Doctor of Occupational Therapy
Positively impact communities as a Christ-centered occupational therapist who empowers others to reach their highest potential through leadership, best practice, advocacy, and innovation.
OTs rooted in Christ, changing communities
The OT program at ²Ê°ÔÍõÁùФ prepares students to obtain employment in a variety of settings. The didactic coursework, community-based experiences, and clinical education come together to prepare students as entry-level occupational therapists. Students participate in clinical experiences which include individual and group treatment sessions in pediatric and adult populations. At ²Ê°ÔÍõÁùФ, we prepare uncommon OTs who are ready to serve their communities and clients.
- Accelerated
- Bridge
- Post-Baccalaureate
We are committed to engaging your mind and spirit for service to Christ in the church and the world.
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The mission of Concordia University’s Occupational Therapy Doctorate program is to positively impact communities by developing Christ-centered occupational therapists who empower others to reach their highest potential through leadership, best practice, advocacy, and innovation. We emphasize the importance of serving all clients with the best care possible. You’ll develop the skills necessary to enable people (persons, groups, or populations) to do their daily occupations to improve or enabling participation (OTPF-4, 2020). By combining classroom, laboratory, and supervised clinic-based instruction, our courses train you for a wide range of occupational therapy settings. An emphasis on advocacy, leadership and research will prepare you for a role as a change maker in the system you work in.
Our occupational therapy curriculum offers you exposure to many real-world scenarios that will test your knowledge. You’ll have multiple opportunities for client contact, ranging from children to older adults, school systems to acute care and community wellness programs. Some of these experiences are clinical fieldwork placements, while others are client evaluation and consultation in a classroom or community setting. In your first year, you’ll begin working with clients in the community to put theory into practice.
This is a full time graduate professional program taught in a blended format. Students interact with their classmates and professors online before and after in person classes, which focus on active learning and/or lab activities. Students enroll in one of three tracks, as determined by their educational background:
- Accelerated: students starting as a freshman at ²Ê°ÔÍõÁùФ looking to earn a bachelor's and doctoral degree in under 5 years
- Bridge: COTAs looking to further their education and opportunities as an OTR
- Post-baccalaureate: applicants holding a bachelor's degree
Students should expect to pay the tuition and fees as noted on the Tuition & Fees tab.
Students enter the entry-level Occupational Therapy Doctorate (OTD) degree through the MOT program . Throughout the first semester of the MOT program, students explore the OTD option. During the second semester, students choose to continue in the MOT program or apply to the OTD program. Students who apply to the OTD program will be evaluated by the OTD admissions committee to determine eligibility and appropriate fit for the OTD coursework, which requires higher thinking, commitment, and additional curricular requirements.
OTD Program Highlights
Individualized Capstone Topic
- Upon entry into the OTD program, students discuss topics of interest and possible projects with the Doctoral Capstone Coordinator. Students guide this process and pick a topic of interest to them, rather than being added onto faculty projects.
- Once a topic and badge area are chosen, OTD students are re-matched with a faculty advisor who will continue to mentor and advise them through the completion of their Capstone Experience. These faculty advisors are doctorally-trained and have a clinical or research background consistent with the OTD student's area of interest or topic.
Flexible Hybrid Format
- Our hybrid format grants you the flexibility you need to keep that school-life balance you need. Online OT coursework allows for distance learning, and in-person classes focus on active learning and/or laboratory experiences.
Hands-on Learning
- Beginning in the first semester you'll be introduced to our interprofessional Community Clinic, which serves clients across the lifespan. You'll increase your involvement and autonomy in the evaluation and treatment of clients as you progress through our program.
- ²Ê°ÔÍõÁùФ's Interprofessional Education (IPE) events encourage you to work through real-world scenarios alongside a team of future healthcare professionals.
Earn a Digital Badge
- OTD students earn a badge in 1 of 5 areas of interest: administration/policy/program development, advocacy, education, leadership or research.
- Students complete unique assignments to develop a specific skill set.
Build a Personal and Professional Network
- All OT students are advised by full-time faculty members, and the OT program has a peer mentorship model where you'll work with others in your track as both a mentor and mentee.
- You'll have opportunities to be involved in student and professional organizations, the Pi Theta OT honor society, and faculty-mentored research opportunities.
- You'll build community connections through required service opportunities each term.
Hear from our students and faculty
Accreditation
The entry-level occupational therapy doctoral degree (OTD) program is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), located at 7501 Wisconsin Avenue, Suite 510E Bethesda, MD 20814. ACOTE’s telephone number c/o AOTA is (301) 652-AOTA and its web address is .
Students must complete 24 weeks of Level II fieldwork as well as an individual 14-week capstone experience within 24 months following the completion of the didactic portion of the program. The doctoral capstone experience must be started after completion of all coursework and Level II fieldwork as well as completion of preparatory activities defined in 2018 ACOTE OTD Standard D.1.3.
Program data specific to the OTD program at ²Ê°ÔÍõÁùФ on the National Board for Certification in Occupational Therapy (NBCOT) Exam .
Recommended for you (based on programs you’ve viewed)
Students interested in the entry-level Occupational Therapy Doctorate (OTD) must first apply to the Master of Occupational Therapy (MOT) Program and follow all instructions found here.
