonstrate professional behavior with regard to supervisor and other staff;
• demonstrate effective and professional behavior towards individuals receiving OT treatment intervention;
• modify behavior(s) in accordance with supervisor;
• dress in an acceptable manner appropriate to facility requirements as well as demonstrate appropriate hygiene and grooming;
• be punctual in accordance with time scheduling. When rescheduling missed time, demonstrate appropriate steps for following through with rescheduling;
• adhere to facility’s policies and procedures;
• adhere to patient/client/consumer Bill of Rights and confidentiality; and
• complete the required 60 hours for clinical rotation.

Communication:

• demonstrate effective and professional verbal and non-verbal communication skills with health-care staff and individuals receiving OT interventions;
• review facility documentation (evaluations and progress notes); and
• participate in departmental attendance, statistical or service documentation.

Other:

• describe budgeting and quality assurance requirements of the OT Department;
• observe patient/client/consumer care meetings and/or departmental meetings; and
• maintain treatment space in a clear and orderly manner.

OT 200 - Psychosocial Rehabilitation

• explain the implications of psychiatric disability in our society, including:
  • barriers to opportunities;
  • stigma; and
  • limitations on freedom and rights
• summarize the history of mental health services, describing:
  • the development of care, treatment, rehabilitation and recovery paradigms;
  • transformation from institutionalization to community mental health centers models of service delivery;
  • development of the occupational therapy profession; and
  • the influence of past service delivery on current attitudes, beliefs and service delivery models.
• explain the principles of recovery and their impact on occupational therapy services today;
• describe the diagnostic and statistical manual of mental disorders multiaxial system of organizing and communicating clinical information, and its relevance to occupational therapy including:
  • DSM diagnostic codes;
  • use of Global Assessment of Functioning Scale (GAF); and
  • use of Social and Occupational Functioning Assessment Scale (SOFAS).
• understand severe and persistent psychiatric disabilities including:
  • diagnoses and terminology;
  • experience of symptoms;
  • common characteristics and associated conditions;
  • impact on function;
  • etiology;
  • prognosis throughout the life-span;
  • assessment; and
  • general OT treatment and support interventions.
• select appropriate precautions, supportive strategies, and environmental adaptations, which will help individuals who display symptoms and side effects;
• define treatment, rehabilitation, and recovery as they relate to psychiatric rehabilitation;
• describe the philosophy of psychiatric rehabilitation including:
  • principles;
  • values; and
  • mission.
• outline psychiatric rehabilitation processes as implemented in New York State mental health programs including:
  • rehabilitation readiness assessment;
  • overall rehabilitation goal development;
  • functional/resource assessment;
  • service planning; and
  • skills and resource interventions.
• describe current psychiatric treatment, rehabilitation and support services implemented in New York State, including:
  • inpatient treatment;
  • day programs;
  • clinics;
  • vocational and educational services;
  • case management;
  • residential and independent living; and
  • the relevance and application of occupational therapy in these settings.
• describe the roles and relationships of consumers, peer-providers, practitioners, advocates, and families in psychiatric rehabilitation;
• demonstrate effective therapeutic use of self;
• develop long-term goals and short-term objectives that are relevant, functional, observable and measurable;
• devise interventions appropriate to age, culture, disability and goals, which will foster function in work, self-care or play performance areas, based on psychosocial rehabilitation theories and principles presented in class; and
• outline the roles, responsibilities, and common activities of occupational therapy across the treatment and rehabilitation continuum.

OT 209 - Physical Disabilities Practices

• describe how multi-cultural factors and human sexuality are addressed within the scope of treatment in a physical disabilities setting;
• describe and apply treatment interventions relative to the following theories: Bobath, Rood, PNF and Brunnstrom;
• demonstrate selection of diagnosis specific occupational therapy treatment interventions for major neurological disorders of the adult: i.e., CVA, TBI, SCI, Guillian Barre, MS, ALS, Parkinson’s;
• describe and demonstrate diagnosis specific occupational therapy treatment interventions for osteoarthritis and rheumatoid arthritis to include: joint protection, energy conservation and work simplification techniques and specifics for orthotics;
• describe diagnosis specific occupational therapy treatment intervention for the total hip and knee replacement and hip fracture to include guidelines/precautions for training in ADL activities;
• describe treatment intervention for edema control, retrograde massage, pressure wraps, wound healing desensitization of the hand;
• describe treatment intervention for UE and LE extremity amputations, self care independence, skin integrity and mobility;
• describe treatment intervention for respiratory cardiac rehab to include use of graded activities, energy conservation, work simplification and patient education;
• describe treatment interventions for the prevention of decubiti and promotion of skin integrity within the course as they apply;
• describe selection of specific treatment intervention for burn rehab to include joint and skin integrity, edema control, promotion of self care skills, splinting and patient education;
• describe the use of body mechanics, work hardening techniques, lifting and carrying techniques specific to back injury and lower back pain;
• describe selection of treatment intervention for carpal tunnel syndrome specific to body mechanics, positioning, splinting, work hardening and prevention;
• describe treatment intervention for cancer most commonly seen in occupational therapy;
• describe treatment intervention for AIDS as seen in occupational therapy;
• describe the use of thermal modalities in occupational therapy intervention: heat, ice, paraffin, ultrasound, electric stimulation within the course as these topics apply;
• describe and demonstrate the use of adaptive/or compensatory strategies when remediation approach is no longer available to an individual with a specific physical disability; and
• use professional literature to make evidenced-based practice decisions that are supported by research.

OT 210 - Physical Disabilities

• define and describe medical terminology specific to medical conditions described in this course;
• list the signs and symptoms for the diseases or conditions presented; and
• describe the etiology of conditions or diseases presented.

