Learn to Lead in Occupational Therapy Innovation & Care
Prepare to make a meaningful impact, empower clients, advance practice, and lead change in clinical, academic, and community settings. Rooted in the occupational therapy profession's distinct values, our curriculum prepares you to become an occupation-focused, evidence-informed, and client-centered practitioner, serving diverse populations across the lifespan with compassion, competence, and purpose. Our rigorous hybrid curriculum blends the flexibility of distance learning with immersive, hands-on experiences to create dynamic and engaging learning environments. Coursework is grounded in current research, emerging technologies, and practical strategies designed to enhance outcomes and address health disparities. Through didactic education, fieldwork placements, and a culminating doctoral capstone, you will develop the professional reasoning, clinical skills, and scholarly mindset to lead, advocate, and innovate! Graduates of the program are committed to lifelong learning in the service of the communities in which they live.
By the Numbers
Programs & Requirements
General Education Requirements
Students matriculating into the OTD program are required to complete 120 semester credits over nine semesters to graduate from the OTD program.
Building upon a strong liberal arts foundation and prerequisite coursework in the basic, social, and behavioral sciences, the OTD curriculum prepares graduates to become client-centered, evidence-informed, and occupation-focused practitioners, leaders, and scholars in occupational therapy. The curriculum is intentionally sequenced across four progressive and overlapping phases, Foundations of Occupational Therapy, Participation and Practice, Advanced Practice, and Integration, to deepen knowledge and expand clinical application across diverse learning and practice contexts. Five curricular threads, Occupation and Participation, Critical Inquiry and Scholarship, Professional Formation, Community Engagement, and Leadership and Advocacy, are woven throughout the program to ensure a cohesive and comprehensive learning experience. Through real-world fieldwork experiences, mentored research, interprofessional collaboration, and service-learning opportunities, students are prepared to enter the profession as competent, reflective, and occupation-centered practitioners committed to lifelong learning, professional growth, service, scholarship, and leadership.
The program is delivered in the cohort model. A group of candidates begins coursework together in a Summer semester, completing a coherent series of courses together over the next 36 months. The cohort model facilitates the development of a community of learners that may provide not only a sense of camaraderie but also collegial academic support.
Course Requirements
The entry-level Occupational Therapy Doctorate program at the University of the Cumberlands is a 9-semester program. Students are required to complete 120 semester credits to graduate with the Occupational Therapy Doctorate degree. The scope of the curriculum is designed to address the 2023 American Council for Occupational Therapy Education (ACOTE) standards as well as the vision and mission of the School of Occupational Therapy, and the program prepares students to become client-centered, evidence-informed, and occupation-focused practitioners, leaders, and scholars in the field of occupational therapy.
Course Title | Credits | Type of Semester |
OCTH 701 Applied Anatomy I | 3 | Second Bi-semester |
OCTH 708 OCTH 708 Professional Formation I | 2 | Second Bi-semester |
OCTH 702 Professional Writing for Healthcare | 2 | Second Bi-semester |
OCTH 801 Foundations of Occupational Therapy I | 2 | Second Bi-semester |
Course Title | Credits | Type of Semester |
OCTH 711 Applied Anatomy II | 3 | Full Semester |
OCTH 816 Principles of Evaluations in Occupational Therapy | 3 | Full Semester |
OCTH 811 Occupational Analysis and Adaptation | 3 | Full Semester |
OCTH 802 Foundations of Occupational Therapy II | 2 | First Bi-semester |
OCTH 803 Occupations Across the Lifespan | 3 | First Bi-semester |
OCTH 721 Health Conditions for Occupational Therapy | 3 | Second Bi-semester |
Course Title | Credits | Type of Semester |
OCTH 825 Occupational Participation I: Mental Health | 4 | Full Semester |
OCTH 712 Neuroscience for Occupational Therapy | 3 | Full Semester |