During the second semester of the MOT program, interested students may apply for the OTD program, through an internal process, if they meet the following requirements:
- Cumulative OT GPA of 3.0 or better
- Semester GPA of 3.0 or better in all completed semesters
- Current enrollment in the Master of Occupational Therapy (MOT) program
- No current or past professional or academic probation (students may still apply if they have
received a warning)
Students must complete the following requirements while applying to the OTD program:
- Attend the OTD information session with the OTD Program Director and Doctoral Capstone Coordinator
- Meet with ²Ê°ÔÍõÁùФ OT faculty advisor to discuss decision to apply to the OTD program
- Complete the “OTD Exploration Form”
- Complete written essay, following the provided prompt
- Request two (2) ²Ê°ÔÍõÁùФ OT faculty members to complete the “OTD Applicant Rating Form”
- Submit entire application packet, including the signed application form, written essay, and completed exploration form, in accordance with cohort due dates
- Interview with OT Faculty
All applicant files will be reviewed by the OT Admissions Committee and the OTD Program Director. If accepted to the OTD program, students will be notified and should anticipate completing additional doctoral-level assignments and coursework.
Margaret Aschenbrener
OTRL/M
Assistant Professor
Office: Heidelberg Hall 221
![Margaret Aschenbrener](/_files/images/faculty/maschenbrener.jpg)
Education
- OTD - OTD, Shenandoah University (2024)
- MS - MOT, Mount Mary University (2010)
- BS - Communication Studies, U of Iowa (2002)
- BS - OT, UW Milwaukee (2006)
Teaching Interests
- Pediatrics
Stephanie Bonk
OTD, OTR/L
Coordinator - OT Doctoral Capstones, Assistant Professor
Office: Heidelberg Hall 205
Phone: (262) 243-2164
Bio
Dr. Stephanie Bonk is the Doctoral Capstone Coordinator. She works with the OTD students with completion of their capstone planning and experiences. Her professional experience in occupational therapy is in skilled nursing, outpatient, home health, and management. Her research interests include student success, caregiver support, and geriatrics.
![Stephanie Bonk](/_files/images/faculty/sbonk.jpg)
Education
- OTD - Occupational Therapy, Chatham University (2015)
- MOT - Occupational Therapy, Grand Valley State University (2013)
- BA - Psychology, Wartburg College (2010)
Research Interests
- Student performance
- Geriatrics
Teaching Interests
- Capstone
- Evidence-based practice
Michael J. Borst
OTD(pp), OTR, CHT
Professor
Office: Heidelberg Hall HE222
Phone: (262) 243-4234
Bio
Dr. Borst is an Occupational Therapist and a Certified Hand Therapist, with a special interest in the interaction between Christian faith, education, and vocation. He teaches Occupational Kinesiology and Orthopedic Rehabilitation. He is interested in applying research findings to the clinic and classroom, and has taught evidence-based differential diagnosis, physical agents, and upper extremity rehabilitation to national and international audiences. Dr. Borst is certified by the National Board for Certification in Occupational Therapy as an Occupational Therapist-Registered (OTR), is licensed by the State of Wisconsin to practice as an Occupational Therapist, and is certified by the Hand Therapy Certification Commission as a Certified Hand Therapist (CHT).
![Michael J. Borst](/_files/images/faculty/mborst.jpg)
Education
- OTD - (post professional) Occupational Therapy, Hand Therapy, Rocky Mountain University of Health Professions (2012)
- MS - Occupational Therapy, Western Michigan University (1992)
- BA - Psychology, Calvin College (1988)
Contributions
- Borst, M. "Chapter 2: Evidence-Based Practice: The Basic Tools. " In Wietlisbach, C., Wolff, A. (Ed.), Fundamentals of Hand Therapy, 4th ed.. (4th ed.). Philadelphia PA: Elsevier.
- Borst, M. (2020). "Chapter 14: Motor Function Intervention . " In Dirette, D. P. & Gutman, S. (Ed.), Occupational Therapy for Physical Dysfunction. (8th ed., pp. 268-288). Philadelphia PA: Wolters Kluwer.
- Borst, M. (2019). "Chapter 2: Evidence-Based Practice: The Basic Tools. " In Wietlisbach, C. (Ed.), Fundamentals of Hand Therapy. (3rd ed.). Philadelphia PA: Elsevier.
- Bobrosky, C. & Borst, M. (2017). Critical appraisal of "A randomized clinical controlled study comparing the effect of modified manual edema mobilization treatment with traditional edema technique in patients with a fracture of the distal radius". (pp. 1-8). Bethesda, MD: AOTA Evidence Exchange.
- Boyle, L. & Borst, M. (2017). Critical appraisal of "Integration of occupation based intervention in hand injury rehabilitation: A randomized controlled trial". (pp. 1-8). Bethesda, MD: AOTA Evidence Exchange.
Presentations
- Borst, M. (2021). Tissue Biomechanics 101: The Science of Lengthening. Lecture. AOTA Inspire 2021. Virtual - Bethesda, MD.
- Borst, M. (2018). Upper Extremity Soft Tissue Disorders. Oral Presentation. Wisconsin Occupational Therapy Association State Conference. Mequon, WI.
- Borst, M. (2017). Student perceptions of Plickers as an in-class learning tool. Poster. Faculty Scholarship Day. Mequon, WI.
- Borst, M. (2017). Differentiating Difficult Diagnoses: Are You Choosing the Best Assessment. Lecture. ASHT 40th Annual Meeting 2017. Anaheim, CA.
- Borst, M. (2016). Relating Faith to Learning in the Classroom: The Effect of One Online Discussion. Poster. 2016 Association of Lutheran College Faculty Conference. Mequon, WI.
