Wisconsin's occupational therapy program
Concordia's OT program makes stepping forward in your calling as an occupational therapist attainable no matter where you are in your journey. Our multiple program pathways and hybrid course formatting will prepare you holistically through our faith-based, student-centered curriculum, and diverse, hands-on, clinical experiences. You'll graduate ready to help your patients thrive in a variety of settings.
- Accelerated
- Bridge
- Post-Baccalaureate
We are committed to engaging your mind and spirit for service to Christ in the church and the world.
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Concordia University will not share your personal information. By submitting this form you agree to be contacted about Concordia's Education Offerings.Our goal in the MOT program is to prepare you as an outstanding occupational therapist, eager to serve all clients with the best care possible, rooted in leadership, advocacy, best practice, and innovation. Our multiple program pathways, online and in-person coursework, and various articulation agreements enable us to meet you where you’re at, based on your educational background:
- Accelerated OT bachelor's:
- For incoming freshmen looking to earn both their bachelor's and master's degree in 4.5 years
- OTA Bridge
- For COTAs looking to become an OTR
- Post-baccalaureate
- For those with a bachelor's degree in any subject area
Our full-time graduate OT program is taught in a blended format, allowing you to interact with your classmates and professors online and in person. Online coursework allows student flexibility and in-person coursework focuses on active learning and/or laboratory experiences. You’ll begin working with clients in your first year, and our curriculum offers plenty of exposure to diverse, real-world scenarios that will test your knowledge and put theory into practice.
Accreditation
The Master of Occupational Therapy program is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), located at 6116 Executive Boulevard, Suite 200, North Bethesda, MD 20852-4929. ACOTE’s telephone number c/o AOTA is (301) 652-6611 and its Web address is www.acoteonline.org.
Program data specific to Concordia University Wisconsin on the National Board for Certification in Occupational Therapy (NBCOT) Exam can be found here.
At Concordia, you’ll develop the skills necessary to enable people to improve their participation in their day-to-day activities. Through our program, you’ll be able to:
- Demonstrate advocacy skills to be an effective change-maker in surrounding communities
- Use best practices 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
By combining classroom, laboratory, and supervised clinic-based instruction, our occupational therapy courses train you dynamically, ensuring your preparedness for the variety of scenarios you'll encounter in your career as an OTR. As a student, you’ll have multiple opportunities for client contact, ranging from children to older adults, school systems to factories, and acute care to community wellness programs. Some of these experiences are clinical fieldwork placements, while others are client evaluation and consultation in a classroom or community setting. All students must complete 24 weeks of Level II fieldwork within 24 months following the completion of the didactic portion of the program.
Students in the MOT program will have the opportunity to explore the entry-level Occupational Therapy Doctorate (OTD) degree during their second semester. At that time students will be given the choice to continue in the MOT program or apply to the OTD program. Students who declare interest in the OTD will be evaluated by OT faculty to determine eligibility and appropriate fit for the OTD program.
Graduates of Concordia's graduate occupational therapy programs are eligible to sit for their national examinations to become OTRs. Learn more about our program outcomes and the OTR licensure/certification process on the outcomes tab.
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All applicants to the Master of Occupational Therapy (MOT) Program must meet the following 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 as an occupational therapist
All accepted students will be required to submit a $500 tuition deposit within four (4) weeks of acceptance to hold their spot in the program. Learn more about our expected OT tuition and fees here.
Please contact Graduate Admissions for the current admissions deadline.
- Cumulative OT GPA of 3.0 or better
- Semester GPA of 3.0 or better in all completed semesters
- Current enrollment in the Master of Occupational Therapy (MOT) program
- No current or past professional or academic probation (students may still apply if they have received a warning)
- Completion and timely submission of all application documents
International applicants who would attend on a student visa and whose native language is not English must take the Test of English as a Foreign Language (iBT TOEFL) or the IELTS (International English Language Testing System). The test score cannot be more than two years old at the time of application. The minimum TOEFL score is 94 (iBT) with no less than 22 reading, 22 listening, 26 speaking, and 24 writing. The minimum IELTS score is 7.0, with no less than 6.5 on each band score. There are no exceptions to the TOEFL or IELTS requirement for the OT program. International applicants will be admitted through the CUW International Office and are subject to International Office policies, in coordination with graduate admissions.
