Occupational Therapy Doctorate

Credits

105

Cohort Size

Hybrid

Online and in-person format allows flexibility for busy students.

Facilitating participation in everyday living

The Occupational Therapy Doctorate program at CUAA will prepare you to serve people across the lifespan to improve their lives through the therapeutic use of everyday activities. You will take part in a variety of clinical and community-based experiences which include individual and group treatment sessions in pediatric and adult populations. At CUAA, we prepare uncommon OTs who are ready to serve their communities and clients.

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Program Overview

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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

Are you ready to empower others? Join our July 12, 2027, cohort and become an occupational therapist through the only hybrid doctoral-level program in Michigan.

Accelerated and flexible: Earn your OTD in just 2.5 years over eight continuous semesters.
Holistic admissions: At CUAA, we consider the whole applicant—not just your GPA.
Small cohort, big support: With just 28 students per cohort, you'll build close relationships with faculty who know you by name and provide professional mentoring from day one.
Hands-on from the start: Students gather for one week out of each 8-week term for an Integration Experience and practice course connecting concepts to real-world application through case studies, simulations, interprofessional experiences, field trips, and fieldwork.
Dedicated facilities: Six dedicated classrooms and labs, plus a comprehensive simulation center with virtual/augmented reality tools and a human cadaver lab.

Community connection

Be a part of our personalized campus in Ann Arbor, Michigan, in the heart of a vibrant, diverse college town.

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What to Expect

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
Integrate research evidence, clinical expertise, and client values through evidence-informed 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

National Certification Exam Rates

The National Board for Certification in Occupational Therapy (NBCOT®) program data results can be found by selecting "Michigan" and "OT Doctoral-Level Programs" on the National Board for Certification in Occupational Therapy School Performance Data page.

Fully Accredited by ACOTE

Graduation Rates

Cost to Attend

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Applying

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 6.

Concordia University Ann Arbor utilizes a rolling admissions process. Qualified applicants will be invited to participate in the interview process, which take place virtually approximately every other month. Applicants are encouraged to apply and interview early and will be notified of their admission status within two weeks after the interview.

Scholarships for Occupational Therapy students

The Occupational Therapy Program offers a limited number of internal scholarships. These are one-time awards granted upon admission and require an on-campus visit.

External scholarship opportunities:

Admission Requirements

All students applying for admission to the program must have:

Minimum 3.0 cumulative GPA recommended.
C or higher in the following prerequisites:
1. Minimum 6 total credits (8 preferred) of Anatomy & Physiology with a lab component
2. 1 credit of Medical Terminology
3. 3 credits Statistics
4. 3 credits Lifespan/Development course
5. 3 credits Abnormal Psychology
At least three 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.
Three letters of recommendation written by individuals who are familiar with the applicant's academic performance, work ethic, and potential for success in a graduate-level occupational therapy program. Recommended evaluators include faculty members, licensed occupational therapy practitioners (or other rehab professionals), or supervisors from relevant work, volunteer, or clinical experiences.
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.
Personal statement addressing why you selected occupational therapy as a career and how this degree relates to your professional goals.
Transcripts from all college/universities attended.
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.
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 (TOEFL iBT; minimum total score of 89) or Cambridge Assessment English (Cambridge English Scale; minimum overall score of 185).
Pre-requisite coursework must have been completed at a regionally accredited institution.
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 those from partnering institutions 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.
Once accepted to the program, applicants must successfully pass a background check, provide immunization and health screening, and complete CPR training.

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

The University reserves the right to delay or cancel the matriculation of cohorts, classes, or programs. Decisions regarding program matriculation are made by the University. Candidates for enrollment in accredited healthcare programs should contact the program director for detailed information and refer to their acceptance letter for any updates about delays or cancellations. Once a student is matriculated into an accredited program, the University is committed to completing the program.