OT 219 - Disabilities of Development & Aging

• explain the term developmental disability, including:
  • the legal criteria for developmental disability designation; and
  • social and cultural implications of developmental disability labels.
• describe mental retardation including:
  • definition;
  • terminology;
  • common characteristics and associated conditions;
  • etiology;
  • prognosis throughout the life-span;
  • assessment; and
  • general treatment and support interventions.
• describe neuromuscular disorders such as cerebral palsy, epilepsy, spina bifida including:
  • definition;
  • terminology;
  • common characteristics and associated conditions;
  • etiology;
  • prognosis throughout the life-span;
  • assessment; and
  • general treatment and support interventions.
• describe learning disabilities including:
  • definition;
  • terminology;
  • common characteristics and associated conditions;
  • etiology;
  • prognosis throughout the life-span;
  • assessment; and
  • general treatment and support interventions.
• describe pervasive developmental disorders such as autism including:
  • definition;
  • terminology;
  • common characteristics and associated conditions;
  • etiology;
  • prognosis throughout the life-span;
  • assessment; and
  • general treatment and support interventions.
• describe developmental vision and hearing impairments including:
  • definition;
  • terminology;
  • common characteristics and associated conditions;
  • etiology;
  • prognosis throughout the life-span;
  • assessment; and
  • general treatment and support interventions.
• explain neurodevelopmental treatment and motor learning approaches used in pediatric, developmental disability and school-based treatment settings including:
  • theories and principles;
  • examples of interventions;
  • impact on function; and
  • diagnoses and conditions where NDT and motor learning are appropriate interventions.
• explain sensory-based treatment approaches used in pediatric, developmental disability and school-based treatment settings including:
  • theory and principles;
  • examples of interventions;
  • impact on function; and
  • diagnoses and conditions where sensory integration is an appropriate intervention.
• explain the behavior-based approaches used in pediatric, developmental disability and school-based treatment settings including:
  • theory and principles;
  • examples of interventions;
  • impact on function; and
  • diagnoses and conditions where behavior management is an appropriate intervention.
• develop long-term goals and short-term objectives that are relevant, functional, observable, and measurable for an individual with a developmental disability;
• devise interventions appropriate to age, culture, disability and goals, which will foster function in work, self-care, or play performance areas, based on developmental disability treatment theories and principles presented in class;
• list the roles, responsibilities, and common activities of occupational therapy in school-based, residential, clinical, transitional, and vocational settings;
• explain the interdisciplinary and transdisciplinary relationships between occupational therapy personnel and educational, medical, and other rehabilitation and support personnel within developmental disability service settings;
• list local community facilities available for housing, training, educating and employing individuals with developmental disabilities;
• summarize the provisions of the Individuals with Disabilities Education Act including:
  • right to an appropriate education for all individuals with disabilities;
  • role of the individual and family in planning services;
  • related services on OT;
  • early intervention services on OT; and
  • transition services on OT.
• outline the components of the Individualized Education Plan and explain its impact on assessment, treatment, re-assessment and documentation of OT services;
• summarize New York State regulations on identifying and reporting cases of child abuse and neglect including:
  • definition of child abuse and neglect;
  • signs of abuse or neglect;
  • social and cultural values related to child rearing;
  • process of reporting suspected abuse or neglect; and
  • role and responsibility of the mandated reporter.
• describe treatment programs that serve aged populations including:
  • maintenance;
  • restorative;
  • sub-acute/rehabilitation; and
  • home care.
• explain the interdisciplinary and transdisciplinary relationships between occupational therapy personnel and physical therapy, nursing, activities, dietary and social work within long-term care settings for the aged;
• describe “restraint-free” environment and mechanisms for preventing falls within treatment and care facilities for the aged;
• describe treatment and health maintenance interventions for aging populations including:
  • contracture screenings and assessments;
  • therapeutic positioning; and
  • sensory stimulation.
• develop long-term goals and short-term objectives that are relevant, functional, observable, and measurable for aged individuals;
• describe components utilized in the documentation of geriatric occupational therapy services related to:
  • RUGS; and
  • MDS.
• describe common disorders related to aging that impact sensorimotor, cognitive, and psychosocial function.

OT 222 - Technology in Documentation and Research

• utilize the computer to access appropriate databases reflective of clinical and professional research;
• search for evidenced-based research to make practice decisions in collaboration with the occupational therapist;
• apply the use of technology in electronic documentation;
• apply the use of technology in distance communication, virtual environments, and telehealth/telemed to support performance, participation, and well being of individuals receiving OT services;
• demonstrate documentation of OT services to ensure accountability of service provision and meet standards for reimbursement of services adhering to facility, governmental. and reimbursement agencies;
• effectively document the need and rationale for OT services;
• describe the various reimbursement systems (eg. federal, state, third party, private-payers) and documentation requirements that affect the practice of OT services;
• demonstrate understanding of legal and ethical guidelines for documentation and transfer of patient information;
• write goals and treatment plans, progress notes, ADL assessments, and home assessments;
• write goals and treatment plans, progress notes, ADL assessments, and home assessments; and
• write a discharge summary to demonstrate the need for termination of OT services when stated outcomes have been achieved or it has been determined that they could not be achieved.