OCTH 921 Fieldwork Level I A: Psychosocial | 1 | Full Semester |
OCTH 826 Kinesiology and Biomechanics | 3 | First Bi-semester |
OCTH 822 Group Dynamics | 2 | First Bi-semester |
OCTH 714 Foundations of Research for Occupational Therapy | 3 | Second Bi-semester |
OCTH 728 Professional Formation II | 2 | Second Bi-semester |
Course Title | Credits | Type of Semester |
OCTH 834 Occupational Participation I: Adults | 4 | Full Semester |
OCTH 832 Therapeutic Modalities and Assistive Technology | 3 | Full Semester |
OCTH 931 Fieldwork Level 1 B: Adult settings | 1 | Full Semester |
OCTH 729 Interprofessional Collaboration I
| 2 | Full Semester |
OCTH 734 Applied Research for Occupational Therapy | 3 | First Bi-semester |
OCTH 735 Program Development for Occupational Therapy | 3 | Second Bi-semester |
Course Title | Credits | Type of Semester |
OCTH 845 Occupational Participation I: Childhood and Youth | 4 | Full Semester |
OCTH 847 Occupational Participation II: Motor, Cognition, Perception, and Vision | 3 | Full Semester |
OCTH 941 Fieldwork Level I C: Childhood and Youth settings | 1 | Full Semester |
OCTH 842 Orthotics and Prosthetics | 2 | First Bi-semester |
OCTH 844 Occupational Participation II: Older Adults | 2 | First Bi-semester |
OCTH 749 Healthcare Management and Leadership | 3 | Second Bi-semester |
OCTH 942 Capstone Seminar: Planning | 1 | Second Bi-semester |
Course Title | Credits | Type of Semester |
OCTH 852 Mobility and Environmental Adaptations | 3 | Full Semester |
OCTH 857 Occupational Participation II: Community and Population | 3 | Full Semester |
OCTH 951 Fieldwork Level I D: Community Settings | 1 | Full Semester |
OCTH 759 Advocacy in Healthcare | 2 | First Bi-semester |
OCTH 855 Occupational Participation II: Childhood and Youth | 2 | First Bi-semester |
OCTH 758 Professional Identity | 2 | First Bi-semester |
OCTH 952 Capstone Seminar: Capstone Proposal | 2 | Second Bi-semester |
OCTH 739 Interprofessional Collaboration II | 2 | Second Bi-semester |
Course Title | Credits | Type of Semester |
OCTH 961 Fieldwork II A | 6 | Full Semester |
OCTH 962 Capstone Seminar: Project | 3 | Second Bi-semester |
*Students are required to complete two 12-week full-time Level II fieldwork experiences and a 14-week full-time capstone experience as part of the program:
Semester 7 course
OCTH 961 Fieldwork II A: Full Semester (12-week full-time rotation)
Course Title | Credits | Type of Semester |
OCTH 971 Fieldwork II B | 6 | Full Semester |
OCTH 878 Emerging Practice in OT | 2 | First Bi-semester |
OCTH 976 Professional Competency I | 1 | Second Bi-semester |
*Students are required to complete two 12-week full-time Level II fieldwork experiences and a 14-week full-time capstone experience as part of the program:
Semester 8 course
OCTH 971 Fieldwork II B: Full Semester (12-week full-time rotation)
Course Title | Credits | Type of Semester |
OCTH 989 Capstone Experience | 6 | Full Semester |
OCTH 981 Capstone Seminar: Advanced Practice | 2 | Full Semester |
OCTH 986 Professional Competency II | 1 | Full Semester |
*Students are required to complete two 12-week full-time Level II fieldwork experiences and a 14-week full-time capstone experience as part of the program:
Semester 9 course
OCTH 989 Capstone Experience: Full Semester (14-week full-time rotation)
Take the Next Step
Admission Information
Admission Requirements for OTD Program
The program is delivered in a blended format that combines online learning with hands-on, on-campus experiences — making doctoral education accessible to students wherever they are. Coursework integrates both asynchronous and synchronous distance learning alongside intensive immersive labs held each semester at our state-of-the-art facilities in Williamsburg, KY. These 12–14 day on-campus sessions give students the face-to-face, hands-on training essential to occupational therapy practice.
The OTD program at the University of the Cumberlands will use a holistic admissions process and offer two pathways for entry into the OTD program.
Applicants who have earned a minimum of a bachelor's degree from a United States Department of Education-accredited institution, or an institution approved through the International Evaluation firms listed below, are eligible to apply through the direct entry pathway.
- A minimum overall GPA of 3.0 (on a 4.0 scale) is required.
