Occupational therapists are experts in doing. We prescribe therapeutic occupations, including everyday life activities to support
a person's performance and function in the multiple life roles they engage in at home,
school, work, and community environments. Occupational therapists are trained to address
physical, cognitive, psychosocial, sensory-perceptual, and other aspects of performance.
Occupational therapy interventions can be designed to develop skills, prevent illness
and promote health and wellness. Interventions can also rehabilitate when an illness,
injury or disease results in impairment, disability, activity limitation, or a restriction
in a person's ability to participate in their daily occupations. Occupational therapists
work with people of all ages and ability levels in many settings. Occupational therapy
services may be provided in individual or group sessions, or on a broader scale at
the system or population level.
The Department of Occupational Therapy at Duquesne University has a 27-year history
of preparing practice scholars. The occupational therapy faculty are excellent teachers
and scholars. Collectively, our teaching philosophy emphasizes active and transformative
learning experiences. Community engaged learning and a wide array of excellent clinical
fieldwork and doctoral experiential placements are standard teaching practices in
our program and students know that they will be expected to immediately transform
classroom learning into practice competencies. Our programs equip graduates who exhibit
competencies as a generalist as well as in depth knowledge and skills to lead in practice
and professional settings.
Duquesne University's Occupational Therapy program prepares students to be skilled
and compassionate practitioners, improving lives through meaningful interventions.
“I chose Duquesne University due to the welcoming staff/teachers that I met my
first time coming here, and the lasting impact they left on me.”
Hannah Clark, 4th year
"When I first visited Duquesne and met with OT faculty, I immediately felt welcomed.
The passion and care both the students and faculty shared for Occupational Therapy
was evident and I knew from then on it was DUOT for me!"
Jessica Ashton, 4th year
"I chose Duquesne University because I loved that I could bridge my passions
with occupational therapy and education through the special education minor!"
Johnna Estep, 4th year
"I chose Duquesne because it allowed me to combine my passions in ways, I thought
weren’t possible before."
Ivan Del Toro, 3rd year
More in this program
Admission Pathways
Duquesne offers multiple admission pathways to earn your occupational therapy degree.
The majority of our students begin their OT journey with us as freshmen, however,
there is always room for transfer or post-baccalaureate students to join along the
way!
Our accelerated pathways to theMSOTandOTDdegrees provide you with a BS in Health Sciences after 4 years of full-time study.
If you chose the MSOT pathway, you will receive your MS degree after an additional
9 months of full-time, post-baccalaureate study.
If you chose the OTD pathway, you will receive your OTD after an additional 19 months
of full-time, post-baccalaureate study.Students who pursue the OTD program do not earn a Master's Degree.
All freshmen admitted to Duquesne University's Occupational Therapy program enter
the Master's of Occupational Therapy degree tract. In the Fall of the 4th year, students
are given the option to declare their intent to earn an Occupational Therapy Doctorate.
No additional application to enter the professional phase for either degree is required
for students who have declared occupational therapy as their major. Students in the
accelerated programs who achieve a a ‘C' or better in all courses and a 3.0 cumulative
GPA in the math and science courses by the end of the pre-professional phase are guaranteed
a place in the professional phase of the occupational therapy curriculum beginning
in January of the third year of study.
Thisgraphicreflects the progression through our program for a freshman.
Our accelerated pathways to theMSOTandOTDdegrees provide you with a BS in Health Sciences after 4 years of full-time study.
If you chose the MSOT pathway, you will receive your MS degree after an additional
9 months of full-time, post-baccalaureate study.
If you chose the OTD pathway, you will receive your OTD after an additional 19 months
of full-time, post-baccalaureate study.Students who pursue the OTD program do not earn a Master's Degree.
If you are interested in applying as a transfer student and have not earned your baccalaureate,
please visit the Rangos School of Health Sciences transfer page. Please be advised that space in our program is extremely limited and in most semesters
we do not offer admission to transfer students. Prospective transfer students must
also have a minimum GPA of at least a 3.0, a composite math and verbal SAT score
of at least 1,170; or a composite ACT score of at least 24.
You may be considered for entry into the Post-Baccalaureate MSOT or OTD program if you've already received a Bachelor's degree in a field other than OT and
have satisfied all admission requirements. You can complete the MSOT program in just
under 2 years of full-time study, or the OTD program in just 3 years of full-time
study.
Our MSOT and OTD programs afford post-baccalaureate students the opportunity to jumpstart
their program with prerequisites and foundational courses in the Rangos School of
Health Sciences beginning in the Fall. Following that semester, students immediately
articulate into the occupational therapy program in the Spring.