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. Prior to beginning coursework, students must identify whether they can complete the essential functions with or without accommodations.
OT Program Essential Functions:
Cognitive Skills:
- 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)
Motor Skills:
- 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 exertional 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.
Auditory Skills:
- hear and react to alarms, emergency signals, timers, cries for help, phones, pagers, overhead page
- engage in conversation.
- hear heart rate and BP
Vestibular Skills:
- 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
Social and Emotional Skills:
- 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
Communication Skills:
- 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.
Students entering the Occupational Therapy program will need access to a computer that meets the following requirements. We highly recommend purchasing a laptop for portability.
WINDOWS |
APPLE |
|
Operating System |
Windows 10 Home, Pro, Ent |
Apple OS X 10.12.x or higher |
Processor |
Core – minimum – i5 highly recommended – i7 |
Core – minimum– i5 highly recommended – i7 |
Memory |
8 GB or higher Recommended 16 GB |
8 GB or higher Recommended 16 GB |
Hard Drive |
250/500 GB or higher |
250/500 GB or higher |
Graphics |
Intel HD Graphics 4600 or Intel Iris Graphics 540 2GB VRAM** Windows: DirectX 11 |
Intel HD Graphics 4600 or Intel Iris Graphics 540 2GB VRAM** macOS: Metal*** |
Wireless |
802.11 |
AirPort |
Camera with Microphone |
Required |
Required |
Battery |
Minimum life of 2 plus hours |
Minimum life of 2 plus hours |
Warranty |
Highly recommended – 3 year |
Highly Recommended – 3 year |
Optional, but recommended:
- USB Flash Memory Storage Device or External USB hard drive for data daily backup
- Antivirus and Malwarebytes (Windows does come with free Anti-virus)
Software required and supplied by Concordia University:
- Microsoft Office 365 (download / instructions)
- Zoom (download / instructions)
- Respondus Lock Down Browser (download / instructions)
Please Note:
- Chrome Books, iPads, tablets or similar units are useful tools, but do NOT meet all course requirements
- For Mac users that need access to Windows, click here for BootCamp setup instructions
If you have related questions or have concerns about the affordability of this requirement, please contact Assistant Vice President of Academics for Student Success, Dr. Elizabeth Polzin at Elizabeth.Polzin@cuw.edu.
Stephanie Bonk
OTD, OTR/L
Coordinator - OT Doctoral Capstones, Assistant Professor
Office: Heidelberg Hall 205
Phone: (262) 243-2164
Bio
Dr. Stephanie Bonk is the Doctoral Capstone Coordinator. She works with the OTD students with completion of their capstone planning and experiences. Her professional experience in occupational therapy is in skilled nursing, outpatient, home health, and management. Her research interests include student success, caregiver support, and geriatrics.

Education
- OTD - Occupational Therapy, Chatham University (2015)
- MOT - Occupational Therapy, Grand Valley State University (2013)
- BA - Psychology, Wartburg College (2010)
Research Interests
- Student performance
- Geriatrics
Teaching Interests
- Capstone
- Evidence-based practice
Michael J. Borst
OTD(pp), OTR, CHT
Professor
Office: Heidelberg Hall HE222
Phone: (262) 243-4234
Bio
Dr. Borst is an Occupational Therapist and a Certified Hand Therapist, with a special interest in the interaction between Christian faith, education, and vocation. He teaches Occupational Kinesiology and Orthopedic Rehabilitation. He is interested in applying research findings to the clinic and classroom, and has taught evidence-based differential diagnosis, physical agents, and upper extremity rehabilitation to national and international audiences. Dr. Borst is certified by the National Board for Certification in Occupational Therapy as an Occupational Therapist-Registered (OTR), is licensed by the State of Wisconsin to practice as an Occupational Therapist, and is certified by the Hand Therapy Certification Commission as a Certified Hand Therapist (CHT).