- A minimum overall GPA of 3.0 on a 4.0 scale) on prerequisite coursework with a grade of B- or better in each course
- Applicants with an overall GPA between 2.75 and 3.0 may be considered for admission, pending a case-by-case review by the Admissions Committee to determine suitability for the program.
The Accelerated pathway applicants earn both a Bachelor of Science in Health Sciences and the Occupational Therapy Doctorate in six years.
- Applicants must complete a minimum of 90 undergraduate semester credits (or equivalent quarter hours) prior to matriculation into the occupational therapy doctorate program.
- Thirty graduate semester credits from the first year of the occupational therapy doctorate program may be applied towards the completion of a bachelor’s degree
- A minimum overall GPA of 3.0 (on a 4.0 scale) and a GPA of 3.0 (on a 4.0 scale) in the last two semesters of undergraduate is required.
- A minimum overall GPA of 3.0 on a 4.0 scale) on prerequisite coursework with a grade of B- or better in each course
- Applicants with an overall GPA between 2.75 and 3.0 may be considered for admission, pending a case-by-case review by the Admissions Committee to determine suitability for the program.
In addition, all applicants must complete the following requirements prior to matriculation into the occupational therapy doctorate program:
- A 4-credit course in Human Anatomy or Human Anatomy and Physiology I with lab
- A 3-credit course in Psychopathology or Abnormal Psychology
- A 3-credit course in Developmental Psychology
- A 3-credit course in Statistics
- A 3-credit course in social sciences (e.g., sociology, anthropology)
- Two 3-credit courses in basic sciences (e.g., mathematics, physics, chemistry)
- A minimum of 6 credits in English or Communication must include a writing component
- Official transcripts from all attended institutions must be submitted to OTCAS
- A minimum of 20 documented observation hours in an occupational therapy setting is required.
- It is strongly recommended that applicants gain experience in multiple practice areas and/or with diverse populations.
- All observation hours must be documented using the program's signed observation forms submitted at the time of application.
- A licensed occupational therapist must sign all forms.
- Applicants must submit two letters of recommendation from professional or academic references discussing applicants’ academic abilities, interpersonal and communication skills, work ethic, and commitment to the occupational therapy profession. Recommendation letters from family or friends will not meet this requirement.
To graduate from the Occupational Therapy Doctoral Program, a student must be in good academic and professional standing and must meet the following criteria
- Complete the required 120 semester credits of didactic and experiential education coursework
- Achieve a letter grade of C or better in all didactic courses
- Maintain a cumulative GPA of 3.00 or above
- Complete all Level I and Level II fieldwork experiences successfully
- Complete the Doctoral Capstone experience and Capstone Project successfully
- Provide documentation of the Capstone Project dissemination and deliverable submission, verified by both the site and the Capstone Advisor
- Complete the OCTH 986 Professional Competency II course successfully
- Submit the required University of the Cumberlands and OTD Program documents in preparation for graduation
- Fulfill all professional and financial obligations to UC as published in the Graduate Catalog, UC Student Handbook, OTD Program Handbook, and as specified in any written communications from the University.
Students can find additional graduation and commencement information in the current Graduate Catalog.
For any coursework completed at non-US institutions, the applicant must submit an international credential course-by-course evaluation. The Admissions Committee will review the credential evaluation report to determine whether the applicant meets the academic requirements. Credential evaluation can be completed from any of the following international credential evaluation agencies.
- World Education Services (WES)
- International students who completed undergraduate coursework from countries where English is not the first language must demonstrate fluency in reading, writing, and spoken English. This requirement can be satisfied by submitting one of the following. Scores must be official and sent directly from the testing agency
- A minimum score of 100 on the Internet-based TOEFL (iBT)
- A minimum score of 7.0 on the International English Language Testing System (IELTS).
- A minimum score of 130 on the Duolingo English Test
Because the Entry-Level Doctor of Occupational Therapy (OTD) program is delivered in a hybrid format, students must have access to a reliable personal computer, high-speed internet connection, and foundational computer competencies to successfully participate in online coursework, virtual class meetings, and program activities. Required onboarding and iLearn training, along with proficiency in Microsoft Office, Microsoft Teams, Blackboard Ultra, Zoom, file management, cybersecurity practices, and multi-factor authentication, ensure students are prepared for technology-supported learning in this occupational therapy doctorate program.