OT 239 - Level II-A Clinical Practice

• demonstrate the ability to foster caring therapeutic relationship with patients/clients utilizing empathy, unconditional reward, listening and responding skills;
• identify basic patient needs and deficits by utilizing available resources, i.e.: medical chart, initial screening, occupational therapy evaluation, patient/client observation, team members, family and significant others;
• participate in assessment of patient/client occupational performance capacities and/or limitations;
• based on patient/client goals, plan a therapeutic program to prevent deterioration or promote independence in a patient/client performance of work, self-care and play/leisure;
• select appropriate therapeutic activities to meet an individual’s performance in work, self-care, and play by incorporating components of an individual’s life space to include cultural background, work/leisure history, and socio-economic level;
• adapt therapeutic activities and/or the environment to meet patient/client’s physical, cognitive, psychological, social, and sensory needs;
• effectively utilize communication skills, both verbal and written, within a clinical setting;
• coordinate clinical programs (i.e., in-service, patient/client, home, community, facility) and implement these programs within clinical setting;
• fabricate clinical equipment, adaptive equipment, and orthotic devices used in various clinical settings;
• instruct patient, staff, and family in therapeutic interventions;
• monitor and maintain clinical equipment with regard to a given facility’s policies and procedures;
• perform business-related functions related to attendance records, inventory, statistical reports, billing, etc.;
• conduct oneself in a professional manner by adhering to the standards of practice, code of ethics, and the facility’s and ECC OTA Department’s policy and procedures;
• maintain a therapeutic environment within a clinical setting to ensure order, safety, and patient/client privacy; and
• demonstrate effective strategies to prepare for and present an in-service.

OT 251 - Level II-B Clinical Practice

• demonstrate the ability to foster caring therapeutic relationship with patients/clients utilizing empathy, unconditional reward, listening and responding skills;
• identify basic patient needs and deficits by utilizing available resources, i.e.: medical chart, initial screening, occupational therapy evaluation, patient/client observation, team members, family and significant others;
• participate in assessment of patient/client occupational performance capacities and/or limitations;
• based on patient/client goals, plan a therapeutic program to prevent deterioration or promote independence in a patient/client performance of work, self-care and play/leisure;
• select appropriate therapeutic activities to meet an individual’s performance in work, self-care, and play by incorporating components of an individual’s life space to include cultural background, work/leisure history, and socio-economic level;
• adapt therapeutic activities and/or the environment to meet patient/client’s physical, cognitive, psychological, social, and sensory needs;
• effectively utilize communication skills, both verbal and written, within a clinical setting;
• coordinate clinical programs (i.e., in-service, patient/client, home, community, facility) and implement these programs within clinical setting;
• fabricate clinical equipment, adaptive equipment, and orthotic devices used in various clinical settings;
• instruct patient, staff, and family in therapeutic interventions;
• monitor and maintain clinical equipment with regard to a given facility’s policies and procedures;
• perform business-related functions related to attendance records, inventory, statistical reports, billing, etc.;
• conduct oneself in a professional manner by adhering to the standards of practice, code of ethics, and the facility’s and ECC OTA Department’s policy and procedures;
• maintain a therapeutic environment within a clinical setting to ensure order, safety, and patient/client privacy; and
• demonstrate effective strategies to prepare for and present an in-service.

OT 256 - Biomechanics in OT

• employ logical thinking, critical analysis, problem solving, and creativity with the area of biomechanics and treatment intervention;
• demonstrate knowledge and understanding of the structure and function of the human body within the scope of biomechanics;
• define and differentiate between biomechanics and kinesiology;
• describe the relationship of biomechanics and OT models of practice;
• describe the various muscle contractions;
• describe center of gravity and base of support (Newton’s Law) and their effects on static and dynamic balance;
• describe gravitational influence on daily activity and exceptionalities: wheelchair positioning, transfers, assisted ambulation;
• demonstrate the use and influence of levers and torque within the musculoskeletal system, activity, and treatment;
• demonstrate techniques to enhance mobility to include: transfers, trunk stabilization, and W/C positioning;
• describe biomechanical principles utilized in the fabrication of orthotic devices;
• fabricate a static splint applying biomechanical principles;
• describe biomechanical remediation for deficits ROM, tone, strengthening, coordination, endurance, and pain management;
• describe compensatory rehab approaches to OT treatment to include adaptations/adaptive equipment, energy conservation, work simplification, joint protection, and patient/client education; and
• correlate biomechanical and compensatory rehab approaches to treatment planning and intervention.

OF 101 - Basic Keyboarding

• keyboard straight-copy alphabetic and numeric material using proper touch techniques;
• use computer hardware, software, and peripherals;
• format various types of correspondence including letters and reports; and
• apply appropriate software features to keyboarding and formatting documents.

OF 102 - College Keyboarding

• keyboard straight-copy alphabetic and numeric material using proper touch techniques;
• use computer hardware, software, and peripherals;
• format various types of correspondence including letters and reports; and
• apply appropriate software features to keyboarding and formatting documents.

OF 111 - Keyboarding I

• demonstrate knowledge of keyboarding equipment and basic parts of the computer hardware and software;
• keyboard alphabetic, numeric, and symbol keys using proper touch technique;
• apply basic formatting techniques; and
• keyboard at a minimum of 30 net words per minute on three different 3-minute timed writings.

OF 112 - Keyboarding II

• demonstrate knowledge of the computer and keyboarding equipment to produce and format documents for mailable copy.;
• utilize current software programs for word processing, spreadsheet, database, communications, presentation, graphics, desktop publishing, and operating systems;
• keyboard at a minimum of 40 net words per minute for three minutes; and
• keyboard and format office documents from rough draft copy.

OF 124 - MS PowerPoint

• demonstrate knowledge of the computer and keyboarding equipment to produce and format documents for mailable copy;
• utilize current software programs for word processing, spreadsheet, database, communications, graphics, desktop publishing, and disk operating system applications;
• understand the communication process and its role in interpersonal, oral, and written communication;
• develop techniques to assist in problem solving and practical applications;
• integrate and apply information processing, office support, and management skills to office situations; and
• select appropriate computer hardware and software and other equipment to accommodate the needs of the office.

