Master of Science in Occupational Therapy

The entry-level Master of Science in Occupational Therapy at Davenport University is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA).  The program received 7-year accreditation approval which is granted to new programs that have demonstrated exceptional education quality.  The next full accreditation review is scheduled to occur during the 2029/2030 academic year.

Graduates of the Davenport MSOT program are eligible to sit for the national certification examination administered by the National Board for Certification in Occupational Therapy (NBCOT).  After successful completion of this examination, 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.

The Occupational Therapy program at Davenport University adheres to all ACOTE requirements including timely notifications to ACOTE of changes within the MSOT program and/or Davenport University.  The members of the Occupational Therapy Department are responsible for demonstrating honesty, integrity, and ethical conduct in all dealings with ACOTE consistent with policies and procedures for honest and ethical behavior. 

For more information about accreditation contact:
Accreditation Council for Occupational Therapy Education
c/o American Occupational Therapy Association, Inc.
6116 Executive Blvd. Suite 200, North Bethesda , MD 20852-4929
Web address:  www.acoteonline.org
Phone: 301-652-6611 
Fax:     301-652-1417

At the time of application, students must have:

• Completed a baccalaureate degree or provide documentation that the baccalaureate degree will be completed prior to the start of occupational therapy classes  
• A minimum cumulative grade point average of 3.0
• A minimum of 40 hours of documented volunteer or shadow experience with an occupational therapist 
• A personal statement (essay)
• Three completed letters of recommendation
• Completed all specific prerequisite courses (with a grade of 'C' or better) or provide documentation that the prerequisite classes will be successfully completed prior to the start of Occupational Therapy classes:
  • Second Level English Composition and Technical Writing
  • Introductory Psychology
  • Abnormal Psychology
  • Introductory Sociology
  • Development Across the Life Span
  • Oral Communication/Speaking Skills
  • Medical Terminology
  • Introductory Statistics
  • Anatomy and Physiology I  (with lab)
  • Anatomy and Physiology II (with lab)

Please see attached file for a description of the prerequisites for the OT Program. Click Here.  

Note:  Prerequisites will not be officially evaluated until applications are reviewed by the Occupational Therapy Admissions Committee.  At that time, course descriptions, copy of the syllabus and/or original transcripts may be requested.

Application for Admission 2024 is now open. To apply you must complete the application requirements at OTCAS.  

OCTAS includes: 

• Sending transcripts 
• Personal statement (essay)
• 3 professional references 
• Employment/volunteer background
• Observation hours
• Licenses/certifications 

Deadlines

Fall 2024 Deadlines: Complete applications are reviewed the first Friday of each month, beginning October 6, 2023, through June 7, 2024. 

Statement of philosophy

The Occupational Therapy academic program at Davenport University is founded on the Philosophical Base of Occupational Therapy that defines occupations as “activities that bring meaning to the daily lives of individual, families, communities, and populations and enables them to participate in society (AOTA, 2017). Occupational therapy is based on the belief that individuals have an innate need and right to engage in meaningful occupations and that participation in these occupations is a determinant to health for individuals, families, communities, and populations. Occupations occur in context throughout the lifespan. This participation in meaningful occupations throughout the lifespan leads to occupational adaptations that facilitate wellbeing and quality of life.

Fundamental beliefs about humans

Consistent with the Philosophical Base of Occupational Therapy (2017), the Philosophy of Occupational Therapy Education (AOTA, 2018) emphasizes the view of humans as occupational beings, occupation as health determinant, and participation in occupations as a fundamental human right but this official document specifically centers on beliefs about knowledge, learning and teaching. The philosophy of occupational therapy education believes that education (learning) is an ongoing process that shapes the occupational therapy student, their professional identity and their professional skills.

Humans are occupational beings with an innate drive to engage in meaningful occupations across the lifespan. The Occupational Therapy Program at Davenport University is founded on the fundamental belief that for all humans, learning is facilitated by intrinsic motivation and by the teaching and learning environment (Orsini, Evans & Jerez, 2015). Educational programs that support intrinsic motivation embrace and facilitate student learning. For students who are intrinsically motivated, satisfaction is gained from setting learning and professional goals, self-evaluation and reflection. Students also gain satisfaction through participation in learning activities, successful completion of context-oriented assignments, and/or mastery of technical skills. Learning becomes a part of the natural educational environment and is fueled by student motivation rather than the drive for external rewards (Richlin, 2006). Being part of the learning environment is motivating in itself. The educational setting becomes a meaningful context for the students, influencing and facilitating their learning and performance. Richlin (2006) identified four factors essential for intrinsic motivation: success, curiosity, originality, and relationships.

The four factors identified by Richlin (2006) can be met within the structure of an occupational therapy education program. The Occupational Therapy Department at Davenport University:

• promotes success by building on prior knowledge and experience and by valuing student accomplishments;
• arouses curiosity by incorporating authentic clinical issues and experiential learning into the curriculum;
• facilitates originality by providing opportunities for critical reasoning, self-directed learning, and self-reflection; and
• encourages relationships by modeling therapeutic use of self, building therapeutic alliances, and establishing a collaborative and inclusive educational environment.

