Doctor of Occupational Therapy Online Degree
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Online Medical Degree
The ASHS Doctor of Occupational Therapy (OTD) Program is an online, post-professional online healthcare degree program for those already holding an entry-level, professional degree in Occupational Therapy.
The mission of the Doctor of Occupational Therapy degree online program is to enable occupational therapists to develop roles and skills beyond that of the therapist-clinician, to educate them to become practitioner-scholars who can translate knowledge (including cross-disciplinary theories and research) into practice and who are capable of serving as agents of change in new and expanded arenas.
In just two years, Doctor of Occupational Therapy degree online graduates advance beyond the role of clinician to become leaders who create visionary new community-based health and wellness programs.
The primary focus of the curriculum is on program development and evaluation and the role of occupational therapy in prevention and in the promotion of health and wellness. In addition to coursework, the Doctor of Occupational Therapy degree online program requirements include completion of a doctoral project and submission of a professional portfolio representing the attainment of advanced core competencies.
If you have been looking for an online healthcare degree program that balances your busy schedule with continuing your education in occupational therapy, ASHS is the right place for you. Offered entirely via an online format, our Doctor of Occupational Therapy degree online program allows working professionals to complete their studies at their convenience in the place of their choice – including the comfort of their homes. The program fosters valuable interaction among students and faculty by providing access to a virtual community of practicing occupational therapists from across the country and around the globe.
- Self-select a focus of a passion of yours in the area of health and wellness.
- Complete a needs assessment with a community-based agency that you identify.
- Develop your community-focused program and evaluate program outcomes.
The Doctor of Occupational Therapy degree online program requires a minimum of 48 quarter credit hours beyond the Master’s degree. Developed for the practicing occupational therapist, the program is designed to be completed in two years based upon a part-time plan of study and includes the following coursework requirements:
The entire Doctor of Occupational Therapy degree online program of study is conducted online. The ATSUoccupational therapy doctorate degree program is integrally tied to both AOTA’s Centennial Vision for 2017 and the nation’s first ever National Health Prevention initiative (through the Affordable Care Act).
- Occupational Therapy Doctoral Seminars (24 credits required)
- Electives (8 credits required)
- Doctoral Project (16 credits)
What makes this Doctor of Occupational Therapy program unique?
The entire Doctor of Occupational Therapy degree online program of study is conducted online. The ATSU occupational therapy doctorate degree program is integrally tied to both AOTA’s Centennial Vision for 2017 and the nation’s first ever National Health Prevention initiative (through the Affordable Care Act).
Doctor of Occupational Therapy Program Guide +
For answers to many questions regarding the ATSU Occupational Therapy doctorate online degree, turn here for more specifics. This post-professional degree program fosters valuable interaction among students and faculty by providing access to a virtual community of practicing occupational therapists from across the country and around the globe. The Doctor of Occupational Therapy degree online program is achievable in two years and offers the unique advantage of being entirely online.
A.T. Still University is accredited by the Higher Learning Commission, a commission of the North Central Association of Colleges and Schools, 230 S. LaSalle Street; Suite 7-500; Chicago, IL 60604, Phone: 800.621.7440.
Degree-granting authority for ASHS has been given by the Arizona State Board for Private Postsecondary Education, 1400 West Washington Rd., Room 260, Phoenix, AZ 85007. Phone 602.542.5709.
The Doctor of Occupational Therapy degree online program is competency-based. OTD graduates will develop the following core competencies:
- Identify, locate, critically analyze and implement the best available evidence for practice
- Design, implement, and evaluate a new program
- Assess and document program outcomes
- Identify and analyze theories from disciplines outside of OT as well as within the profession’s body of knowledge; translate applicable theories to promote change in regards to some aspect of their present or future practice.
- Identify models of change and act as a change agent or leader in at least two of the following roles:
- care coordinator
- program developer
- policy infuser
- community organizer
- committee chair or ofﬁcer in a professional organization or community group
- Participate in dissemination of knowledge through preparation of professional presentations, posters, and manuscripts for publication
- Apply concepts of health and wellness through design and/or implementation of programs for individuals, groups and populations
- Identify partnership opportunities with community and/or education-based groups for program development and support
- Demonstrate knowledge of strategic and financial planning
- Demonstrate professional commitment through membership in at least two professional Organizations
Doctor of Occupational Therapy Degree Faculty
Dedicated to your success, faculty members provide expert online instruction to Doctor of Occupational Therapy degree students. Interaction with a variety of instructors offers students exposure to a variety of teaching styles, healthcare- and education-related backgrounds and experiences that contribute to a well-rounded education fostering personal and professional growth.
