Our peer-learning approach draws upon the diverse life experiences, educational, and work backgrounds of our students. Here are some examples:
Anna Benfield, MS, Class of 2019: As a Women’s Studies major, I was trained to use many sources of knowledge to understand how intersecting identities and experiences impact individuals and communities. This training has helped me better understand the transactional nature of occupational engagement.”
Leslie Riley, MS, Class of 2018: “Because of my music background, I see how expressing yourself through art can be a spiritual practice.”
Lara Corsbie, MS, Class of 2018: “Studying English literature in my undergraduate career has led me to see peoples’ lives as a story arc. As an occupational therapist, we enter a client’s narrative and seek to understand her/him as the protagonist in her/his own story. Narrative structure helps me comprehend my own role as a minor character in someone else’s narrative, which helps me focus on the client.”
Dave Clatterbuck, MS, Class of 2019: “At its core, engineering is about finding practical solutions to real-world
problems, and although the nature of the problems addressed are different, OT’s also apply a systematic process to create practical solutions that help people interact with their environment and participate in meaningful occupations. My background in engineering and previous work experiences have also lead me to approach OT with a critical eye and seek out evidence rather than accepting ideas at face value.
Dana McDowell, MS, Class of 2019: Human Development and Family Studies Human Development and Family
Studies “(HDFS) informed my learning of occupational therapy by highlighting the important role of cognitive, social, and emotional stages of human development across the lifespan. With this background, I entered OT with an
appreciation for human relationships, family dynamics and its significant impact on daily life.”