Education
- OTD - (post professional) Occupational Therapy, Hand Therapy, Rocky Mountain University of Health Professions (2012)
- MS - Occupational Therapy, Western Michigan University (1992)
- BA - Psychology, Calvin College (1988)
Contributions
- Borst, M. (2020). "Chapter 14: Motor Function Intervention . " In Dirette, D. P. & Gutman, S. (Ed.), Occupational Therapy for Physical Dysfunction. (8th ed., pp. 268-288). Philadelphia PA: Wolters Kluwer.
- Borst, M. (2019). "Chapter 2: Evidence-Based Practice: The Basic Tools. " In Wietlisbach, C. (Ed.), Fundamentals of Hand Therapy. (3rd ed.). Philadelphia PA: Elsevier.
- Bobrosky, C. & Borst, M. (2017). Critical appraisal of "A randomized clinical controlled study comparing the effect of modified manual edema mobilization treatment with traditional edema technique in patients with a fracture of the distal radius". (pp. 1-8). Bethesda, MD: AOTA Evidence Exchange.
- Boyle, L. & Borst, M. (2017). Critical appraisal of "Integration of occupation based intervention in hand injury rehabilitation: A randomized controlled trial". (pp. 1-8). Bethesda, MD: AOTA Evidence Exchange. https://www.aota....
- Borst, M. (2017). Online discussions improve student perceptions of instructor efforts to relate faith to learning in graduate occupational therapy courses. In Karen Longman, Laurie A. Schreiner (Ed.), (4 ed., vol. 16, pp. 255-265). Philadelphia PA: Christian Higher Education, Taylor and Francis.
Presentations
- Borst, M. (2021). Tissue Biomechanics 101: The Science of Lengthening. Lecture. AOTA Inspire 2021. Virtual - Bethesda, MD.
- Borst, M. (2018). Upper Extremity Soft Tissue Disorders. Oral Presentation. Wisconsin Occupational Therapy Association State Conference. Mequon, WI.
- Borst, M. (2017). Student perceptions of Plickers as an in-class learning tool. Poster. Faculty Scholarship Day. Mequon, WI.
- Borst, M. (2017). Differentiating Difficult Diagnoses: Are You Choosing the Best Assessment. Lecture. ASHT 40th Annual Meeting 2017. Anaheim, CA.
- Borst, M. (2016). Relating Faith to Learning in the Classroom: The Effect of One Online Discussion. Poster. 2016 Association of Lutheran College Faculty Conference. Mequon, WI.
Research Interests
- Integration of Faith and Learning
- Treatment of Hand Stiffness after Trauma
Teaching Interests
- Kinesiology
- Orthopedic Rehabilitation
Stacey L. Kukor
OTD, OTR/L
Coordinator - Academic Fieldwork Coordinator, Clinical Assistant Professor
Office: Health Services HS 133
Phone: (262) 243-2043
Bio
Stacey Kukor is currently the Academic Fieldwork Coordinator in the OT Program. Her passion is placing students in great clinical learning opportunities. She graduated from Concordia University with a Masters of Occupational Therapy in 2001, and received her OTD from Mount Mary University in 2020. Stacey is currently an active member at St. Paul's Lutheran Church and School in West Allis.

Education
- OTD - Doctorate of Occupational Therapy, Mount Mary University (2020)
- MOT - Occupational Therapy, 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
Anne E. Martin
OTD, OTR/L
Assistant Professor
Office: Heidelberg Hall 221
Phone: (262) 243-4261
Bio
Dr. Anne Martin has over 10 years experience in occupational therapy. Clinical practice includes working in acute care, memory care, outpatient, and assisted living facility. She currently teaches Clinical Reasoning - Gerontology and in the Community Clinic. <br><br>Dr. Martin graduated from Creighton University with a doctorate of occupational therapy in December 2021. Additionally, Dr. Martin has received her Master of Occupational Therapy and Bachelor of Arts - Psychology from St. Ambrose University in 2009 and 2008, respectively.

