Assignment Artifacts and What They Reveal About How Occupation Is Addressed in U.S. Occupational Therapy Curricula
Document Type
Article
Publication Date
2020
Publication Title
The American Journal of Occupational Therapy
Volume
74
Issue
4
First page number:
1
Last page number:
11
Abstract
Artifacts convey essential skills, tools, and concepts to students. Studies of artifacts can therefore illumine priorities for learning. To describe the skills, tools, and concepts that assignment artifacts required students to learn, especially in relation to occupation. Educators submitted 243 artifacts that illustrated how their programs addressed occupation. Artifacts included syllabi, lectures, assignments, rubrics, study guides, texts, and learning objectives. A sociocultural research paradigm informed a secondary analysis of all assignment artifacts. Assignments were coded for the skills, tools, and underlying concepts students were to use, particularly related to occupation.
Keywords
artifacts
Controlled Subject
Education; Occupational therapy
Disciplines
Occupational Therapy
Repository Citation
Hooper, B.,
Krishnagiri, S.,
Price, P.,
Taff, S. D.,
Bilics, A.
(2020).
Assignment Artifacts and What They Reveal About How Occupation Is Addressed in U.S. Occupational Therapy Curricula.
The American Journal of Occupational Therapy, 74(4),
1-11.
Available at:
http://dx.doi.org/10.5014/ajot.2020.036012