OF 127 - MS Access Level 1

• demonstrate knowledge of the computer and keyboarding equipment to produce and format documents for mailable copy;
• utilize current software programs for word processing, spreadsheet, database, communications, graphics, desktop publishing, and disk operating system applications;
• understand the communication process and its roles in interpersonal, oral, and written communication;
• develop techniques to assist in problem solving and practical applications;
• integrate and apply information processing, office support, and management skills to office situations; and
• select appropriate computer hardware and software and other equipment to accommodate the needs of the office.

OF 137 - MS Access Level 2

• utilize Microsoft Access to apply advanced features for easier data entry and greater accuracy;
• use Microsoft Access to perform advanced operations such as adding formats to form design, designing related tables, creating multiple queries, creating advanced reports, utilizing macros, managing database utilities, and integrating MS Access with other programs; and
• show ability to use decision-making and problem-solving techniques using software to solve application problems.

OF 142 - Business Communication

• understand and describe the communication process and its impact on the office environment;
• apply the rules of grammar, punctuation, style, and proofreading to write effective business correspondence (i.e. letters, memos, reports, and messages);
• correspond effectively using a variety of business and technical mediums;
• prepare effective employment communications such as resumés, letters of application, and letters of reference. Develop effective interviewing skills;
• understand the importance of reading, listening, and speaking effectively in professional situations;
• demonstrate an ability to deliver an effective oral presentation to a group using appropriate techniques to obtain and maintain the listeners’ attention and convey messages clearly;
• critically examine situations to determine the most effective response; and
• accurately convey messages and determine appropriate follow-up of communications delivered through various mediums.

OF 160 - Records Management

• define records management as a system of handling information and identify the components of that system;
• identify the six phases of the record cycle as well as the technology, equipment, and supplies used throughout the life cycle of the record;
• use planning, organizing, staffing, directing, and controlling in a records management system;
• demonstrate the ability to file and retrieve records using ARMA rules and database management software;
• explain records management practices in governmental agencies, the medical profession, banks, insurance agencies, accounting firms, and law offices;
• understand the different methods of filing: alphabetic, numeric, geographic and subject; and
• design database tables queries, reports and labels.

OF 161 - Information Processing I

• describe, define, and perform operating system functions and file management;
• define terms that are unique to the fields of computers and information systems; and
• perform basic and advanced tasks using word and information processing software.

OF 162 - Internet Access & Research

• describe the history of the Internet and Web technologies;
• use different types of online personal and business communication tools;
• use Web browser and Web search tools effectively;
• critically evaluate the reliability of information found on the Internet;
• create a research paper in MLA or APA format including proper citation of information resources;
• access and utilize information from libraries, directories, reference desks, and databases;
• understand security threats and implement safeguards;
• demonstrate ability to download and transfer files;
• crete a web page; and
• understand copyright laws and plagiarism.

OF 164 - Office Software Applications

• use application software for word processing, spreadsheets, database management, disk operating systems, business graphics, desktop publishing, and communications to accomplish specific application problems. Topic selections will be based on student experience/needs;
• show ability to use decision-making and problem-solving techniques with various software applications; and
• use knowledge acquired in previous classes with applications covered in this course to integrate the flow of information in the office environment.

OF 165 - Desktop Publishing

• define and apply the desktop publishing process;
• use the computer to prepare various types of publications using desktop publishing and graphics software;
• design page layouts, create graphics, manipulate type styles, and add special effects to various publications; and
• use a scanner and laser printer to produce camera-ready output.

OF 245 - Office Management Internship

• complete a job application package (cover letter, resume, etc.) and demonstrate effective job search and interview skills;
• apply basic secretarial skills on the job;
• demonstrate effective use of time and ability to manage stress;
• identify and utilize effective human relation skills;
• demonstrate ability to accept and utilize constructive criticism to improve performance in the workplace; and
• demonstrate ability to assess his/her job performance and personal habits as they relate to the workplace.

OF 260 - Office Information Management

• describe office procedures and systems relating to each phase of the information processing cycle: input, output, reprographics, distribution, and storage/retrieval;
• identify the capabilities and cost factors (including maintenance and upgrades) of computer hardware, software, networking, and telecommunications;
• define the capabilities of the major computer software categories: word processing, spreadsheets, databases, graphics, desktop publishing, communications, operating systems;
• make appropriate suggestions regarding the selection of computer hardware, software, and communications medium to accommodate the needs of the office; and
• make appropriate suggestions regarding the application of information systems to achieve organizational goals.

OF 261 - Office Systems Management

• describe how to conduct a needs assessment of an organization’s information management flow;
• plan for an automated office including training, health considerations, and space layout/design;
• describe an integrated office system complete with computer security measures, ethics policy, and privacy controls;
• design a plan to optimize and measure productivity while ensuring quality; and
• define and use administrative functions in the computerized office.

OF 262 - Seminars in Office Management

• use library and database resources to access accurate information;
• learn to interact appropriately with others to accomplish goals;
• make appropriate and cost-effective decisions regarding activities of office personnel;
• plan and deliver professional presentations, including appropriate handouts; and
• research topics, develop policies, and write a policy manual.

OD 100 - Ophthalmic Dispensing I

• list and identify historical and evolutionary developments related to opticianry;
• list laws governing opticianry in New York State;
• list and identify anatomical and physiological functions of the human eye;
• analyze eye planes and interocular distances related to ophthalmic lenses;
• list and discuss visual acuity testing systems;
• list and identify refractive abnormalities of the eye.