Education
- OTD - Occupational Therapy, Creighton University (2021)
- MOT - Occupational Therapy, St. Ambrose University (2009)
- BA - Psychology, St. Ambrose University (2008)
Research Interests
- Student and Client Outcomes in the Community Clinic
Teaching Interests
- Community Clinic
- Gerontology
Michael S. McKinnis
Ph.D, MOT, OTR/L
Associate Professor
Office: Heidelberg Hall H222
Phone: (262) 243-2041
Bio
Dr. Mike McKinnis teaches adult rehab courses in the CUW OT Department. His research interests are Fall Prevention with community-dwelling adults, clinical simulation, and Interprofessional Education. He has presented both locally and nationally on fall prevention.

Education
- Ph D - Leadership for the Advancement of Learning and Service , Cardinal Stritch Univeristy (2021)
- MA - Concordia University Wisconsin (2002)
- BS - Rehabilitation Services, Auburn University (1997)
Presentations
- McKinnis, M. (2022). Factors influencing the provision of fall prevention activities by occupational therapists: A qualitative study . Poster. American Congress of Rehab Medicine (ACRM) Annual Conference . Chicago, IL .
- McKinnis, M. (2021). The lived experiences of acute care occupational therapist when implementing fall prevention assessments, interventions, and documentation.. Oral Presentation. Wisconsin Occupational Therapy Association (WOTA) Annual Meeting. Madison, WI - Virtual .
- Mueller, D. & McKinnis, M. (2018). Implementation barriers of fall risk prevention strategies for ocupational therapists: A review of the literature. Poster. Wisconsin Occupational Therapy Association State Conference. Mequon, WI .
Research Interests
- Fall Prevention
- Interprofessional Education
Teaching Interests
- Adult Rehab and lab based OT Courses - Teach Adult rehab Courses across three learning formats: Face to Face, Blended and on-line
- Fall Prevention
Stephanie Oduro
OTD, OTR/L
Assistant Professor
Office: Heidelberg Hall 215
Phone: (262) 243-4363
Bio
Dr. Oduro earned her doctorate degree in occupational therapy from Washington University in St. Louis in 2010. As a student, she conducted research exploring activities, roles and quality of life in adolescents with anorexia nervosa, and exploring variables contributing to activity limitations in adults with upper extremity nerve disorders. Dr. Oduro began her career as an occupational therapist practicing in inpatient rehabilitation in 2011. She has worked with clients with spinal cord injuries, amputations, and brain injuries in St. Louis, Boston and Cleveland including the Rehabilitation Institute of St. Louis and Spaulding Rehabilitation Hospital. She transitioned into academia in 2020 adjunct teaching in the occupational therapy program at Cleveland State University, and an occupational therapy assistant program at Bryant and Stratton College.

Education
- OTD - occupational therapy, Washington University in St. Louis (2010)
- BA - Biology, Augustana College (2007)
Research Interests
- Cognition in the Military
- Health and Wellness
Teaching Interests
- Functional Neuroscience and Neurorehabilitation I
- Occupations of Health and Wellness
Linda Samuel
PhD
Dean - School of Health Professions, Professor
Office: Health Services HS110A
Phone: (262) 243-4469
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
Jessica Schmidt
MS OTR/L
Assistant Professor
Office: Health Services HS101R
Phone: (262) 243-4395
Bio
I obtained my degree from UW-Milwaukee. My clinical expertise includes adult rehabilitation in the ICU, acute, and inpatient rehab settings with a specialty in neurological rehabilitation. I am certified in physical agent modalities.