Accreditation

The Concordia University Ann Arbor entry-level occupational therapy doctoral degree program is fully 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) 652-6611 and its Web address is www.acoteonline.org.

Licensure/Certifications

Graduates are 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.

Curriculum

Course List
Code	Title	Hours
OT 6011	Foundation of Graduate Study in Occupational Therapy This course orients students to the CUAA OT Program's structure, hybrid delivery model, and expectations for professional engagement and scholarship. Students develop foundational skills for doctoral education, including time management, academic integrity, information literacy, and self-directed learning. Students also identify personal strengths and learning styles and develop a personalized plan for wellness and self-care to sustain well-being throughout graduate study. This course establishes the foundation for development as reflective, evidence-informed practitioners.	2
OT 6121	Integration & Practice I The first of regular seminars designed to integrate concepts from all courses offered during the current semester. A variety of teaching methodology including case studies, simulation, field experiences, and interprofessional education activities will be used to facilitate a deeper understanding of occupational therapy practice. Key knowledge, skills, and attitudes required of an occupational therapist will be evaluated through competency-based assessment. Level I fieldwork is imbedded within Integration & Practice seminars throughout the Program.	1
OT 6122	Occupation as Meaning Explores the use of occupation as a healing modality, the historical development of the profession of occupational therapy, and the foundations of occupational science. The concept of occupation as both an outcome and a modality of assessment and intervention will be emphasized.	2
OT 6123	Foundations of an OT Professional Introduces the student to culture and expectations of the program and the profession of occupational therapy. Provides an overview of ethics, therapeutic use of self, principles of critical reasoning, and documentation skills.	2
OT 6124	OT Process Introduces students to the Occupational Therapy Practice Framework: Domain & Process and the role of theory in occupational therapy practice. Students utilize the Occupational Therapy Intervention Process Model (OTIPM) to develop a true top-down reasoning approach to occupational therapy evaluation, intervention, and outcome phases of service delivery. Intervention focuses including compensation, acquisition, and restoration are introduced.	2
OT 6125	Scientific Inquiry in OT: Evidence-based Practice Students are introduced to scientific inquiry and provided with tools to effectively locate, analyze, and use evidence. APA writing style is emphasized. The skills necessary to critically evaluate specific evaluation and intervention methods are taught and practiced, building a foundation from which students can confidently prepare for upcoming treatment courses.	2
OT 6211	Integration & Practice II The second of regular seminars designed to integrate concepts from all courses offered during the current semester. A variety of teaching methodology including case studies, simulation, field experiences, and interprofessional education activities will be used to facilitate a deeper understanding of occupational therapy practice. Key knowledge, skills, and attitudes required of an occupational therapist will be evaluated through competency-based assessment. Level I fieldwork is imbedded within Integration & Practice seminars throughout the Program.	1
OT 6212	Anatomical Structures Underlying Occupational Performance An in-depth study of the musculoskeletal and nervous system of the human body as it relates to structure and function. The major body systems are discussed in a regional presentation. Surface anatomy is incorporated throughout the course. Materials will be presented in lecture/lab format with the use of cadaver, anatomical models, and human skeletal materials.	4
OT 6213	Lifespan Perspective of Occupation Explores occupation from birth through death, taking into consideration human growth & development and societal influences on the meaning of occupational participation. Explores typical roles and routines across developmental milestones and the impact of occupational disruption on health, well-being, and quality of life at the individual, family, and societal level. Also begins to introduce students to the impact of culture, sociopolitical climate, and policy development on occupation across the lifespan.	2
OT 6214	Occupational Analysis The ability to analyze tasks and activities is foundational to facilitating the client’s occupational engagement and participation. Students will develop their observational, critical evaluation, and documentation skills to analyze occupational demands including objects used and their properties, space demands, social demands, sequencing and timing, required actions and performance skills, and required underlying body functions and body structures. The basis of activity and occupational analysis as the foundation to treatment planning will be introduced.	2