Research Interests
- Integration of Faith and Learning
- Treatment of Hand Stiffness after Trauma
Teaching Interests
- Kinesiology
- Orthopedic Rehabilitation
Stacey Lynn Kukor
OTD, OTR/L
Coordinator - Academic Fieldwork Coordinator, Clinical Assistant Professor
Office: Health Services HS 133
Phone: (262) 243-2043
Bio
Stacey Kukor is currently the Academic Fieldwork Coordinator in the OT Program. Her passion is placing students in great clinical learning opportunities. She graduated from Concordia University with a Masters of Occupational Therapy in 2001, and received her OTD from Mount Mary University in 2020. Stacey is currently an active member at St. Paul's Lutheran Church and School in West Allis.
![Stacey Lynn Kukor](/_files/images/faculty/skukor.jpg)
Education
- OTD - Doctorate of Occupational Therapy, Mount Mary University (2020)
- MOT - Occupational Therapy, ²Ê°ÔÍõÁùФ (2001)
- BA - Music, ²Ê°ÔÍõÁùФ (1999)
Contributions
- Chappy, S., Harrison, L., Kukor, S., Oldani, M. & Suss, T. (2019). Driving Wellness Home: Academic-Community Partnership with Fresh Meals on Wheels. Milwaukee, WI: Building Bridges to Evidence Based Nursing Practice.
Presentations
- Kukor, S. & Watry-Christian, M. (2018). Inside or Outside: Comparing Two Pediatric Fieldwork Models. Poster. AOTA Conference 2018. Salt Lake City, UT.
Research Interests
- Fieldwork Education
Teaching Interests
- Fieldwork Education
- Clinical Practice Skills
Anne E. Martin
OTD, OTR/L
Assistant Professor
Office: Heidelberg Hall 221
Phone: (262) 243-4261
Bio
Dr. Anne Martin has 15 years experience in occupational therapy. Clinical practice includes working in acute care, memory care, outpatient, and assisted living facility. She currently teaches Clinical Reasoning - Gerontology and in the Community Clinic.<br><br>Dr. Martin graduated from Creighton University with a doctorate of occupational therapy in December 2021. Additionally, Dr. Martin has received her Master of Occupational Therapy and Bachelor of Arts - Psychology from St. Ambrose University in 2009 and 2008, respectively. She earned the Board Certification in Gerontology from American Occupational Therapy Association.
![Anne E. Martin](/_files/images/faculty/amartin4.jpg)
Education
- OTD - Occupational Therapy, Creighton University (2021)
- MOT - Occupational Therapy, St. Ambrose University (2009)
- BA - Psychology, St. Ambrose University (2008)
Research Interests
- Student and Client Outcomes in the Community Clinic
Teaching Interests
- Community Clinic
- Gerontology
Michael S. McKinnis
Ph.D, MOT, OTR/L
Associate Professor
Office: Heidelberg Hall H222
Phone: (262) 243-2041
Bio
Dr. Mike McKinnis teaches adult rehab courses in the ²Ê°ÔÍõÁùФ OT Department. His research interests are Fall Prevention with community-dwelling adults, clinical simulation, and Interprofessional Education. He has presented both locally and nationally on fall prevention.
![Michael S. McKinnis](/_files/images/faculty/mmckinnis.jpg)
Education
- Ph D - Leadership for the Advancement of Learning and Service , Cardinal Stritch Univeristy (2021)
- MA - ²Ê°ÔÍõÁùФ (2002)
- BS - Rehabilitation Services, Auburn University (1997)
Presentations
- McKinnis, M. & Wilbanks, S. (2023). Does Simulation Lab Increase Confidence in Occupational Therapy Students' Clinical Skills: A Pilot Study. ACRM 100th Annual Conference. Atlanta Georgia.
- McKinnis, M. (2022). Factors influencing the provision of fall prevention activities by occupational therapists: A qualitative study . Poster. American Congress of Rehab Medicine (ACRM) Annual Conference . Chicago, IL .
- McKinnis, M. (2021). The lived experiences of acute care occupational therapist when implementing fall prevention assessments, interventions, and documentation.. Oral Presentation. Wisconsin Occupational Therapy Association (WOTA) Annual Meeting. Madison, WI - Virtual .
- Mueller, D. & McKinnis, M. (2018). Implementation barriers of fall risk prevention strategies for ocupational therapists: A review of the literature. Poster. Wisconsin Occupational Therapy Association State Conference. Mequon, WI .
Research Interests
- Fall Prevention
- Interprofessional Education
Teaching Interests
- Adult Rehab and lab based OT Courses - Teach Adult rehab Courses across three learning formats: Face to Face, Blended and on-line
- Fall Prevention
Stephanie Oduro
OTD, OTR/L
Assistant Professor
Office: Heidelberg Hall 215
Phone: (262) 243-4363
Bio
Dr. Oduro earned her doctorate degree in occupational therapy from Washington University in St. Louis in 2010. As a student, she conducted research exploring activities, roles and quality of life in adolescents with anorexia nervosa, and exploring variables contributing to activity limitations in adults with upper extremity nerve disorders. Dr. Oduro began her career as an occupational therapist practicing in inpatient rehabilitation in 2011. She has worked with clients with spinal cord injuries, amputations, and brain injuries in St. Louis, Boston and Cleveland including the Rehabilitation Institute of St. Louis and Spaulding Rehabilitation Hospital. She transitioned into academia in 2020 adjunct teaching in the occupational therapy program at Cleveland State University, and an occupational therapy assistant program at Bryant and Stratton College.
