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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 ¿Û¿ÛÄÛ±Æ 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) ¿Û¿ÛÄÛ±Æ 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.

Program data specific to ¿Û¿ÛÄÛ±Æ on the National Board for Certification in Occupational Therapy (NBCOT) Exam .

Note: Our accreditation was granted in 2022, which is the same year our first cohort of students graduated.

Graduates of the ¿Û¿ÛÄÛ±Æ 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.

*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.

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 ¿Û¿ÛÄÛ±Æ, according to the university academic calendar. Students in the accelerated track should anticipate having class two days a week, 7:30am - 5:00pm on ¿Û¿ÛÄÛ±Æ'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. ¿Û¿ÛÄÛ±Æ OT students can be involved in student and professional organizations, Pi Theta Epsilon - OT honor society, and faculty-mentored research opportunities. ¿Û¿ÛÄ۱ƒs 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 ¿Û¿ÛÄÛ±Æ'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. ¿Û¿ÛÄÛ±Æ 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 ¿Û¿ÛÄÛ±Æ'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. ¿Û¿ÛÄÛ±Æ OT students can be involved in student and professional organizations, Pi Theta Epsilon - OT honor society, and faculty-mentored research opportunities. ¿Û¿ÛÄ۱ƒs 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)