Master of Occupational Therapy

April Doebert-Fischer	Director of Assessment; Clinical Associate Professor
Jennifer Labonte	Clinical Assistant Professor
Wendie Leveille	Chair of the Department of Occupational Therapy; Occupational Therapy Program Director; Clinical Assistant Professor
April Phillips	Academic Fieldwork Education Coordinator; Clinical Assistant Professor

Carroll University’s Master of Occupational Therapy Program recognizes occupational engagement as a determinant of health. We hold true that the essence of healthy living is the pursuit and performance of contextually rich and individually meaningful engagement, in the activities of everyday life. The Program design reflects the values espoused by the Carroll University Compact, including a commitment to academic excellence, personal fulfillment and spiritual meaning. In addition, the Program parallels the Compact by recognizing that embracing diversity, in all its forms, promotes human flourishing.

As with all accredited occupational therapy programs in the United States, Carroll’s Master of Occupational Therapy curriculum prepares students as entry-level generalists. Faculty guide students in the use of occupation as a therapeutic tool across diverse populations and communities and support students through a transformative learning experience that utilizes a Humanistic therapy perspective and an Ethic of Care moral framework. Each of these approaches are widely recognized as client-centered, emphasizing the importance of a therapeutic relationship between therapists and clients.

The Program promotes a safe and supportive environment where students learn foundational and theoretical sciences to advance their understanding of the role of occupation in the human condition and everyday life. The program fosters a meaningful learning environment by providing students with just right challenges, during didactic experiential learning activities, and experiences that align with student learning styles.

The Program’s curriculum offers students a lens through which they progressively analyze components of life participation including person, population, environment, socio-cultural, and occupational interactions. We emphasize the development of ethical and professional behaviors, consistent with the standards, values, and attitudes of the occupational therapy profession. In addition, the curriculum promotes evidence-based practice, inter-professional education and a commitment to life-long learning.

Accreditation

Carroll University is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools (30 N. LaSalle Street, Chicago, IL 60602-2504).

The Carroll University Master of Occupational Therapy Program is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), 6116 Executive Boulevard, Suite 200, North Bethesda, MD 20852-4929. Telephone number: (301) 652-6611, website: www.acoteonline.org.

Admission and Application Requirements

Carroll University offers two admission options:

1. Direct Admission - Direct admission (DA) entry provides select incoming first-time freshmen matriculating directly out of high school an opportunity to enter directly into the graduate phase of the program and receive a guaranteed MOT seat, provided progression standards and cohort requirements are met as outlined in the Carroll University catalog. The MOT accelerated program comprises five (Carroll) or six total years of study for students who are directly admitted (freshman level of entry) with any major.

See the Undergraduate Catalog for additional admission information for high school-level direct admission.

2. Competitive Admission - Those with an undergraduate degree at an institution outside of Carroll or current Carroll undergraduate students who do not have direct admission status. Competitive Admission applicants are required to apply through the Occupational Therapist Centralized Application Service (OTCAS).

Direct Admission Application Requirements - High School-level Admission

All majors and minors are invited to apply for direct admission. Students are encouraged to pursue degree options that support their interests. Direct admission students earn their undergraduate degree, then earn a Master of Occupational Therapy.

Recommended High School Coursework (grade of ‘C’ or better):

One or more years of high school biology
One or more years of high school chemistry
Three or more years of mathematics
Additional rigor, including physics, anatomy and physiology, AP or IB courses, dual enrollment, or other college-level coursework

To be considered for direct admission:

Apply to Carroll University
List Occupational Therapy as your intended program on the application.
Submit the following items to complete the application process:
- High school transcripts through the sixth semester
- Senior class schedule (recommended)
- Indicate Early Action or Regular Decision on your application

Evaluations for early action candidates will begin in November, with offers being made monthly or until seats are filled with final offers made in February. Evaluations for regular decision candidates will begin in March, as space permits. We do not guarantee review of regular decision candidates.

Those accepted for occupational therapy direct admission must submit and meet program Safety and Technical Standards. Students with direct admission must meet all MOT progression standards at the time of application to the graduate level and earn their undergraduate degree prior to beginning the MOT program mid-May.

Graduate Level Progression Requirements - Direct Admission Students

Carroll University students with direct admission status must satisfy all MOT program prerequisite requirements and earn their bachelor’s degree prior to advancing into year one of the graduate program.

