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Sarah dives into conversations around community participation via the exploration of the barriers of the Disability Stigma.​She guest lectures in collegiate level classrooms and conference presentations.Sarah has developed graduate level coursework with an emphasis of the cultural elements of the Disability Community. She engages her audience and graciously welcomes them into dialogue on perceptions of Disability and challenges them to redefine norms with research, urgency and above all kindness.

I believe that adult learning occurs best with a combination of adult learning philosophies, just as no client with a spinal cord injury is the same, no two students in graduate level education is the same. I believe that class benefits when a variety of teaching theories are present. It is the role of the professor to integrate ACOTE approved learning objectives and standards into educational opportunities where students have autonomy, choice, and responsibility in the education. Providing student autonomy helps to reduce educational boredom (Xie et al., 2022).

Student’s environment creates bounds for their knowledge acquisition; therefore it is a paramount responsibility for the educator to create safe environments where students are encouraged to explore and learn together in self-directed learning while equally create environments that are respectful to individual thoughts and identities. This is done by learning and using students’ preferred names and pronouns, and by establishing a culture of asking permission for providing reflective and respectful feedback. Safe classrooms are also created by addressing student questions, comments, and answers to questions with honesty, transparency, and respect. Should individuals’ comments or hostility threaten classroom culture, these comments and/or behaviors need to be addressed quickly and individually. 

Goals for students include critical evaluation of evidence, critical thinking and creative problem-solving skills, and continuous reflection for ongoing personal and professional growth. These elements are weaved into assessments by reflective writing statements, expectation for evidence in written works, relevant and practical projects, and use of case studies and functional examples for tests and assessments, and the use of experimental learning.


To help students understand the larger contexts of their OT studies and the positive and negative implications of our profession, I plan to invite relevant guest lectures, select articles, and builds case studies that reflect the diversity of our profession and the clients with which we partner. Occupational Therapists work in collaboration with other health care professionals (Gray et al., 2015). Therefore an additional goal is to promote IPE coursework with fellow rehabilitation curricula.  

Assessments are a necessary element of academia; I recognize that individual learning and understanding will be expressed differently depending on the type of assessment offered. Due to this, and depending on the course taught, assessments will attempt to cover a broad mix of features such as multiple choice, short answer, practical projects, essay responses, case studies, and experiential learning elements. I work to provide context for the assessment and convey how this translates to practical applications that will provide to be useful in the student’s careers with the Occupational Therapist approach.

Understanding the theoretical models for adult learning, I believe in creating respectful and diverse educational opportunities with an emphasis on active and self-directed learning. I understand that students may need support in transitioning to more academic freedom and taking on increased responsibility for their education, I work to be transparent, upfront, and honest about expectations in coursework and assignments. I believe in constant creating and reflexivity, and the duality that of these both have on ensuring program evolve in positive directions. Blending all of these elements create environments that are welcoming for the learning process while also establishing strong expectations for academic rigor to help support our future graduates for successful completion of board exams and introduction to their future careers.

Teaching Samples

The following elements are from Module 12, Amputations and Prosthesis for the online OTD course OT 6283 Implications of Musculoskeletal System Conditions on Occupational Participation in Fall of 2023 for Texas Woman's University.

The video is a sample lecture on amputations. The sample syllabus represents components included for Module 12.

Poster Sample

The following materials were developed for the OT 6243 Learning Designs in Occupational Therapy Knowledge course with in the PhD of Occupational Therapy curriculum at Texas Woman's University. They are not official publications of Sarah Tuberty and all materials are for course purposes.

Per requirements of OT 6243, the students were tasked to develop an educational poster on a topic of our choice and submit a video teaching sample of the poster. Students were requested to submit draft and final version of our poster integrating feedback.

These posters work to provide a succinct literature review and demonstrate positive implications for integrating inclusive practices within Occupational Therapy Educational programs for OT students from the Disability Community.

Draft Version

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Final Version

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Feedback for draft version indicated a lack of visual aesthetic and was bogged by wordiness

Final version worked to reduce sentences into bullet points, enlarge the module, and include graphics. Images were developed by Patrice Méaume, an artist who had a limb difference

Curriculum Vitae

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