Randy D. Danielsen, PhD, PA-C, DFAAPA
Dr. Danielsen is Dean of the Arizona School of Health Sciences. Since graduating from the University of Utah Physician Assistant (PA) Program in 1974, Dr. Danielsen has distinguished himself as a clinician, PA educator, author, and editor. He received his BS in Health Science (cum laude) from the University of Utah in 1978, his Masters in PA Studies (MPAS) from the University of Nebraska with an emphasis on Internal Medicine in 1997, and his PhD from the Union Institute & University in 2003 with an emphasis on Medical Education. He completed sixteen years with A.T. Still University as academic coordinator (1995-1997), chair of physician assistant studies (1997-2004), and as dean of the Arizona School of Health Sciences (2004-2010) and recently returned as Dean of ASHS. He was honored in 2010 by A.T. Still University with Emeritus Professor status. He has served on the board of directors of the American Academy of Physician Assistants (AAPA) and as a board member and chairman for National Commission on Certification of Physician Assistants.
Earlier in his career, Dr. Danielsen served as president of the Utah Academy of Physician Assistants, the Arizona State Association of PAs, and as chair of the Arizona Regulatory Board for PAs. Retired after 28 years of service in the US Air Force and Army National Guard with the rank of Lieutenant Colonel, Dr. Danielsen also is a former president of the Veterans Caucus of the AAPA and was honored with the Caucus’ Civilian PA of the Year Award in 2003.
Dr. Danielsen was named Outstanding PA of the Year by the AAPA in 1993 and by the Arizona State Association of Physician Assistants in 2011. He currently serves as PA editor-in-chief for Clinician Review. Dr. Danielsen has published over sixteen peer-reviewed articles, eighteen journal editorials, two book chapters, and most recently his first book, entitled The Preceptor’s Handbook for Supervising Physician Assistants, published by Jones & Bartlett Learning. Recently he was selected as a Senior Consultant with the Academy for Academic Leadership.
- Randy D. Danielsen, PhD, PA-C, DFAAPA
Vice Dean +
Annlee Burch, PT, MPH, EdD
Dr. Burch is Vice Dean of the Arizona School of Health Sciences. Her primary responsibility is to serve as Chief Operating Officer of the School under the direction of the Dean. In addition, she leads several University or School wide initiatives including the Diversity Initiative Task Force and the ASHS Adelante Project. In her role, Dr. Burch represents the School in the Dean’s absence.
Dr. Burch received her Doctor of Education (EdD) from Columbia University, Teachers College in 2005. She received her Masters of Public Health (MPH) from Columbia University, Mailman School of Public Health in 2002 and her Masters of Physical Therapy (MS) from Columbia University, College of Physicians and Surgeons in 1989. She was a postdoctoral fellow with the Research Group on Health Disparities at Teachers College, Columbia University.
Dr. Burch received her BA is in Psychology from the University of Rochester. Prior to her appointment as Vice Dean, Dr. Burch served as the Chair of Physical Therapy from 2008-January 2012. Prior to coming to ATSU, Dr. Burch was the Director of Physical Therapy at the University of Puerto Rico, Medical Sciences Campus in San Juan, Puerto Rico. She has held administrative and/or faculty positions at the International Center for the Disabled in NY, NY, Mercy College in NY, and Long Island University in Brooklyn, NY.
- Annlee Burch, PT, MPH, EdD
Bernadette Mineo, PhD, OTR/L
Chair & Associate Professor
Dr. Mineo has been an ATSU faculty member since 2005. She has extensive clinical experience in the area of pediatrics and developmental disabilities. She teaches in the area of professional development and the Capstone Project for the AMOT Program. Dr. Mineo received her PhD in Media Ecology from the Department of Culture and Communications from New York University School of Education. She received her Masters in Media Studies from the New School for Social Research, and a Bachelor of Science in Occupational Therapy from New York University. She is currently a member of the American Occupational Therapy Association Professional Program Directors Educational Council. Her research interests are in the area of teaching, on-line education, and positive psychology.
- Bernadette Mineo, PhD, OTR/L
Rachel Diamant, PhD, OTR/L, B.C.P
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Dr. Diamant has been part of the occupational therapy program faculty at ATSU since 1998, and is Program Director for Occupational Therapy Entry Level Master’s Curriculum (M.S.). She teaches courses related to pediatric practice for the residential OT program and for the online advanced masters in occupational therapy program. Prior to teaching, Dr. Diamant has been an occupational therapy practitioner for over 25 years with a work focus on children with disabilities and their families. She is Board Certified in Pediatrics as recognized by the American Occupational Therapy Association. Dr. Diamant is pediatric NDT certified and has done research projects in the areas of sensory processing, autism, and movement disorders.
She is the co-author of Positioning for Play: Interactive Activities to Enhance Movement and Sensory Exploration, an activity text for therapists working with young children and their families. Dr. Diamant received her master’s of science degree in occupational therapy from Boston University and her doctorate degree in health psychology/behavioral medicine through Northcentral University.