Graduate Level Progression Requirements:

3.2 Cumulative GPA
3.2 Professional/prerequisite GPA
20 hours of shadowing
1 Letter of Recommendation from an instructor or an Occupational Therapist
Resume
Essay outlining your interest in the occupational therapy profession

Prerequisite Coursework - Subject to change:

Anatomy & Physiology I and II - ANP 130 & ANP 140 or Human Anatomy and Human Physiology - ANP 402 & ANP 403
College Chemistry I - CHE 101 or CHE 101
Abnormal Psychology - PSY 201
Lifespan Psychology - PSY 221
General Sociology - SOC 101
Statistics - CMP 112 plus CMP 114 or BUS 114 or PBH 114 or SOC 114
Medical Terminology
Highly Recommended - College Physics I - PHY 101

-Only 1 prerequisite course may be repeated for a higher grade

-Those not offered direct admission will receive additional consideration in the competitive review process

-Students are advised to declare a Pre-OT emphasis for advising purposes

Graduate Level Application Process - Direct Admission Students

Submit the Graduate Studies Application
Personal Statement
Resume
Evidence of 20 hours of shadowing an occupational therapist or completion of the Occupational Therapy Online Shadowing Experience (password: LucasQU)
- The Occupational Therapy Observation Hours Log must be completed with the signature of the occupational therapist(s) that was observed.
- A copy of the completion certificate will be needed for proof of completion of the Occupational Therapy Online Shadowing Experience.
One letter of recommendation from an Occupational Therapist or instructor

Competitive Admission Application Requirements

GPA Requirement: Candidates must earn an OTCAS calculated cumulative GPA of 3.0 or higher, and a professional GPA of 3.0 or higher.
Admission to the Carroll University Master of Occupational Therapy requires a baccalaureate degree from an accredited institution and satisfactory completion of prerequisite coursework prior to matriculation.
The program considers all qualified applicants without discrimination regardless of race, color, creed, gender, age, sexual orientation, marital status, national or ethnic origin, or handicap that does not interfere with the performance of occupational therapy practice as provided by law.
Each student will be considered holistically based upon an academic and non-academic evaluation. The submitted materials will be used to evaluate applicants for potential success in the program based on proven academic performance and potential; knowledge of the OT profession, work, community service and other experiences; letters of references; and essays. In some circumstances, a personal interview may be requested.
Up to thirty (30) students per cohort are admitted each May based on individual merits and in competition with others.

Application Requirements:

Verified OTCAS application, which includes the following:
- Official transcripts from all undergraduate and graduate institutions.
  - NOTE: Carroll University undergraduate students must also send all official transcripts directly to OTCAS
- Three letters of reference - suggested authors include a college instructor, a supervisor and an occupational therapist
- Pending coursework - no more than two courses can be pending at the time of application
- Personal statement
- Supplemental Essays
- Evidence of exploration of the occupational therapy profession (volunteering, observations, internships and/or work experience within a setting where occupational therapy services are conducted).
  - No specific form of documentation is required
  - 20 hours of OT-specific observation are highly recommended but not required
  - All healthcare exposure will be reviewed
  - Optional: Complete the Occupational Therapy Online Shadowing Experience. Password: LucasQU (case sensitive)
- Involvement in community service is highly recommended

Timeline for Admission:

The OTCAS admissions cycle begins mid-July of each year. Applicants may start and submit the OTCAS application as soon as it is available. Once an application is deemed complete by OTCAS, the Service will verify the accuracy of the application materials, compare original transcripts to the self-reported course information on the application, calculate GPAs, and submit the verified application file directly to Carroll University.

Complete instructions for submitting the OTCAS application are available on the OTCAS website, http://www.otcas.org.

Prerequisite Coursework - one semester each:

Prerequisites must be completed from an accredited junior college, college, or university. Prerequisite courses must be completed with a “C” or higher. Note that a “C-” will not be accepted. No more than 2 courses can be pending at the time of application. Pending courses must be listed on the OTCAS application or in coordination with the graduate admission office. Failure to comply may necessitate a revocation of acceptance into the program.