The Entry-Level OTD program is delivered in a hybrid format. Students must have access to a reliable personal computer and internet connection to participate in coursework, class meetings, and program activities. Students are responsible for ensuring their computer meets the program’s technology requirements and for maintaining basic technological competencies.
Students entering the program should possess foundational computer and internet skills to ensure successful participation in academic activities. Students must have the following competencies expected prior to the first day of class:
- Operate a computer using a keyboard and mouse/touchpad.
- Use passwords to securely log in to websites and applications.
- Install and update common software, including antivirus and security programs.
- Manage computer files (save, delete, rename, move, and back up files).
- Send, upload, and download email/file attachments.
- Use common productivity applications, including:
- Microsoft Word, Excel, PowerPoint, and Outlook
- Microsoft Teams, Blackboard Ultra, and Zoom for communication and collaboration
The Office of Information Technology has developed several training courses to assist students in supporting online learning. Students are highly encouraged to review the training listed here:
For additional support related to information technology, students may contact the UC Department of Information Technology
Application & Interview Process
Information coming soon.
Technical Standards
All students admitted to the OTD (OTD) program at the University of the Cumberlands must meet the program’s technical standards in observation, motor, cognition, behavioral, and communication domains, at admission and throughout enrollment, with or without reasonable accommodations in accordance with the Americans with Disabilities Act (ADA).
These technical standards are the non-academic abilities required to perform the essential functions of an occupational therapy student and become an entry-level practitioner, including the knowledge, skills, ethical and clinical judgment, competencies, and core values of the profession (McKee et al., 2020; Blacklock & Montgomery, 2016). These requirements are considered essential for the protection and safety of all individuals involved in the occupational therapy program. Technical standards are essential for preparing students for occupational therapy practice and professional licensure.
Students who believe they can meet these standards with reasonable accommodation(s) should contact the University’s Accommodation and Accessibility Services to request accommodations. Students are responsible for providing supporting written documentation and following the process. For accommodations to be considered reasonable, they must not fundamentally alter the nature of the program, impose undue hardship, disrupt the educational process, or compromise the safety of students, faculty, patients, or others encountered during the course of study. Accommodations may not lower academic or professional standards, nor modify degree requirements. When accommodations are approved, information will be shared with instructors or appropriate University officials only at the student’s request. Students are responsible for adhering to all policies and procedures established by Student Accessibility Services. All students must be able to meet the following technical standards, with or without reasonable accommodations.
All students must be able to meet the following technical standards, with or without reasonable accommodations:
The student must demonstrate the ability to:
- Interpret auditory, visual, proprioceptive, vestibular, and tactile stimuli to ensure safe and effective performance during academic and clinical interactions.
- Tolerate physical contact and allow body manipulation by peers or instructors for instructional purposes and in clinical settings.
- Use visual acuity, visual field, accommodation, and perceptual skills to:
- Scan and observe the environment, body language, and performance (near and far, with or without instrumentation)
- Discern differences in movement, dexterity, functional performance, and muscle integrity
The student must demonstrate the ability to:
- Perform movements such as standing, walking, climbing, bending, reaching, stooping, balancing, kneeling, crouching, crawling, twisting, extending, and rotating as required for academic and clinical activities, including emergency responses (e.g., CPR).
- Lift, push, pull, hold, carry, reach overhead, and transfer objects and clients safely and effectively.
- Demonstrate sufficient endurance and strength to sit and sustain physical activity for up to 2 hours without a break throughout an 8–10-hour academic or clinical day.
- Navigate classrooms, labs, clinics, and fieldwork sites safely, including travel to fieldwork locations.
- Use gross and fine motor skills with adequate strength, balance, eye–hand coordination, and neuromuscular control for safe and effective participation and completion of academic and clinical activities.
- Write, type, and use electronic devices effectively as required for academic and clinical tasks.
- Understand spatial relationships relevant to movement, navigation, and equipment use.
- Manipulate, operate, and manage occupational therapy equipment, devices, materials, and supplies safely, effectively, and efficiently.