Please note, the overwhelming majority of our students enter our program as freshmen;
however, we do accept a few transfer and post-baccalaureate students via OTCAS each
year as space allows. The post-baccalaureate programs are rolling admission - we accept
qualified applicants throughout the year, and until the class is filled. The sooner
you apply, the better your chances will be of gaining admission.Only complete applications can be reviewed. We seek applicants who have demonstrated
strong academic performance, active engagement in their community, and a solid record
of servant leadership.
It is recommended that you submit your application by our priority deadline of June
30 each year. After that, applications will be reviewed on a case-by-case basis, based
upon availability.
Program Mission, Philosophy, and Curriculum Design
Mission: Inspire practice scholars that serve, question, and lead.
Program Philosophy of Teaching and Learning: Three pedagogical approaches serve as
the foundation for the department's philosophy and curriculum design: engaged learning,
transformative learning and professional identify formation. A variety of interactive
teaching methods are utilized including active learning approaches, self-reflection,
interprofessional activities, community engaged learning, and experiential learning.
Alongside structured faculty mentorship, students are expected to be intrinsically
motivated acting as agents of their own learning and professional identity development
through full engagement in the curriculum. These core pedagogical approaches of the
Department of Occupational Therapy guide key instructional practices throughout our
curriculum. These include:
an intentional use of engaged, active learning educational pedagogies that embeds
learning in context and seeks to establish opportunities for transformative learning
experiences that promote critical thinking and reflection.
concentration on professional identity formation as a practice scholar with the values,
ethics, and professional behaviors associated with being an occupational therapist.
a graded developmental approach to acquiring the knowledge, skills and attitudes to
be a practice scholar who reflects on and engages in the scholarly application of
occupational therapy and has a skill set to deliver person-centered, evidence-based
occupational therapy.
a central focus on occupation, on humans as occupational beings, and on the complex
processes by which people find meaning and health through the interactive person-environment
process of ʻdoingʼ or engagement in occupations.
a comprehensive understanding of both personal factors and context or environmental
influences on occupational performance and function in the areas of occupation
The Department of Occupational Therapy designed a schematic using a "bridge" to illustrate
the curriculum design, pedagogical approaches and curricular threads of our programs. Our practice-scholar
initiative and outcomes are demonstrating an energizing, leading force that bridges
practice, education and research agendas. Given that Duquesne University is in a region
with over 2,000 bridges more than 8 feet long, it is a symbol that fits our environmental
context. The symbolic representation of a bridge is an effect way to signify how the
components of our curriculum work together to create entry-level professionals in
occupational therapy. Further, the symbolism of the bridge also represents an important
goal of our curriculum: "to bridge the gap between education, practice and research."
The curriculum is designed to ensure that students develop their professional philosophy
and requisite practice knowledge, skills and attitudes to enter practice in the profession
of occupational therapy. Students in the MSOT program are prepared as generalists,
while students in the OTD program develop in-depth knowledge and skills, which may
allow the pursuit of advanced roles or future specialization in practice.
This curriculum is sequenced to challenge our students to integrate knowledge and
skills from the pre-professional phase into the professional then advanced profession
phases. The sequence for the curriculum is organized into six major curricular threads
that reflect the "pillars" of our curriculum design. You can also read detailed explanations of each curricular thread.
Practice Foundations
Person-Occupation-Environment Interaction and Performance Across the Life-Span
Health Care Delivery Systems and Equitable Population-Focused Services
Practice-Scholarship
Community Engaged Learning, Fieldwork Education and Doctoral Capstone Experience
Servant Leadership, Advocacy and Occupational Justice.
Course Descriptions
Find out more about what is covered in each occupational therapy course throughout
the curriculum. You can view the course sequence for each admission type by clicking
on your chosen admission pathway above.
This course explores the core values, philosophy, and scope of practice of the occupational
therapy profession and provides an introduction to information literacy skills. Profession
focused learning outcomes target a student’s ability to define occupational therapy
practice, articulate core concepts of the profession, describe the distinct value
of OT within interprofessional teams, and identify a variety of practice settings
in which occupational therapists work. Students explore the connection between occupation
and health through examination of their own and others’ occupations. Information literacy
learning outcomes emphasize a student’s ability to define information needs, use strategic
approaches to search a variety of resources and research databases, and learning to
effectively manage and evaluate research results with a focus on evidence specific
to the occupational therapy profession. Students also learn about ethical issues relevant
to using sources in projects and papers, including academic integrity, copyright,
and APA citation.
Overview of the profession's history, philosophies, roles and functions, scholarship
activities, current issues, and future directions.