Anatomy and Physiology I with lab AND Anatomy & Physiology II with lab or Anatomy & Physiology with labs
Abnormal Psychology
Lifespan Psychology: or developmental course covering birth to death
Introductory Sociology or Cultural Anthropology or Social Psychology Statistics - 1 Semester
Medical Terminology
Chemistry with lab - 1 Semester
Highly Recommended - Physics with lab - 1 Semester

Other Admission Information:

Completion of all prerequisites is required prior to matriculation.
Only full-time students are admitted to the program.
Students need not have received their bachelor’s degree from Carroll University, but those who do will receive a calculated advantage in the admission process.
AP courses will be accepted for general psychology, sociology and statistics if listed on university transcript.
The Carroll University MOT program will not accept transfer students or transfer credits for any required courses in Occupational Therapy. Students accepted into the program must complete all required occupational therapy courses.

Matriculation Requirements:

Matriculating students must provide Carroll University with official college transcripts for coursework in progress at the time of application, as well as a final transcript from their graduating institution with degree conferral posted, in addition to official transcripts sent to OTCAS.
Complete a health screening, updated immunizations and tuberculosis screening according to current Centers of Disease Control and Prevention (CDC) recommendations for health professionals, background investigation and drug screening prior to beginning the program.
BLS and AED certification for health care providers through the American Heart Association. Please note that BLS certification is NOT the same as CPR certification, as the BLS certification includes both a CPR and AED component. CPR certification will not be accepted as a substitute.
First aid certification. This can be completed via an online module from American Red Cross, American Care Association or American Heart Association.

International applicants and those who graduated from a non-US college or university must complete the following in addition to the above:

Three (3) hours of English composition completed at an accredited US or Canadian college or university if the initial education was not taken at an English-speaking university.
20 hours of natural sciences taken at an accredited US or Canadian college or university. These hours must include 2 semesters of Anatomy and Physiology coursework. Prerequisite lab courses successfully completed online, and other prerequisite courses successfully completed as pass/fail (without letter grades) during the spring, summer and fall 2020 terms will be accepted.
Documented completion of baccalaureate degree from accredited institution or equivalent via an international credit evaluation must be sent directly to OTCAS.
Official TOEFL scores must sent directly to Carroll University for those who graduated from a non-US college or university.
Documentation needed to issue I-20.

Please also see the Office of International Education webpages.

MOT Student Learning Outcomes

Graduates of the Carroll University MOT Program will:

Have acquired a sound knowledge of and appreciation for the parameters of the theoretical and foundational science and respect for the integral nature of these scientific tenets in participation in life roles and routines.
Be prepared to be socially responsible and accountable through service to the community and application of best practice strategies for an identified population.
Have acquired sound knowledge of and appreciation for the ethical and practical considerations that affect health and wellness of the underserved and underrepresented populations and the impact this has on occupational justice and potential disparity of services.
Be prepared to advocate as a professional for occupational therapy services offered and for the recipients of those services.
Be prepared to competently and professionally communicate and collaborate inter-professionally with peers, colleagues, clients and families, and other health care professionals in order to clarify each member’s responsibility in executing components of an intervention plan.
Be able to plan and apply occupational therapy interventions to address the physical, cognitive, psychosocial, sensory, and other aspects of performance in a variety of contexts, roles and environments to support engagement in everyday life activities that affect health, well-being, and quality of life.
Be able to plan and apply the therapeutic use of self and occupation in evaluation, assessment, screening, and interventions that are culturally sensitive and client-centered, to achieve expected outcomes as related to occupation.
Be educated as a generalist with broad exposure to delivery models and systems used in traditional, current and emerging occupational therapy practice settings.
Acknowledge the distinct roles and responsibilities of the occupational therapist and occupational therapy assistant in the supervisory process.
Have achieved entry-level competence through a combination of academic and fieldwork education.
Be prepared to be a lifelong learner and keep current with evidence-based professional practice so as to support the growth and dissemination of research and knowledge that will contribute to the profession of occupational therapy and to those served through the profession.
Model and uphold the ethical standards, values, and attitudes of the occupational therapy profession towards self, clients, and in interactions and communications with others.
Analyze and appreciate the human condition as a collective experience of culture, personhood, social and economic change, and other contexts and how this might affect access to and response to health care.
Develop a knowledge of evidence-based practice and promote an analytical and critical understanding of occupational therapy practice.

