OTs Rooted in Christ, Changing Communities
The OT program at Concordia University Wisconsin prepares students to obtain employment in a variety of settings. The didactic coursework, community-based experiences, and clinical education come together to prepare students as entry-level occupational therapists. Students participate in clinical experiences which include individual and group treatment sessions in pediatric and adult populations. At CUW, we prepare uncommon OTs who are ready to serve their communities and clients.
- Accelerated
- Bridge
- Post-Baccalaureate
We are committed to engaging your mind and spirit for service to Christ in the church and the world.
Questions? We’re here to help
Our team is available to help you as you consider the next step in your education.
Get answers to your questions
Our team is standing by to assist you with additional program details, financial aid options, and admissions questions.
Concordia University will not share your personal information. By submitting this form you agree to be contacted about Concordia's Education Offerings.Our goal is to prepare you as an outstanding occupational therapist, who will positively impact communities by empowering others to reach their highest potential through leadership, best practice, advocacy, and innovation. We emphasize the importance of serving all clients with the best care possible. You’ll develop the skills necessary to enable people (persons, groups, or populations) to do their day-to-day occupations for the purpose of improving or enabling participation. (OTPF-4, 2020) By combining classroom, laboratory, and supervised clinic-based instruction, our courses train you for a wide range of occupational therapy settings.
Through our program you’ll be able to:
- Demonstrate advocacy skills to be an effective change-maker in surrounding communities
- Use best practice for the evaluation, intervention, and measurement of outcomes for individuals or communities
- Effectively and efficiently solve occupation-based problems
- Develop leadership skills
- Effectively communicate and collaborate in a variety of communities
Students in the MOT program will have the opportunity to explore the entry-level Occupational Therapy Doctorate (OTDe) degree. At the conclusion of the second semester, students will be given the choice to continue in the MOT program or declare interest in the OTDe program. MOT students who declare interest in the OTDe will be evaluated by OT faculty to determine eligibility to enroll in OTDe coursework. OTDe coursework requires a higher level of thinking and commitment, as well additional curricular requirements as outlined in the curriculum.
ACCREDITATION
The entry-level occupational therapy doctoral degree program has applied for accreditation and has been granted Candidacy Status 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-AOTA and its Web address is www.acoteonline.org. 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.
LICENSURE / CERTIFICATIONS
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.
Program data specific to the MOT program at Concordia University Wisconsin on the National Board for Certification in Occupational Therapy (NBCOT) Exam can be found here. The OTDe program has not had a graduating class yet, thus there will be no data for the OTDe program available yet.
Our occupational therapy curriculum offers you exposure to many real-world scenarios that will test your knowledge. You’ll have multiple opportunities for client contact, ranging from children to older adults, school systems to 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. In your first year, you’ll begin working with clients in the community to put theory into practice.
This is a full time graduate professional program taught in a blended format. Students interact with their classmates and professors online before and after in person classes, which focus on active learning and/or lab activities. Students enroll in one of three tracks, as determined by their educational background:
- Accelerated
- Bridge
- Post-baccalaureate
Students should expect to pay the tuition and fees as noted on the Tuition & Fees tab.
Recommended for you (based on programs you’ve viewed)
In addition to our main and online campuses, Concordia has center locations which offer accelerated undergraduate and graduate programs close to where you live and work. The Doctor of Occupational Therapy program is available at the following:
Students interested in the entry-level Occupational Therapy Doctorate (OTDe) must first apply to the Master of Occupational Therapy (MOT) Program. While in the second semester of the MOT Program, students will be able to choose to pursue the OTDe. Interested students will need to submit a declaration form with their year 1 portfolio at the end of semester 2 in the MOT program. Students must have the form signed by their academic faculty advisor and must be in good standing, academically and professionally, as determined by the Student Promotion and Retention Committee.
Admissions Requirements
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 Concordia University Wisconsin
- 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 and as an occupational therapist
- Essays as designated per track
Additional application requirements for each track:
- Accelerated Track
- Documentation of 40 hours of job shadowing
- Applicants for the Accelerated Track must submit an online application through the CUW website and choose Graduate
- Please contact Graduate Admissions for the current admissions deadline
- Bridge Track
- Proof of 1 year of employment as a COTA
- Applicants for the Bridge Track must submit an online application through the CUW website and choose Graduate
- Please contact Graduate Admissions for the current admissions deadline
- Post-Baccalaureate Track
- Documentation of 40 hours of job shadowing
- Applicants for the Post-Baccalaureate Track must submit an online application through OTCAS
- Please contact Graduate Admissions for the current admissions deadline
Carrie Bath-ScheelEdD, OT/L, CPE
Department Chair - Occupational Therapy, Professor
Office: Health Services HS110C
Phone: (262) 243-4296
Email: carrie.bath-scheel@cuw.edu
Bio
Chair and Professor in Occupational Therapy at Concordia University, co-owner of ErgpWISE Solutions, LLC, and holds her green belt in six sigma. Carrie has over 30 years of experience in work injury solutions including work hardening, functional testing, ergonomics for office and industry, and other prevention services. She specializes in using lean and six sigma methodologies in her ergonomic consultation.