OD 110 - Ophthalmic Lenses I

• describe the action of light rays through refracting mediums;
• recognize and describe basic and advanced lens forms;
• describe parameters of various Single Vision lens forms;
• utilize formulas for lens functions;
• name and describe various common lens materials; and
• calculate parameters of spectacles.

OD 133 - Introduction to Contact Lens Laboratory

• identify New York State laws governing the contact lens field;
• list individuals who made contributions to the contact lens field;
• identify anatomical structures related to contact lens wear;
• discuss contact lens materials and designs;
• explain indications, contraindications, advantages and disadvantages of contact lenses;
• discuss the use of contact lens solutions;
• demonstrate psychomotor skills using the keratometer, radiuscope, diameter gauge, and thickness gauge;
• complete patient file card; and
• obtain a contact lens and medical history.

OD 140 - Ophthalmic Assisting

• demonstrate knowledge of and ability to take a relevant, concise ophthalmic history;
• identify basic anatomy and physiology of the eye;
• demonstrate knowledge of the basic concept of the field of vision and perform visual fields;
• demonstrate knowledge of and ability to instill eye drops and ophthalmic ointments and understand the advantages and disadvantages of each;
• demonstrate knowledge of and ability to measure intraocular pressure;
• demonstrate proficiency in auto refraction;
• perform visual screening;
• demonstrate basic knowledge of and ability to perform color vision test and use of Amsler grid;
• identify basic ophthalmic emergencies and procedures;
• demonstrate basic knowledge of microbial control, sanitation, disinfection, sterilization and contamination;
• identify basic ophthalmic instrumentation and their uses, and perform basic maintenance; and
• demonstrate knowledge of HIPAA and how it influences policy, procedure and duties in the ophthalmic health care setting.

OD 142 - Contact Lenses I

• demonstrate the usage of instruments needed in the fitting of contact lenses;
• discuss the aspects of fitting rigid and soft lenses and the follow up care;
• express the terminology of contact lens fitting;
• determine the proper type of contact lens for the prescription;
• identify indications and contraindications for contact lens wear; and
• identify different types of astigmatism and correspond with contact lens fitting.

OD 143 - Lab for OD 142

• demonstrate the usage of instruments needed in the fitting of contact lenses;
• discuss the aspects of fitting rigid and soft lenses and the follow up care;
• express the terminology of contact lens fitting;
• fit rigid and soft contact lenses;
• insert and remove soft contact lenses;
• obtain a contact lens and health history;
• verify contact lens parameters; and
• perform a visual acuity check.

OD 150 - Ophthalmic Dispensing II

• understand frame construction and materials;
• identify frame components, frame mounting systems and their applications;
• discuss specialty frame products and their unique designs and uses including sport and safety frames and other specialty frame designs;
• demonstrate understanding of the boxing system, frame and lens measurement and its use in the ophthalmic field;
• analyze and calculate lens decentration and minimum blank size as it correlates to the boxing system;
• examine and understand the function of sphere and cylinder lenses;
• review lens prescription transposition, optical cross, nominal power formula, crossed cylinder and lens curvature;
• understand theory of ophthalmic prisms which will involve the description of prisms, classification of prisms effects and how to measure, combine and split prisms;
• discussion and analysis of Prentice’s rule and its application in decentering single vision lenses to create prisms;
• understand function of multifocal lenses;
• compare and contrast different multifocal lens offerings;
• examine and understand decentration of multifocal lenses;
• define and demonstrate knowledge of segment below center; and
• list different types of lens prescriptions and demonstrate ability to manipulate lens prescriptions.

OD 155 - Ophthalmic Fabrication I

• demonstrate proper use of lensometer/vertometer;
• perform neutralization of spherical and cylinder lenses;
• demonstrate proper techniques of hand beveling ophthalmic lenses;
• demonstrate ability to layout single vision lenses;
• learn proper use of frames catalog;
• develop proper knowledge of hand tools and their use;
• develop proper bench alignment skills;
• learn and complete work ticket;
• perform verification on completed spectacles; and
• learn and comply with ANSI standards.

OD 160 - Ophthalmic Lenses II

• identify and record the information necessary to duplicate lenses covered in class;
• apply formulas that relate to functions of spectacle lenses;
• measure and list group-base curve of given lenses;
• distinguish and describe the various tints found in lenses;
• identify various progressive lenses and describe parameters of the lenses;
• identify and describe various characteristics of hard resin lens treatments; and
• identify and describe multifocal lens forms.

OD 232 - Contact Lenses II

• fit various type of contact lenses including specialty lens designs;
• discuss the aspects of fitting rigid and soft lenses and the follow up care;
• express the terminology of contact lens fitting;
• assess how to fit special lenses; and
• participate in National Contact Lens Certification Examination and the New York State Contact Lens Licensing Examination.

OD 233 - Lab for OD 232

• demonstrate the usage of instruments needed in the fitting of contact lenses;
• discuss the aspects of fitting rigid and soft lenses and the follow up care;
• express the terminology of contact lens fitting;
• fit rigid and soft contact lenses;
• evaluate fluorescein patterns;
• assess how to fit special lenses; and
• participate on the National Contact Lens Certification Examination and the New York State Contact Lens Licensing Examination.