Suryakumar Shah, Ph.D., M Ed, OTR/L, FAOTA
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Dr. Shah joined the ATSU July 1 2013. He has 50 years of experience in four continents as a clinician, a private practitioner, as an educator, a program chair, a researcher and a mentor. His qualifications include a PhD in stroke rehabilitation from (UK) and an M Ed. from Australia. He has received numerous awards since coming to the USA. In 2012, the New Jersey OT Association awarded their highest honor of “Research Merit”. In 2011, the American Occupational Therapy Foundation awarded him their profession’s highest award of the membership of the Academy of Research for “exemplary leadership and distinguished contributions towards the science”. In 2007; the Tennessee OT Association presented him the award of “Excellence for Exemplary Leadership in Setting Standards of Excellence in Research in the Field of Occupational Therapy”. In 2006, the Kentucky OT Association presented him through their Governor a title of Kentucky Colonel for “Outstanding Continuing Education Contribution. In 2005, he was also a recipient of Excellence in Teaching Award “in recognition and appreciation of my outstanding teaching and genuine concern for the students”. He also has the honor of being awarded the “Fellowship” by the American Occupational Therapy Association for advancing evidence-based occupational therapy and science and the FAOTA (2005). He has more than 100 peer reviewed publications and equal number of invited presentations all over the world to disseminate research findings. He has researched many aspects of quality of life of people with disability but most focus of his research is for people with stroke and issues such as incidence, measurement, rehabilitation, outcomes such as prediction, efficiency and effectiveness; kinesiology; evaluation of clinical learning; culture awareness and competency of students.
Administrative Assistant, Occupational Therapy
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Erlinda Cisneros-Johnson joined to the Occupational Therapy Department in 2011. She brings over 20 years of service skills to the Occupational Therapy Department, providing assistance to the program manager to ensure that all administrative responsibilities are completed for the entry level Master of Occupational Therapy Program.
Brandi L. Buchanan, OTD, OTR/L
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Dr. Brandi Buchanan joined the faculty in 2010. She practiced clinically for several years in the areas of physical disabilities, pediatrics and the NICU. She was instrumental in developing and/or expanding NICU therapy programs in hospitals in California and New York. She received her bachelor’s degree in Spanish from Pacific University in Forest Grove, OR, and her master’s and clinical doctorate degrees from the University of Southern California, Los Angeles, CA. She is currently involved in courses related to professional development and ethics as well as human development and the basic sciences. Her clinical and research interests include policy/advocacy efforts, cultural competence, and serving minority populations. Dr. Buchanan is the faculty liaison to the Student Occupational Therapy Association (SOTA).
Mary Zewicki Greer, PhD, OTR/L
Assistant Professor, Clinical Education Coordinator
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Dr. Mary Zewicki Greer has practiced as an occupational therapist and manager in mental health and pediatric settings. She received a degree in occupational therapy from the University of Wisconsin-Madison, a master’s degree in public administration from DePaul University and a doctoral degree in curriculum and instruction from Arizona State University. Dr. Greer had taught in an OTA program prior to joining ATSU where she teaches in both the residential and online programs. She has served in various roles on the executive board for the Arizona Occupational Therapy Association and currently serves as the Alternate Representative to AOTA. Her research interests are in EBP and the use of technology in therapy.
Mary Voytek, OTD, MC, OTR/L
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Mary Voytek joined the ATSU faculty in 2009. She has over 30 years of clinical experience in mental health, geriatrics, private practice, home health, and new program design and implementation. She received a bachelor in science degree from the University of Kansas, a Master of Counseling from Arizona State University, and a Clinical Doctorate in Occupational Therapy from Chatham University. She is especially interested in cultural issues that impact the provision of services, inter-professional education, and helping older therapists sustain contemporary practice.
Melissa Clark MS, OTR/L, CES, CHT
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Melissa Clark has been an occupational therapist and a certified hand therapist for over 20 years. Ms. Clark received a degree in occupational therapy from Indiana University and a master’s degree in Exercise Science and Health Promotion from California University in Pennsylvania. Her clinical experiences cover a broad spectrum including outpatient hand therapy, acute and outpatient burns, acute trauma, neuro rehab and work hardening. Ms. Clark owns a continuing education business and lectures nationally on splinting and other hand related topics. She has served several positions on the executive board for the Arizona State Occupational Therapy Association and currently serves as Treasurer. Her teaching and research interests include physical disabilities, kinesiology, and wellness promotion.
Amy Lyons-Kennedy, MS, OTR/L
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Amy Lyons-Kennedy joined the ATSU faculty in 2011. She has 12 years of clinical experience working with adults and geriatrics in a variety of physical disabilities settings, specializing in the area of neurological rehabilitation. Ms. Lyons-Kennedy teaches in the area of adult physical disabilities with an emphasis on the neurological population. She received her Master of Science in Occupational Therapy from Washington University School of Medicine in St. Louis, MO, and a Bachelor of Arts in Biology with studies in the Pre-Occupational Therapy Program from Augustana College in Rock Island, IL. Her research and clinical interests include current advances in assessment, intervention, and technology for adults with physical disabilities, and vision and vestibular rehabilitation for the neurological population.