OT 6219	Introduction to Capstone Provides an overview on the purpose and process of the entry-level doctoral capstone, including both the capstone experience and the capstone project. The doctoral capstone provides an in-depth exposure to a concentrated area in one or more of the following areas: clinical practice skills, research skills, scholarship, administration, leadership, program and policy development, advocacy, education, and theory development. Students will be oriented to the process and timeline of the capstone throughout CUAA’s OT Program and begin to explore topic areas of interest.	1
OT 6221	Integration & Practice III The third of regular seminars designed to integrate concepts from all courses offered during the current semester. A variety of teaching methodology including case studies, simulation, field experiences, and interprofessional education activities will be used to facilitate a deeper understanding of occupational therapy practice. Key knowledge, skills, and attitudes required of an occupational therapist will be evaluated through competency-based assessment. Level I fieldwork is imbedded within Integration & Practice seminars throughout the Program.	1
OT 6222	Assessment of Person Factors Knowledge and hands-on skill development of evaluation and analysis techniques for human performance factors that underlie occupational performance. Students will learn to apply knowledge gained from OT 6212 Anatomical Structures Underlying Occupational Performance to assess range of motion, strength, gross and fine motor coordination, sensation, functional mobility, and vision/perception. A variety of assessment tools will be utilized including clinical observation, functional performance, and standardized assessment. Documentation, analysis, and application to treatment planning will also be addressed.	2
OT 6223	Assessment of Occupational Roles This course explores the relationship between person factors, occupational tasks, and context and how they combine to form occupational roles. Students will apply theory and critical reasoning to select and administer standardized and non-standardized screening and assessment tools, interpret evaluation findings, and develop occupation-based intervention plans and strategies.	2
OT 6311	Integration & Practice IV The fourth of regular seminars designed to integrate concepts from all courses offered during the current semester. A variety of teaching methodology including case studies, simulation, field experiences, and interprofessional education activities will be used to facilitate a deeper understanding of occupational therapy practice. Key knowledge, skills, and attitudes required of an occupational therapist will be evaluated through competency-based assessment. Level I fieldwork is imbedded within Integration & Practice seminars throughout the Program.	1
OT 6312	Healthcare Continuums Examines traditional and nontraditional practice environments and how occupational therapy intersects with quality service provision in each. Emphasizes the role of the interprofessional team to plan, deliver, and evaluate patient- and population-centered care. Students will gain understanding of the influence of policy, legislation, and funding on service delivery, evaluate available resources, and practice communication and documentation skills to optimize occupational performance of clients across all healthcare and community settings.	2
OT 6313	Neuroanatomy, Learning & Behavior's Role in Occupation An in-depth study of the anatomy and function of the brain and central nervous system. Includes a focus on cognition, personality, learning theory, and behavior across the lifespan and how these systems and functions impact occupational performance.	2
OT 6314	Preparatory Intervention Strategies Students will engage in a series of skill-focused labs to design and implement preparatory interventions according to current theory and evidence. By the conclusion of the course, students will demonstrate basic competency in biomechanical approaches, transfers and mobility, splinting and orthotics, physical agent modalities, and wheelchair seating and positioning.	3
OT 6321	Integration & Practice V The fifth of regular seminars designed to integrate concepts from all courses offered during the current semester. A variety of teaching methodology including case studies, simulation, field experiences, and interprofessional education activities will be used to facilitate a deeper understanding of occupational therapy practice. Key knowledge, skills, and attitudes required of an occupational therapist will be evaluated through competency-based assessment. Level I fieldwork is imbedded within Integration & Practice seminars throughout the Program.	1
OT 6322	Motor Learning This course examines occupational therapy’s role in assessing, developing, and remediating motor performance in order to support participation in meaningful occupation. Common pathophysiology including cerebral palsy, cardiovascular accident (CVA), and traumatic brain injury will be studied and evidence-based theories of motor learning will be applied.	2
OT 6323	Psychosocial & Emotional Aspects of Occupation Provides an in-depth study of psychological, emotional, and social interaction skills that impact occupational performance. Common pathophysiology including mental illness and autism will be studied. The holistic nature of occupational therapy which requires that these aspects of occupation be of concern in all clients, regardless of the nature of their health status or care setting, is emphasized.	3