OD 240 - Ophthalmic Dispensing III

• understand presbyopia and corrective lenses used for this condition;
• evaluate difference lens styles; compare and contrast the multitude of lens styles available;
• manipulate patients Rx to meet differing visual requirements;
• review proper fitting height and segment placement;
• discuss specialty lenses used in the correction of presbyopia;
• review key prism principles;
• analyze and understand vertical imbalance and its visual effects;
• learn methods for calculating vertical imbalance;
• examine and understand methods used for the correction of vertical imbalance;
• examine historical methods used for the correction of presbyopia and understand current lifestyle needs of presbyopic patients;
• identify the concept and early design of progressive addition lenses;
• analyze and evaluate current technology use in the creation of modern progressive lenses;
• learn and practice proper methods of fitting and dispensing progressive lenses;
• discuss specialty progressive lens designs;
• examine and discuss different types of absortive lenses available;
• examine effects of glare and radiant energy on the eye;
• discuss and understand evolution of photochromic lenses;
• understand effects of different lens coatings on ophthalmic lens surfaces (scratch resistant, anti-reflective, mirror.);
• review lens design basics;
• discuss the effects of base curve selection, Vogel’s formula and lens aberration and distortions;
• compare and contrast spherical, aspheric and toric surfaces; and
• examine different Hi index lens materials.

OD 243 - Contact Lens Clinic Practice

• demonstrate the usage of instruments needed in the fitting of contact lenses;
• discuss the aspects of fitting rigid and soft lenses and the follow up care;
• express the terminology of contact lens fitting;
• take a contact lens history;
• educate patients in the proper insertion, removal and care of contact lenses;
• evaluate the fit of rigid and soft contact lenses;
• design contact lenses;
• communicate effectively with patients; and
• participate on the National Contact Lens Certification Examination and the New York State Contact Lens Licensing Examination.

OD 245 - Ophthalmic Fabrication II

• fabricate complete pair of single vision eyewear;
• evaluate a finished pair of single vision eyewear;
• demonstrate ability to use proper mathematical skills in fabricating eyewear;
• demonstrate ability to work with zyl and metal frames in eyewear fabrication;
• understand application of ANSI standards in regard to finished eyewear;
• repair hidden hinge in zyl frames;
• learn and demonstrate proper soldering techniques on metal frames;
• learn repair techniques on grooved semi-rimless mounting systems; and
• review proper bench alignment techniques on zyl and metal frames.

OD 246 - Ophthalmic Dispensing Lab I

• demonstrate vision screening for NYS Motor Vehicle requirements;
• demonstrate lens neutralization techniques;
• analyze RX single vision and multifocal;
• interpret RX ordering terminology;
• employ ophthalmic record keeping;
• demonstrate visual axis measurement theory;
• illustrate dispensing procedure theory;
• dispense basic plastic and metal eyewear;
• perform basic facial measurements;
• utilize all required hand tools for frame adjustments;
• correctly employ standard order form; and
• interact courteously and calmly with student/patient.

OD 247 - Ophthalmic Optics Elective

• identify and integrate visual optical concepts and theory to ophthalmic lenses, ophthalmic instruments and the human eye;
• analyze various optical components (e.g., telescopes, low-vision aids and ophthalmic instruments) as they relate to ophthalmic dispensing;
• correlate relating ophthalmic courses to visual/ophthalmic optics;
• explain and demonstrate retinoscope procedures;
• demonstrate subjective testing techniques;
• discuss phorometry and relationship to accommodation; and
• explain strabismus measurement and testing techniques.

OD 250 - Ophthalmic Dispensing IV

• understand steps and tests done in the preliminary eye examination. These will include: The Snellen chart, low vision tests, measuring amplitude of accommodation, convergence, color vision testing, depth perception testing and external examination;
• learn about microbes which cause infection and discuss methods to reduce their spread;
• identify different ocular conditions and anatomy effected by these conditions;
• research different ocular pharmacology agents and the application methods of these agents;
• examine and develop methods to reduce the spread of infectious diseases in eyecare practices and from providers to patients and patients to providers;
• discuss cataract terminology, formation and surgical techniques used for the removal of cataracts;
• examine methods used to correct aphakic problems;
• compare and contrast benefits and computations between aphakic spectacles, aphakic contact lens and intraocular lens implants;
• learn of particular challenges to the designing and fitting of aphakic spectacles;
• examine history of refractive surgery;
• evaluate refractive surgical techniques with emphasis on current technology;
• discuss special challenges and concerns in fitting post refractive surgical patients with contact lenses and spectacles;
• study common eye diseases and their treatments. These will include but not be limited to, macular degeneration, glaucoma, diabetic retinopathy along with test and treatment of these diseases;
• examine different occular injuries and disorders which may occur and treatment of these injuries. These will include, but not be limited to, conjunctival, corneal, eyelid, lacrimal apparatus and retinal disorders;
• examine and evaluate different methods of measuring visual fields; and
• understand different types of visual defects.

OD 255 - Ophthalmic Fabrication III

• demonstrate proper bench alignment of plastic, metal and rimless frames;
• fabricate a pair of cylindrical lenses with prism into a zyl frame;
• perform riveted and hidden hinge repairs;
• layout and edge bifocal lenses into a metal frame;
• demonstrate ability to gradient tint and polish edges of CR-39 lenses;
• repair metal frame utilizing micro torch and electric soldering methods;
• groove and insert lenses into a nylon rimless frame;
• repair frames with broken eyewire and temple screws by extraction of screws and tapping stripped threads; and
• fabricate complete pair of tinted bifocal eyeglasses in one laboratory period within the tolerance stated in the American National Standards ANSI Z80.1-2010.

OD 256 - Ophthalmic Dispensing Lab II

• dispense all plastic, combination, and metal eyewear;
• analyze and interpret special and extraordinary prescriptions, including presbyopic, cataract, prism, and high powers;
• perform dispensing skills;
• identify components of a computer based recording system; and
• perform the various requirements needed in off campus clinic operations and role playing.