Education
- OTD - Education, Rocky Mountain University School of Health Professions (2023)
- Ph D - Health Science: neurorehabilitation (Currently in progress), Rocky Mountain University School of Health Professions (2025)
- MOT - Master of Occupational Science, University of Wisconsin Milwaukee (2011)
Presentations
- Walton, T. & Schmidt, J. (2019). Predictive Outcome Assessment Measures for the Upper Extremity Post Stroke . Oral Presentation. Wisconsin Occupational Therapy Association Annual Conference . Concordia University Wisconsin.
Research Interests
- Therapy intensity
- Vision rehabilitation
Teaching Interests
- Neurological Rehabilitation
- Evidence based practice
AmyJo L. Verbeten
MOT, OTR/L
Assistant Professor
Office: Heidelberg Hall 103
Phone: (262) 243-2206
Bio
AmyJo is a CUW alumnus (BS ’97; MOT ‘00) with experience as an adult OT and Healthcare Leader. She has worked in SCI, Industrial Rehab, Outpatient, Skilled Nursing and Sub-Acute Care, Clinical Training, Consulting, Acute Care, and Leadership.<br><br>AmyJo is passionate about educating others, facilitating clinical and personal growth and leadership skills. Her passions include the development of clinical reasoning through practical and theory experience, dementia and spirituality, aging in place, fall prevention, well-elderly programming, and the vocational calling to serve others in the community and in the church. <br><br>She is currently pursuing her PhD in Leadership and Gerontology at Concordia University Chicago. She is expected to defend her dissertation in August 2023.

Education
- Ph D - Leadership and Gerontology, Concordia University Chicago (2023)
- MOT - Occupational Therapy, Concordia University Wisconsin (2000)
- BS - Biology, Concordia University Wisconsin (1997)
Presentations
- Verbeten, A. (2021). The Unique Role of Rehabilitative Therapy in Older Adult Health & How to Develop Partnerships that Promote Community Wellness . Oral Presentation. WIHA Healthy Aging Summit. Virtual.
- Verbeten, A. (2021). The Role of Occupational Therapy with the Elderly. Oral Presentation. State Meeting for APTA of Wisconsin - Geriatrics. Virtual.
- Verbeten, A. (2020). Scoping Review: The use of Augmentative and Virtual Reality in Health Education. Poster. WOTA State Conference. Virtual.
- Verbeten, A. (2019). Mechanism of Change. Oral Presentation. WOTA Conference 2019. Fox Valley Technical College.
- Verbeten, A. (2018). Mechanism of Change. Oral Presentation. WOTA State Conference. Concordia University Wisconsin.
Research Interests
- Dementia and Spirituality
- Simulation Education for the development of empathy
Teaching Interests
- Concepts of Occupation and Theory
- Advocacy and Leadership
Bobbie Vergo
OTD, OTR/L
Assistant Professor
Office: Heidelberg Hall 221
Phone: (262) 243-4288
Bio
Dr. Vergo earned her B.A. in biology with a minor in psychology from Capital University in Columbus, OH, and her clinical doctorate of occupational therapy from Washington University in St. Louis, MO. Dr. Vergo has practice experience across the lifespan and multiple settings, with primary emphasis in outpatient pediatrics. Dr. Vergo is involved as a content expert and occasional speaker for Pathways.org, a non-for-profit organization that develops and globally disseminates free content on child development.

Education
- OTD - occupational therapy, Washington University in St. Louis (2010)
- BA - Biology, Capital University (2007)
Research Interests
- Cultural factors influencing matriculation into occupational therapy graduate programs
- Providing culturally relevant care and resources
Teaching Interests
- Mental health across the lifespan
- Pediatrics, especially executive function, development of self-help skills, and sensory integration
Meghan Watry-Christian
PhD, OT-L
Department Chair - Department of Master of Occupational Therapy (MOT) and Doctor of Occupational Therapy (OTD) Programs, Associate Professor
Office: Health Services HS115
Phone: (262) 243-2044
Bio
Completed B.A. in psychology from Wisconsin Lutheran College in 2003, MOT from Concordia University WI in 2007, and PhD in Special Education from Northcentral University in 2019. Clinical practice experience in early childhood/ school-based occupational therapy and adult acute care practice.