![Stephanie Oduro](/_files/images/faculty/soduro.jpg)
Education
- OTD - occupational therapy, Washington University in St. Louis (2010)
- BA - Biology, Augustana College (2007)
Research Interests
- Cognition in the Military
- Health and Wellness
Teaching Interests
- Functional Neuroscience and Neurorehabilitation I
- Occupations of Health and Wellness
Linda Samuel
PhD
Dean - School of Health Professions, Professor
Office: Heidelberg Hall H201
Phone: (262) 243-4469
Bio
Linda Samuel is the Dean of the School of Health Professions. She began her career at ²Ê°ÔÍõÁùФ as a member of the Occupational Therapy Department teaching Behavioral Health and a variety of foundational courses. She later held the position of the Chair of the Occupational Therapy Department for 8 years.
![Linda Samuel](/_files/images/faculty/lsamuel.jpg)
Education
- Ph D - Educational Psychology, Marquette University (2001)
- MS - Educational Psychology, University of Wisconsin - Milwaukee (1993)
- BS - Occupational Therapy, University of Wisconsin - Milwaukee (1984)
Research Interests
- Interprofessional Education (IPE)
- Problem Based Learning (PBL
Teaching Interests
- Occupational Therapy - Behavioral Health
- Rehabilitation Science - Teaching and Learning in Rehabilitation
Jessica Schmidt
OTD, MS-OTR/L
Assistant Professor
Office: Health Services HS101R
Phone: (262) 243-4395
Bio
I obtained my degree from UW-Milwaukee. My clinical expertise includes adult rehabilitation in the ICU, acute, and inpatient rehab settings with a specialty in neurological rehabilitation. I am certified in physical agent modalities, LSVT Big.
![Jessica Schmidt](/_files/images/faculty/jschmidt3.jpg)
Education
- OTD - Post-professional Doctorate of Occupational Therapy, Rocky Mountain University School of Health Professions (2023)
- MOT - Master of Occupational Science, University of Wisconsin Milwaukee (2011)
Presentations
- Walton, T. & Schmidt, J. (2019). Predictive Outcome Assessment Measures for the Upper Extremity Post Stroke . Oral Presentation. Wisconsin Occupational Therapy Association Annual Conference . ²Ê°ÔÍõÁùФ.
Research Interests
- Therapy intensity
- Vision rehabilitation
Teaching Interests
- Neurological Rehabilitation
- Evidence based practice
AmyJo LK Verbeten
MOT, OTR/L
Assistant Professor
Office: Heidelberg Hall 103
Phone: (262) 243-2206
Bio
AmyJo is a ²Ê°ÔÍõÁùФ alumnus (BS ’97; MOT ‘00) with experience as an adult OT and Healthcare Leader. She has worked in SCI, Industrial Rehab, Outpatient, Skilled Nursing and Sub-Acute Care, Clinical Training, Consulting, Acute Care, and Leadership.<br><br>AmyJo is passionate about educating others, facilitating clinical and personal growth and leadership skills. Her passions include the development of clinical reasoning through practical and theory experience, dementia and spirituality, aging in place, fall prevention, well-elderly programming, and the vocational calling to serve others in the community and in the church. <br><br>She is currently pursuing her PhD in Leadership and Gerontology at Concordia University Chicago. She is expected to defend her dissertation in August 2023.
![AmyJo LK Verbeten](/_files/images/faculty/averbeten.jpg)
Education
- Ph D - Leadership and Gerontology, Concordia University Chicago (2023)
- MOT - Occupational Therapy, ²Ê°ÔÍõÁùФ (2000)
- BS - Biology, ²Ê°ÔÍõÁùФ (1997)
Presentations
- Verbeten, A. (2021). The Unique Role of Rehabilitative Therapy in Older Adult Health & How to Develop Partnerships that Promote Community Wellness . Oral Presentation. WIHA Healthy Aging Summit. Virtual.
- Verbeten, A. (2021). The Role of Occupational Therapy with the Elderly. Oral Presentation. State Meeting for APTA of Wisconsin - Geriatrics. Virtual.
- Verbeten, A. (2020). Scoping Review: The use of Augmentative and Virtual Reality in Health Education. Poster. WOTA State Conference. Virtual.
- Verbeten, A. (2019). Mechanism of Change. Oral Presentation. WOTA Conference 2019. Fox Valley Technical College.
- Verbeten, A. (2018). Mechanism of Change. Oral Presentation. WOTA State Conference. ²Ê°ÔÍõÁùФ.
Research Interests
- Dementia and Spirituality
- Simulation Education for the development of empathy
Teaching Interests
- Concepts of Occupation and Theory
- Advocacy and Leadership
Bobbie Vergo
OTD, OTR/L
Assistant Professor
Office: Heidelberg Hall 221
Phone: (262) 243-4288
Bio
Dr. Vergo earned her B.A. in biology with a minor in psychology from Capital University in Columbus, OH, and her clinical doctorate of occupational therapy from Washington University in St. Louis, MO. Dr. Vergo has practice experience across the lifespan and multiple settings, with primary emphasis in outpatient pediatrics. Dr. Vergo is involved as a content expert and occasional speaker for Pathways.org, a non-for-profit organization that develops and globally disseminates free content on child development.