Occupational performance across the lifespan in activities of self-care, work/education,
play/leisure, and person-occupation-environment interaction.
Introduction to practical aspects of occupational therapy including documentation,
observation, client interaction skills.
In this course you will reflect on the knowledge and skills that you have gained in
previous courses in preparation for beginning the professional phase of your training
and your career as an occupational therapist. Knowledge, skills and attitudes required
for success in the program and in future community-based, fieldwork education and
doctoral capstone experiences. This seminar extends foundational learning for entry
into the profession and content is organized into 3 learning modules; 1) professional
development; 2) clinical and community education and 3) practice scholarship and information
literacy. You can expect each module to include a variety of active learning exercises,
reflective self-assessments, problem-based case scenarios and expectations for professional
development planning. You will be expected to learn and use organizational strategies
that facilitate time and project management, help you synthesize information and data
from disparate sources and self-author your own learning.
Transformation of didactic learning into clinical reasoning with a focus on further
establishing therapeutic interactions, clinical observation, and intervention strategies.
Includes 40 hours of fieldwork plus 20 hours of community engaged learning.
Transformation of didactic learning into clinical reasoning with a focus on further
establishing therapeutic interactions, clinical observation, and intervention strategies.
Includes 40 hours of fieldwork.
Analyzing and directing individual and group participation in occupations. Introduction
to the teaching-learning process in occupational performance. This course includes
labs practicing delivery of group interventions.
Application of sensory, motor, and developmental theories in pediatric practice.
Application of sensory, motor, and developmental theories in adult and geriatric practice.
Includes 3 hours of an interprofessional seminar.
Psychodynamic, behavioral, developmental, and volitional theories and intervention
strategies for life span psychological conditions. Includes 40 hours of fieldwork
to encompass 20 from the community FW and 40 in another practice setting.
Theories and intervention strategies related to strength, endurance, joint function,
and voluntary control over movement. Orthotics, prosthetics, biofeedback, mobility
equipment, ergonomics, and human factors are discussed.
Introduces students to each phase of the research process. Discussions focus on the
design, conduct, analysis and interpretation of clinical research studies.
An introduction to the theoretical frameworks, research designs, and methods of data
analysis that characterize qualitative research.
Introduction to measurement and interpretation of occupational performance areas and
performance components.
Analysis of movement using motor learning, motor control, motor development, kinesiological
theories, and applied principles that contributes to functional human motion.
Analysis and synthesis of the research evidence that supports occupational therapy
practice.
Analyzing and directing individual and group participation in occupations. Introduction
to the teaching-learning process in occupational performance. This course includes
labs practicing delivery of group interventions.
Overview of medical conditions typically seen in occupational therapy practice.
Assessment and modification of the physical environment to enhance occupational performance
including computer resources, assistive technology, home health, environmental controls,
and environmental accessibility.
Fieldwork education including exposure to a wide range of diagnoses and treatment
in a variety of settings that will be supervised by a registered occupational therapist.
The fieldwork site specific objectives will be designed for the development of specialized
clinical skills. The purpose of the fieldwork experience is to provide students with
the opportunities to integrate the theory and skills learned in the classroom within
the clinical setting. Upon completion of the fieldwork experiences, the student is
expected to perform at or above the minimum skill level of the entry-level occupational
therapy professional. Each student must successfully complete a minimum of 940 hours
of Level II Fieldwork experience.
Fieldwork education including exposure to a wide range of diagnoses and treatment
in a variety of settings that will be supervised by a registered occupational therapist.
The fieldwork site specific objectives will be designed for the development of specialized
clinical skills. The purpose of the fieldwork experience is to provide students with
the opportunities to integrate the theory and skills learned in the classroom within
the clinical setting. Upon completion of the fieldwork experiences, the student is
expected to perform at or above the minimum skill level of the entry-level occupational
therapy professional. Each student must successfully complete a minimum of 940 hours
of Level II Fieldwork experience.
Therapeutic considerations in all aspects of multicultural diversity and implications
for health care service delivery.
Introduction to the basic principles of organization and management of occupational
therapy programs.
Overview of community-based, population-focused and global approaches to service delivery
and program development related to the profession.
This graduate seminar is part of the servant leadership, specialty roles and occupational
justice curriculum thread. Specific focus on continued professional development as
a practice scholar, leader, and future fieldwork educator are emphasized. The course
is intended to support students’ success as a level II FW student, a future fieldwork
educator, future servant leader, an entry-level credentialed practitioner, and to
reinforce professional identity development and lifelong learning in these roles.