Education
- EDD - Educational Leadership for the Advancement of Learning and Service, Cardinal Stritch University (2003)
- MS - Human Kinetics, University of Wisconsin - Milwaukee (1996)
- BS - Occupational Therapy, Mount Mary College (1984)
Contributions
- Bath-Scheel, C. & , P.A pilot study for teaching methods for novice youth trap shootersInternational Sport Coaching Journal.
- Bath-Scheel, C., , M., , M. & , Z., (2018).An evaluation of the inter-rater and intra-rater reliability of OccuPro’s functional capacity evaluation60WORK.
- Bath-Scheel, C. & , H.(2011).). Secondary prevention related to work: The role of occupational therapy16(7).(pp. 7). Bethesda, MD: OT Practice.
Presentations
- Bath-Scheel, C.(2019).Ergonomic Technology: Apps for Practicing Ergonomists. Oral Presentation. Applied Ergonomics Conference. New Orleans, LO.
- Bath-Scheel, C.(2018).Workplace Management of Post-Concussion Injuries with Cognitive Ergonomics. Oral Presentation. Wisconsin Occupational Therapy Association Conference. Concordia University.
Research Interests
- Youth Shooting Education
- Computer ergonomics
Teaching Interests
- Ergonomics
- Work Injury Prevention
Michael J. BorstOTD, OTR, CHT
Professor
Office: Health Services HS120
Phone: (262) 243-4234
Email: michael.borst@cuw.edu
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.(2020).Chapter 14: Motor Function Intervention . Occupational Therapy for Physical Dysfunction.(8th, pp. 8th). Philadelphia PA: Wolters Kluwer.
- Borst, M.(2019).Chapter 2: Evidence-Based Practice: The Basic Tools. Fundamentals of Hand Therapy.(3rd).(pp. 3rd). 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" 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" Bethesda, MD: AOTA Evidence Exchange.https://www.aota....
- Borst, M.(2017).Online discussions improve student perceptions of instructor efforts to relate faith to learning in graduate occupational therapy courses16(4, pp. 4). Philadelphia PA: Christian Higher Education, Taylor and Francis.
Presentations
- 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.
- Borst, M.(2016).Relating Faith to Learning in the Occupational Therapy Classroom: The Effect of One Online Discussion. Poster. AOTA's 96th annual conference and exposition. Chicago, IL.
- Borst, M.(2014).PIP joint flexion contracture: Combining theory and evidence for best practice. Oral Presentation. Wisconsin Occupational Therapy Association Annual Conference. Appleton, WI.
Research Interests
- Integration of Faith and Learning
- Treatment of Hand Stiffness after Trauma
Teaching Interests
- Kinesiology
- Orthopedic Rehabilitation
Wendy P. GoldbachOTD, MEd, OTR/L, CHT
Associate Professor
Office: Health Services HS139
Phone: (262) 243-4261
Email: wendy.goldbach@cuw.edu
Bio
Wendy Goldbach is an associate professor and has been teaching in the occupational therapy program for 12 years. She is passionate about global education, experiential learning and serving Jesus.

Education
- BS - Occupational Therapy, University of Wisconsin-Milwaukee (1985)
- Adult Education , Colorado State University (2006)
- Occupational Therapy, Milwaukee Area Technical College (1981)
- Occupational Therapy, Temple University (2012)
Presentations
- Pulvermacher, A., Younger, M., Serwe, K., Goldbach, W., Tomlin, G. & Dougherty, D., (2018).Review of evidence based practice statements from international occupational therapy organizations. Poster. 2018 American Occupational Therapy Association Annual Conference & Expo. Salt Lake City, UT.
Research Interests
- Cultural competence
- Experiential learning
Teaching Interests
- Hand therapy
- Experiential learning
Stacey L. KukorOTD, OTR/L
Instructor
Office: Health Services HS 133
Phone: (262) 243-2043
Email: stacey.kukor@cuw.edu
Bio
Stacey Kukor is currently an Academic Fieldwork Coordinator in the Occupational Therapy Program. Her passion is placing students in great clinical learning opportunities. She graduated from Concordia University with a Masters of Occupational Therapy in 2001. Stacey is currently an active member at St. Pauls Lutheran Church and School in West Allis.

Education
- OTD - Doctorate of Occupational Therapy, Mount Mary University (2020)
- MS - Occupational Therapy, Concordia University Wisconsin (2001)
- BA - Music, Concordia University Wisconsin (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
Kathy J. Lemley
Associate Professor
Phone: (262) 243-2615
Email: kathy.lemley@cuw.edu
Bio
Kathy Lemley teaches human anatomy and neuroscience in the Occupational and Physical Therapy programs. Her research focuses on pain perception and exercise for pain management across the lifespan.

Education
- Ph D - Interdisciplinary - Neuromuscular and Rehabilitation Science, Marquette University (2014)
- MS - Human Kinetics, University of Wisconsin - Milwaukee (1999)
- BS - Physical Therapy, University of Wisconsin (1984)
Presentations
- Lemley, K.(2020).Anatomy of a Stroke. Oral Presentation. School of Health Professions Annual Conference. Mequon.