![Bobbie Vergo](/_files/images/faculty/bvergo.jpg)
Education
- OTD - occupational therapy, Washington University in St. Louis (2010)
- BA - Biology, Capital University (2007)
Research Interests
- Cultural factors influencing matriculation into occupational therapy graduate programs
- Providing culturally relevant care and resources
Teaching Interests
- Mental health across the lifespan
- Pediatrics, especially executive function, development of self-help skills, and sensory integration
Meghan Watry-Christian
PhD, OT-L
Department Chair - Department of Master of Occupational Therapy (MOT) and Doctor of Occupational Therapy (OTD) Programs, Associate Professor
Office: Health Services HS115
Phone: (262) 243-2044
Bio
Completed B.A. in psychology from Wisconsin Lutheran College in 2003, MOT from Concordia University WI in 2007, and PhD in Special Education from Northcentral University in 2019. Clinical practice experience in early childhood/ school-based occupational therapy and adult acute care practice.
![Meghan Watry-Christian](/_files/images/faculty/mwatry.jpg)
Education
- Ph D - Special Education, Northcentral University (2019)
- MOT - ²Ê°ÔÍõÁùФ (2007)
- BA - Psychology, Wisconsin Lutheran College (2003)
Contributions
- Berrios Barillas, R., Watry, M., Moser, C., Benning, M., Lemkuil, S. & Sullivan, A. (2018). Effectiveness of a 5-day summer handwriting camp for children ages 5-9 years old. (pp. 10). Journal of Occupational Therapy, Schools, & Early Intervention.
- Thomas, L., Brewington, K., Hassanzadeh, R., Prusa, P., Neiduski, R. & Watry-Christian, M. (2016). Working in Nicaragua: Short-Term Medical Missions, Long-Term Benefits. (13 ed., vol. 21, pp. 21-22). Bethesda, MD/ AOTA press: OT Practice.
- Becker, E., Watry-Christian, M., Simmons, A. & Van Eperen, A. (2016). Occupational Therapy and Video Modeling for Children with Autism. Oxford: Journal of Occupational Therapy, Schools & Early Intervention.
Presentations
- Watry-Christian, M. (2023). Executive Functioning: What is it and how can I support it?. Lecture. Lutheran Education Summit. Mequon, WI.
- Watry-Christian, M. (2023). Handwriting Tips and Tricks. Lecture. Lutheran Education Summit. Mequon, WI.
- Hendrix, H. & Watry-Christian, M. (2022). Comparison of Sensory Activity Schedules & Fidgets in the Classroom: An Evidence-Based Approach. Lecture. 2022 OT/PT School-based Conference. Virtual.
- Watry-Christian, M. & Furmanek, E. (2021). Mental Health Interventions in the School Setting. Oral Presentation. 2021 CESA1 OT/PT School-based Conference. virtual.
- Kannass, K., Watry-Christian, M. & Nestor, O., (2021). Comparing Technology-Based and Multisensory Approaches for Handwriting Instruction. Poster. Biennial Meeting of the Society for Research in Child Development. Virtual due to COVID, instead of Minneapolis, MN.
Research Interests
- Handwriting
- Autism/Transition services
Teaching Interests
- Pediatrics
- Leadership
Program data specific to ²Ê°ÔÍõÁùФ on the National Board for Certification in Occupational Therapy (NBCOT) Exam .
Graduation Year | Program Graduates | Graduation Rate |
---|---|---|
2022 | 8 | 80% |
2023 | 14 | 100% |
Total | 22 | 90% |
Note: Our accreditation was granted in 2022, which is the same year our first cohort of students graduated.
Graduates of the ²Ê°ÔÍõÁùФ Occupational Therapy Doctorate program will:
- demonstrate the skills to be effective change-makers in surrounding communities.
- facilitate the health and wellbeing of individuals of all ages in various community settings.
- combine theory, evidence, and clinical reasoning in a reflective process of evaluation, interventions, and targeting of outcomes.
- effectively and efficiently solve occupation-based problems.
- be completely prepared for direct access.
- intentionally make clinical decisions using Christ-centered values.
- develop leadership skills.
- effectively communicate and collaborate in a variety of communities.
- demonstrate professional behaviors while using knowledge-based skills for the effective practice of occupational therapy.
The following table outlines the potential cost of attendance for a student in the OTD Program. These costs are subject to change based on cost of textbooks, change in textbooks, and/or change in fee amounts from the University. Students in the accelerated track may have additional fees while finishing the undergraduate degree. Information about these fees may be obtained from the undergraduate billing.
Please note all accepted students will be required to submit a $500 tuition deposit within four (4) weeks of acceptance to hold their spot in the MOT program. There is no tuition deposit for students who apply to the OTD while in the MOT program.
Semester 1 | Semester 2 | Semester 3 | Semester 4 | Semester 5 | Semester 6 | TOTAL | |
TUITION* | $15770 | $15770 | $15770 | $15770 | $15770 | $15770 | $78,850 |
²Ê°ÔÍõÁùФ STUDENT FEE (Accelerated & Post-Bacc tracks) | $184 | $184 | $184 | $184 | $184 | $184 | $920 |
²Ê°ÔÍõÁùФ STUDENT FEE (Bridge track) | $144 | $144 | $144 | $144 | $144 | $144 | $720 |
VH DISSECTOR FEE | $75 | -- | -- | -- | -- | -- | $75 |
EMR FEE | -- | $150 | -- | -- | -- | -- | $150 |
AOTA ANNUAL STUDENT MEMBERSHIP | $75 | $75 | $150 | ||||
TEXTBOOKS & MATERIALS** | $1000 | $1200 | $400 | $300 | -- | -- | $2,900 |
TOTAL | $17,064 - $17,104 | $17,264 - $17,304 | $16,389 - $16,429 | $16,214 - $16,254 | $15,914 - $15,954 | $15,914 - $15,954 | $98,759 - $98,999 |
*Tuition is based on students who begin in the 2024-2025 Academic Year. Tuition increases each academic year, typically by 3-5% and is released for publication in June.