Education
- Ph D - Special Education, Northcentral University (2019)
- MOT - Concordia University Wisconsin (2007)
- BA - Psychology, Wisconsin Lutheran College (2003)
Contributions
- Berrios Barillas, R., Watry, M., Moser, C., Benning, M., Lemkuil, S. & Sullivan, A. (2018). Effectiveness of a 5-day summer handwriting camp for children ages 5-9 years old. (pp. 10). Journal of Occupational Therapy, Schools, & Early Intervention. 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 Benefits. (13 ed., vol. 21, pp. 21-22). Bethesda, MD/ AOTA press: OT Practice. https://www.aota....
- Becker, E., Watry-Christian, M., Simmons, A. & Van Eperen, A. (2016). Occupational Therapy and Video Modeling for Children with Autism. Oxford: Journal of Occupational Therapy, Schools & Early Intervention.
Presentations
- Hendrix, H. & Watry-Christian, M. (2022). Comparison of Sensory Activity Schedules & Fidgets in the Classroom: An Evidence-Based Approach. Lecture. 2022 OT/PT School-based Conference. Virtual.
- Watry-Christian, M. & Furmanek, E. (2021). Mental Health Interventions in the School Setting. Oral Presentation. 2021 CESA1 OT/PT School-based Conference. virtual.
- Kannass, K., Watry-Christian, M. & Nestor, O., (2021). Comparing Technology-Based and Multisensory Approaches for Handwriting Instruction. Poster. Biennial Meeting of the Society for Research in Child Development. Virtual due to COVID, instead of Minneapolis, MN.
- 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.
Research Interests
- Handwriting
- Autism/Transition services
Teaching Interests
- Pediatrics
- Leadership
Susan Wilbanks
PhD, ATC
Assistant Professor
Office: Heidelberg Hall 205
Phone: (262) 243-2158
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)
Contributions
- Wilbanks, S., Rogers, R., Pool, S. & Bickel, C. (2016). Effects of functional electrical stimulation assisted rowing on aerobic fitness and shoulder pain in manual wheelchair users with spinal cord injury.. (6 ed., vol. 39, pp. 645-654). The journal of spinal cord medicine.
- Wilbanks, S. & Bickel, C. (2016). Scapular Stabilization and Muscle Strength in Manual Wheelchair Users with Spinal Cord Injury and Subacromial Impingement.. (1 ed., vol. 22, pp. 60-70). Topics in spinal cord injury rehabilitation.
- Wilbanks, S. & Ivankova, N. (2015). Exploring factors facilitating adults with spinal cord injury rejoining the workforce: a pilot study.. (9 ed., vol. 37, pp. 739-49). Disability and rehabilitation.
- Silverman, S. (2012). Systematic review of the methodological quality and outcome measures utilized in exercise interventions for adults with spinal cord injury. (10 ed., vol. 50, pp. 718-727). Spinal Cord.
Presentations
- Landsverk, S. & (2022). Defining Postural Control in Pain Rehabilitation Research. Poster. American Congress of Rehabilitation Medicine Annual Meeting. Chicago, IL.
- Wilbanks, S. (2017). Sports Medicine in Wheelchair Athletics. Oral Presentation. UWM Doctor of Physical Therapy Special Topics. Milwaukee, WI.
- Wilbanks, S., North, S., Sischo, J. & Erickson, M., (2016). Reliability of a photo-based assessment of standing posture. Poster. American Congress on Rehabilitation Medicine Annual Meeting. Milwaukee, WI.
Research Interests
- Chronic tension headache
- Shoulder pain
Teaching Interests
- Anatomy
- Research Methods
OTA to OT Bridge
The Master of Occupational Therapy (MOT) Program - Bridge track is designed for the Certified Occupational Therapy Assistant (COTA) with at least one year of experience.
