The Department of Occupational Science and Therapy began as the
Occupational Therapy Program in the Fall of 1996. At that time it was
housed in Henry Hall on the Allendale campus and was a part of the
School of Health Sciences within the Department of Math and Science. In
2003, the Program moved to the Center for Health Sciences building in
downtown Grand Rapids. One year later, a reorganization took place
within the university that created the College of Health Professions.
The Occupational Therapy Program became a Department in 2010, and also
developed the Hybrid entry-level master's program that was implemented
in the same year, in addition to the continuation of the traditional
entry-level master's program. Until the Fall of 2009, there were four
core faculty members of the Program; since the time of the transition to
the Departmental level, the faculty has expanded to 8 full-time faculty
and four part-time affiliate faculty. The long-term plans for this
Department include the development and implementation of a
post-professional doctorate in occupational therapy and an eventual
undergraduate occupational science major, which will begin with an
emphasis area initially contained within the Allied Health Science
program. The Department's focus on critical thinking, high-impact
learning, and transformative education have proven effective for
enhancing retention, continued high rates of success on the national
certification exam, and the ability to generalize classroom knowledge
into clinical practice for the overall valuation by the community. These
will continue to be a focus of all the programs within the Department of
Occupational Science and Therapy.
Mission
The mission of the GVSU Department of Occupational Science and Therapy
is to educate and empower graduates to have a positive impact on the
health of individuals and groups in our society through innovation and
leadership in occupation-based practice.
Vision
We envision the GVSU Department of Occupational Science and Therapy as a
leader in developing critical thinking skills and reflective judgment
through a transformative approach to education that considers the
connection between occupation and health over the lifespan. Through
faculty and student scholarship/research and student service in the
community, graduates will emerge as professionals prepared to create and
lead the future of occupational therapy.
Value Statement
The core values and attitudes of occupational therapy are organized
around seven basic concepts--altruism, equality, freedom, justice,
dignity, truth, and prudence. How these core values and attitudes are
expressed and implemented by occupational therapy practitioners may vary
depending upon the environments and situations in which professional
activity occurs. These values are embedded and espoused throughout the
Department's courses, service learning events, and student/faculty research.
Altruism is the unselfish concern for the welfare of
others. This concept is reflected in actions and attitudes of
commitment, caring, dedication, responsiveness, and understanding.
Equality requires that all individuals be perceived
as having the same fundamental human rights and opportunities. This
value is demonstrated by an attitude of fairness and impartiality. We
believe that we should respect all individuals, keeping in mind that
they may have values, beliefs, or life styles that are different from
our own. Equality is practiced in the broad professional arena, but is
particularly important in day-to-day interactions with those
individuals receiving occupational therapy services.
Freedom allows the individual to exercise choice and
to demonstrate independence, initiative, and self-direction. There is
a need for all individuals to find a balance between autonomy and
societal membership that is reflected in the choice of various
patterns of interdependence with the human and nonhuman environment.
We believe that individuals are internally and externally motivated
toward action in a continuous process of adaptation throughout the
life span. Purposeful activity plays a major role in developing and
exercising self-direction, initiative, interdependence, and
relatedness to the world. Activities verify the individual's ability
to adapt, and they establish a satisfying balance between autonomy and
societal membership. As professionals, we affirm the freedom of choice
for each individual to pursue goals that have personal and social meaning.
Justice places value on the upholding of such moral
and legal principles as fairness, equity, truthfulness, and
objectivity. This means we aspire to provide occupational therapy
services for all individuals who are in need of these services and
that we will maintain a goal-directed and objective relationship with
all those served. Practitioners must be knowledgeable about and have
respect for the legal rights of individuals receiving occupational
therapy services. In addition, the occupational therapy practitioner
must understand and abide by the local, state, and federal laws
governing professional practice.
Dignity emphasizes the importance of valuing the
inherent worth and uniqueness of each person. This value is
demonstrated by an attitude of empathy and respect for self and
others. We believe that each individual is a unique combination of
biologic endowment, sociocultural heritage, and life experiences. We
view human beings holistically, respecting the unique interaction of
the mind, body, and physical and social environment. We believe that
dignity is nurtured and grows from the sense of competence and
self-worth that is integrally linked to the person's ability to
perform valued and relevant activities. In occupational therapy we
emphasize the importance of dignity by helping the individual build on
his or her unique attributes and resources.
Truth requires that we be faithful to facts and
reality. Truthfulness or veracity is demonstrated by being
accountable, honest, forthright, accurate, and authentic in our
attitudes and actions. There is an obligation to be truthful with
ourselves, those who receive services, colleagues, and society. One
way that this is exhibited is through maintaining and upgrading
professional competence. This happens, in part, through an unfaltering
commitment to inquiry and learning, to self-understanding and to the
development of an interpersonal competence.
Prudence is the ability to govern and discipline
oneself through the use of reason. To be prudent is to value
judiciousness, discretion, vigilance, moderation, care, and
circumspection in the management of one's affairs, to temper extremes,
make judgments and respond on the basis of intelligent reflection and
rational thought.
Strategic Priorities, outcomes, and key objectives
Strategic Priority Area 1: Actively engage learners at all levels.
Outcome A: Grand Valley's learning environment is personal, challenging, and transformational, supporting excellent academic programs and co-curricular opportunities.
Outcome B: Grand Valley is diverse and inclusive.
Outcome C: Grand Valley has mutually beneficial relationships, partnerships, collaborations, and connections with local, state, national, and world communities.
Outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.
Outcome E: Grand Valley strategically allocates its fiscal, human, and other institutional resources.
Strategic Priority Area 2: Further develop exceptional personnel.
Outcome A: Grand Valley's learning environment is personal, challenging, and transformational, supporting excellent academic programs and co-curricular opportunities.
Outcome B: Grand Valley is diverse and inclusive.
Outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.
Outcome E: Grand Valley strategically allocates its fiscal, human, and other institutional resources.
Strategic Priority Area 3: Ensure the alignment of institutional structures and functions.
Outcome B: Grand Valley is diverse and inclusive.
Outcome C: Grand Valley has mutually beneficial relationships, partnerships, collaborations, and connections with local, state, national, and world communities.
Strategic Priority Area 4: Enhance the institution's image and reputation.
Outcome A: Grand Valley's learning environment is personal, challenging, and transformational, supporting excellent academic programs and co-curricular opportunities.
Outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.
Outcome E: Grand Valley strategically allocates its fiscal, human, and other institutional resources.