OD 261 - General Dispensing Practice

• complete minor repairs to customers eyewear;
• readjust eyewear to customers satisfaction in a normal period of time;
• interact courteously with co-workers and customers alike;
• apply skills learned in Ophthalmic Dispensing Lab to situations encountered in actual business practice;
• suggest appropriate eyewear to the public regarding frame compatibility with the customer Rx;
• describe benefits accruable to the customer based on frames, size, color, type, and/or material;
• take all required facial and anatomical measurements to correctly fabricate the customer’s Rx;
• deliver the completed eyewear to the customer, making all necessary adjustments beyond the basic bench adjustment, including directions to the customer on proper handling, maintenance and pitfalls concerning adjustment to the new optical power of the lenses and Rx;
• document and place order, transmit specifications and record appropriate laboratory information;
• maintain price and product lists by monitoring price and product availability;
• determine patient’s participation in a third party program and complete appropriate documentation; and
• establish rapport with patient and demonstrate professional and ethical conduct.

OD 264 - Ophthalmic Practice Management

• describe the personal skills necessary to obtain an entry level position as a dispensing optician;
• identify the components of a computer based recording system;
• contrast present day marketing strategies of different dispensing practices and businesses;
• calculate markup procedure for a dispensing practice;
• list various methods of increasing the percentage of multiple pair accounts in a dispensing practice;
• write an effective resume;
• identify national and state professional requirements for ophthalmic dispensing; and
• present to class a topic relevant to ophthalmic practice management.

OD 275 - Introduction to Principles of Refraction

• differentiate the distribution, influences and components of the refractive status of the eye;
• discuss the etiology, types, causes, symptoms, testing and treatment of the abnormalities of the eye;
• evaluate the clinical application of Sturm’s Conoid;
• analyze the relationship of accommodation and presbyopia;
• discuss versions and vergences and the relationship to abnormal vision;
• explain anisometropia and aniseikonia;
• evaluate eye strain;
• explain procedures in performing an external exam, preliminary test and field charting;
• explain the application of retinosocopy, its uses and techniques;
• analyze the application of subjective testing techniques; and
• list twenty-one procedures included in a visual examination.

OD 276 - Principles of Refraction I

• differentiate the distribution, influences, and components of the refractive status of the eye;
• discuss the etiology, types, causes, symptoms, testing, and treatment of the abnormalities of the eye;
• evaluate the clinical application of Sturm’s Conoid;
• analyze the relationship of accommodation and presbyopia;
• discuss versions and vergences and the relationship to abnormal vision;
• explain anisometropia and aniseikonia;
• evaluate eye strain;
• calculate visual acuity; and
• explain procedures in performing an external exam, preliminary test, field charting, and color vision testing.

OD 283 - Advanced Contact Lens Lab

• demonstrate the usage of instruments needed in the fitting of contact lenses;
• discuss the aspects of fitting rigid and soft lenses and the follow up care;
• express the terminology of contact lens fitting;
• fit rigid and soft contact lenses;
• assess how to fit special lenses;
• understand the management of a contact lens practice;
• design contact lenses; and
• participate on the National Contact Lens Certification Examination and the New York State Contact Lens Licensing Examination.

PA 100 - Introduction to Paralegal

• understand the roles played by the paralegal in the American legal system;
• have a basic understanding of the ethical context in which lawyers and paralegals operate in the American legal system;
• understand the primary sources of legal authority, to include the history and development of the common law;
• compare and contrast the basic definitions of real property and personal property; and
• understand basic concepts in personal property law and tort law, with special emphasis on the tort of negligence.

PA 110 - Crimes and Criminal Practice

• compare and contrast the substantive and procedural criminal law;
• understand basic concepts of substantive criminal liability with particular emphasis on the New York Penal Law;
• understand basic defenses applicable in criminal cases; and
• understand basic procedures followed in New York State and Federal criminal cases, including the impact of the New York State and Federal Constitution therein.

PA 120 - Contracts

• understand the sources of contract law, including common law and development and statutory developments, including the Uniform Commercial Code;
• understand how the substantive law of contracts in turn informs other areas of the substantive law, including business organizations, real estate transactions, and commercial contracts; and
• understand the substantive law of contracts to the point of practical application  of the rules, including offer/acceptance, consideration, contractual capacity, legality, performance of the contract, statute of frauds, remedies for breach of contract.

PA 130 - Business Structures

• compare and contrast the similarities and differences between sole proprietorships, partnerships, limited liability companies and corporations;
• understand the legal requirements in forming each form of business;
• understand how each form of business operates; and
• determine which form of business is more advantageous to use under certain circumstances.

PA 140 - Civil Practice

• have a thorough understanding of the structure of the Federal and New York State court systems;
• understand the significance of procedural rules in advancing civil law claim in the American legal system; and
• become familiar with the source of procedural rules in the Federal and New York State court systems, including the Federal Rules of Civil Procedure and the New York Civil Practice Law and Rules.

PA 150 - Estates, Insurance, and Domestic Relations

• discuss terms and procedures relating to the handling of Estates, including the drafting of a will;
• discuss the legal theories pertaining to marriage, divorce, and other domestic relation situations; and
• give a brief overview of certain insurance principles.

PA 202 - Evidence

• understand the purpose of the rules of evidence in court and administrative proceedings;
• understand how the rules of evidence are significant to various roles played by a paralegal in assisting attorneys in litigated matters in the court system and in administrative proceedings; and
• understand the basic rules of evidence in the New York State and Federal Court systems, including an understanding of real evidence, testimonial evidence, demonstrative evidence, witness competency rules, expert and lay opinions, examination of witnesses, hearsay evidence, the role of materiality and relevancy, evidentiary privileges, and the impact of the State and Federal Constitutions on the law of evidence.

