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From Classroom to Community: My OT 340 Service-Learning Experience ⟩
September 7, 2026, by Makayla

Classes Getting Involved School/Life Balance What are OS/OT?

One of the coolest classes that I have taken at USC would have to be Dr. Ashley Uyeshiro Simon‘s OT430: Animal and Human Interconnections in Daily Life course, which is offered under the Occupational Science Minor Department. Every semester, the class fills up fast, and I was lucky enough to take this course during my senior year at USC. Aside from the many furry friends that visit the class, field trips, or presentations from industry professionals, what sets this class apart from the rest is the service-based learning project that involves students securing and completing a volunteer project for an organization that promotes animal/animal-human health and well-being. At the end of the semester, we present our experiences in a small group presentation with students from the same animal volunteer organization and get a chance to hear about the vast array of other animal volunteer organization experiences our fellow peers worked at as well.

For my service-based learning project, I volunteered at Stray Cat Alliance, a non-profit animal welfare organization based in Los Angeles, California, dedicated to rescuing cats and kittens by promoting trap-neuter-return programs and providing medical care for feral and community cats.

The occupations that I engaged in while volunteering included feeding the cats, cleaning/tidying up the cat enclosures, and socializing the cats, as well as tracking the cats’ behaviors in their Daily Observation Sheets. My favorite occupation that I meaningfully engaged in at my site was socializing the cats, where I was able to play with them using the cat toys and sit with them while petting their fur. Here, I was able to observe each of the cats’ unique behaviors and personalities. While it is easy to just play with friendly cats, sitting and interacting with less social cats helps them break out of their shell and, ultimately, makes them more adoptable to a potential caregiver. It is also immensely rewarding to watch cats recover from injury, illness, or spay/neuter surgery and then see them return healthy and thriving! The occupations that I observed the staff engaging in were syringe-feeding little kitties or providing medical care to cats. Sometimes, I would see office staff leading adoption hours and giving orientations to potential cat owners, as well as instructing new volunteer orientations. I found that there were many office staff organizing donations, answering hotline phone calls, and tracking different adoption metrics in their database.

My service-based learning project taught me that it takes a lot of diligent effort by many individuals to run any animal shelter, more than what meets the eye. I have a greater respect for the Stray Cat Alliance animal shelter workers for the amount of work that they put up with and for persevering through caregiver fatigue. While being a cat care volunteer, at times it can be an unpleasant job when having to clean the litter boxes, especially with fecal matter sitting there for long periods of time or smeared around the kennel. At times, I was grossed out at the amount of fecal matter that I had to clean, and it was much easier to think, “Someone else can take care of this.” I had to check myself at times, knowing the value of the volunteers’ responsibilities to ensure that the Stray Cat Alliance staff can complete theirs. When volunteers are not there, the Stray Cat Alliance staff must take on the volunteers’ responsibilities on top of their own work as well. Seeing them around, I found that they work around the clock and on weekends to ensure the health and well-being of the cats, as well as driving efforts to have them fostered or adopted. It’s a thankless job, and I am reminded of the meaningful work that happens behind the scenes to ensure the health and well-being of the populations that we work with. I recognize the importance of stepping up, rather than deflecting to someone else, in keeping at the forefront of how small acts of care contribute to a larger system of collaborative care. Additionally, I acknowledge that when working with vulnerable populations, I should never assume that someone else will take care of things, and check my privilege in the position that I am in to help others. I must do my part, whether difficult or unglamorous, in order for the collective success of a healthcare team and for the betterment of the populations in need.

What surprised me about Stray Cat Alliance was the turnover rate of cats leaving the kennels and new cats coming in. I was surprised when I got to know some of the cats, and then came back to volunteer a different week and to see them gone and replaced with new cats. While bittersweet, it was fulfilling to know that they have found their fur-ever homes and that cat adopters and fosterers are very prevalent, even if I do not see it. This gives me hope, especially during the holiday season, that the cats can touch the lives of so many. What challenged a pre-existing belief that I held was that cats are very quiet and sleep all day. However, being in a cat shelter, many of the cats were very lively, playing or snuggling with their kennel mates, and their “meows” can fill up an entire room. I even saw some cats snore, which I would have never guessed that cats could do, just as humans do.