Meeting the motivational needs of students must occur in conjunction with expectations associated with goals for the educational experience.

Beliefs about how humans learn

Fundamentally, the Davenport University occupational therapy program reflects the philosophical base of the profession and the philosophy of occupational therapy education. The program believes that humans have an innate drive for occupation. The Occupational Therapy Department at Davenport University is an academic program focused on student learning and achievement and adopts the educational philosophies of humanism and constructivism. The philosophy encourages the program’s curriculum design, course construction, and instructional approach reflect the belief that human learning is strongly influenced by intrinsic motivation to learn and that this motivation prompts the development of personal goals. Thus, motivational needs of students can be addressed through a thoughtfully constructed education program.

The Occupational Therapy Program’s teaching approach is founded on a hierarchical structure that builds on prior knowledge and guides students forward and upward through introduction, reinforcement, and mastery of concepts. This approach supports developmental growth in critical thinking, professional judgement and integration of core concepts of the profession. Implementation strategies include active engagement in classroom instruction, experiential learning, self-directed study, and selfreflection. This approach promotes habits of lifelong learning. The program aims to provide practice-based education that is knowledge-driven and prepares students to be teamoriented and client-centered clinicians who incorporate principles of human occupation into their practice.

Four concepts (curricular threads) are emphasized throughout the Davenport University Occupational Therapy program:

• Professional identity
• Professional and social responsibility
• Effective and exemplary practice
• Knowledge-driven clinical reasoning

The four curricular threads provide the foundation for the evaluation of student performance and overall success of the program. At the conclusion of the Master of Science in Occupational Therapy program graduates will:

• Interpret the importance of purposeful activity and meaningful occupation to consumers, colleagues, administrators, and policymakers;
• Integrate concepts of human occupation into evaluation, treatment, goals and documentation;
• Demonstrate professional and social responsibility through socially and culturally competent communication and interaction;
• Exemplify professionalism through ethical behavior, advocacy, and leadership supporting the diverse needs of individuals, communities, and society;
• Appraise and recommend effective interactive, adaptive, and technological approaches intended to facilitate communication, enhance function, and promote participation;
• Implement exemplary practice utilizing depth and breadth of knowledge, skills, and abilities in assessment and treatment;
• Evaluate options to address challenging issues in practice and the profession through clinical reasoning, creative problem solving, and critical thinking; and
• Advance best-practice in contemporary and emerging areas of practice by consistently seeking, critically reviewing, and utilizing information from the literature and credible sources.

Student Outcomes 

Graduation Rates
The first cohort of the Master of Science in Occupational Therapy program at Davenport University graduated in 2016 - 2017 academic year.

Certification Examination

Following successful completion of the MSOT program, graduates are eligible to sit for the national certification examination (NBCOT: National Board for Certification in Occupational Therapy).  Successful completion of the NBCOT exam is required to practice as an occupational therapist. 

The pass rate for Davenport graduates: 

• 2020: 97%
• 2021: 93%
• 2022: 100%

Davenport University Master of Science in Occupational Therapy examination results are available through the NBCOT website: 

https://www.nbcot.org/Educators-Folder/SchoolPerformance

Department Chair: Theresa Leto, DHS, MOT, OTRL

Academic Fieldwork Coordinator: Susan Dee Owens, MS, OTR/L

Core Faculty: 

Jennifer Bingman, OTD, OTR/L

Barbra Katerberg, OTD, OTR/L

Stephanie Tamminga, MS OTR, CHT

Kelly McCarron, Ed.D,OTR/L (Associate Dean of Academic Retention and Student Success - Global) 

Administrative Assistant: Juliet Allen 

Fieldwork experiences are important components of Occupational Therapy education.  Davenport University Occupational Therapy students will participate in fieldwork experiences throughout the program.  Some fieldwork will occur in combination with on-campus classes at locations close to Grand Rapids.  Other fieldwork occurs as full-time immersion experiences where students leave campus for extended periods of time.  The full-time fieldwork immersion experiences may occur nationwide.  Students enrolled in the program cannot be guaranteed fieldwork placements in any specific location including the Grand Rapids area.  Students are responsible for housing and transportation related to education experiences (including fieldwork).  Also, students are expected to be familiar with and comply with fieldwork rules and regulations as outlined in the University Graduate Catalog, the College of Health Professions Handbook, and the Occupational Therapy Fieldwork Handbook. 

Regional Accreditation

Davenport 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).

As a student enrolled in Davenport’s HHS case management to OT program pathway, you’ll experience an easy transition from your undergrad studies in health and human services case management to the graduate OT program. Plus, you’re guaranteed a spot in the master’s OT program when you complete the undergraduate requirements — no additional applications needed.

Save time and money earning your degrees because this full-time program shaves 19 credits off your overall course load. Participate in the mentorship program early to develop a deep understanding of the field from the very start.