Master of Occupational Therapy
Our OT program offers multiple pathways for you to earn a graduate degree in Occupational Therapy, including an accelerated bachelor's and an OT bridge program.
A uniquely Christian occupational therapy program
Concordia's OT program makes stepping forward in your calling as an occupational therapist attainable no matter where you are in your journey. Our multiple program pathways and hybrid course formatting will prepare you holistically through our faith-based, student-centered curriculum, and diverse, hands-on, clinical experiences. You'll graduate ready to help your patients thrive in a variety of settings.
- Face-to-face
- Bridge
We are committed to engaging your mind and spirit for service to Christ in the church and the world.
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Our Mission:
The mission of Concordia University’s Master of Occupational Therapy 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. The video below contains testimonials from both faculty and students about how Concordia incorporates faith into the classroom.
Two OT Tracks:
Our multiple tracks, hybrid formatting, and various articulation agreements enable us to meet you where you’re at based on your educational background:
- Face-to-face:
- Two distinct entry points to tailor your education
- Accelerated
- For incoming freshmen looking to earn their bachelor's and master's degree in 4.5 years
- Post-Baccalaureate
- For those with a bachelor's degree in any subject area
- Accelerated
- Two distinct entry points to tailor your education
- OTA Bridge
- For COTAs looking to become an OTR
Our full-time graduate OT program is taught in a blended format, allowing you to interact with your classmates and professors online and in person. Online coursework allows student flexibility and in-person coursework focuses on active learning and/or laboratory experiences. You’ll begin working with clients in your first year, and our curriculum offers plenty of exposure to diverse, real-world scenarios that will test your knowledge and put theory into practice.
OT Program Highlights
- 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.
- ¿Û¿ÛÄÛ±Æ's Interprofessional Education (IPE) events encourage you to work through real-world scenarios alongside a team of future healthcare professionals.
- 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.
Hear from our students and faculty:
Accreditation
The Master of Occupational Therapy program is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), located at 6116 Executive Boulevard, Suite 200, North Bethesda, MD 20852-4929. ACOTE’s telephone number c/o AOTA is (301) 652-6611 and its Web address is www.acoteonline.org.
Program data specific to ¿Û¿ÛÄÛ±Æ on the National Board for Certification in Occupational Therapy (NBCOT) Exam .
At Concordia, you’ll develop the skills necessary to enable people to improve their participation in their day-to-day activities.
By combining classroom, laboratory, and supervised clinic-based instruction, our occupational therapy courses train you dynamically, ensuring your preparedness for the variety of scenarios you'll encounter in your career as an OTR. As a student, you’ll have multiple opportunities for client contact, ranging from children to older adults, school systems to factories, and acute care to community wellness programs. Some of these experiences are clinical fieldwork placements, while others are client evaluation and consultation in a classroom or community setting. All students must complete 24 weeks of Level II fieldwork within 24 months following the completion of the didactic portion of the program.
Students should expect to pay the tuition and fees as noted on the Tuition & Fees tab.
Graduates of Concordia's occupational therapy programs are eligible to sit for their national examinations to become OTRs. Learn more about our program outcomes and the OTR licensure/certification process on the outcomes tab.
Hear from our students
What I appreciate most about this occupational therapy program is the extensive support, resources, and guidance provided by my professors. Given that this program is predominantly online, it is crucial to have educators who possess specific qualities to compensate for the absence of face-to-face interactions typical of traditional classes. These attributes consist of efficient communication, immediate response to student questions, clear and well-structured presentation of course content, availability for virtual meetings or consultations, willingness to give constructive feedback on assignments, and the capability to support an interactive online learning atmosphere. Overall, I wholeheartedly recommend this program to any practicing COTA seeking unique opportunities to enhance their expertise, skills, and professional scope within our dynamic and fulfilling field.
Recommended for you (based on programs you’ve viewed)
All applicants to the Master of Occupational Therapy (MOT) Program must meet the following criteria:
- Earned bachelor's degree from a regionally accredited institution -OR- current enrollment in a BSRS degree program at ¿Û¿ÛÄÛ±Æ
- Cumulative GPA, from all attended institutions, of 3.0 or higher
- 8 semester credits of Human Anatomy & Physiology, from a Biology, Anatomy, or Physiology department with a lab component, completed with a grade of B or better in each course
- 3 semester credits of Statistics, completed with a grade of B or better
- Ability to perform the essential functions of an occupational therapy student as found here: Essential Functions
Applicants will also be required to submit the following:
- Official college transcripts from all previously attended institutions
- Three (3) letters of recommendation, which address potential for academic success as an occupational therapist
- Written essays
All accepted students will be required to submit a $500 tuition deposit within four (4) weeks of acceptance to hold their spot in the program. Learn more about our expected OT tuition and fees here.