**The textbook & material cost is an estimate based upon current requirements and could change while enrolled in the program if a required textbook changes. Students are independently responsible for purchasing their textbooks, which could increase or decrease the total cost. Due to the use of a three term (fall, spring, and summer) academic calendar, textbooks may be purchased during the summer instead of fall or spring, which would change the cost per term of textbooks.
Note: students who bring a car to campus will be required to register their vehicle and pay vehicle registration fees as determined by the university. Further information can be found at: /life/campus-safety/parking-vehicle-registration.html
Travel costs will vary from student to student within our tracks. All students will have a one-week residency during Summer 2, which could include transportation, housing and food costs. Students will also accrue travel costs for the Level II Fieldwork and the Capstone Experience as placements can be located as much as an hour away via car.
Students in the Bridge Track should additionally plan for travel to campus 4 times during Semesters 1, 2, 3 & 4, as well as 2-3 times during the first and third summers. This travel will include, at minimum, one overnight stay and all travel-related costs, including gas, car rentals, airfare, and food. Students may need to plan for travel costs to get to our Community Clinic sites located off-campus.
Students entering the Occupational Therapy program will need to access to a computer that meets the following requirements. We highly recommend purchasing a laptop for portability.
WINDOWS | APPLE | |
Operating System | Windows 10 Home, Pro, Ent | Apple OS X 10.12.x or higher |
---|---|---|
Processor | Core – minimum – i5 highly recommended – i7 | Core – minimum– i5 highly recommended – i7 |
Memory | 8 GB or higher Recommended 16 GB | 8 GB or higher Recommended 16 GB |
Hard Drive | 250/500 GB or higher Recommended - SSD |
250/500 GB or higher Recommended - SSD |
Graphics | Intel HD Graphics 4600 or Intel Iris Graphics 540 2GB VRAM** Windows: DirectX 11 |
Intel HD Graphics 4600 or Intel Iris Graphics 540 2GB VRAM** macOS: Metal*** |
Wireless | 802.11 | AirPort |
Camera with Microphone | Required | Required |
Battery | Minimum life of 2 plus hours | Minimum life of 2 plus hours |
Warranty | Highly recommended – 3 year | Highly Recommended – 3 year |
Optional, but recommended:
- USB Flash Memory Storage Device or External USB hard drive for data daily backup
- Antivirus and Malwarebytes (Windows does come with free Anti-virus)
Software required and supplied by Concordia University:
- Microsoft Office 365 (download / instructions)
- Zoom
- Respondus Lock Down Browser
Please Note:
- Chrome Books, iPads, tablets or similar units are useful tools, but do NOT meet all course requirements
- For Mac users that need access to Windows, click here for BootCamp setup instructions
If you have related questions or have concerns about the affordability of this requirement, please contact Assistant Vice President of Academics for Student Success, Dr. Elizabeth Polzin at Elizabeth.Polzin@cuw.edu.
Track Details
Students in the OTD program - Accelerated track can expect to complete coursework in a blended format. Students begin coursework in the MOT program in January of their junior year at ²Ê°ÔÍõÁùФ, according to the university academic calendar. Students in the accelerated track should anticipate having class two days a week, 7:30am - 5:00pm on ²Ê°ÔÍõÁùФ's Mequon campus. Wednesdays may have required participation in school activities, such as Interprofessional Education and cross-cohort mentorship, and students must maintain a level of flexibility in scheduling. Students should expect to complete coursework independently and collaboratively online during the remainder of the week. Some class requirements may be completed off-campus at designated community locations. Students are responsible for transportation to all off-campus community locations. Select courses throughout the program will be offered solely online in which students are expected to learn independently and collaboratively.
Students are assigned a faculty advisor at the beginning of the MOT program. Starting in the first semester, students will be introduced to our Interprofessional Community Clinic, which serves clients across the lifespan. As students progress through the program, their involvement and autonomy in evaluation and treatment of clients will increase. The OT program has embedded a student mentorship model for students to work with others in their track as both mentor and mentee. ²Ê°ÔÍõÁùФ OT students can be involved in student and professional organizations, Pi Theta Epsilon - OT honor society, and faculty-mentored research opportunities. ²Ê°ÔÍõÁùФ’s Interprofessional Education (IPE) events encourage students to work through real-world scenarios with a team of future health professionals.
Students in the MOT program explore the entry-level Occupational Therapy Doctorate (OTD) degree during the second semester. At that time, students are given the choice to continue in the MOT program or apply to the OTD program. Please reference the Admissions tab for full admissions information.
Two significant components of the OTD program include the earning of a digital badge and the development and completion of a Capstone Experience and Project. OTD students choose from 5 areas of interest, of which they can earn a digital badge: administration/policy/program development, advocacy, education, leadership or research. Each badge has unique assignments to develop a specific skill set. Upon graduation, OTD students are issued a digital badge for use on their resume, email signature, and social media.
The Capstone Experience and Project is a required element of the OTD program. Upon entry into the OTD program, students discuss topics of interest and possible projects with the Doctoral Capstone Coordinator. Students guide this process and pick a topic of interest to them, rather than being added onto faculty projects. Once a topic and badge area are chosen, OTD students are matched with a faculty advisor who will continue to mentor and advise them through the completion of their Capstone Experience. These faculty advisors are doctoral-trained and have a clinical or research background consistent with the OTD student's area of interest or topic.