The student must demonstrate the ability to:
- Maintain focused attention for 2-3 hours during academic and clinical activities.
- Recognize, categorize, prioritize, comprehend information, and modify actions based on feedback
- Process, retain, and form concepts from lectures, labs, readings, and clinical experiences.
- Analyze, synthesize, and evaluate complex information from multiple data sources in a logical and effective manner.
- Establish priorities and strategies to comply with rules and regulations.
- Use sound judgment and problem-solving skills in classroom, laboratory, and fieldwork settings.
- Engage in goal-directed occupations and process and respond to feedback effectively.
The student must demonstrate the ability to:
- Demonstrate initiative, preparedness, and dependability in academic and clinical activities.
- Manage time to meet expectations related to productivity, attendance, effective workload management, and submission deadlines without compromising quality.
- Exhibit empathy, professionalism, dependability, and cultural humility in all interactions.
- Engage in appropriate interactions with instructors, peers, supervisors, clients, and families.
- Work collaboratively with peers.
- Maintain appropriate language, demeanor, and professional appearance.
- Adapt to changing environments, schedules, and expectations.
- Demonstrate integrity, accountability, and confidentiality in all academic and professional settings.
- Demonstrate self-awareness, self-regulation to manage stress effectively in academic and clinical settings.
- Engage in self-reflection, critically evaluate personal performance, and seek feedback for continuous improvement in academic and clinical settings.
- Make mature, sensitive, and effective decisions in academic and clinical settings.
The student must demonstrate the ability to:
- Communicate clearly, respectfully, and effectively in oral, written, and electronic formats across academic and clinical settings.
- Use computers and other electronic devices/technology for communication across academic and clinical settings.
- Tailor communication style to diverse needs and convey ideas clearly toward client-centered goals.
- Respond with professionalism and clarity of expression during high-stress or emergency situations.
- Collaborate with peers, clients, families, and interprofessional teams to resolve conflicts, negotiate, and provide guidance appropriately.
- Demonstrate appropriate assertiveness to initiate and guide therapy processes and establish safety boundaries.
- Produce organized, professional documentation in standard English with accurate grammar and punctuation.
- Protect confidentiality and private information in all forms of communication and documentation.
Blacklock, B., & Montgomery, T. (2016). Understand technical standards in health science and medical education. Disability Compliance for Higher Education, 21(11), 7-7.
McKee, M. M., Gay, S., Ailey, S., & Meeks, L. M. (2020). Technical standards. In Disability as diversity: a guidebook for inclusion in medicine, nursing, and the health professions (pp. 191-212). Cham: Springer International Publishing.
Mission & Goals
The mission of the program is to provide interprofessional academic experience grounded in core occupational therapy principles and enriched by emerging knowledge and technologies.
Program Metrics
TBD
TBD
TBD
OTD Careers & Outcomes
All statistics and information from the Bureau of Labor Statistics
Occupational Therapist (OT): $98,340
Occupational Therapist (OT): $98,340
Helps individuals improve their ability to perform daily activities and participate in meaningful occupations.
Rehabilitation Services Director : $117,960
Rehabilitation Services Director : $117,960
Oversees programs, manages clinical staff, and ensures quality care.
OT Educator: $134,440
OT Educator: $134,440
Teaches, mentors, and prepares future OT professionals through academic instruction and curriculum development.
Healthcare Policy Advisor: $88,500
Healthcare Policy Advisor: $88,500
Advises organizations and policymakers on improving access, inclusion, and quality of occupational therapy services.
Community-based OT Practitioner: $98,340
Community-based OT Practitioner: $98,340
Designs occupation-focused programs to help underserved populations.
Occupational Therapy Researcher: $100,590
Occupational Therapy Researcher: $100,590
Leads clinical and applied research to advance evidence-based practices and improve outcomes.
Common Questions
Applicants must hold a completed bachelor’s degree from a regionally accredited institution prior to matriculation. While no specific undergraduate major is required, students must complete all prerequisite coursework and demonstrate strong preparation in health sciences and related fields.
Yes. Regionally accredited community college coursework is accepted for prerequisite requirements, provided courses meet content and credit hour standards established by the OTD program.
