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Day in the Life of a First-Year E-OTD Student ⟩
November 2, 2025, by Cara

Classes Community School/Life Balance Videos

Come spend a day in my life as a first-year student in USC Chan’s Entry-Level Doctorate program! One of my favorite things about this program is that I am never bored with the curriculum. The curriculum ranges from foundational courses like philosophy, kinesiology, and neuroscience to exercising my creativity through reflective practices and crafts. No two days are alike, and I leave each class more passionate about the profession and inspired by the impact I want to make as a future practitioner.

If you have questions about the program, please don’t hesitate to reach out!

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Bridging Cultures, Building Futures: Our PP-MA Journey ⟩
October 2, 2025, by Global Initiatives Team

Beginnings and Endings Classes Community Diversity Getting Involved Housing and Transportation International Living in LA School/Life Balance What are OS/OT?

Hi everyone! We’re Angel and Haemin, international students in the 2025-2026 Post-Professional Master’s (PP-MA) program at USC. Coming from the Philippines and South Korea, we are starting this new chapter in Los Angeles! We’re excited to meet new people, explore new places, and grow together as OTs.

Angel’s Journey

My name is Angel, a pure-blooded Filipina and current PP-MA student for 2025–2026. I earned my OT degree in the Philippines and worked as a pediatric occupational therapist for three years — a role that brought me so much joy working with children and their families. In 2023, I got married, and by 2024 I had moved to the U.S. to be with my husband, first living in Chicago before deciding to continue my OT journey here in LA.

When I began exploring further studies, USC stood out immediately. Its Post-Professional MA is one of the few programs in the U.S. that can be completed in just one year, allowing internationally trained OTs like me to deepen our skills, discover new ideas, and connect with people from around the world — all while returning to practice sooner. I also heard wonderful feedback from colleagues who studied here, describing supportive faculty, a vibrant community, and an environment that pushes you to grow. Most of all, I was inspired by USC Chan’s mission to optimize people’s engagement in the ordinary and extraordinary activities of life — a statement that perfectly reflects why I chose OT in the first place.

Life in Los Angeles has been a big adjustment after Chicago and the Philippines — new city, new culture, and no familiar faces. At first, it was daunting, but having my husband’s support made the transition easier. Together, we’re slowly building our rhythm, exploring neighborhoods, and enjoying small routines that make LA feel like home. Lately, we’ve started visiting local cafés for matcha and coffee, and Little Tokyo has quickly become a go-to spot for food and culture.

So far, the PP-MA program has been both exciting and humbling. One of my favorite courses is Foundations in Occupational Science and Occupational Therapy, where we explore and challenge diverse perspectives on both OS and OT. Because our cohort includes students from many different countries, I have gained a deeper understanding of how culture and society influence a person’s occupations. I have also come to appreciate the importance of language in our work as occupational therapists when connecting with patients.

What I value most about this program is how it encourages us to think critically about OT while equipping us with practical tools to grow as clinicians and leaders. It’s not just about earning a degree — it’s about shaping how we want to contribute to the future of the profession.

Looking ahead, I see this year at USC as a stepping stone. My immediate goal is to gain licensure in the U.S. so I can continue serving people in healthcare. Beyond that, I hope to bridge what I learn here with my roots in the Philippines, finding ways to give back and strengthen OT globally.

Haemin’s Journey

My name is Haemin, and, like Angel, I’m a PP-MA student, class of 2026. I graduated from my home university in South Korea this year and moved to LA to attend USC Chan’s Master’s program. Being a PP-MA OT student at USC has been one of the most exciting chapters in my life. When I arrived in LA to start my journey, I had mixed feelings of both excitement and being overwhelmed. I moved into a new apartment, met new people and classmates, and tried to make a new daily routine. Even though there were a lot of things to take in on my own, I found myself becoming more independent and confident.

Back in 2022, I joined the Summer Occupational Therapy Immersion (SOTI) program as an exchange student. It was such a memorable time to interact with people from all over the world with warm and supportive instructors. I loved exploring various OT fields through guest lectures and field trips, and it made me want to reflect more on the kind of OT I’d like to become. These experiences inspired me to deepen and broaden my own view of occupational therapy and to find the areas of practice that truly align with my interests and passions. Finding that USC provides strong support and resources to help international students achieve these goals gave me the confidence to come here for my master’s program.