Starting with students in the January 2026 cohort, upon completion of 18 months of didactic coursework, students will complete two 12-week Level II Fieldwork placements, then a 14-week Capstone Experience during their final semester.
Track Details
Students in the OTD program - Bridge track can expect to complete coursework in a blended format. Students begin coursework in the MOT program in the fall term. Students should expect to complete coursework independently and collaboratively online every week. Select courses throughout the program will be offered solely online in which students are expected to learn collaboratively. Online course work is designed to be completed asynchronously; however many courses offer optional synchronous virtual meetings. Additionally, students should anticipate traveling to ²Ê°ÔÍõÁùФ's Mequon campus once a month for in-person learning experiences. Classes run Friday 12pm-9pm and Saturday 8am-5pm with a one-hour break each day. Some class requirements are completed off-campus at designated community locations, and students are responsible for transportation. During the second summer of the OT program, students in the bridge track complete a one week, full-time residency on campus. During this week, students participate in a pediatrics Level I Fieldwork experience, as well as a behavioral health Level I Fieldwork experience.
Students are assigned a faculty advisor at the beginning of the MOT program. Starting in the first semester, students will be introduced to our Interprofessional Community Clinic, which serves clients across the lifespan. As students progress through the program, their involvement and autonomy in evaluation and treatment of clients will increase. The OT program has embedded a student mentorship model for students to work with others in their track as both mentor and mentee. ²Ê°ÔÍõÁùФ OT students can be involved in student and professional organizations, Pi Theta Epsilon - OT honor society, and faculty-mentored research opportunities.
Students in the MOT program explore the entry-level Occupational Therapy Doctorate (OTD) degree during the second semester. At that time, students are given the choice to continue in the MOT program or apply to the OTD program. Please reference the Admissions tab for full admissions information.
Two significant components of the OTD program include the earning of a digital badge and the development and completion of a Capstone Experience and Project. OTD students choose from 5 areas of interest, of which they can earn a digital badge: administration/policy/program development, advocacy, education, leadership or research. Each badge has unique assignments to develop a specific skill set. Upon graduation, OTD students are issued a digital badge for use on their resume, email signature, and social media.
The Capstone Experience and Project is a required element of the OTD program. Upon entry into the OTD program, students discuss topics of interest and possible projects with the Doctoral Capstone Coordinator. Students guide this process and pick a topic of interest to them, rather than being added onto faculty projects. Once a topic and badge area are chosen, OTD students are matched with a faculty advisor who will continue to mentor and advise them through the completion of their Capstone Experience. These faculty advisors are doctoral-trained and have a clinical or research background consistent with the OTD student's area of interest or topic.
Upon completion of 20 months of didactic coursework, students will complete two 12-week Level II Fieldwork placements, then a 14-week Capstone Experience.
Starting with students in the Fall 2025 cohort, upon completion of 18 months of didactic coursework, students will complete two 12-week Level II Fieldwork placements, then a 14-week Capstone Experice during their final semester.
Track Details
Students in the OTD program - Post-Baccalaureate track can expect to complete coursework in a blended format. Students will begin as a MOT student and should anticipate having class two days a week, 7:30am - 5:00pm on ²Ê°ÔÍõÁùФ's Mequon campus. Wednesdays may have required participation in school activities, such as Interprofessional Education and cross-cohort mentorship, and students must maintain a level of flexibility in scheduling. Some class requirements may be completed off-campus at designated community locations. Students are responsible for transportation to all off-campus community locations. Students should expect to complete coursework independently and collaboratively online during the remainder of the week. Select courses throughout the program will be offered solely online in which students are expected to learn independently and collaboratively.
Students are assigned a faculty advisor at the beginning of the MOT program. Starting in the first semester, students will be introduced to our Interprofessional Community Clinic, which serves clients across the lifespan. As students progress through the program, their involvement and autonomy in evaluation and treatment of clients will increase. The OT program has embedded a student mentorship model for students to work with others in their track as both mentor and mentee. ²Ê°ÔÍõÁùФ OT students can be involved in student and professional organizations, Pi Theta Epsilon - OT honor society, and faculty-mentored research opportunities. ²Ê°ÔÍõÁùФ’s Interprofessional Education (IPE) events encourage students to work through real-world scenarios with a team of future health professionals.
Students in the MOT program explore the entry-level Occupational Therapy Doctorate (OTD) degree during the second semester. At that time, students are given the choice to continue in the MOT program or apply to the OTD program. Please reference the Admissions tab for full admissions information.
Two significant components of the OTD program include the earning of a digital badge and the development and completion of a Capstone Experience and Project. OTD students choose from 5 areas of interest, of which they can earn a digital badge: administration/policy/program development, advocacy, education, leadership or research. Each badge has unique assignments to develop a specific skill set. Upon graduation, OTD students are issued a digital badge for use on their resume, email signature, and social media.
The Capstone Experience and Project is a required element of the OTD program. Upon entry into the OTD program, students discuss topics of interest and possible projects with the Doctoral Capstone Coordinator. Students guide this process and pick a topic of interest to them, rather than being added onto faculty projects. Once a topic and badge area are chosen, OTD students are matched with a faculty advisor who will continue to mentor and advise them through the completion of their Capstone Experience. These faculty advisors are doctoral-trained and have a clinical or research background consistent with the OTD student's area of interest or topic.
Starting with students in the January 2026 cohort, upon completion of 18 months of didactic coursework, students will complete two 12-week Level II Fieldwork placements, then a 14-week Capstone Experience during their final semester.