Please contact Graduate Admissions for the current admissions deadline.
- St. Norbert College
- Viterbo
- Michigan Technological University
- PIMA
- Bryant & Stratton
- Portage Learning
- 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)
- Completion and timely submission of all application documents
International applicants who would attend on a student visa and whose native language is not English must show proficiency in the English language. The test score cannot be more than two years old at the time of application. The minimum TOEFL score is 89. The minimum IELTS score is 6.5. The minimum Duolingo score is 120. There are no exceptions to the TOEFL, IELTS, or Duolingo requirement for the OT program. International applicants will be admitted through the ¿Û¿ÛÄÛ±Æ International Office, and are subject to International Office policies, in coordination with graduate admissions.
All students are required to complete the Essential Functions of an Occupational Therapy student, without or with accommodations.
Click here to access the Occupational Therapy Program Essential Functions
Students entering the Occupational Therapy program will need access to a computer that meets the following requirements. We highly recommend purchasing a laptop for portability. Please note: some of these requirements are slightly different than the general university tech requirements due to the required software in OT courses.
Occupational Therapy Technology Requirements
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)
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
Margaret Aschenbrener
OTRL/M
Assistant Professor
Office: Heidelberg Hall 221
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.
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).
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.
Education
- OTD - Doctorate of Occupational Therapy, Mount Mary University (2020)
- MOT - Occupational Therapy, ¿Û¿ÛÄÛ±Æ (2001)
- BA - Music, ¿Û¿ÛÄÛ±Æ (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.
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 ¿Û¿ÛÄÛ±Æ 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.
Education
- Ph D - Leadership for the Advancement of Learning and Service , Cardinal Stritch Univeristy (2021)
- MA - ¿Û¿ÛÄÛ±Æ (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.
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 ¿Û¿ÛÄÛ±Æ 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.
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.
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
- Van Eeckhout, A. & Schmidt, J. (2024). Amputation Care in Preparation for a Prosthetic. Poster. WOTA Annual Conference. Bryant and Stratton College.
- Walton, T. & Schmidt, J. (2019). Predictive Outcome Assessment Measures for the Upper Extremity Post Stroke . Oral Presentation. Wisconsin Occupational Therapy Association Annual Conference . ¿Û¿ÛÄÛ±Æ.
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 ¿Û¿ÛÄÛ±Æ 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.
Education
- Ph D - Leadership and Gerontology, Concordia University Chicago (2023)
- MOT - Occupational Therapy, ¿Û¿ÛÄÛ±Æ (2000)
- BS - Biology, ¿Û¿ÛÄÛ±Æ (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. ¿Û¿ÛÄÛ±Æ.
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.
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.
Education
- Ph D - Special Education, Northcentral University (2019)
- MOT - ¿Û¿ÛÄÛ±Æ (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
Face-to-face track
The face-to-face track of the MOT program has a Spring term start, meaning courses begin in January, according to the university academic calendar. The program is offered in a hybrid format with classes meeting 1 time per week and the remaining course content and activities occurring in asynchronous format online. When not on-campus, 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 collaboratively. The program runs year-round, with full Spring, Summer and Fall terms. Students can complete the program in 24 months.
Students in the face-to-face track should anticipate having in-person class Tuesdays and Thursdays from 7:30am - 5:00pm on ¿Û¿ÛÄÛ±Æ's Mequon campus. Wednesdays may have required participation in school activities, such as Level I Fieldwork experiences, Interprofessional Education (IPE) and cross-cohort mentorship, and must maintain a level of flexibility in scheduling. Some class requirements may be completed off-campus at designated community locations. Students will be responsible for transportation to all off-campus community locations.
Fieldwork experiences
There are 2 types of fieldwork experiences in occupational therapy education: Level I and Level II. Level I experiences are designed as brief exposures to a variety of practice settings and populations. All students must complete a Level I experience in behavioral/mental health. Students may choose to take up to 2 additional Level I experiences during the program. These additional opportunities will vary from semester to semester.