- Albers, M., Bares, K., Kitching, A., Miller, A., Olson, A., Schulz, A., Suess, B., Wegener, S., Morrissey, A., Stolzman, S. & Lemley, K., (2019).Effects of Retrowalking on Exercise-Induced Hypoalgesia in Healthy Young Adults: A Pilot Study. Poster. Wisconsin Physical Therapy Association Fall Conference. Madison, WI.
- Lemley, K., Stolzman, S. & Morrissey, A., (2019).Leg Dominance May Influence Exercise-Induced Hypoalgesia Response to Moderate Intensity Retrowalking: A Pilot Study. Poster. American Pain Society Annual Scientific Meeting. Milwaukee.
- Sojka, M., Brunette, P., Barg, A., Wolf, A., Hausl, S., Thompson, S., Poirier, N., Sanders, S., Fischer, R. & Lemley, K., (2018).Does retrowalking result in exercise-induced hypoalgesia in adults with lower extremity osteoarthritis? A systematic review. Poster. Wisconsin Physical Therapy Association Fall Conference. Wisconsin Dells, WI.
Research Interests
- Neuroscience of Pain
- Non-pharmacological Management of Pain
Teaching Interests
- Human Anatomy
- Neuroscience
Lisa A. McInnesDoctor of Occupational Therapy
Office: Health Services SON 101
Phone: (262) 243-4288
Email: Lisa.McInnes@cuw.edu
Bio
I am passionate about my work as a mental health Occupational Therapist. I am grateful for the opportunity to share my clinical experience with students at Concordia University Wisconsin. <br><br>

Research Interests
- Mental Health OT - Occupational Modalities, especially the use of crafts, recreational games, horticulture, animal assisted activities to promote engagement
- Mental Health OT - Intentional Relationship and other interpersonal/ counseling models and methods - such as Motivational Interviewing to support engagement in occupation
Teaching Interests
- Psychosocial Occupational Therapy Practice
- Health and Wellness in Occupational Therapy Practice
Michael S. McKinnisMaster of Occupational Therapy
Office: Health Services HS117
Phone: (262) 243-2041
Email: michael.mckinnis@cuw.edu
Bio
Mike McKinnis teaches adult rehab courses. His research interests are Fall Prevention with community dwelling adults and Interprofessional Education. He has presented both locally and nationally on fall prevention.

Education
- MA - Concordia University Wisconsin (2002)
- BS - Rehabilitation Services, Auburn University (1997)
Presentations
- 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 OT Courses - Teach Adult rehab Courses across three learning formats: Face to Face, Blended and on-line
- OT 590 Rehab Science Integrated, OT 530 OT Practice Skills
Olga S. NestorDoctorate of Occupational Therapy
Office: Health Services 104A
Phone: (262) 243-2015
Email: olga.nestor@cuw.edu

Education
- DOT - Occupational Therapy, Concordia University of Wisconsin (2017)
Research Interests
- Importance of play
- Service dogs and children
Teaching Interests
- Pediatrics
- Special topics
Linda SamuelPhD
Dean - School of Health Professions, Professor
Office: Health Services HS110A
Phone: (262) 243-4469
Email: Linda.Samuel@cuw.edu
Bio
Linda Samuel is the Dean of the School of Health Professions. She began her career at CUW 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
Katrina M. SerwePh.D., OTR/L
Assistant Professor
Office: Health Services 137
Phone: (262) 243-4238
Email: katrina.serwe@cuw.edu
Bio
Dr. Serwe teaches the research course series in the occupational therapy program. Her current research focus is on caregiver wellness and telehealth.

Education
- Ph D - Occupational Therapy, Texas Woman's University (2016)
- MS - Kinesiology, University of Wisconsin Milwaukee (2008)
- BS - Occupational Therapy, University of Wisconsin Milwaukee (2000)
Contributions
- Serwe, K., Heindel, M., Keultjes, I., Silvers, H. & Stovich, S., (2020).Telehealth student experiences and learning: A scoping review4(2, pp. 2). Richmond, Kentucky: Journal of Occupational Therapy Education.https://doi.org/1...
- Serwe, K. & Walmsley, A.The effectiveness of telehealth for a caregiver wellness program SAGE journals: Journal of Telemedicine and Telecare.
- Serwe, K., Walmsley, A. & Pizzi, M., (2020).Reliability and Responsiveness of the Pizzi Health and Wellness Assessment3(1, pp. 1). Thorofare, NJ: Annals of International Occupational Therapy.https://doi.org/1...
- Serwe, K. & Walmsley, A.(2019).Pilot Study of a Telehealth Delivery Method for Powerful Tools for Caregivers London, England: Activities, Adaptation & Aging.https://doi.org/1...
- Serwe, K., Schloer, L. & Vigna, S., (2019).Increasing caregiver access to programming: A qualitative exploration of caregivers’ experience of a telehealth powerful tools for caregivers program37(5, pp. 5). Philadelphia, Pennsylvania: Home Healthcare Now.
Presentations
- Serwe, K.(2020).The provider’s experience of delivering a caregiver wellness program via telehealth. . Oral Presentation. Concordia University Faculty Seminar Fall 2020 Series. Mequon, WI.