OT 7111	Integration & Practice VI The sixth of regular seminars designed to integrate concepts from all courses offered during the current semester. A variety of teaching methodology including case studies, simulation, field experiences, and interprofessional education activities will be used to facilitate a deeper understanding of occupational therapy practice. Key knowledge, skills, and attitudes required of an occupational therapist will be evaluated through competency-based assessment. Level I fieldwork is imbedded within Integration & Practice seminars throughout the Program.	1
OT 7112	Occupation-Centered Practice for Children I The first of two pediatric-focused courses, students will apply clinical reasoning to a variety of case studies focused on birth to adolescence to design and implement client-centered assessment and intervention grounded in theory and evidence.	3
OT 6425	Scientific Inquiry in OT: Research Design Having previously learned to analyze and use evidence, students now examine scientific inquiry in greater detail. Students will select, apply, and interpret quantitative and qualitative methods for data analysis and synthesis. Basic descriptive, correlational, and inferential quantitative statistics will be practiced as well as common qualitative methods.	2
OT 7113	Spirituality & Occupation Spirituality is recognized as a client factor that influences performance in occupations, and religious and spiritual expression is identified as a distinct instrumental activity of daily living (IADL). Students will examine spirituality from a variety of perspectives and gain skills in evaluation and intervention planning to support full integration of spirituality into occupational therapy practice.	2
OT 7121	Integration & Practice VII The seventh of regular seminars designed to integrate concepts from all courses offered during the current semester. A variety of teaching methodology including case studies, simulation, field experiences, and interprofessional education activities will be used to facilitate a deeper understanding of occupational therapy practice. Key knowledge, skills, and attitudes required of an occupational therapist will be evaluated through competency-based assessment. Level I fieldwork is imbedded within Integration & Practice seminars throughout the Program.	1
OT 7122	Occupation-Centered Practice for Children II The second of two pediatric-focused courses, students will apply clinical reasoning to a variety of case studies focused on birth to adolescence to design and implement client-centered assessment and intervention grounded in theory and evidence.	3
OT 7211	Integration & Practice VIII The eighth of regular seminars designed to integrate concepts from all courses offered during the current semester. A variety of teaching methodology including case studies, simulation, field experiences, and interprofessional education activities will be used to facilitate a deeper understanding of occupational therapy practice. Key knowledge, skills, and attitudes required of an occupational therapist will be evaluated through competency-based assessment. Level I fieldwork is imbedded within Integration & Practice seminars throughout the Program.	1
OT 7212	Occupation-Centered Practice for Adults I The first of two adult-focused courses, students will apply clinical reasoning to a variety of case studies focused on young adult to end of life to design and implement client-centered assessment and intervention grounded in theory and evidence.	3
OT 7213	Wellness & Population Health An exploration of concepts related to health, wellness, disability, and quality of life. Students will explore social determinants of health for persons, groups, and populations, and analyze epidemiological factors that impact the public health and welfare of populations. The role of occupation in the promotion of health and the prevention of disease, illness, and dysfunctions will be emphasized. Provides students with the theory, process and skills to evaluate and design effective and evidence-based occupational therapy services at the group and population level.	2
OT 7214	Environment & Occupation Occupation occurs within and is shaped by a variety of contexts, including the physical environment. Students will explore relevant characteristics of the physical environment and practice hands-on skills to assess and modify environmental structures. Applicable legislation and policy, as well as funding resources, will also be applied.	2
OT 7222	Occupation-Centered Practice for Adults II The second of two adult-focused courses, students will apply clinical reasoning to a variety of case studies focused on young adult to end of life to design and implement client-centered assessment and intervention grounded in theory and evidence.	3
OT 7225	Scientific Inquiry in OT: Applied Research Students will work in small groups and with faculty supervision to design and implement a research project with Institutional Review Board (IRB) oversight. Quantitative, qualitative, or mixed methods studies may be chosen, with a focus on scholarship of application.	3
OT 7312	Community-Based Intervention This course reviews theory and skill development within occupational therapy to serve the needs of the community. Students will evaluate access to community resources and design community or primary care programs to support occupational performance for persons, groups, and populations.	2
OT 7313	Case-based Critical Reasoning & Practice This competency-based course will allow the student to demonstrate integration of all previously learned professional knowledge, skills, and attitudes. Students will develop thorough plans for assessment, intervention, and discharge management for a serious of complex cases across the lifespan and practice areas.	3