Upon completion of didactic coursework, all students will complete two 12-week Level II Fieldwork placements. These consist of full-time, hands-on experiential learning at community sites, under the supervision of a licensed occupational therapist. Through Level II placements, students will develop knowledge and skills in 2 different practice settings to continue preparation for the national licensure exam. ¿Û¿ÛÄ۱ƒs Academic Fieldwork Coordinator works to secure sites in each student’s geographic area of preference.
Building community
Students are assigned an academic advisor from the OT faculty at the start of the program. Starting in the first term, students will be involved in 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, the Pi Theta 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.
Continue to doctorate
Students in the MOT program have the opportunity to explore the entry-level Occupational Therapy Doctorate (OTD) degree during the second term of the MOT program. Students can stay in the MOT program or apply to the OTD program at that time.
Traditional entry to the occupational therapy program
This traditional entry to graduate school is designed for students who hold a bachelor's degree in any subject area and are prepared to complete their MOT in 2 years or OTD in less than 3 years.
Accelerated entry to the occupational therapy program
This fast-track entry to ¿Û¿ÛÄ۱ƒs occupational therapy program is designed for high school graduates eager to pursue both their bachelor’s and graduate degrees (MOT or OTD) in occupational therapy in less than 5 years. Students spend 5 semesters working on completion of ¿Û¿ÛÄÛ±Æ core courses and the major courses for the Bachelor of Science in Rehabilitation Science (BSRS) degree. Beginning in spring of junior year, students begin graduate level courses in a hybrid format.
Students who begin their undergraduate career as a freshman in ¿Û¿ÛÄ۱ƒs Bachelor of Science in Rehabilitation Science (BSRS) program may apply to the MOT program during the spring of their sophomore year.
Interested high school students will apply to ¿Û¿ÛÄÛ±Æ for the BSRS program and must meet entrance requirements for the university. To be accepted to the MOT program, students must earn a cumulative 3.0 GPA while at ¿Û¿ÛÄÛ±Æ, earn a grade of B or higher in 8 credits of Anatomy & Physiology (BIO 1801, BIO 1802and/or RSC 3020) taken at ¿Û¿ÛÄÛ±Æ, and earn a grade of B or higher in 3 credits of Statistics or Evidence-Based Practice and Basic Statistics (RSC 2010).
Guaranteed direct admit
Applicants with a high school GPA of 3.2 who apply and submit the tuition deposit prior to December 1st are considered for guaranteed direct admission. Those who meet these requirements will be reviewed and ranked according to GPA. The top 30 applicants will receive guaranteed status for the MOT Program. In order to maintain guaranteed status and to be accepted to the MOT program, students must maintain a 3.0 cumulative ¿Û¿ÛÄÛ±Æ GPA, earn a grade of B or higher in 8 credits of Anatomy & Physiology (BIO 1801, BIO 1802 and/or RSC 3020) taken at ¿Û¿ÛÄÛ±Æ, and earn a grade of B or higher in 3 credits of Statistics or Evidence-Based Practice and Basic Statistics (RSC 2010).
Students transferring into ¿Û¿ÛÄ۱ƒs BSRS program will not have guaranteed status for the MOT program but can declare ‘pre-OT’. Transfer students must complete at least 36 credits at ¿Û¿ÛÄÛ±Æ to be given priority in the MOT admission process and must include the following courses taken at ¿Û¿ÛÄÛ±Æ, as well as meet all other admissions requirements:
BIO 1801 Anatomy and Physiology I
BIO 1802 Anatomy and Physiology II
RSC 3020 Advanced Anatomy
Please join us for an upcoming virtual info session and learn more about our program and all of the benefits of getting your Master of Occupational Therapy.
OTA to OT Bridge
The Master of Occupational Therapy (MOT) Program - Bridge track is designed for the Certified Occupational Therapy Assistant (COTA) with at least one year of experience.
Students in the MOT program - Bridge track can expect to complete coursework in a blended format. Coursework starts in the fall term and runs year round with full-time fall, spring and summer terms. Students should expect to complete coursework asynchronously online every week, with some group work expected. Select courses throughout the program will be offered solely online in which students are expected to learn collaboratively. Students should anticipate traveling to ¿Û¿ÛÄÛ±Æ's Mequon campus approximately once a month (18 times) for in-person learning experiences. Classes run Friday 12 pm-9 pm and Saturday 8 am-5 pm with a one-hour break each day. Students will be responsible for transportation to all off-campus community locations. Students are responsible for all costs associated with traveling to campus, including housing and meals. Due to the courseload of the MOT program, it is not recommended for students to work full-time.