Master of Occupational Therapy Program Technical Standards

In preparation for professional roles occupational therapy students are expected to demonstrate the ability to meet the demands encountered in an occupational therapy career. Certain functional abilities are essential for the delivery of safe and effective care. An applicant to the MOT Program must independently, with or without reasonable accommodation, meet and maintain the following technical standards for progression throughout the program.

General Ability
The student is expected to possess functional use of the senses of vision, touch, hearing and smell so that data received by the senses is integrated, analyzed and synthesized in a consistent and accurate manner. The student is expected to possess the ability to perceive pain, pressure, temperature, position, vibration and movement in order to effectively evaluate patients. A student must be able to respond promptly to urgent situations.

Observational Ability
The student must have the ability to make accurate visual observations and interpret them in the context of clinical/laboratory activities and patient care experiences. The student must be able to document these observations accurately.

Communication Ability
The student must communicate effectively verbally and non-verbally to obtain information and explain that information to others. Each student must have the ability to comprehend, write, hear, and speak the English language to facilitate communication with patients, family members and other members of the health care team. The student must be able to document and maintain accurate records, present information in a professional manner and provide patient instruction to effectively care for patients and their families.

Psychomotor Ability
The student must be able to perform gross and fine motor movements with sufficient coordination needed to provide complete safe effective care for patients. The student is expected to have psychomotor skills necessary to safely perform examination procedures and treatment interventions, including CPR if necessary. Examples of examination procedures include, but are not limited to, cognitive assessment, range of motion, manual muscle testing, sensation, balance, functional abilities, pain, cardiopulmonary status, percussion, palpation, and anthropometrics. Treatment interventions include, but are not limited to, patient and caregiver education, manual therapy, functional training (transfers, bed mobility, activity of daily living training, etc.), splinting, work hardening, task and environmental modification and adaptation, application of therapeutic physical agents such as electrotherapy, radiation, heat, and cold, and wound care.

The student must have sufficient levels of neuromuscular control and eye-to-hand coordination as well as possess the physical and mental stamina to meet the demands associated with extended periods of sitting, standing, moving and physical exertion required for safe patient care. Students must be able to bend, squat, reach, kneel or balance. The MOT curriculum may require students to carry and lift loads from the floor, from 12 inches from the floor, to shoulder height and overhead. The student must be able to occasionally lift 50 pounds, frequently lift 25 pounds and constantly lift 10 pounds. The student is expected to be able to maintain consciousness and equilibrium and have the physical strength and stamina to perform satisfactorily in clinical settings.

Intellectual/Cognitive Ability
The student must have the ability to develop critical thinking and problem-solving skills essential to professional occupational therapy practice. Problem solving skills include the ability to measure, calculate reason, analyze, synthesize, and judge objective and subjective data, and to make decisions in a timely manner that reflects thoughtful deliberation and sound clinical judgment. The student must demonstrate application of these skills and possess the ability to comprehend, retain, retrieve and incorporate prior knowledge with new information from multiple sources including, but not limited to self, peers, instructors and related literature to formulate sound judgment for competent patient/client management, practice management, and functions required for clinical scholarship.

Behavioral and Social Attributes
The student is expected to have the emotional stability required to exercise sound judgment and complete assessment and intervention activities. Compassion, integrity, motivation and concern for others are personal attributes required of those in the MOT program. The student must fully utilize intellectual capacities that facilitate prompt completion of all responsibilities in the classroom and clinical settings; the development of mature, sensitive and effective relationship with patients and other members of the healthcare team. The student must have the ability to establish rapport and maintain respectful interpersonal relationships with individuals, families and groups from a variety of social, emotional, cultural and intellectual backgrounds. Each student must be able to adapt to changing environments; display flexibility; accept and integrate constructive criticism given in the classroom and clinical settings; and effectively collaborate with others. Students must continuously self-assess to improve as a professional.

The student must be able to adapt to and function effectively in relation to stressful situations encountered in both the classroom and clinical settings, including emergency situations. Students will encounter multiple stressors while in the MOT program, and must effectively manage these stressors throughout entire workdays.

Evaluation
An applicant/candidate with a handicap shall not, on the basis of their handicap, except those which would preclude the essential skills outlined above, be excluded from participation in, denied the benefits of, nor be subjected to discrimination in the program. Carroll University may require that the applicant/student undergo a physical examination and/or an occupational skills evaluation.