Even though I have experience of living in the US before, moving to LA for graduate school was still a new adventure. I set up a new apartment and established daily routines like meal prep, errands, and transportation to balance my work and studies. It took time to adapt to a new environment, but I was able to figure it out thanks to so much support from my family, friends, and professors at USC Chan. As I figure out step by step, I find myself having done so many things, which makes me feel confident and mature. 😊

One of the best parts of the PP-MA program is having classmates from all over the world. We share our OT experiences and cultures from our home countries, which makes every discussion richer and exciting. The atmosphere is so friendly and supportive, and the Global Initiatives team always makes me and other international students feel welcomed and connected. Working as a GI team member, I’m supporting students who want to celebrate their meaningful holidays, which is especially valuable in that I can learn about important cultural meanings from my classmates.

As for classes, Foundations of Occupational Science & Occupational Therapy has been my favorite! At first, OS felt a bit philosophical and abstract, but it helped me see what occupation truly means and what the OT’s role is from a global perspective. Having discussions with international classmates adds so much fun and depth. 😊

Even though we may have grown up in different countries and started OT in different ways, the PP-MA program at USC has brought us together. We’re learning, growing, and cheering each other on as we chase our own unique dreams as future OTs.

Outside the classroom, I love spending time at Hoose Library, which has a Harry Potter vibe. It’s so aesthetic and makes me focus on studying better.

Preparing for what’s next, one of my biggest goals during this program is earning the Sensory Integration (SI) certificate, which will be valuable for working with children. After graduation, I hope to continue working in pediatrics, especially with children and adults with ASD, and to expand into community-based practice. I’m excited to face my future clients with a richer perspective on occupation by everything I learned and grew from my time at USC.

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Practice Immersion Edition: Shifting from Pediatrics mindset to Geriatrics mindset ⟩
July 29, 2025, by Az

Classes School/Life Balance

Hello! In this blog, I wanted to talk about navigating and shifting from the pediatrics mindset from Spring semester to the geriatrics mindset for this semester. There are a lot of switching gears and understanding two opposite populations’ perspectives and goals in their activities of daily living (ADLs) and instrumental activities of daily living (IADLs).

To begin, my first immersion at USC Chan was in pediatrics. Right after winter break, I was a little nervous and excited about starting my pediatrics immersion and learning about the unique aspects of children. Throughout my Spring semester, I experienced a hands-on experience that helped me understand the different types of clinical correlates that is relevant to the pediatric population. In labs, we were taught about dysphagia, holding babies, writing, and different assessments to use depending on the age group and the domain of the assessments. It was a fun immersion and allowed me to connect with my friends in the cohort. Shout-out to my friends Sam, Lilia, Aliza, Shanan, and Haeun.

In Geriatrics, I quickly realized that the use of universal “we” is not as common as it had been in pediatrics. This shift challenged my communication style within the older adult population. Moving away from phrases like “Let’s do it together” and “we are going to [activity]” mindset to a more client-centered and individualized approach that fits the older adult population.

During my first standardized patient in geriatrics immersion, I found myself using the universal “we” when I instructed them to do the activities in a sequential order. It was a clear understanding that there are different approaches that are needed for different populations. Transitioning from a pediatric to a geriatric mindset has been a challenge and I am eager to learn more and expand my understanding of occupational therapy in this population. Below is a picture of me during a small group lab for assistive technology for low vision individuals.

Anyway, that’s it for now 😊

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What in the world is a Maymester? My time abroad in Spain and Italy ⟩
July 11, 2025, by Avery

Classes Externships

I have always wanted to study abroad in college. I love to travel, experience new cultures, and see the world from different perspectives. However, when I started the accelerated BS-OTD program at USC Chan, I quickly realized that spending an entire semester abroad would be challenging.

In our program, we complete most of our undergraduate credits in just three years, which doesn’t leave much room for a traditional semester abroad. While it is possible, it requires a careful plan from the start of freshman year to squeeze in all required credits. I wasn’t ready to commit to it my freshman year, so for a while, I thought I had missed my chance to study abroad.