What I learned about myself through this experience was that there is power in the choice to show up. When engaging in my service-learning project, it can feel tiring to wake up on a weekend to volunteer, especially knowing that it will be cold and I will probably be getting down and dirty with cleaning up the cat enclosures. Without someone supervising or micromanaging you, you can feel like your work is unacknowledged when doing menial tasks. However, I learned that through my work, no matter how big or small the task is, it returns back to me tenfold. Not only am I able to get volunteering done in the early hours of the weekend, but I feel ever so much more productive the rest of the day.

While socializing with the cats, I feel all my stressors melt away, or even that I forget them altogether. As a result, I can work through life’s challenges or tackle school assignments with greater focus and clarity after volunteering. Additionally, while leaving volunteering at the Stray Cat Alliance, I felt that I had contributed to something greater than myself. Being able to look into the eyes of the cats, there is a quiet understanding in knowing that they are perceiving me as much as I perceive them. While going through the motions of completing the volunteer responsibilities, it puts things into perspective when acknowledging the greater system of care that I am contributing to. The cats can’t take care of themselves, so if no one else will care for them, who will? I am motivated to volunteer again, and while reflecting back on the pictures I took with the cats, I hope to see them soon!

Check out USC’s Feature on OT340 on their Cool Classes tour

Learn more about declaring the Occupational Science Minor

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What Is the USC Chan PP-OTD Really Like? Three Things I Didn’t Fully Appreciate Before I Started ⟩
August 12, 2026, by Cindy

Beginnings and Endings Classes

Is a PP-OTD worth it after you’ve already started working as an occupational therapist? That was a question I asked myself before returning to USC Chan. I had practiced as an occupational therapist in both Taiwan and California for about three years, working in hospitals and skilled nursing facilities. Returning to school would be a significant investment of time, energy, and resources, so I wanted the experience to offer something that clinical practice alone could not.

For my PP-OTD residency, I joined the USC Occupational Therapy Faculty Practice, where I received training in Lifestyle Redesign® while developing a residency project focused on supporting international students as they adapt to life in the United States. Now, as I finish the program, here are three things I didn’t fully appreciate before I started.

1. My residency project became more than an assignment.

At the beginning of the year, my goals were straightforward: become a more proficient clinician, complete my residency project, and graduate. But somewhere along the way, my project stopped feeling like a graduation requirement.

I began with questions I had been thinking about since my PP-MA program: Why might international students participate less in meaningful occupations after moving to a new country, even when they know how to access them? Can occupational therapy support international students? Through my PP-OTD coursework in leadership, knowledge mobilization, and occupational science, that question gradually became tangible initiatives. I built partnerships with stakeholders, developed resources, and created tools that will continue to support international students after my residency ends.

Seeing an idea grow into something that could have a life beyond my degree gave the project a sense of purpose I hadn’t anticipated.

2. I finally had the opportunity to intentionally bring occupational science into my practice.

Occupational science has always been one of my favorite parts of occupational therapy. But as a practicing clinician, I rarely had the time or opportunity to intentionally explore what an occupational science question could look like in practice.

My residency gave me the space to synthesize occupational science, evidence, and people’s lived experiences to explore international students’ lived experiences through an occupational science lens and how Lifestyle Redesign could support international students navigating major life transitions.

At the same time, my clinical residency at the USC Occupational Therapy Faculty Practice gave me the opportunity to deepen my knowledge and hands-on practice of Lifestyle Redesign. The training and clinical experience helped me build toward certification. I accumulated the required practice hours, studied extensively for the certification exam, and ultimately passed it. It was a goal I had been working toward since I first learned about Lifestyle Redesign in 2019. Achieving my dream of becoming an occupational therapist specializing in Lifestyle Redesign is incredibly meaningful to me.