Students in the MOT program - Bridge track can expect to complete coursework in a blended format. Starting with the 2024 Cohort, coursework will start in mid-May with three classes. 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 should anticipate traveling to CUW's Mequon campus approximately once a month (22 times) for in-person learning experiences. Classes run Friday 12 pm-9 pm and Saturday 8 am-5 pm with a one-hour break each day. Students will be responsible for transportation to all off-campus community locations. Students are responsible for all costs associated with traveling to campus, including housing and meals.
During the second summer of the MOT program, students in the bridge track will complete a one-week, full-time residency on campus for Level I Fieldwork. 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.
Students in the MOT program explore the entry-level Occupational Therapy Doctorate (OTD) degree during the second semester. At that time, students are given the choice to continue in the MOT program or apply to the OTD program.
Due to the courseload of the MOT program, it is not recommended for students to work full-time.
Students are assigned a faculty advisor. Starting in the first fall 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 mentors and mentees. 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.
OTA with Bachelor's to MOT
Applicants holding a completed bachelor's degree must apply for direct admission to the MOT program - Bridge track as noted on the admissions tab.
- Bridge Track
- Proof of 1 year of employment as a COTA
- Earned bachelor's degree from a regionally accredited institution
- Cumulative GPA of 3.0 or higher including:
- 8-semester credits of Human Anatomy & Physiology, from a Biology, Anatomy, or Physiology department with a lab component, completed with a grade of B or better in each course
- 3-semester credits of Statistics, completed with a grade of B or better
- Ability to perform the essential functions of an occupational therapy student as listed on teh admis: Essential Functions
- Applicants for the Bridge Track must submit an online application through the CUW website and choose Graduate
OTA with associate to BSRS to MOT
Applicants whose highest degree is an associate degree must apply for the BSRS Bridge program.
Post-Baccalaureate OT program
The post-baccalaureate occupational therapy program is designed for students who hold a bachelor's degree in any subject area and are prepared to complete their MOT or OTD in less than 3 years.
Students in the MOT program - Post-Baccalaureate track can expect to complete coursework in a blended format. The first class is 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 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.
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. Upon completion of the second semester, students will be given the choice to continue in the MOT program or apply to the OTDe program.
During the second summer of the MOT 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 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.
Accelerated occupational therapy program
This fast-track occupational therapy program is designed for high school graduates eager to pursue both their bachelor’s and graduate degrees (MOT or OTD) in occupational therapy in less than 5 years. It is a full-time program offered in a hybrid format.
Students in the MOT program - Accelerated track can expect to complete coursework in a blended format. The first class is 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 MOT 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 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.
Students in the MOT program will have the opportunity to explore the entry-level Occupational Therapy Doctorate (OTD) degree while in the Personal Advocacy & Leadership course. Upon completion of the second semester, students will be given the choice to continue in the MOT program or apply to the OTD program.
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.
Students who begin their undergraduate career as a freshman in Concordia University Wisconsin’s Bachelor of Science in Rehabilitation Science (BSRS) program may apply to the MOT program - Accelerated track during the fall of their sophomore year.
Interested high school students will apply to CUW for the BSRS program. Applicants must have a high school GPA of 3.2 and an ACT score of 21 and must apply and submit the tuition deposit prior to December 1st. Those who meet these requirements will be reviewed and ranked according to GPA and ACT scores. The top 30 applicants will receive guaranteed status for the MOT Program - Accelerated track. In order to maintain guaranteed status and to be accepted to the MOT program, students must maintain a 3.0 GPA, earn a grade of B or higher in 8 credits of Anatomy & Physiology (BIO 191, BIO 192 and/or RSC 302) taken at CUW, and earn a grade of B or higher in 3 credits of Statistics.