Applicants must meet all current admission criteria as outlined by the program, including any required standardized entrance exams if applicable. Prospective students should review the official admissions page for the most up-to-date testing policies and minimum score requirements.
Because the Entry-Level OTD is delivered in a hybrid format, students participate in required on-campus lab immersions scheduled periodically throughout the program. These immersive sessions provide hands-on training in clinical skills, assessment techniques, assistive technology, and evidence-based occupational therapy interventions.
Clinical education experiences (Level I and Level II fieldwork) are completed at approved healthcare, community, and specialty practice sites. Placements may vary by availability and student location, and may include hospitals, rehabilitation centers, schools, community-based settings, and emerging practice environments.
Cohort size is limited to ensure individualized instruction, faculty mentorship, and high-quality fieldwork experiences. Specific enrollment numbers may vary annually based on program capacity and accreditation guidelines.
TBD
Application deadlines are published on the program’s admissions webpage. Applicants are encouraged to apply early, as admission is competitive and space within each OTD cohort is limited.
Yes. Applicants may apply while completing prerequisite coursework, provided all requirements are successfully completed prior to enrollment in the Doctor of Occupational Therapy program.
Applicants must submit a completed application through the designated application portal, along with all required transcripts, documentation of prerequisite coursework, letters of recommendation, and any additional admission materials specified by the program.
APPLY LINK
Due to the academic rigor of this 120-credit doctoral program—including coursework, lab immersions, fieldwork placements, and a doctoral capstone—outside employment is strongly discouraged. Students should carefully evaluate time commitments before committing to work during the program.
University of the Cumberlands’ Office of Financial Aid helps students plan for and find the financial assistance needed to put their graduate educational goals within reach. Information related to financial aid for graduate students can be found here.
The Entry-Level Doctor of Occupational Therapy (OTD) program is designed to be completed in approximately three years, including didactic coursework, clinical fieldwork, and a culminating doctoral capstone experience.
No. This hybrid occupational therapy doctorate combines online coursework with required on-campus lab immersions. Students are not required to live on campus but must attend all scheduled in-person learning experiences.
According to the U.S. Bureau of Labor Statistics, the median annual wage for occupational therapists was $98,340 in May 2024, with earnings varying by setting, experience, and geographic location.
Occupational therapists help individuals across the lifespan develop, recover, or maintain the skills needed for daily living and meaningful participation. Through client-centered care, evidence-based practice, and individualized interventions, occupational therapists support independence, improve functional outcomes, and enhance quality of life in clinical, community, and educational settings.
Accreditation
The entry-level OTD program at the University of the Cumberlands has applied for accreditation from the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA). ACOTE is located at 7501 Wisconsin Avenue, Suite 510E, Bethesda, MD 20814. Phone: (301) 652-6611. Email: accred [at] aota.org (accred[at]aota[dot]org).
To become accredited, the program must be granted Candidacy Status, undergo a pre-accreditation review, and complete an on-site evaluation. The Occupational Therapy Doctorate Program at the University of the Cumberlands will submit a Candidacy application in August 2026. Once candidacy status is granted, the program may admit students and will enter the Preaccreditation phase. A self-study report will be submitted, and an on-site visit will be scheduled prior to graduation of the initial cohort. While candidacy status does not guarantee accreditation, it indicates that the program's resources and development plan appear capable of meeting the ACOTE Standards for a Doctoral-Degree-Level Educational Program for the Occupational Therapist. For additional information about ACOTE accreditation, please visit the ACOTE website.
Certification and Licensure
Upon receiving the accreditation, graduates of the Occupational Therapy Doctorate Program at the University are eligible to take the national certification examination for occupational therapists, administered by the National Board for Certification in Occupational Therapy (NBCOT). Additionally, all states require licensure to practice, which is usually based on the results of the NBCOT Certification Examination. Please be advised that a felony conviction may affect a graduate's eligibility to sit for the NBCOT certification examination or to obtain state licensure. Please review the eligibility requirements on the NBCOT website.
Faculty Experts in Occupational Therapy
Our faculty are experts in the classroom and in practice.
Dr. Vidya Pingale
Dr. Christopher Leskiw
Dr. Christopher Leskiw
Contact Information
Dr. Christopher Leskiw
Dr. Christopher Leskiw
Contact Information
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