All MOT students must be able to perform the essential functions of a student occupational therapist. Reasonable accommodations will be afforded to students with disabilities as required under the Americans with Disabilities Act of 1990, Sec. 504 of the Rehabilitation Act of 1973, and applicable state laws. A student who can no longer perform the essential functions of a student occupational therapist must report this to their program advisor. If reasonable accommodations cannot be made, the student will not be able to remain in the MOT program.

Caregiver Background and Criminal History Check

On October 1, 1998, the State of Wisconsin, Department of Health and Family Services mandated that all persons who seek to be employed and/or licensed in the caregiver industry must fulfill the Caregiver and Background Check requirements in Section 50.065 of the Wisconsin statute. Occupational Therapy students are required to complete a background and criminal history check, which will be facilitated prior to the first day of class and abide by the university and state regulations pertaining to the findings. While this may not prevent admission to our program, it may hinder the ability for placement in clinical rotations. Clinical rotations are a standard requirement of the Accreditation Council for Occupational Therapy Education (ACOTE), and are mandatory to take the board certification exam. In addition, failure to complete this requirement would render the student unable to fulfill requirements for graduation from the MOT program. All healthcare facilities require background checks; therefore, use of this information will be at the discretion of the university and of the clinical sites.

Background checks will be completed through the Exxat document management system. Clinical facilities require background checks on all students before participation in clinical rotations. The background check result is shared with the clinical facility.

Insurance

Health: Health insurance for all full-time students and international students at Carroll University is mandatory.

Students who choose to may purchase University-sponsored coverage, by logging onto wpshealth.com/waicu , finding the Carroll plan, and enrolling directly.

All students and faculty are required to obtain and maintain CPR certification through the American Heart Association. Certification must include CPR and AED for adults and pediatric, including 2-person rescuer and bag valve mask. Initial course must include completion of in person skill check.

Students are required to complete and maintain various health and immunization forms and records. These documents provide information about the student’s health insurance carrier, physician, medical conditions, vaccination history and completion of health risk training. It is the student’s responsibility to update all health information and health-related requirements annually, or more frequently if necessary and as required by clinical sites. Students are highly encouraged to keep a personal file of health information. Any medical treatment needed by an occupational therapy student during academic preparation or clinical education experience is the responsibility of the student. Clinical facilities may require proof of immunizations or additional procedures (lab studies, radiographs, etc.). The student is responsible for the cost of any related procedures.

Professional Liability: Professional students are required to have professional liability insurance. The University arranges for this coverage for each MOT student.

Master of Occupational Therapy Program Academic Progression Standards

Progression Standards for progression policy.

Dismissed Graduate Students’ Participation in Commencement

A student may be dismissed from a Carroll University graduate program if they do not fulfill the academic progression requirements outlined by each program. If a student is dismissed from the MOT graduate program, they will not be able to participate in the Commencement Ceremony or Pinning Ceremony. The student may choose to appeal this dismissal by completing an Academic Petition form which is reviewed by the Academic Steering Committee. Depending on the outcome of the committee’s decision, the student may be eligible to participate in the MOT Commencement Ceremony and Pinning Ceremony the following academic year.

Master of Occupational Therapy Program Tuition and Financial Aid

Tuition

Course fees and tuition are published in the Tuition, Fees, Payments, and Refund Policies section of the Graduate Catalog.

Curriculum

The Carroll University Master of Occupational Therapy (MOT) Curriculum has been designed to reflect the mission and philosophy of Carroll University and the MOT program, as well as align with the philosophical base of the American Occupational Therapy Association (AOTA). In addition, the MOT program emulates the liberal arts heritage of the University by embracing the conviction that humanness is underscored by diversity.

The MOT curriculum incorporates six themes or threads which are built upon throughout the learning experience: occupational performance, service to community, lifelong learning and scholarship, professional development and self-reflection, cultural and client-centered practice, and interprofessional and collaborative care.

Each thread is addressed by courses progressively and with increasing depth as a multi-disciplinary approach offers new perspective and complexity to founding sciences and profession-specific course content and helps to solidify knowledge and understanding as students move through the curricular sequence. Intentional placement of courses within the same semester helps boost comprehension as key concepts are reintroduced from a different vantage point.