3. Leadership became something I practiced — not just something I studied.

Before the PP-OTD, “leadership” felt like something that might come later in my career. After all, I am still an early-career occupational therapist.

But the program showed me that leadership doesn’t have to begin with a title. During my residency, I reached out to university partners, listened to stakeholder feedback, adapted my ideas, developed educational resources, and learned how to move an idea from evidence to implementation.

I’ve always hoped to create an impact beyond individual client care. The PP-OTD didn’t just teach me about that possibility but also gave me opportunities to start practicing it.

Returning to school was a much bigger commitment than I imagined when I started. I entered the PP-OTD hoping to deepen my clinical practice, and I am leaving with specialized training in an area I care deeply about and a broader set of skills to grow into an occupational therapy leader. For me, the value of the PP-OTD has been learning how to provide meaningful care while also developing occupational-centered programs, translating knowledge into practice, and creating change beyond individual treatment sessions.

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Finding Your Balance in Graduate School: Advice from an E-OTD Student ⟩
August 4, 2026, by Marilyn

Beginnings and Endings Classes Getting Involved School/Life Balance

Starting graduate school can feel exciting, overwhelming, and everything in between. While everyone’s experience is different, here are a few things that have helped me navigate life as a USC Chan E-OTD student and that I hope will help you as you begin your own journey.

One piece of advice I’d give to any incoming USC Chan student is to never be afraid to ask questions.

Before starting the E-OTD program, I completed my Master’s in Public Health (MPH) at USC, but my experience was very different because it was mostly online. Being in an in-person program has shown me just how approachable the faculty are. Your professors, advisors, and job supervisors genuinely want to see you succeed, not just as a student, but as a future occupational therapist. Go to office hours, ask questions in class, or even stop by to say hello. You never know where those conversations might lead, and who knows, they may even become your future colleagues someday.

Another thing I really appreciated about the program is the flexibility with scheduling. Before your first semester, you’ll be able to choose your preferred schedule from the four options provided, making it easier to find one that works with your life, whether you commute, work, or have responsibilities outside of school. No matter which schedule you’re assigned, everyone takes the same core classes and completes the same immersions; the timing of those immersions is just different depending on your schedule. Later in the program, you’ll also have the opportunity to take electives based on your interests.

If there’s one thing I’ve learned, it’s that having a life outside of school isn’t a luxury; it’s a necessity. One of my favorite occupations is spending time with the people I care about, whether that’s classmates, old coworkers, lifelong friends, or family. Even something as simple as grabbing lunch or planning a beach day helps me recharge.

Just as important are the moments I spend by myself. Working out, reading a book, dancing around my room, or taking myself out for coffee or a meal are all ways I practice self-care and protect my mental well-being. As much as I love school, I know I’d burn out without that balance. I’m definitely a planner (my friends and family can attest to that!), so I intentionally make time for fun alongside studying. I’m far from perfect, and I can absolutely be a perfectionist, but every day I try to find those small moments to pause, breathe, and remind myself that taking care of myself is just as important as preparing to take care of others.

Graduate school is a journey, and while it can be challenging at times, remember to give yourself grace, celebrate the little wins, and enjoy the experience along the way.

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Occupational Therapy: A Lifespan Science ⟩
April 16, 2026, by Trinity

Classes Fieldwork

Occupational therapy is a unique profession because it provides the opportunity to work with individuals across the lifespan. From a preterm infant in the NICU or an older adult approaching the end of life, there is a place for occupational therapy. That is, of course, a positive because it means there are versatile options for employment, but it also means that you can learn from clients and patients in every age group.

At USC Chan, that versatility is embraced with the immersion model of the Entry-Level OTD program. By the end of my education at USC Chan, I will have had opportunities to learn about and work in the populations of mental health, pediatrics, geriatrics, and adult rehabilitation. This has helped me understand what I want to do and also what I do not want to do as an occupational therapist.