OT 7314	Innovation in Intervention The rapidly changing healthcare environment requires that occupational therapists remain flexible and creative when designing occupation-based interventions. This course encourages students to explore the latest trends in practice, as well as critically review the evidence behind them. Emerging practice areas, and the resources available to support them, are also examined.	2
OT 7322	Professional Roles & Responsibilities Occupational therapists have many roles beyond practitioner, from advocate to consultant to manager. Students will explore those roles and the responsibilities inherent in them for ethical practice. Utilizes key documents from the American Occupational Therapy Association to review the requirements of certification and licensure, supervision of occupational therapy personnel, student supervision and mentorship, and lifelong professional development.	2
OT 7323	Specialty Topics in OT Occupational therapy is a diverse field with a wide variety of practice areas. The focus of entry-level education is preparing a generalist therapist, however many students have a specific area of interest or are preparing for fieldwork and capstone experiences that are specialized. This course consists of a series of seminars that allow deeper exploration of areas such as upper extremity rehab/splinting, neurorehabilitation, pediatrics, private practice, education, geriatrics/dementia, or assistive technology. Specific topic offerings will vary depending on student and faculty interests.	2
OT 7325	Scientific Inquiry in OT: Dissemination & Translation Students will explore options for dissemination of research. Utilizing quantitative and qualitative data obtained in previous courses, students will create scholarly products appropriate for presentation or publication in a peer-reviewed journal that support skills of clinical practice. Knowledge translation to both clinical and community audiences will also be applied.	2
OT 7329	Capstone Proposal Under the guidance of the Capstone Coordinator, students will prepare a written proposal for capstone experience and project including a literature review, needs assessment, goals/objectives, and an evaluation plan. Faculty mentor will be identified and a list of potential sites and capstone mentors will be prepared.	1
OT 8111	Fieldwork Level IIA Full-time, twelve week internship under the guidance of a licensed and experienced occupational therapist in a traditional and/or emerging practice area, designed to develop competence in entry-level, generalist occupational therapy practice skills.	6
OT 8122	Advanced Occupation-based Assessment & Treatment Utilizing practical clinical experience gained in Fieldwork Level II, students will apply critical reasoning and evidence-based practice to explore supports and barriers to occupation-based assessment and treatment.	2
OT 8129	Capstone Plan & Process I Under the guidance of the Capstone Coordinator and the Faculty Capstone Mentor, students will advance their completed capstone proposal to the operational stage. Site Mentor will be confirmed and Memorandum of Understanding will be prepared, including individualized learning objectives, plans for supervision and mentoring, and responsibilities of all parties.	1
OT 8211	Fieldwork Level IIB Full-time, twelve week internship under the guidance of a licensed and experienced occupational therapist in a traditional and/or emerging practice area, designed to develop competence in entry-level, generalist occupational therapy practice skills.	6
OT 8222	Communication & Advocacy for Strategic Change Effective communication and leadership are key to managing change in today’s complex practice environments. Students will explore theories related to advocacy, empowerment, and engagement in order to be positive agents of change. Examines the principles and processes of quality program design, implementation, assessment, and quality improvement. Personal development plans will continue to be refined as a tool to prepare the student for upcoming capstone experiences.	2
OT 8229	Capstone Plan & Process II Under the guidance of the Capstone Coordinator and the Faculty Capstone Mentor, students will advance their completed capstone proposal to the operational stage. Site Mentor will be confirmed and Memorandum of Understanding will be prepared, including individualized learning objectives, plans for supervision and mentoring, and responsibilities of all parties. Prerequisite: OT 8129.	1
OT 9319	Experiential Capstone Full-time, fourteen week internship under the mentorship of a qualified individual with expertise consistent with the student’s area of focus. The doctoral capstone experience provides an in-depth exposure to a concentrated area in one or more of the following areas: clinical practice skills, research skills, scholarship, administration, leadership, program and policy development, advocacy, education, and theory development. Prerequisites: OT 8229 and 8211.	6
OT 9329	Capstone Dissemination Upon completion of the Experiential Capstone and in accordance with the student’s specified plan, an individual doctoral capstone project demonstrating synthesis of in-depth knowledge in the focused area of study will be developed and disseminated to the local practice community.	1
Total Hours		105