OTD Capstone Project Titles
Accelerated OT 2021
- Effects of Physical Activity on Cancer-Related Fatigue and Occupational Engagement (Hannah Held)
- Benefits of Occupational Therapy on the Quality of Life in Survivors of Cancer (Sydney Erdmann)
- Utilizing Wellness Dimensions – A Holistic Approach (Jenna Zahorik)
- The Lives of Littles after Loss: Childhood Grief, Occupational Therapy, & Play (Payton Godbold)
- Importance of Staff Training on the Impact of Excessive Noise and Light in the Neonatal Intensive Care Unit on Infant Development (Olivia Eggert)
- Effects of Touch Interventions on Child Bonding Attachment with Caregivers (Julia Wol)
- Impact of Retained Primitive Reflexes on Elementary-Aged Children: Best Practice in Occupational Therapy (Maggie Clarey)
- Benefits of Occupational Therapy and Activities of Daily Living Training for Adults with Intellectual or Developmental Disability (Gabriella Kaebisch)
- Gold Standard Interventions for Challenging Behaviors in Group Homes for Adults with Intellectual Disabilities: An OT’s Perspective (Heidea Vaudt)
- Mental Health in Schools Through Occupational Therapy (Reagan Obry)
- Universal Design for Learning: A Collaborative Approach in School-Based Occupational Therapy (Elinor Werner)
- Occupational Imbalance in the Homeless Community (Kelly Kreger)
- Trauma Specific Home Visiting Services: Program Development to Promote an Interdisciplinary Approach (Madelyn Bernhardt)
- Helping Hands and Horses (Alicia Picord)
- Occupational Therapy Curriculum Development: A Rehabilitative Professional’s Guide to Trauma Informed Care Across the Lifespan (Taryn Kannon)
- Trauma and Childhood Explained at the Boys and Girls Club (Brianna Freund)
Bridge OT 2021
- Time Does Not Heal All Wounds: The Role of Occupational Therapy and Health Literacy in Wound Care (Kathryn Peterson)
- Exploration of Community Partnerships and Implementation of Strategies to Support Early Intervention Processes and Student Success in Head Start Programming (Erin Mitchell)
- Sensory Processing and Aggressive and Self-Injurious Behaviors in Children with Autism Spectrum Disorder (Emma Williams)
- Tiny Homes Big Impact: A Look into Occupational Therapy’s Role in the Home Building Community (Abigail Luitjens)
- Collecting Outcome Measures in Peer Support Services (Sheilla Wilber)
- The Impact of Staff Education on Leading Effective Therapy Groups in the Mental Health Setting (Dana Aloya)
- Forging Supportive Relationships through Implementation of Sensory Processing and Regulation in Youth Residential Care: An Occupational Therapy Approach (Alexandria Van Erden)
Post Baccalaureate OT 2021
- Nature & Aging: The Effect on Social Participation (Alexa Destrampe)
- Occupational Therapy’s Role in Community Accessibility (Erika Deubig)
Accelerated OT 2020
- 6-Month Retainment in Pediatric Constraint Induced Movement Therapy (P-CIMT) at Camp Helping Hands (Abigail Roskuszka)
- Social-Emotional, Sensory, and Behavior Tools in Birth to Three (Paige Splittgerber)
Bridge OT 2020
- Fall Prevention Among Community-Dwelling Older Adults in Rural Iowa (Miranda Biermann)
- Creation and Implementation of Video Modeling Intervention to the Pediatric Population (Renata Dudek)
- Interprofessional Education and Simulation: Key Academic Components in Occupational Therapy Student Preparation for Quality Service Provision (Katarina Gomez)
- Using Movement to Support Regulation and Engagement for Children (Pamela Larson)
- Job-Readiness & Occupational Therapy: Best Practices for Young Adults with Intellectual and Developmental Disabilities (Johnathan Martisek)
- Are Yoga-Based Interventions Effective for Integrating Primitive Reflexes? (Amanda McBride)
- Occupational Therapy and the Assistive Technology Professional Certification (Jamie McIntosh)
- Using a Life-Skills Workbook to Facilitate Autonomy in Families Experiencing Homelessness (Travis Rasmussen)
- Occupational Therapy Life Skills Intervention to Address Mental Health Conditions in Inpatient Military Veterans (Jennifer Reedy)
- Supporting Self-Regulation Development in Children Impacted by Trauma (Jennifer Vaughn)
Post Baccalaureate OT 2020
- The Role of Occupational Therapy in Providing Functional Assessment of Chronic Pain in a Non-Traditional Pain Management Clinic (Brianna Casper)
- Curriculum and Faculty On-Boarding Program Development (Emily Furmanek)
- Occupational Therapy and Secondary Traumatic Stress (Cherie Gauthier)
- Effects of Outdoor Recreational Equipment and Recreational Activities on Adolescent Boys’ Mental Health (Caroline Holverson)
- Investigation the Effectiveness of Kinesiotaping for Patients with Subacrominal Impingement Syndrome: A Clinical Exploration into Upper Extremity Pathologies (Kyra Lenzi)
- Exploring Facilitators and Barriers to Early Mobility in the ICU in Patients Post-Cardiovascular Procedure (Emily Haefner)
- Investigating the Satisfaction and Impact of Occupational Therapy-Based Interventions in the Dental Setting (Hannah Schultz)
- Occupational Therapist and Occupational Therapy Assistance Intraprofessional Curriculum (Regina Miliacca)