PA 205 - Introduction to Law

Fulfills SUNY General Education – Social Sciences.

Course Outcomes
Upon completion of this course the student will be able to:

• demonstrate an historic perspective and knowledge of sources of law;
• utilize knowledge of sources of law to analyze the workings of the American Legal System;
• analyze the response of the legal system to address changes in society and social phenomena;
• demonstrate knowledge of substantive law in the areas of torts, contracts, property and criminal law; and
• utilize hypothetical problems to demonstrate the application of law in action.

PA 212 - Legal Advocacy of Social Concerns

• be able to describe the historical origins of the basic structures of American constitutional government;
• be able to define, compare and contrast federalism, judicial review and separation of powers;
• be able to discuss the Bill of Rights, its history and its relationship to the 14th Amendment;
• be able to basically discuss substantive review and due process and will be able to analyze basic problems concerning equal protection of the laws and fundamental freedoms; and
• have a basic understanding of the commerce clause, substantive due process and other basic issues relating to the general structure of the legal history of American political economy.

PA 215 - Computer Assisted Legal Research and Writing

• identify the available sources of law;
• utilize a functional law library (find law using books);
• interpret and critically read a set of facts (analyze);
• identify the legal issues that arise from those facts;
• find appropriate sources of law to address certain legal issues;
• demonstrate basic legal research skills using the computer;
• interpret legal research data and explain results; and
• draft a basic legal memorandum.

PA 222 - Tax Practice

• understand the workings of the Federal Income Tax System;
• compare the Federal Income Tax System with New York State Income Tax;
• understand how estate and gift tax works on both the Federal and New York State levels;
• become familiar with the procedural requirements for filing income tax;
• understand how corporations and other forms of business are taxed; and
• compare corporate tax requirements with individual income tax.

PA 230 - Paralegal Seminar

• understand the basic legal rules that govern the conduct of a working paralegal;
• understand the ethical context of the practice of law;
• demonstrate abilities to do competent basic legal research and writing; and
• understand the paralegal’s involvement with the practice of law.

PA 240 - Real Estate Practice

• understand the make-up of real estate sales contracts;
• understand the concept of title;
• discuss the methods used to finance real estate purchases;
• understand the requirements for a real estate closing; and
• understand the role of the paralegal in the field of real estate.

PA 250 - Legal Issues in Health Care

• develop a definition for ethical behavior;
• clarify the concept of medical ethics;
• distinguish between rights and responsibilities of health care workers;
• distinguish between individual and professional ethics;
• compare the utility of various ethical theories and theory tests to medical ethics;
• describe the ethical principles of autonomy, nonmaleficence, and beneficence, and provide examples of same within various health care situations;
• distinguish between legal and ethical issues and provide examples where the two may conflict;
• provide arguments to support a duty of veracity, i.e., a duty to tell the truth and not to lie or to deceive others;
• identify the rationale and rules for confidentiality and privacy within the health care delivery system;
• identify the rationale and rules fidelity issues within the health care delivery system;
• discuss the salient issues identified in “A Patient’s Bill of Rights” (American Hospital Association, 1973) or other codes of ethics;
• identify the need for distinctions between various health professions, i.e., scopes of practice;
• discuss the impacts of the relationships between various professional groups and agencies in the health care delivery system, i.e., physical relationships, research hospitals, and medical schools;
• develop a working definition of justice;
• distinguish between a civil and a criminal wrong;
• define common, constitutional, and statute law;
• define tort law and distinguish between intentional torts and negligence;
• describe the “reasonable person” rule;
• describe circumstances where one professional health care person would be held to a different standard of care than another health care worker, i.e., nurse vs. physician;
• list the essential components of a negligent act;
• define and describe comparative negligence;
• describe the doctrine of “Res Ipsa Loquitur”;
• provide examples of intentional torts in health care delivery systems;
• describe the concept of informed consent;
• discuss problems associated with minors and incompetents to the concept of informed consent;
• list standards of conduct which protect a patient’s right to privacy;
• discuss situations in which patient information may be disclosed;
• describe techniques to limit access to patient information, i.e., computerized patient’s records;
• list and describe practices to follow to minimize the potential of a malpractice suit;
• identify limitations of liability insurance coverage provided by an employer or insurance company, and identify actions that may invalidate coverage; and
• using a case study approach, evaluate the legal and ethical issues in the cases provided.

PY 100 - Critical Thinking

Fulfills SUNY General Education – Humanities.

Course Outcomes
Upon completion of this course, the student will be able to:

• define argument, deductive validity, soundness;
• explain the role of deductive validity in scientific and non-scientific explanations;
• define the concept of deductively valid argument form. Identify the forms of individual valid arguments;
• determine logical relationships between statements, and test argument forms for validity;
• define the concepts of necessary and sufficient conditions;
• define the distinction between analytic and synthetic sentences;
• distinguish between kinds of meaning of words and sentences. Such as extension (denotation), intension reference, use, secondary extension as well as related linguistics and grammatical distinctions; and
• describe the Goodman paradox and the Gettier condition on knowledge.

PY 101 - Knowledge and Reality

Fulfills SUNY General Education – Humanities.

Course Outcomes
Upon completion of this course, the student will be able to:

• describe Locke’s view concerning abstract general ideas, and describe Berkeley’s view concerning abstract general ideas, explaining their reasons for their respective positions;
• describe Hume’s distinction between impressions and ideas. Relate Hume’s very important “ideas” that are not ideas to what Kant called “concepts”;
• describe Hume’s analysis of causation;
• describe the Goodman Paradox;
• define knowledge, including the Gettier condition; and
• explain the use of the word knowledge when applied to beliefs that are also agreed to be “not really knowledge”.