Fast Facts

105 credits
7.5 semesters
30 months to completion
Summer B (mid-June) start
December graduation
Maximum cohort size of 28 students
2 days/week synchronous online instruction
One week per term integration experience at our Ann Arbor campus
Individualized, holistic faculty mentoring

Hybrid Design

Our hybrid Doctor of Occupational Therapy (OTD) program is designed to provide flexibility without compromising rigor or depth of learning. Foundational content is provided through online learning, supported by weekly real-time interaction, collaborative discussion, and faculty mentorship, with asynchronous modules available for added flexibility.

To ensure professional readiness, each term incorporates immersive on-campus laboratory experiences where students engage in simulations, applied practice, and intentional collaboration with peers and faculty. These integration experiences immersions enrich and anchor the online curriculum by building hands-on skills and strengthening clinical competence.

The program culminates with fieldwork and capstone experiences, supported by a broad clinical network that allows students to complete placements near their preferred locations. By intentionally blending the convenience of online education with the rigor of experiential, face-to-face learning, this curriculum equips graduates to meet the evolving demands of occupational therapy practice.

Students should be aware 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.

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:

Ability to work independently
Strong time management skills
Ability to self-reflect
Being a thorough and comprehensive reader
Commitment
Knowing when to take breaks
Willingness to take advantage of available support services
Willingness to ask questions
A self-motivated personality
Willingness to actively participate

Note: Due to the hybrid and accelerated nature of the program, students in the Occupational Therapy Program do not participate in the Fall/Spring 6th/7th Friday break.

Student Fieldwork

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, 2021) and the Occupational Therapy Code of Ethics (AOTA, 2025).

Level I Fieldwork

Level I fieldwork experiences are an introduction to occupational therapy practice and are completed concurrently within each term of the didactic curricula 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 provide 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.

Doctoral Capstone Experience

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
Program development and evaluation
Policy development
Advocacy
Education
Leadership

Students begin identifying capstone interests in the first semester, and develop their idea and plan throughout the program, supported by a faculty mentor. 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.

Criteria for Successful Completion

To maintain good standing in the program and graduate on time, students must obtain a grade of C+ or better in each course and maintain an overall cumulative grade point average (GPA) of 3.0. 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 by current ACOTE standards.

Concordia University confers the doctoral occupational therapy degree on a student of good character who has met the following requirements:

Accumulated a cumulative minimum grade point average of 3.00 for all academic credit earned at Concordia University.
Satisfied all program-specific requirements including:
- All didactic coursework
- 24 weeks of Level II fieldwork
- 14-week doctoral capstone experience culminating in dissemination of the capstone project
Met all financial obligations to the University.
Each candidate for graduation must complete a Graduation Application online by the assigned deadline, prior to commencement; a fee is assessed for all graduates, whether or not they attend commencement.