For this blog, I want to share a brief lesson I learned from each immersion about occupational therapy, and a bit about being human too, with a few vignettes from my time at my immersion fieldworks. Any details shared about specific encounters have been changed to protect identities. Please take care as themes of addiction, death, and hardship are explored or alluded to. I will be sharing the stories in the order I went through the immersions: mental health, pediatrics, geriatrics, and finally adult rehabilitation rather than sharing in a chronological life span format.

In my mental health immersion, the greatest lesson I learned was to lead with empathy rather than judgement. We all have occupations (or activities, habits, things we do) that we wish we did not do. Some of these are less socially acceptable than others, a theme that is explored in depth in the Theoretical Foundations course in the first semester of the program. During this immersion, someone shared with me that although they wanted to stop a certain occupation, it was also the only thing that had been consistent throughout their whole life. This changed my perspective. While occupational therapists should promote health, it is important to remember that giving up certain habits is very difficult. Even if we can’t relate to the individual occupation or behavior, we can relate to the challenge that comes with making change. The empathy that I learned in mental health immersion is a trait I hope to take with me to every future client interaction. Judgement does nothing to promote meaningful action, so start with genuine care instead!

Pediatrics taught me the importance of keeping therapy fun! The number one way to build rapport with a child is to play tag on the playground, build a Lego tower, or race them in an obstacle course. Children need to know that I am an adult that cares about them, who would go the distance to advocate for them, and I found fun to be a way to show that care in a way that is easy to understand. It may seem like a waste of time occasionally, but nobody cares what you know unless they know that you care. A child knows you care when you take the time to speak their language, the language of play and carefree fun. I think this helped me prevent burnout too. When we were having fun together, it was not hard to want to do it forever.

While geriatrics is not always considered a traditional immersion or practice setting, the older adult population is growing, and I feel there will be many opportunities for occupational therapy as we do our best to care for our elders. Although unexpected, I found geriatrics to be my favorite immersion of all. This is truly because of the connections I made with clients and the kindness I experienced at my fieldwork site. I developed a special friendship with one client. My first week at fieldwork, this client took me under their wing and showed me the ins and outs of the facility. They told me that there was something to learn from everyone I interacted with. Every week, I would look forward to seeing this client and learning about their life, their love story, and their career. In short, this was one of the best people I have ever met! About half way through the semester, I learned that this client had passed away. Although this was devastating, it also made me profoundly grateful that I could meet them. If I had geriatrics even a semester later, I would never have met them. This really taught me that we are meant to meet the people we meet, even if it is just for a short time. In OT, there will be clients I only know for a brief period, so I have to do my best for them while I can.

Adult rehabilitation is truly the immersion in which I felt I experienced the most growth. I was at a non-traditional placement for this fieldwork experience. It reinforced the lesson I had learned in geriatrics: you can learn something from everyone. It is beyond helpful when you let a client be the expert on something! One client that I developed a strong bond with is a fashion guru and interior designer. They helped me understand what colors look best on me. In return, it became much easier for this client to take my advice, and together we built a lasting rapport!

I am grateful for the experiences I have had in this program. The immersions allowed me to get a feel for what I want to do as an occupational therapist, and they taught me skills that will help me be a better care provider. Many of the skills of a good occupational therapist are also traits of a good person. I hope to continue to develop and embody these skills as I continue in my career!

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Finding My “Just Right” at USC Chan ⟩
November 13, 2025, by Angel

Beginnings and Endings Classes Community International School/Life Balance

As occupational therapists, we often talk about finding the “just right challenge.”

It’s one of those guiding OT principles that stays with you long after you leave the classroom or the clinic—that perfect balance between too hard and too easy. It’s the sweet spot where growth happens: not so high that it leads to frustration, and not so low that it leads to boredom or disengagement.

For three years, I lived by that phrase as a pediatric occupational therapist back in the Philippines. Every session, every activity, every goal I created for my kids was built around that idea. I wanted to make sure each child was supported just right—challenged to reach a little higher, yet still confident and motivated to keep going.

Back then, “just right” was something I applied to my clients. I had always reserved it for my clients, never considering my own journey.