- Serwe, K., Fritz, A., Kempen, A., McCash, G. & Ruplinger, S., (2020).The Clinician's Experience of Telehealth. Oral Presentation. Wisconsin Occupational Therapy Association Virtual Conference 2020. Virtual.
- Dougherty, D., Serwe, K. & McHugh, J., (2019).An innovative, occupational approach to teaching and learning evidence-based practice (EBP) principles: A lesson template incorporating concepts of evidence-building. . Poster. American Occupational Therapy Association (AOTA) Education Summit. Las Vegas, NV.
- McHough, J., Serwe, K., Tomlin, G., Piller, A. & Dougherty, D., (2019).Case Reports & Case Report Journals in Occupational Therapy. Poster. 2019 American Occupational Therapy Association Annual Conference & Expo. New Orleans, LA.
- Serwe, K., Walmsley, A. & Pizzi, M., (2019).The Pizzi Health and Wellness Assessment: Psychometrics and Clinical Utility. Poster. 2019 American Occupational Therapy Association Annual Conference & Expo. New Orleans, LA.
Research Interests
- Telehealth
- Caregiver wellness
Teaching Interests
- Research
- health and wellness promotion
AmyJo VerbetenMOT, OTR/L
Assistant Professor
Office: Health Services 103
Phone: (262) 243-2206
Email: amyjo.verbeten@cuw.edu
Bio
AmyJo is a CUW alumni (BS ’97; MOT ‘00). She brings a plethora of experience throughout her career as an OT and Healthcare Leader. She began her career as an Occupational Therapist in Spinal Cord Injury before moving into Industrial Rehab, 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 dementia and spirituality, relationship-based care, dementia, fall prevention, and well-elderly programming.

Education
- Ph D - Leadership and Gerontology, Concordia University Chicago (2023)
- MOT - Occupational Therapy, Concordia University Wisconsin (2000)
- BS - Biology, Concordia University Wisconsin (1997)
Research Interests
- Dementia and Spirituality
- Successful Aging
Teaching Interests
- Concepts of Occupation
- Gerontology
Meghan Watry-ChristianPhD, OT-L
Assistant Professor
Office: Health Services HS115
Phone: (262) 243-2044
Email: meghan.watry@cuw.edu
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)
- BA - Psychology, Wisconsin Lutheran College (2003)
- Occupational Therapy, Concordia University Wisconsin (2007)
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 oldJournal of Occupational Therapy, Schools, & Early Intervention.https://doi.org/1...
- Thomas, L., Brewington, K., Hassanzadeh, R., Prusa, P., Neiduski, R. & Watry-Christian, M., (2016).Working in Nicaragua: Short-Term Medical Missions, Long-Term Benefits21(13, pp. 13). Bethesda, MD/ AOTA press: OT Practice.https://www.aota....
- Becker, E., Watry-Christian, M., Simmons, A. & Van Eperen, A., Occupational Therapy and Video Modeling for Children with Autism Oxford: Journal of Occupational Therapy, Schools & Early Intervention.
Presentations
- Watry-Christian, M.(2019).Exploring Postsecondary Transition Factors Related to Quality of Life in Young Adults with Autism Spectrum Disorder. Lecture. 2019 CESA1 State OT/PT Conference. Wisconsin Dells, WI.
- Watry-Christian, M. & Moser, C.(2018).Promoting Interdisciplinary Collaboration Through Problem-Based Learning. Poster. 2018 AOTA Annual Conference & Expo. Salt Lake City, UT.
- Kukor, S. & Watry-Christian, M.(2018).Inside or Outside: Comparing Two Pediatric Fieldwork Models. Poster. AOTA Conference 2018. Salt Lake City, UT.
- Hensel, L., Barnhart, R., Moser, C., Routier, W. & Watry-Christian, M., (2017).Problem-Based Learning Inter-Disciplinary Experience. Oral Presentation. CU Faculty Scholarship Presentation. Concordia University, Mequon Campus.
- Menozi, A., Lutz, M., Moser, C., Watry-Christian, M. & Berrios Barillas, R., (2016).Effects of an Intensive Short-Term Occupational Therapy Program on the Quality of Manuscript Handwriting. Poster. AOTA/NBCOT National Student Conclave. Dearborn, MI.
Research Interests
- Handwriting
- Autism/Transition services
Teaching Interests
- Pediatrics
- Leadership
Susan WilbanksPhD, ATC
Assistant Professor
Office: Regents' Hall 002C
Phone: (262) 243-2158
Email: susan.wilbanks@cuw.edu
Bio
Dr. Wilbanks is a teaching and research faculty member trained in Sports Medicine. She is passionate about helping people to achieve their goals through personalized, Christ-centered teaching, research, and clinical care.

Education
- Ph D - Rehabilitation Science, University of Alabama at Birmingham (2015)
- MS - Movement Studies in Disability, Oregon State University (2011)
- BS - Athletic Training, Creighton University (2009)
Research Interests
- Chronic tension headache
- Shoulder pain
Teaching Interests
- Anatomy
- Research Methods
The following table outlines the potential cost of attendance for a student in the OTDe Program. These costs are subject to change based on cost of textbooks, change in textbooks, change in fee amounts from the University, and added requirements as the curriculum is still developing.