View our Full Program Progression Policies here.

National Certification Exam Rates

Graduation Rates

Concordia University Ann Arbor graduated it's first cohort of OTD students in 2025 and will report it's first 3-year period in 2027.

Graduation Year	Students Entering	Students who withdrew, or did not graduate with the entering cohort, for reasons other than academic performance	Students Graduating	*Graduation Rate
2027	11	TBD	TBD	TBD
2026	15	0	14	93%
2025	13	0	12	92%

3 year graduate rate: TBD

*The number of students who graduated according to the published program length. If a student does not graduate according to the published program length, the student should not be counted as a graduate for ACOTE graduation rate reporting.

Estimated Costs

Estimated program costs for the cohort admitted 2027 (university fees and nontuition costs outside of Concordia University subject to change).

Description	Total
Deposit: Nonrefundable, applied to first tuition payment	$500
Tuition: Paid in 8 installments of $12,070 (each Summer/Fall/Spring semester)	$96,560
University Fees: $107 consolidated fee each semester (includes program, technology, and graduation fees)	$856
Parking Fees: $10 per immersive lab week	$90
AOTA Annual Student Membership: $75/year	$225
MiOTA Annual Student Membership: $30/year	$90
Textbooks and Materials (estimated)	$2,000
EXXAT STEPS Access $35/year	$105
CPR/First Aid	$200
Background Check	$75-100 minimum
Immunizations, Health Exams, Drug Screens (varies by clinical site & student history/insurance)	Varies
Distance Education Fee	$0
Graduation Regalia	$200
Loan Fees: approx. $217/year	$651
Total Approximate Cost of Program	$101,077

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.

Overview

It is essential for occupational therapy students to learn through exposure to a wide variety of settings, clinicians, and emerging community roles of occupational therapists to develop passion and ideas for improving occupational engagement, health, and wellness of populations. To do this, we need your help!

Supervision Requirements

ACOTE requires that fieldwork educators for Level II occupational therapy students be a licensed occupational therapist with minimum 1-year experience. Level I and capstone students may be supervised by non-occupational therapy professionals including but not limited to physical therapists, social workers, nurses, physician assistants, psychologists, teachers, physicians, speech language pathologists, and occupational therapy assistants.

If there is limited OT staff at a site interested in partnering with Concordia University’s occupational therapy department, Concordia would potentially be interested in providing faculty-supervised, student-led programming to expand occupational therapy services.

MOTEC Membership

Concordia University Ann Arbor is a member of the Michigan Occupational Therapy Education Consortium (MOTEC). MOTEC is made up of all of the academic fieldwork and capstone 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.

Concordia University will submit requests for fieldwork reservations in accordance to the MOTEC policy (requests made in January for the following calendar year).

Benefits of Partnering with Concordia University OTD Program

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

Support for Fieldwork Educators

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)

Students may benefit from a collaborative supervision model (one fieldwork educator paired with two or more Level II students, or an OT and OTA student concurrently) as students are accustomed to learning in groups and the ability to learn with and from a peer (within or outside of their OT program) can enhance learning and enrich the educational experience within a Level II fieldwork placement.

For any questions or request for support related to becoming a fieldwork educator or partnering with Concordia University, please contact Wendy Sit at wendy.sit@cuaa.edu or 734-995-7369.

Doctoral Capstone Experiences

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 skills
Research skills
Administration
Program development and evaluation
Policy development
Advocacy
Education
Leadership

For any questions or request for support related to scheduling a doctoral capstone student or partnering with Concordia University, please contact Reggie Kehoe at reggie.kehoe@cuaa.edu or 734-995-7479.

Program/Lab Participation

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
Lab assistant

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

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