Occupational Therapy Doctorate (2023)

Learn more about our OT program at our upcomingOTDe Campus Visit Dayon Thursday, March 16th from 2-4pm EST.

Mission

The Concordia University Ann Arbor Occupational Therapy Program prepares clinicians who are passionately committed to recognizing the dignity of all human beings through participation in valued occupations, resilient and creative problem solvers prepared to rise to the challenges of a changing world.

Vision

Graduates of the Concordia University Ann Arbor Occupational Therapy Program will be consistently recognized as highly compassionate professionals with the skills to empower effective change in individuals, communities, and in health care.

Highlights

The CUAA OT program is designed to prepare graduates to excel within the complexities of both traditional and emerging practice areas.

• 28 students per cohort
• 109 credits/3 years of study for post-baccalaureate applicants
• Accelerated Bachelor of Science in Rehabilitation Science (BSRS) to OTD format for incoming freshman allows completion of bachelor’s and doctorate degrees in 4.75 years total
• Program threads include occupation as a centering concept, spirituality as a lens through which we view the client, professional identity as the foundation of who we are as practitioners, deliberatepractice and advocacy as primary tools for addressing occupational performance, and an innovative, engaged, and transformative curriculum design
• Hybrid program delivery combines structured online learning with hands-on practice both in the classroom and in the community
• State-of-the-art classrooms, laboratories, and simulation center
• Twenty-four weeks of full time fieldwork experiences are designed to ensure students achieve the entry-level generalist competencies of the occupational therapy profession
• Fourteen week individualized capstone project and experience allow students to gain an in-depth exposure to one or more areas of practice

Graduates of the CUAA OT Program will:

• Recognize the unique spiritual aspect of every individual’s occupational roles, routines, and activities
• Extend Christian empathy, compassion and dignity based on a reverent view of the unique occupational nature of all human beings
• Cultivate the professional identity of an occupational therapist based on reflection and positive self-management skills, consistently responding with sound ethical decision making
• Provide culturally responsive and individualized occupational therapy services
• Address health and participation disparities among diverse communities and populations
• Effectively combine principles of science & medicine, interpersonal interaction, teaching & learning, environmental/technology studies, and occupational science to meet the holistic needs of individuals, groups, and communities
• Apply advanced clinical reasoning and creative problem solving to empower others to overcome occupational barriers
• Demonstrate a desire for inquiry and a commitment to lifelong learning
• Articulate and advocate for the distinct value of occupational therapy when working as part of an interdisciplinary team
• Complete thorough and timely documentation of occupational therapy services to communicate treatment plan/results and facilitate reimbursement of services
• Select, analyze, and utilize evidence-based practice as an integral part of clinical decision making
• Contribute to the body of knowledge of occupational therapy through completion of a relevant research study and capstone project

All applicants to the Concordia University Ann Arbor Occupational Therapy Program will utilize the Occupational Therapy Centralized Application Service (OTCAS). The application process will open mid-July of the year prior to admission and close June 1 with a rolling admissions process.

Scholarships for Occupational Therapy Students:

• American Occupational Therapy Association E.K. Wise scholarship
• Michigan Occupational Therapy Association
• ExxatScholarship Award
• Amercian Occupational Therapy Foundation Scholarships

All students applying for admission to the program must have:

1. Minimum 3.0 cumulative GPA recommended.
2. C or higher in the following prerequisites:
   1. 1. Minimum 6 total credits (8 preferred) of Human Anatomy & Physiology with a lab component from a biology, anatomy, or physiology department
      2. 1 credit of Medical Terminology
      3. 3 credits Statistics
      4. 3 credits Lifespan/Development course
      5. 3 credits Abnormal Psychology
      6. 3 credits Multicultural/Diversity themed course
3. CUAA Accelerated BSRS-OTD students will apply during the Fall of their sophomore year. For others, at least four of the six prerequisite courses must be complete at time of application with a documented plan for completion of all prerequisites. Post baccalaureate students must have a bachelor’s degree completed from an accredited institution prior to the start of the OTD program.
4. Three letters of recommendation addressing potential for success both academically and as an occupational therapist, giving specific details about the applicant.
5. Shadowing of an occupational therapy professional is encouraged but not required. Students should be familiar with the profession of occupational therapy and the types of populations that OT serves. This can be completed through online research, readings, an Introduction to OT course at another university, or personal experience. Volunteer or work experience with diverse populations representative of those who may receive OT services (i.e., pediatric, geriatric, homeless, disabled, underserved, etc.) assists with development of leadership and service skills and will strengthen a candidate’s application.
6. To assure the health and safety of the student and clients with whom they work, applicants must have the ability to perform essential functions of an occupational therapy graduate student.
7. International applicants who would attend on a student visa and whose native language is not English must demonstrate competent user status via Test of English as a Foreign Language (iBT TOEFL; minimum score of 79) or the IELTS (International English Language Testing System; minimum score of 6.5).
8. Pre-requisite coursework must have been completed at a regionally accredited institution.
9. A holistic admission process will be utilized. In addition to the above requirements, participation and leadership in extracurricular activities, work, research or other pursuits is encouraged. An interview will be required for all selected applicants, including CUAA BSRS students with early assurance admission. The OT Admissions Committee within the Occupational Therapy Department will make decisions regarding the status of an application after reviewing application materials. Decisions of the committee are final.
10. Once accepted to the program, applicants must successfully pass a background check, provide immunization and health screening, and complete CPR training prior to the start of the program

Note: The program does not accept occupational therapy transfer students or credits.

The program must have a preaccreditation review, complete an on-site evaluation, and be granted Accreditation Status before its graduates will be eligible to 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 require 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.

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.

The Concordia University Ann Arbor OT Program is designed as a hybrid program with a goal of a minimum of 51% of total instruction delivered through distance education. This design was deliberately chosen in order to allow flexibility for students and attract a more diverse cohort. The planned schedule is for students to be on campus for two full days per week with a third day reserved as potentially on campus or in the community in order to accommodate Level I fieldwork activities and interprofessional learning experiences. Students should be aware, however, that the program is full-time with an expected weekly workload of approximately 40 hours between class attendance, preparation, and assignment completion. Many students find they need to make adjustments in their employment, social, and community obligations in order to accommodate their educational commitment.

The majority of courses are designated as Blended-Face-to-face formats with 65% of content provided face-to-face and the balance of instruction asynchronous in the Learning Management System (LMS), which is BlackBoard. Each term, a minimum of one course is designated as either a Blended Videoconferencing or Blended Online format. Blended Videoconferencing means that 51% or more of instruction is real-time live through videoconference with the remainder of instruction asynchronous in the LMS. Blended Online format provides a minimum of 51% of instruction online asynchronous with the balance of instruction either Face-to-face (in person) or Videoconference (virtual). Each course syllabus clearly designates the format of the course as well as a breakdown of the face-to-face, videoconferencing (synchronous), online (asynchronous), and expected homework hours of instruction.

All capstone preparation courses are currently designed as 100% Online asynchronous. This allows students to work independently on preparing for the capstone project and experience. The Doctoral Capstone Coordinator has the option to schedule additional full cohort or individual student meetings as needed when students are on campus to support these courses and student activities.

As students progress through the program, instructional content shifts more heavily towards Videoconference and Online formats. This is true for all courses that take place following Level II fieldwork, in order to eliminate the need for students to return to campus in the event they live out of the area or are completing Level II fieldwork or the Capstone experience in another state.

Because of the hybrid nature of the program, students are required to ensure access to a personal computer with camera and internet access at their own expense throughout the course of the program. View minimum recommended technology requirements here.

Hybrid learning requires specific competencies, and it is important for each student to evaluate their individual learning styles and strategies to determine if it is the best format for them. According to Hoppes, Geiger, & Fleisher (2021), ten characteristics important for successful online learning include:

1. Ability to work independently
2. Strong time management skills
3. Ability to self-reflect
4. Being a thorough and comprehensive reader
5. Commitment
6. Knowing when to take breaks
7. Willingness to take advantage of available support services
8. Willingness to ask questions
9. A self-motivated personality
10. Willingness to actively participate

Students participate in learning experiences in the community and in various clinical settings throughout the program. In occupational therapy, we call these experiences “fieldwork.” The purpose of fieldwork education is to:

• Enrich the educational experience through application of learned skills and knowledge to occupational therapy practice. This process is essential to progress from the role of student to that of practitioner competence.
• Provide opportunity for the student to learn to apply the occupational therapy process and evidence-based interventions to meet the occupational needs of a diverse client population.
• Assist student development in competency to assess client occupational performance needs, identify supports or barriers affecting health and participation, and document interventions provided.
• Provide opportunities for the student to develop advocacy, leadership, and managerial skills in a variety of practice settings.
• Support student development of a professional identity as an occupational therapy practitioner, aligning his or her professional judgments and decisions with the American Occupational Therapy Association (AOTA) Standards of Practice (AOTA, 2015) and the Occupational Therapy Code of Ethics (AOTA, 2020).

Level I Fieldwork

Level I fieldwork experiences are an introduction to occupational therapy practice and are completed concurrently within the didactic curricula each semester of the first two years of the program through courses titled “Integration and Practice.” These courses aim to introduce students to fieldwork, assist with developing an understanding of client needs, identify strengths and learning/growth needs, and introductory application of knowledge to practice. Concordia University Ann Arbor will utilize a wide variety of activities towards Level I fieldwork each semester, including but not limited to:

• Simulated environments
• Standardized patients
• Faculty practice
• Faculty-led site visits
• Interprofessional learning activities
• Community volunteer activities
• Supervision by a fieldwork educator in a practice environment

Level I fieldwork experiences may take place through community organizations, hospitals, clinics, schools, or through simulation. Supervisors may include but are not limited to practicing occupational therapy clinicians, psychologists, teachers, physician assistants, social workers, nurses, and physical therapists.

On Level I fieldwork, students observe and engage in the treatment process to varying degrees and largely depends on the site. This experience builds a foundation for the skills and knowledge that are required for Level II fieldwork engagement including professional behaviors, developing therapeutic communication, and understanding the clinical reasoning process.

Level II Fieldwork

Level II fieldwork is designed to provide an immersive clinical experience to prepare students for entry-level competency and for the National Board for Certification in Occupational Therapy (NBCOT) examination by building skills through observation, analysis and clinical reasoning; demonstrate safe, ethical practice and professional behaviors; and develop therapeutic use of self. Level II fieldwork takes place within two full-time, 12-week clinical placements. These placements occur during the Summer and Fall Semesters during the third year of the program and provides the student with the opportunity to practice occupational therapy under supervision in order to integrate academic knowledge with application skills and attitudes for entry-level practice. Supervision must be provided by an occupational therapist who is currently licensed and has at least 1 year of experience.

The Level II experience is an integral part of the educational process with in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation and/or research, administration, and management of occupational therapy services. On Level II fieldwork a student will be expected to act as a practicing occupational therapist and is considered an OT intern who engages in the evaluation, intervention planning, intervention implementation, ongoing assessment for effectiveness of intervention, and discharge planning phases of treatment.

Upon successful completion of the Level II fieldwork experiences, the student will perform as a competent, entry-level, generalist occupational therapist. Entry-level performance is defined within each practice environment based on the roles and responsibilities of the occupational therapist in that setting. Level II fieldwork is a full-time, unpaid commitment. Students are considered to be enrolled “full-time” while completing Level II fieldwork and therefore qualify for financial aid. Transportation to and from Level I and II Fieldwork and housing are the responsibility of the student. Concordia University student malpractice insurance is included with tuition.

Additional fieldwork requirements:

• All students will be required to provide proof of immunizations, get a physical examination to determine ability to engage in activities required of occupational therapists, and complete a background check prior to Level I or Level II placement confirmation.
• Some agencies/sites may require additional information including but not limited to drug testing, additional background checks, and additional immunizations.
• Proof of health insurance is required for all students prior to confirming a fieldwork placement.
• Students are responsible for their own transportation to and from fieldwork sites and housing.
• Some sites may require specific clothing such as scrubs.