Semester 1 | Semester 2 | Semester 3 | Semester 4 | Summer | Winterim (Bridge Only) | Semester 5 | Semester 6 | TOTAL | |
TUITION* | $15237 | $15237 | $15237 | $15237 | -- | -- | $15237 | $15237 | $91422 |
OT STUDENT FEE | $40 | $40 | $40 | $40 | -- | -- | $40 | $40 | $240 |
STUDENT HEALTH FEE | $40 | $40 | $40 | $40 | -- | -- | $40 | $40 | $240 |
TECHNOLOGY FEE | $66 | $66 | $66 | $66 | $100 | $100 | $66 | $50 | $480-$580 |
VH DISSECTOR FEE | $75 | -- | -- | -- | -- | -- | -- | -- | $75 |
EMR FEE | $80 | -- | -- | -- | -- | -- | -- | -- | $80 |
AOTA ANNUAL STUDENT MEMBERSHIP | $75 | $75 | $150 | ||||||
TEXTBOOKS & MATERIALS** | $1000 | $1200 | $370 | $300 | $20 | -- | -- | -- | $2890 |
TOTAL | $16613 | $16583 | $15828 | $15683 | $120 | $100 | $15383 | $15367 | $95577-$95677 |
*Tuition is based on the 2020-2021 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 book needs. As the curriculum is still in development, textbooks may change which may alter the cost of textbooks. Students are responsible for purchasing their textbooks on their own, which could increase or decrease the textbook and materials total. Students in the Bridge Track may have a slightly different breakdown by semester for textbook costs as their course sequence is laid out slightly different than that of the Accelerated Track & Post-Baccalaureate Track, but overall the total cost of books should be the same.
Travel costs will vary from student to student within our tracks. All students will have a one-week residency during Summer 2, which could include transportation, housing and food costs. Students will also accrue travel costs for the Level II Fieldwork and the Capstone Experience as placements can be located as much as an hour away via car.
Students in the Bridge Track should additionally plan for travel to campus 4 times during Semesters 1, 2, 3 & 4. 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.
Course Sequence
Summer 1
OT 501 APA course (1 credit- online only)
Fall 1 (18 credits)
OT 502 Concepts of Occupation (3 credits)
OT 503 Functional Anatomy w/ cadaver lab (4 credits)
OT 504 Intro to Advocacy & Leadership (2 credits)
OT 505 Research in Practice I (3 credits)
OT 506 Occupations Across the Lifespan (3 credits)
OT 507 Explore Community Clinic (3 credits)
Spring 1 (18 credits)
OT 508 Facilitated Community Clinic (3 credits)
OT 509 Functional Neuroscience and Neurorehab 1 (4 credits)
OT 510 Research in Practice II (3 credits)
OT 511 Personal Advocacy & Leadership (1 credits)
OT 512 Clinical Reasoning: Behavioral Health (3 credits)
OT 513 Occupational Kinesiology and Orthorehab 1 (4 credits)
NOTE: Pathway chosen - MOT or OTDe
Summer 2 (5 credits)
OT 602 Clinical Reasoning: Pediatrics (3 credits)
OT 604 Summer Pediatric Camps (1 credit fieldwork)
OT 612 Behavioral Health Fieldwork (1 credit fieldwork)
Fall 2 (18 credits)
OT 614 Clinical Reasoning: Adult Practice Areas (3 credits)
OT 621 Clinical Reasoning: Orthorehab 2 (3 credits)
OT 625 Community Advocacy & Leadership (3 credits)
OT 632 Occupations of Health and Wellness (3 credits)
OT 635 Community Clinic: Leading the OT Process (3 credits)
OT 641 Research in Practice III (3 credits)
BSRS degree awarded upon completion of 120 credits
Spring 2 (18 credits)
OT 705 Research in Practice IV: Capstone Planning (3 credits)
OT 643 Community Clinic: Management & Supervision (2 credits fieldwork)
OT 650 Practice Management (2 credits)
OT 655 Professional Advocacy & Leadership (2 credits)
OT 660 Clinical Reasoning: Gerontology (3 credits)
OT 665 Clinical Reasoning: Neurorehab 2 (3 credits)
OT 670 Clinical Reasoning: Work/Ergo (3 credits)
Summer 3 – 12 weeks (6 credits)
OT 675 Level II Fieldwork A (6 Credits)
Fall 3 – 12 weeks (6 credits)
OT 680 Level II Fieldwork B (6 Credits)
OT 501 APA course (1 credit- online only)
OT 502 Concepts of Occupation (3 credits)
OT 503 Functional Anatomy w/ cadaver lab (4 credits)
OT 504 Intro to Advocacy & Leadership (2 credits)
OT 505 Research in Practice I (3 credits)
OT 507 Explore Community Clinic (3 credits)
OT 508 Facilitated Community Clinic (3 credits)
OT 509 Functional Neuroscience and Neurorehab 1 (4 credits)
OT 512 Clinical Reasoning: Behavioral Health (3 credits)
OT 513 Occupational Kinesiology and Orthorehab 1 (4 credits)
Summer 2 (8 credits)
OT 632 Occupations of Health and Wellness (3 credits)
OT 604 Summer Pediatric Camps (1 credit fieldwork)
OT 612 Behavioral Health Fieldwork (1 credit fieldwork)
Fall 2 (15 credits)
OT 621 Clinical Reasoning: Orthorehab 2 (3 credits)
OT 625 Community Advocacy & Leadership (3 credits)
OT 635 Community Clinic: Leading the OT Process (3 credits)
Spring 2 (18 credits)
OT 650 Practice Management (2 credits)
OT 660 Clinical Reasoning: Gerontology (3 credits)
OT 665 Clinical Reasoning: Neurorehab 2 (3 credits)