This graduate seminar uses asynchronous class activities and discussion to integrate
the relationship between essential curriculum concepts, fieldwork education, leadership
theory and professional practice expectations. Guided reflections and assignments
are designed to address professional issues and the professional development of the
occupational therapist.
Students pursuing an occupational therapy doctoral degree (OTD) are required to complete
a 14-week doctoral capstone experience (DCE) and dissemination of an individual capstone
project. This 1-credit seminar course is used introduce the occupational therapy doctoral
student to the components and responsibilities associated with the Doctoral Capstone,
including the doctoral capstone experience and the capstone project. The capstone
coordinator will provide guided support as students explore opportunities for their
capstone experience and project and apply person-centered principles to the origination
of their doctoral capstone. Key concepts and learning objectives: - Understand intricacies
between the doctoral capstone experience and project - Compare key differences between
the doctoral capstone experience and academic fieldwork - Exposure to ACOTE focus
areas - Establish personal mission statement as a doctoral student and align to OTD
curriculum design - Create an empathy map to gain deeper insight into capstone site
population of focus - Develop a student infographic reflecting focus area, capstone
site, and population of interest - Identify key team members and increase knowledge
of roles within the doctoral capstone team throughout the experience and project.
This is the first course in the elective 3-course research project sequence. Working
with a faculty research mentor, the student designs a research proposal using quantitative
and/or qualitative research methods, and submits the proposal to the University's
Institutional Review Board. Students should expect to add 3-5 hours of instruction/research
time each week throughout the semester. Instructor permission is required to enroll.
This is the second course in the elective 3-course research project sequence. Under
the guidance of a faculty mentor, the student collects data for the research project
approved by the university Institutional Review Board. Students should expect to add
3-5 hours of instruction/research time each week throughout the semester. Instructor
permission is required to enroll.
Third and final course in the elective research project sequence. Under the guidance
of a faculty mentor, the student analyzes the data and completes a dissemination project.
Students should expect to add 3-5 hours of instruction/research time each week throughout
the semester. Instructor permission is required to enroll.
This is the first of two courses that builds upon foundational research skills and
knowledge on evidence-based practice to use data in support of research/practice in
a specific area of clinical interest. This course helps students evaluate the effect(s)
of occupational therapy intervention on client outcomes. In this initial course, students
develop the necessary skill sets to define researchable practice-based questions,
identify current and relevant research literature, and find occupation-centered measures
to support their Doctoral Capstone Experiences (DCE) project. Students also enhance
their proficiency at conducting self-directed database searches and determining the
quality of published research to guide clinical practice decisions. Several products
from this course support the development of the OTD capstone project.
This is the second of two courses that builds upon foundational research skills and
knowledge related to evidence-based practice to support an OTD Doctoral Capstone Experience
(DCE). In AEP II, students draw upon concepts/products from AEP I in order to measure
outcomes and collect data at their DCE site. Through a series of labs, AEP II encourages
students to identify appropriate outcome measures, organize data collected at their
DCE, use quantitative and qualitative methods to manipulate and analyze that data,
and create a final program evaluation product for dissemination.
Critically examines and discusses models and processes to systematically plan and
evaluate occupational therapy intervention programs. Students develop skills in needs
assessment, program planning, and evaluation by reading and discussing literature
in the field, working individually and in small groups on in-class activities and
outside assignments. Students apply program development principles and methods to
explore, envision, and propose creative models of OT services in existing or emerging
practice settings including marketing, and budgeting strategies necessary to implement
programs that promote participation and performance of the populations served. Students
generate a comprehensive plan for measuring program outcomes that support evidence-based
practice related decisions and improvements. Grant writing is introduced, as well
as the process of locating and securing grants. Students learn how grants can serve
as a fiscal resource for research and practice.
OTD candidates register for a Practice Scholar Capstone for 3 consecutive semesters.
In this first course, participants begin integrating knowledge and skills developed
in this program and work closely with their faculty advisor to plan and develop a
practice scholar project that can be implemented within a selected practice setting,
in a chosen specialty area, or within the community. This initial course guides OTD
candidates through the process of doctoral studies, designing their Capstone Project
and defining final dissemination products.
This 2-credit course provides an in-depth, customized experience specific to the doctoral
pursuit of the occupational therapy student, and the opportunity to extend and refine
knowledge & skills acquired in the curriculum. Students may participate in learning
experiences that include a focus on theory development, research, policy, advanced
clinical practice, advocacy, program development, teaching, administration, and/or
leadership projects. Each OTD student must successfully complete a minimum of 16 weeks
(640) hours of Practice Scholar Residency.