That’s when I discovered one of USC’s best-kept secrets: the Maymester.

So, what in the world is a Maymester?

A USC Maymester is a short, intensive study abroad program offered right after the spring semester, usually from mid-May to mid-June (allowing you to return in time for that June 15th internship start date!). These programs count as part of your spring course load and typically last three to four weeks, allowing students to earn academic credit while being fully immersed in a new cultural and academic environment.

Maymesters are faculty-led: a USC professor designs the course content and location and travels abroad with the group. Most Maymester courses are worth four units (the same as a regular semester class) but condensed into four immersive, action-packed weeks. There are Maymesters in a huge range of subjects, from math to storytelling, food and culture, law, and beyond.

Whether a student’s program makes it tough to go abroad for a full semester, or they just don’t want to miss that much time on campus, Maymesters are a great way to gain international experience without the full semester commitment.

I was lucky enough to go on a Maymester of my own this spring. On May 17th, I packed my bags and headed to the airport, ready to learn in a new country alongside peers I had never met before.

I took a class titled WRIT 380: Writing Sustainable Futures. For three weeks in Spain and one week in Sicily, we explored how climate change is reshaping migration across the Mediterranean. We studied how Spain and Sicily approach sustainability, climate policy, and immigration (topics that are becoming more urgent every day) and compared them to what we see in the U.S. We visited Madrid, Seville, Barcelona, and Syracuse, learning directly from local communities, and organizations. For our final project, we created a plan to bring one of these ideas home to Los Angeles.

It turns out that cities like LA have a lot to learn from places like Spain and Sicily. The climate crisis is about more than rising temperatures — it affects people’s daily lives, displaces communities, and changes how we experience the world.

Even though this wasn’t an OT-specific class, as a future occupational therapist, I was especially interested in how sustainable living conditions affect people’s well-being. I had the privilege of visiting countless local NGOs, non-profits, and government groups, learning the work they are doing to protect immigrants, communities, and this planet. I learned that cities designed with nature, walkable neighborhoods, and strong community support help people live healthier lives — values we don’t always prioritize back home.

I left the class feeling inspired to use what I learned to help people and our climate back home. Whether that is through my future practice, advocacy work, or everyday conversations, I can’t wait to put these lessons into action and help build healthier, more sustainable communities.

Outside of class, my peers and I made the most of every moment in Spain and Sicily. We became fast friends, and whenever we weren’t in lectures or writing essays, we were exploring. Beaches, museums, soccer games, ancient ruins, parks, new cities, cathedrals, shopping streets, boats, new foods, paddle boarding — you name it, we did it.

After the program wrapped up in Sicily, I took advantage of being abroad to keep traveling and check a few more destinations off my bucket list, including Rome, Venice, and Florence.

I truly could not be more grateful to have had the opportunity to study abroad in this fashion. The USC Maymester is just one of the countless fabulous opportunities available at this university.

Even if you can’t study abroad or go on a Maymester, let this be your reminder to take advantage of the resources this school has to offer. If you’re thinking about a Maymester, or any opportunity that pushes you outside your comfort zone, go for it. You’ll come back with new friends, new memories, and a perspective that’s worth every minute. If you’re curious about Maymesters, check out the USC Dornsife FLP website or talk to your academic advisor — you might be surprised at how many options there are. And if you have any questions about my experience or what it’s like to study abroad as an OT student, feel free to reach out, I’d love to share more and help you plan your own adventure!

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For the Adult Rehab Immersion, I Recommend Max Assist ⟩
June 24, 2025, by Katelyn

Classes Fieldwork School/Life Balance

Within the USC Chan E-OTD program, each year is divided into 4 different groups (A, B, C, and D). After a gentle Fall first semester to understand foundations, each cohort transitions into one of four immersions: Adult Physical Rehabilitation, Mental Health, Pediatrics, or Productive Aging and Geriatrics. At the start of our second semester, each cohort participates in a different practice immersion simultaneously.