Course Sequence
Winterim 1
OT 501 APA course (1 credit- online only)
Spring 1 (18 credits)
OT 502 Concepts of Occupation (3 credits)
OT 503 Functional Anatomy w/ cadaver lab (4 credits)
OT 504 Intro to Advocacy & Leadership (2 credits)
OT 505 Research in Practice I (3 credits)
OT 506 Occupations Across the Lifespan (3 credits)
OT 507 Explore Community Clinic (3 credits)
Fall 1 (18 credits)
OT 508 Facilitated Community Clinic (3 credits)
OT 509 Functional Neuroscience and Neurorehab 1 (4 credits)
OT 510 Research in Practice II (3 credits)
OT 511 Personal Advocacy & Leadership (1 credits)
OT 512 Clinical Reasoning: Behavioral Health (3 credits)
OT 513 Occupational Kinesiology and Orthorehab 1 (4 credits)
NOTE: Pathway chosen - MOT or OTDe
Spring 2 (18 credits)
OT 614 Clinical Reasoning: Adult Practice Areas (3 credits)
OT 621 Clinical Reasoning: Orthorehab 2 (3 credits)
OT 625 Community Advocacy & Leadership (3 credits)
OT 632 Occupations of Health and Wellness (3 credits)
OT 635 Community Clinic: Leading the OT Process (3 credits)
OT 641 Research in Practice III (3 credits)
Summer 2 (5 credits)
OT 602 Clinical Reasoning: Pediatrics (3 credits)
OT 604 Summer Pediatric Camps (1 credit fieldwork)
OT 612 Behavioral Health Fieldwork (1 credit fieldwork)
Fall 2 (18 credits)
OT 705 Research in Practice IV: Capstone Planning (3 credits)
OT 643 Community Clinic: Management & Supervision (2 credits fieldwork)
OT 650 Practice Management (2 credits)
OT 655 Professional Advocacy & Leadership (2 credits)
OT 660 Clinical Reasoning: Gerontology (3 credits)
OT 665 Clinical Reasoning: Neurorehab 2 (3 credits)
OT 670 Clinical Reasoning: Work/Ergo (3 credits)
Spring 3 (12 credits)
OT 675 Level II Fieldwork A - 12 weeks (6 Credits)
OT 680 Level II Fieldwork B - 12 weeks (6 Credits)
Track Details
Students in the OTDe program - Accelerated track can expect to complete coursework in a blended format. Students begin coursework in the MOT program with the first class completed online during the first summer. Full-time coursework then begins in late August, according to the university academic calendar. Students in the accelerated track should anticipate having class Monday & Tuesday 7:30am - 5:00pm on CUW's Mequon campus. Wednesdays may have required participation in school activities, such as Interprofessional Education 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. 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. During the second summer of the OT program, students in the accelerated track will complete a one week, full-time residency on campus. During this week, students will participate in a pediatrics camp/fieldwork experience, as well as a behavioral health fieldwork experience. Upon completion of the 4 semesters of didactic coursework, students will complete two 12-week Level II Fieldwork placements.
Students in the MOT program will have the opportunity to explore the entry-level Occupational Therapy Doctorate (OTDe) degree while in the Personal Advocacy & Leadership course. While in the second semester of the MOT Program, students will be able to choose to pursue the OTDe. Interested students will need to submit a declaration form with their year 1 portfolio at the end of semester 2 in the MOT program. Students must have the form signed by their academic faculty advisor and must be in good standing, academically and professionally, as determined by the Student Promotion and Retention Committee. Students continuing on to the OTDe program should anticipate completing additional coursework, as well as a 14-week capstone project after completion of the Level II Fieldwork placements.
Students are assigned a faculty advisor. Starting in the first semester, students will be introduced to our interprofessional Community Clinic, which serves clients across the lifespan. As students progress through the program, their involvement and autonomy in evaluation and treatment of clients will increase. The OT program has embedded a student mentorship model for students to work with others in their track as both mentor and mentee. CUW OT students have the opportunity to be involved in student and professional organizations, the Pi Theta OT honor society, and faculty-mentored research opportunities. CUW’s Interprofessional Education (IPE) events encourage students to work through real-world scenarios with a team of future health professionals.
Additionally, students in the accelerated track have the unique opportunity to pursue the Animal Assisted Therapy (AAT) certificate program. Students will receive information from the director of the AAT program and must apply directly to the program. The AAT program is an additional cost beyond the cost of the OT program tuition and may have additional time requirements.