Students transferring into CUW’s BSRS program will not have guaranteed status for the MOT program - Accelerated track. Transfer students must complete at least 36 credits at CUW to be given priority in the MOT - Accelerated track admission process and must include the following courses taken at CUW, as well as meet all other admissions requirements:
- BIO 191 Anatomy and Physiology I
- BIO 192 Anatomy and Physiology II
- RSC 302 Advanced Anatomy
Students with a completed bachelor's degree may be eligible for admission to the MOT program - Accelerated track if there are available spots in the cohort. These students must meet all posted admissions requirements. At times, eligible students may be offered acceptance to the Post-Baccalaureate track of the MOT program if the Accelerated track cohort is full.
- Accelerated Track
- Documentation of 40 hours of job shadowing
- Please contact Graduate Admissions for the current admissions deadline
Program data specific to Concordia University Wisconsin on the National Board for Certification in Occupational Therapy (NBCOT) Exam can be found here.
Graduation Year | Students Entering/Graduation | Graduation Rate |
2020 | 68/47* | 69% |
2021 | 66/84* | 127% |
2022 | 72/62** | 86%* |
Total | 201/190 | 94.5% |
*Due to the COVID-19 pandemic, we had 21 students who had a delay in fieldwork placements. These students graduated in 2021, which has them completing the program within 150% of the published length of the program. This also increased the number of graduates in 2021.
**In 2022, we graduated our first entry-level OTD cohort. Nine students are counted as starting the MOT program with their cohort, but are not counted in the MOT graduation rate because they applied and were accepted to the OTD program. Our overall graduation rate for 2022
Graduates of the program may sit for the national certification examination for the occupational therapist administered by the National Board for Certification in Occupational Therapy (NBCOT). After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR). In addition, all states required licensure in order to practice; however, state licenses are usually based on the results of the NBCOT Certification Examination. Note that a felony conviction may affect a graduate’s ability to sit for the NBCOT certification examination or attain state licensure. Program data specific to the OTD program at Concordia University Wisconsin on the National Board for Certification in Occupational Therapy (NBCOT) Exam can be found here.
The following table outlines the potential cost of attendance for a student in the MOT Program. These costs are subject to change based on cost of textbooks, change in textbooks, and/or change in fee amounts from the University. Students in the accelerated track may have additional fees while finishing the undergraduate degree. Information about these fees may be obtained from the undergraduate billing.
Please note all accepted students will be required to submit a $1000 tuition deposit within four (4) weeks of acceptance to hold their spot in the program.
Semester 1 | Semester 2 | Semester 3 | Semester 4 | Summer | Semester 5 | TOTAL | |
TUITION* | $15237 | $15237 | $15237 | $15237 | -- | $15237 | $76185 |
OT STUDENT FEE | $40 | $40 | $40 | $40 | -- | $40 | $200 |
STUDENT HEALTH FEE | $40 | $40 | $40 | $40 | -- | $40 | $200 |
TECHNOLOGY FEE | $66 | $66 | $66 | $66 | $50-$150 | $66 | $380-$480 |
VH DISSECTOR FEE | $75 | -- | -- | -- | -- | -- | $75 |
EMR FEE | -- | $150 | -- | -- | -- | -- | $150 |
AOTA ANNUAL STUDENT MEMBERSHIP | $75 | $75 | $150 | ||||
TEXTBOOKS & MATERIALS** | $1000 | $1200 | $370 | $300 | $20 | -- | $2890 |
TOTAL | $16533 | $16733 | $15828 | $15683 | $70-$170 | $15383 | $80230-$80330 |
*Tuition is based on the 2022-2023 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 book editions are often in process, textbook costs may change. 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 as placements can be located as much as an hour away via car.
Students in the Bridge Track should plan for travel to campus 4 times during Semesters 1, 2, 3 & 4, as well as 2-3 times during the first and third summers. This travel will include, at minimum, one overnight stay and all travel-related costs, including gas, car rentals, airfare, and food. Students may need to plan for travel costs to get to our Community Clinic sites located off-campus.