Fieldwork experiences
There are 2 types of fieldwork experiences in occupational therapy education: Level I and Level II. Level I experiences are designed as brief exposures to a variety of practice settings and populations. All students must complete a Level I experience in behavioral/mental health. In the Bridge track, this is often completed via telehealth. Students may choose to take up to 2 additional Level I experiences during the program. These additional opportunities will vary from semester to semester.
Upon completion of didactic coursework, all students will complete two 12-week Level II Fieldwork placements. These consist of full-time, hands-on experiential learning at community sites, under the supervision of a licensed occupational therapist. Through Level II placements, students will develop knowledge and skills in 2 different practice settings to continue preparation for the national licensure exam. ¿Û¿ÛÄ۱ƒs Academic Fieldwork Coordinator works to secure sites in each student’s geographic area of preference.
Building community
Students are assigned an advisor from the OT faculty at the start of the program. Starting in the first term, students will be involved in 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, such as the Pi Theta Epsilon OT honor society, and faculty-mentored research opportunities.
Option to complete doctorate
Students in the MOT program explore the entry-level Occupational Therapy Doctorate (OTD) degree during the second term. At that time, students are given the choice to continue in the MOT program or apply to the OTD program.
Applicants holding a completed bachelor's degree must apply for direct admission to the MOT program - Bridge track.
Entrance Requirements
- Proof of 1 year of employment as a COTA
- Earned bachelor's degree from a regionally accredited institution
- Cumulative GPA of 3.0 or higher including:
- 8-semester credits of Human Anatomy & Physiology, from a Biology, Anatomy, or Physiology department with a lab component, completed with a grade of B or better in each course
- 3-semester credits of Statistics, completed with a grade of B or better
- Ability to perform the Essential Functions of an occupational therapy student as listed on the admissions tab
- Applicants for the MOT- with Bachelor's Bridge Track must submit an online application through the
Applicants whose highest degree is an associate degree must first apply for the BSRS Bridge program. During the first semester of the BSRS Bridge program, students will apply to the MOT Program.
- Create an account
- The "Academic Program" will be Bridge BSRS - Occupational Therapy
- Fill out the form and submit your online undergraduate application
Program data specific to ¿Û¿ÛÄÛ±Æ on the National Board for Certification in Occupational Therapy (NBCOT) Exam .
Graduation Year | Program Graduates | Graduation Rate |
2021 | 84* | 127% |
2022 | 62 | 86% |
2023 | 31 | 79% |
Total | 177 | 97% |
*Due to the COVID-19 pandemic, we had 21 students who had a delay in fieldwork placements. These students graduated in 2021, which accounts for the graduation rate over 100%.
Note: In 2022, we graduated our first entry-level OTD cohort. Nine students are counted as starting the MOT program with their cohort but are not counted in the MOT graduation rate because they applied and were accepted to the OTD program.
- Demonstrate advocacy skills to be an effective change-maker in surrounding communities
- Facilitate the health and well-being of individuals of all ages in various community settings.
- Combine theory, evidence, and clinical reasoning in a reflective process of evaluation, intervention, and targeting of outcomes.
- Intentionally make clinical decisions using Christ-centered values.
- Effectively and efficiently solve occupation-based problems
- Competently prepared for direct access.
- 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.
Graduates of the program may sit for the national certification examination for the occupational therapist administered by the National Board for Certification in Occupational Therapy (NBCOT). After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR). In addition, all states required licensure in order to practice; however, state licenses are usually based on the results of the NBCOT Certification Examination. Note that a felony conviction may affect a graduate’s ability to sit for the NBCOT certification examination or attain state licensure.
The following table outlines the potential cost of attendance for a student in the MOT 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 program.
Semester 1 | Semester 2 | Semester 3 | Semester 4 | Semester 5 | TOTAL | |
TUITION* | $15770 | $15770 | $15770 | $15770 | $15770 | $78,850 |
¿Û¿ÛÄÛ±Æ STUDENT FEE (Face-to-face track) | $184 | $184 | $184 | $184 | $184 | $920 |
¿Û¿ÛÄÛ±Æ STUDENT FEE (Bridge track) | $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 | $82,845 - $83,045 |
*Tuition is based on students who begin in the 2023-2024 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 as placements can be located as much as an hour away via car.
Students in the Bridge Track should 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.