Track Details
Students in the OTDe program - Bridge track can expect to complete coursework in a blended format. Students begin coursework in the MOT program in summer with three classes, one of which is fully online. Full-time coursework then continues in late August, according to the university academic calendar. Students should anticipate traveling to CUW's Mequon campus once a month for in-person learning experiences. Classes run Friday 12pm-9pm and Saturday 8am-5pm with a one hour break each day. During the second summer of the MOT program, students in the bridge track will complete a one week, full-time residency on campus. During this week, students will participate in a pediatrics camp/fieldwork experience, as well as a behavioral health fieldwork experience. Students are responsible for all costs associated with traveling to campus, including housing and meals. Some class requirements may be completed off-campus at designated community locations. Students will be responsible for transportation to all off-campus community locations. Additionally, students should expect to complete coursework independently and collaboratively online every week. Select courses throughout the program will be offered solely online in which students are expected to learn collaboratively. Upon completion of the didactic coursework, students will complete two 12-week Level II Fieldwork placements.
Students in the MOT program will have the opportunity to explore the entry-level Occupational Therapy Doctorate (OTDe) degree while in the Personal Advocacy & Leadership course. While in the second semester of the MOT Program, students will be able to choose to pursue the OTDe. Interested students will need to submit a declaration form with their year 1 portfolio at the end of semester 2 in the MOT program. Students must have the form signed by their academic faculty advisor and must be in good standing, academically and professionally, as determined by the Student Promotion and Retention Committee. Students continuing on to the OTDe program should anticipate completing additional coursework, as well as a 14-week capstone project after completion of the Level II Fieldwork placements.
Students are assigned a faculty advisor. Starting in the first semester, students will be introduced to our interprofessional Community Clinic, which serves clients across the lifespan. As students progress through the program, their involvement and autonomy in evaluation and treatment of clients will increase. The OT program has embedded a student mentorship model for students to work with others in their track as both mentor and mentee. CUW OT students have the opportunity to be involved in student and professional organizations, the Pi Theta OT honor society, and faculty-mentored research opportunities. CUW’s Interprofessional Education (IPE) events encourage students to work through real-world scenarios with a team of future health professionals.
Track Details
Students in the OTDe program - Post-Baccalaureate track can expect to complete coursework in a blended format. Students will begin as a MOT student with the first class completed online at the beginning of January. Full-time coursework then begins in late January, according to the university academic calendar. Students in the post-baccalaureate track should anticipate having class Thursday & Friday 7:30am - 5:00pm on CUW's Mequon campus. Wednesdays may have required participation in school activities, such as Interprofessional Education and cross-cohort mentorship, and students must maintain a level of flexibility in scheduling. Some class requirements may be completed off-campus at designated community locations. Students will be responsible for transportation to all off-campus community locations. Students should expect to complete coursework independently and collaboratively online during the remainder of the week. Select courses throughout the program will be offered solely online in which students are expected to learn collaboratively. During the second summer of the OT program, students in the post-baccalaureate track will complete a one week, full-time residency on campus. During this week, students will participate in a pediatrics camp/fieldwork experience, as well as a behavioral health fieldwork experience. Upon completion of the 4 semesters of didactic coursework, students will complete two 12-week Level II Fieldwork placements.
Students in the MOT program will have the opportunity to explore the entry-level Occupational Therapy Doctorate (OTDe) degree while in the Personal Advocacy & Leadership course. While in the second semester of the MOT Program, students will be able to choose to pursue the OTDe. Interested students will need to submit a declaration form with their year 1 portfolio at the end of semester 2 in the MOT program. Students must have the form signed by their academic faculty advisor and must be in good standing, academically and professionally, as determined by the Student Promotion and Retention Committee. Students continuing on to the OTDe program should anticipate completing additional coursework, as well as a 14-week capstone project after completion of the Level II Fieldwork placements.
Students are assigned a faculty advisor. Starting in the first semester, students will be introduced to our interprofessional Community Clinic, which serves clients across the lifespan. As students progress through the program, their involvement and autonomy in evaluation and treatment of clients will increase. The OT program has embedded a student mentorship model for students to work with others in their track as both mentor and mentee. CUW OT students have the opportunity to be involved in student and professional organizations, the Pi Theta OT honor society, and faculty-mentored research opportunities. CUW’s Interprofessional Education (IPE) events encourage students to work through real-world scenarios with a team of future health professionals.
Concordia University Wisconsin’s Occupational Therapy Program Student Essential Functions are the aptitudes and abilities required to participate in the program. These essential functions are consistent with occupational therapy practice as outlined by the AOTA’s Guide to Occupational Therapy Practice. Essential Functions apply in the classroom, tutorial, laboratory, and clinical settings including fieldwork.
OT Program Essential Functions:
- learn independently from written materials for 30-40 hours a week
- actively attend to classroom activities (lecture, labs, etc.) for 8 hours a day
- remember and process multiple pieces of information simultaneously to make clinical judgements
- manage and prioritize multiple competing demands on one's time and effort in both the short and long term
- identify and solve complex problems independently using multiple sources of information
- analyze and evaluate abstract concepts to make judgements and reach conclusions
- remember and accurately follow multi-step written and/or verbal directions
- attend to task completion
- exercise good judgment and adhere to all safety precautions during lecture, lab, and clinical experiences
- maintain confidentiality of client/patient information
- apply academic learning to clinical situations
- acknowledge limitations and obtain appropriate assistance to provide safe client care
- interpret, integrate, and analyze complex information, perform clinical problem-solving, and synthesize and apply information from the discipline of occupational therapy and related disciplines to formulate accurate diagnostic and treatment judgments.