My cohort, Cohort A, started with Adult Physical Rehabilitation, a class known to be intellectually stimulating and engaging. It was difficult. As the title states, I recommend Maximum Assistance. For those unfamiliar, in Adult Rehab, there are functional levels of assistance that determine the level of assistance a client requires. I required maximum assistance from my community to flourish in the class. It is clear that Adult Rehab is a team endeavour, and now that I have succeeded and have had the opportunity to reflect on my time within the Adult Rehab immersion, I am thankful. The Adult Rehab immersion, while stressful, was invigorating. The material was dense, but applicable. The practicums, while nerve-wracking, shaped us to be better future clinicians. It was fulfilling.

50-plus pages of weekly textbook reading, wading through dense articles, and weekly quizzes that felt like exams — I thought I was in a fever dream going 100 miles an hour in my Adult Rehab Immersion. I could never have gotten through the class without my amazing table group. Shout-out to Angie, Maya, Nicole, Noah, and Taylor. I could not have asked for a better group, and I was so grateful to have been able to work with all of you and divvy up each week’s work for our weekly IRATS (more on this in a second). Similarly, I am so grateful to have been taught by phenomenal professors Dr. Carly Roberts, Dr. Samia Rafeedie, and Jane Baumgarten.

So let’s get down to the nitty gritty. The Adult Rehab immersion, like all other immersions, is broken into three parts. One day of fieldwork and three 3-hour classes each week: two lectures and one lab. To deepen our understanding of Adult Rehab and promote collaboration, this class uses a Team-Based Learning method. Every student takes a weekly quiz, an Individual Readiness Assurance Test (IRAT), before immediately taking a Group Readiness Assurance Test (GRAT). These quizzes focus on collaboration. My group worked as a team, holding each other accountable and enriching our learning. This ultimately helped us hone our teamwork skills, skills we will later employ as practicing occupational therapists working within a healthcare team.

Lectures were insightful. We learned about case applications, how to write SOAP notes, and how to go about applying our knowledge on amputations, lymphedema, and durable medical equipment, and more at our Fieldwork (FW) Level I sites. I had an amazing experience at USC Verdugo Hills’ outpatient hand therapy clinic. I was able to follow my FW educator and apply the knowledge I learned in class to my time at Verdugo Hills. My FW focused mainly on patients with carpal tunnel, pain in the upper extremity, and also patients who were diagnosed with breast cancer. My FW educator was certified in lymphatic drainage and saw many patients to prevent or decrease lymphedema, typically secondary to breast cancer.

And labs. I loved labs. We had the ability to have hands-on experience on the very things we were learning in lecture. Each class focused on a different aspect within the Adult Rehab curriculum. Some of my favorites were: Standardized Patients: Bed Mobility, Wheelchair Mobility lab with Juan Angulo, and Orthotic Selection, Design, and Fabrication. Each had their own difficulties. The standardized patients helped scaffold our learning. They provided lots of feedback and provided us a safe environment to make mistakes (even though those mistakes felt traumatic at the time!), and subsequently learn from them. While the wheelchair mobility lab was fun, it was also eye-opening. From turning around a corner to propelling yourself forward up a hill, each was difficult and had its nuances. While Juan made it look easy, he made it clear that it came with time and practice.

Finally, fabricating orthotics. This might have been my favorite lab, as I have always loved hands-on crafting. I enjoyed the act of refining my orthotic, focusing on minute details in an attempt to prevent blisters or rubbing against the skin. I felt useful applying my creative side to the profession I love.

Ultimately, one key takeaway from reflecting on my time in my Adult Rehab immersion was the importance of balance. While it is important to learn about spinal cord injuries, wheelchairs, and other things of the like, it was equally important to do meaningful activities. Being completely honest, I found it difficult to find that balance. There were weeks when I felt I was swamped by Adult Rehab and struggled. However, there were other weeks I did better! I took up running and ran two 5Ks in the month of March, I had good food and yap sessions with friends, and I even went to Six Flags!

In the end, I loved my time in Adult Rehab. I am forever grateful for such an amazing cohort and program. I feel like my blog post is only the tip of the iceberg in regards to what Adult Rehab truly entails. Regardless, just remember . . .  take breaks and find balance, even in the hardest of semesters.

Ta-ta for now!

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