When I entered USC Chan three months ago, I was filled with excitement, anticipation, and a little bit of fear. I had dreamed about being part of this community for so long—a place known for excellence, compassion, and innovation in occupational therapy. I was ready to learn, to grow, and to experience what it truly means to be part of the Chan family.

But as the days turned into weeks, I was struck by just how remarkable all my classmates are. In group discussions and reflections, they shared thoughtful insights about OT, ideas that made me pause and think, “How did they come up with that?” Beyond their knowledge, I was inspired by their professional experiences, their expertise in different areas of OT back in their home countries, and their achievements, including international programs like conferences and summer exchanges abroad. Each conversation opened new perspectives, and I often found myself quietly listening, trying to absorb as much as I could.

Soon, that admiration began to turn into self-doubt.

I started to feel small, even a little insecure. I questioned my abilities and wondered if I truly belonged in a room full of such talented and articulate people. I thought, Maybe I’m not as smart. Maybe I don’t have as much to contribute.

There were moments when I stayed quiet, not because I had nothing to say, but because I doubted whether my thoughts were good enough. I began to question myself, my knowledge, my experience, and even my place here.

Then, a quiet realization began to settle in the back of my mind.

This feeling—a mix of challenge and discomfort—was familiar. I had seen it before, not in myself, but in my clients: the look of frustration when a task felt too hard, the hesitation when they weren’t sure they could succeed, and the quiet pride when they finally did something they couldn’t do before.

I realized I was living my own just right challenge.

And in adulthood, that balance can feel even more delicate. Too much challenge can lead to anxiety, burnout, or even trauma. Too little, and we risk staying in places that feel safe but stagnant.

Being a student again after years of practice is not easy. You’re reminded that growth means starting over—being open, curious, and humble enough to say, “I don’t know, but I’m willing to learn.”

Those moments of doubt weren’t signs of failure; they were signs of stretching. Maybe I felt “not enough” because I was being pushed in the best possible way: challenged, but not defeated.

I came here not to prove I’m the best, but to become better. And growth doesn’t happen in comfort. It happens when you’re surrounded by people who inspire you to think differently, reflect deeper, and reach higher.

At Chan, I’ve learned that it’s okay to not have all the answers. It’s okay to listen more than you speak. It’s okay to be in a season of learning, because that’s exactly what being a student is about.

In occupational therapy, we remind our clients and their families to trust the process. Progress doesn’t happen overnight; it unfolds through small, meaningful steps. Maybe we, as students and future occupational therapists, need to extend that same grace to ourselves—taking things one step at a time, one just right challenge at a time.

Looking back on my first few months at USC Chan, I can see how much I’ve grown, not just in knowledge, but in perspective. I’ve learned to value moments of discomfort because they mean I’m learning. I’ve learned to celebrate small wins: understanding a difficult concept, sharing an idea in class, connecting with peers from all over the world who share the same passion for OT. I’ve learned that being surrounded by people who are “better” in some ways isn’t something to fear, it’s something to celebrate. It means I’m in the right place to learn.

More importantly, I’ve learned to extend the same compassion to myself that I always gave to my clients.

Before leaving for USC, one of my patient’s mother shared a photo of me and her son in a post online as I said my goodbyes. Her words reminded me why I do what I do, and what it truly means to meet someone at their “just right” level. It’s not only about helping someone achieve their therapy goals; it’s about understanding their story, celebrating small victories, and walking beside them through both struggle and success.

So now, whenever that familiar sense of self-doubt creeps in, I tell myself: This is my just right. This is where I’m supposed to be—learning, growing, and embracing both the challenges and the joys that come with this journey.

Because life, like therapy, isn’t about being perfect. It’s about finding that balance—that meaningful middle ground—where growth happens.

And for us as adults, that “just right” isn’t just about skill: it’s about readiness to learn, a sense of safety in trying new things, and having the courage to stretch without snapping. It’s about honoring our limits while still leaning into discomfort, trusting that growth doesn’t require perfection—only presence and persistence.

And here at USC Chan, I’m learning that sometimes, being in that just right space is exactly what I need.

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