- reliably and critically self-evaluate professional, technical, and personal skills that contribute to positive patient/client outcomes.
- accept constructive criticism and respond by appropriate modification of behavior
- manage one’s own time and others’ effectively and efficiently
- determine when something is wrong or is likely to go wrong, and then be able to act before there is a negative consequence
- accurately describe changes in other’s facial expression, mood, activity, and posture
- ensure client safety during all therapeutic interactions
- monitor patient/client vital signs (e.g. BP, HR, respiration, pulse O2 monitors)
- maintain and assume a variety of positions including sitting and standing for up to 3 hours continuously, frequent walking, bending, squatting, kneeling, stair climbing, reaching forward, reaching overhead, turning and movement of the trunk and neck in all directions
- perform manual material handling and manipulation of various sizes and weights including lifting and transferring patients, guarding patients during functional mobility training on level surfaces/uneven surfaces/ramps/stairs, pushing and pulling to provide resistance and to assist in maneuvering patients; specific requirements include:
- safely lift up to 50 lbs. independently when transferring and or performing manual patient handling
- safely lift up to 50 lbs. independently when handling materials
- safely push and pull with up to 100 lbs of force
- safely carry items of at least 50 pounds with both hands for 25 feet
- manually palpate various body structures during examination and intervention procedures
- balance self and provide support and balance to patients on a variety of surfaces including level and uneven ground, ramps, curbs, and stairs
- perform a variety of exceptional activities for up to 10 hours with occasional rest breaks
- respond quickly to emergency situations by lifting/pushing/pulling patients, applying force to perform CPR, assist with transporting patients
- manipulate objects/equipment of various sizes, shapes, temperatures, smells, and textures (e.g. dials, knobs, testing instruments, therapy balls, scissors, clamps, kitchen equipment, bathroom equipment, raw foods, etc.)
- use appropriate manual pressure when touching clients
- perceive touch information adequately (palpation, MMT, sensory testing, mobilization, facilitation, orthoses, tone, temperature, depth, etc.)
- perceive gradients of temperature for safe application of client applications with orthoses, bathing, and cooking activities.
- hear and react to alarms, emergency signals, timers, cries for help, phones, pagers, overhead page
- engage in conversation.
- hear heart rate and BP
- monitor one’s own position in space to maintain balance and posture
- tolerate changes in head position during intervention
- tolerate changes in elevation such elevators, escalators
- maintain composure and emotional stability during periods of high stress and emergency situations
- demonstrate affective skills and appropriate demeanor and rapport that relate to professional education and quality client/patient care
- demonstrate the flexibility to perform in stressful or rapidly changing, unpredictable, or emergency situations, such as an intensive academic program and a variety of clinical situations, which may involve pain, grief, death, stress, communicable diseases, blood and body fluids, and or toxic substances
- tolerate physically, emotionally, and mentally taxing workloads, proactively making use of available resources to help maintain both physical and mental health
- function effectively under time constraints while remaining calm and composed
- manage stress associated with completing timed written, oral, and laboratory practical exams
- display professionalism through appropriate presentation of oneself
- interact effectively with individuals, families, and groups from diverse social, emotional, cultural, and intellectual backgrounds in a variety of settings
- demonstrate attributes that include compassion, empathy, altruism, integrity, honesty, caring, fairness, responsibility, concern for others, accountability, interest, tolerance and motivation
- maintain general good health, self-care, and hygiene in order not to jeopardize the health and safety of self and individuals with which one interacts
- recognize and promptly respond to emotional communications such as sadness, worry, agitation, pain and lack of comprehension of therapist communication
- demonstrate honesty, integrity, professionalism, and ethical behavior according to the standards set forth by the American Occupational Therapy Association
- use computers to obtain professional literature, and complete classroom and clinical documentation
- communicate in English effectively and sensitively with peers, faculty, clinical supervisors, clients, and client families
- produce and interpret written communication
- use therapeutic communication, such as attending, clarifying, coaching, facilitating, and touching in appropriate ways
- advocate for one’s role and delegate responsibilities when appropriate and collaborate within an interprofessional team
- listen attentively and actively in order to receive and interpret oral communication
- recognize when others (i.e., students, faculty clients, family members) do or do not understand his/her written and/or oral communication
- modify her/his communication style to meet diverse communicative needs
- Thank you to the Sacred Heart University Occupational Therapy program, and the East Carolina University Occupational Therapy program.
In accordance with the Americans with Disabilities Act (ADA) and Section 504 of the Vocational Rehabilitation Act of 1973, individuals with disabilities are protected from discrimination and assured services and accommodations that provide equal access to the activities and programs of the university. Students with a documented disability may request disability accommodations by contacting Disability Support Services: Mequon campus.