Students also complete a doctoral capstone, which includes both a project and an experience. The goal of the doctoral capstone is to provide an in-depth exposure to one or more of the following:

• Clinical practice skills
• Research skills
• Administration
• Leadership
• Program and policy development
• Advocacy
• Education
• Theory development

Students begin identifying capstone interests in the first semester, and develop their idea and plan throughout the program. Capstone experiences are 14 weeks, full-time, and occur at the end of the program. Similar to fieldwork, students may have additional background checks, drug screens, etc. required by their capstone site and are responsible for housing and transportation during their capstone experience.

Estimated Program Costs for the Cohort Admitted Summer 2023
(Subject to change based on textbooks selected, change in fee amounts from the University/related learning resources, and added requirements as the curriculum is still developing.)

• Costs are the same for both resident and non-resident.
• Tuition is locked upon admission if the student maintains progression through program with current cohort; voluntary or academic delays will result in tuition increases. Tuition typically increases approximately 3% per cohort.
• Due to the hybrid nature of the curriculum, student requires a dedicated laptop computer and high-speed internet access throughout the duration of the program. Costs varied by equipment/location. View minimum recommended computer technology requirements.
• Student housing, transportation, and food are not included, nor are costs for clothing required to comply with program dress code (business casual with scrubs and/or program logo apparel optional).
• Student housing may be required at rural/out of state clinical sites; all housing and transportation costs are the responsibility of the student.
• Fees for national certification examination and preparation and state licensing not included.

Concordia University Ann Arbor is a member of theMichigan Occupational Therapy Education Consortium (MOTEC). MOTEC is made up of all of the academic fieldwork coordinators for OT and OTA programs in the state of Michigan. Membership in MOTEC serves to provide all occupational therapy students in the state of Michigan with quality fieldwork and learning opportunities.

• Exposure to emerging interventions and evidence-based practice through collaboration with current OT students to keep clinicians’ skills current
• Opportunity to instill passion for occupational therapy into students
• Ability to enrich the learning process for future occupational therapy practitioners
• Potential recruitment for occupational therapists at your institution
• Energizes and refreshes current therapists on staff
• Provides opportunity to fulfill desire to give back to the profession
• Promotes the role of OT within the company/organization
• Provides students opportunities to research and bring innovative ideas/creative treatment approaches to the organization
• Potential to decrease workload once students are seeing patients with indirect supervision

Clinicians may identify barriers to supervising a student despite the desire to be a fieldwork educator. The Academic Fieldwork Coordinator at Concordia University is available to provide education, resources, and support to assist in reducing barriers. Frequently cited barriers include but are not limited to:

• Productivity pressures/lack of time
• Part-time clinicians at the site
• Too few clinicians at the site
• Limited physical resources/space
• Fieldwork educator role strain
• Previous experiences with challenging students
• Lack of confidence/experience in fieldwork educator role

Concordia University Faculty can help reduce these barriers and support you as a fieldwork educator through:

• 1:1 mentoring or facility in-service on fieldwork/education related topics
• Assistance to develop fieldwork manual, site specific objectives, and other student materials
• Best practice resources on fieldwork education role
• Invitation to annual MOTEC fieldwork education events (free CEUs)

We are also seeking potential partners for doctoral capstone experiences. Capstone experiences are 14 weeks, full-time, and occur at the end of the program. Students begin identifying capstone interests in the first semester, and develop their idea and plan throughout the program. Capstone mentors are not required to be occupational therapists.

The goal of the doctoral capstone is to provide an in-depth exposure to one or more of the following:

• Clinical practice skills
• Research skills
• Administration
• Leadership
• Program and policy development
• Advocacy
• Education
• Theory development

For any questions or request for support related to scheduling a doctoral capstone student or partnering with Concordia University, please contact Nicole Onori at Nicole.Hansen@cuaa.edu or 734-995-7228

It is highly beneficial to include practitioners within the educational aspects of the program. This provides the opportunity for students to begin developing professional networks, experience real world practice issues, and learn about specialty areas of practice. Activities can take place on campus, in the community, or virtually and may be in the form of:

• Participation in admission interviews
• Guest lectures
• Assisting with lab checkouts
• Playing the patient during simulation experiences
• Hosting a class fieldtrip at your site
• Serving on our advisory board
• Adjunct teaching

If you are interested please contact Program Director Juliane Chreston at juliane.chreston@cuaa.edu or 734-995-7596.