Students pursuing an occupational therapy doctoral degree (OTD) are required to complete
a 14-week Doctoral Capstone Experience (DCE). The goal of this capstone experience
is to develop occupational therapists with in-depth skills (those beyond a generalist
level), and it is integral to acquiring deeper practice-scholar competencies as reflected
in the program’s curriculum design. This 6-credit course provides an in-depth, customized
experience specific to the doctoral pursuit of the occupational therapy student, and
the opportunity to extend and refine knowledge and skills acquired in the curriculum.
Students will participate in learning experiences that include a focus on delivery
of the doctoral capstone project or program. Each OTD student must successfully complete
a minimum of 14 weeks (560 hours) of the DCE as per the objectives of this course.
A continuation of DCE I & II, This 2-credit course provides an in-depth, customized
experience specific to the doctoral pursuit of the occupational therapy student, and
the opportunity to extend and refine knowledge & skills acquired in the curriculum.
Students may participate in learning experiences that include a focus on theory development,
research, policy, advanced clinical practice, advocacy, program development, teaching,
administration, and/or leadership projects. Each OTD student must successfully complete
a minimum of 16 weeks (640) hours of Practice Scholar Residency. Online.
This course supports the preparation and delivery of a practice scholar capstone project
as the culminating product of the student’s doctoral studies. The capstone project
reflects the student’s synthesis of knowledge, reflective practice and application
of occupational therapy concepts and analytic and leadership skills developed throughout
the OTD program. This second course in the series assists the student to focus on
the development, implementation, and evaluation of a scholarly project related to
a self-selected area of practice, specific practice site setting, particular specialty
area, or specific community-based setting. All projects will be evidenced-driven and
consist of project development, implementation, and evaluation.
This course explores the fundamentals of instructional design, including principles
of learning theory, and instructional strategies relevant to instructional design.
It also includes examination of instructional models, technology, organizational paradigms,
interaction schemes, processes and assessments. The instructional design theories
that are introduced are equally applicable to education, clinical training, and learning
in general.
Blending the theories presented in ILTT I, along with empirical research data, students
design instructional materials that address their target population's learning strengths,
and help their learners master the material. Students will learn the purpose and approach
to completing each phase of the instructional design process and will produce a set
of outputs from each of these phases in accordance with requirements specified in
a final course project.
This course supports the delivery of a final practice scholar capstone project as
the culminating product of the OTD candidate’s doctoral studies. This third course
in the series assists the doctoral candidate to finalize products for dissemination
of their capstone project.
Students explore and apply advanced theories of leadership, administration, and advocacy
in healthcare in relation to current and future practice settings and develop advanced
skills in healthcare policy and engaged citizenry. Students apply ethical practices
to leading change, improving quality, and resolving conflicts related to their future
practice. Local, national, and global health issues will be examined through an occupational
justice framework in the context of social, cultural, genetic, economic, gender, and
Health-system influences on health and health policy. Through self-exploration and
a leadership development plan, the student integrates learning into the leadership
journey of advocating for justice, transformation and change.
Foundational concepts in occupational therapy. Prerequisite: Special permission of
the instructor-contact OT Department Chairperson.
Meet the DU OT Advisory Board
Amy Baez, MOT, OTR/L
Founder of Playapy
Chris Chovan, MOT, OTR/L, ATP, CAPS, ECHM
Occupational Therapist and Home Accessibility Specialist at UPMC
Courtney Walker, BASW
Director of Education and CPS Programs at CLASS
Emily Drnach, OTD, OTR/L
Occupational Therapist at Genesis Rehab Services
Erica Glaneman, BS
Current OTD Student at Duquesne University
Ingrid Kanics, MOT, OTR/L, FAOTA, CPSI
President of Kanics Inclusive Design Services
Rebecca Lord, OTD, OTR/L
Occupational Therapist at Blind and Vision Rehabilitation Services
Sara Lindsay, MOT, OTR/L
Chief Program Officer at Catholic Charities West Virginia (CCWVa)
Sierra Dollard, OTD, OTR/L
Occupational Therapist at Amedisys Home Health Care
Tammy Divens, OTD, OTR/L
Associate Teaching Professor and OTA Program Director at PA State University - Shenango
Taylor Martin, OTD, OTR/L
Pediatric Fellow at Creighton University
Traci Herc, MOT, OTR/L
OT at UPMC Home Healthcare and Study Interventionist at the University of Pittsburgh
Esme Wang, OTD, OTR/L
OT at East End Behavioral Health Hospital and Case Manager at East End Cooperative
Ministry
Contact us!
Still have questions? Reach out to one of our administrative assistants for answers!