Emily Schulz, Ph.D., OTR/L, CFLE
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Dr. Emily Schulz has been a full time ATSU faculty member since 2010. She has clinical experience in the areas of adult rehabilitation and geriatrics. She teaches primarily in the online AMOT Program. Dr. Schulz received her PhD in occupational therapy from Texas Woman’s University; and an additional PhD in family studies, also from Texas Woman’s University. She received her Master in Occupational Therapy from Tufts University-Boston School of Occupational Therapy, and a dual Bachelor of Arts degree in Music and Psychology from Wellesley College. Her research interests are in the areas of spirituality, religion, and health disparities.
Michelle A. Zacofsky, B.A.
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Michelle joined the Occupational Therapy Department in 2013. Michelle brings over 30 years of professional project coordination and management experience as well as executive-level administrative support expertise to the Department. She is responsible for the administrative functions related to the Advanced Masters of Occupational Therapy program (on-line), Departmental processes and projects, and support of the Department Chair.
- Rachel Diamant, PhD, OTR/L, B.C.P
Doctor of Occupational Therapy Degree Admissions
Application requirements for the Doctor of Occupational Therapy degree online program include:A master’s degree or higher from a regionally accredited college or university. Applicants who have graduated from a non-U.S. college or university must submit acceptable evidence of U.S. degree/course equivalency and must have foreign transcripts evaluated by an evaluation service specializing in foreign transcript evaluation. The evaluation must state that the transcript(s) reflects equivalency of a U.S. degree.Initial certification as an occupational therapist from NBCOT. International applicants are eligible to apply but must show proof of certification or eligibility to practice as an occupational therapist that is equivalent to OT certification and licensure in the United States and have earned an OT degree from an OT program recognized by WFOT.Minimum cumulative GPA of 3.00 for all prior undergraduate and graduate level coursework and degrees completed; minimum Occupational Therapy Program GPA of 3.25 (on a 4.00 scale.)An up-to-date resume or curriculum vitae.A letter of intent providing a description of why the ATSU-ASHS Occupational Therapy doctorate program was chosen by the applicant and how the program aligns with the applicant’s intended career goals. The letter of intent should be a minimum of two pages and maximum of four pages in length and preferably will include a one-paragraph description of a prevention/health promotion program the applicant might be interested in developing for a particular population.Two letters of reference – one from someone who can attest to the applicant’s ability to be successful in doctoral level academic work (i.e. a former faculty member, academic adviser, or employer) and a second one from a reference who can attest to the quality of applicant’s professional work as an occupational therapist.Interview (conducted via phone) to identify the goodness of fit of the program for the applicant.Completion of all prerequisite coursework prior to program matriculation.Official sealed transcripts from all institutions attended.All students are required to demonstrate proficiency in English when applying to ATSU-ASHS. Written and spoken proficiency in the English language may be demonstrated by one of the following two options. Option 1: English is your first language. Option 2: Submission of acceptable scores on the Test of English as a Foreign Language. Acceptable minimal scores for ATSU-ASHS applications are: paper-based total score = 550 (minimum of 57 on reading skills section; minimum of 61 on writing skills section); computer-based total score = 213 (minimum of 22 on reading skills section; minimum of 26 on writing skills section); Internet-based total score = 80 (minimum of 22 on reading skills section; minimum of 24 on writing skills section).For additional information contact the OTD Program Manager Linda Nishijima at 877.469.2878 or OTDinquiry@atsu.edu
Tuition and Financial Services+
Most courses are four credit hours. Each Residential Learning Institute is two credit hours. There are additional fees for books, reference materials, Residential Learning Institute travel and accommodations.
Federal financial assistance is available for qualifying students. For information on financial aid, please visit ATSU’s Financial Services department online or contact them at 866.626.2878 or by email at firstname.lastname@example.org
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Investing in your future as a student is one of the most important steps you will take in your life. ATSU can help you put together a financially sound aid package that will let you focus on your education instead of worrying about how you will finance it.
Students must be registered at least half-time to receive financial aid. Half time is defined as taking five credits each block. Financial Aid also is available to students who are dual enrolled at KCOM and ASHS. Contact the Student Financial Services at 866.626.2878, ext. 2529 for further information. All students receiving financial aid, whether through ATSU’s Student Financial Services or at other institutions, must notify our office of their status.
- required steps
- satisfactory academic policy
- student budget determination
- special conditions
- financial planning
THE 9 STEPS REQUIRED FOR A STUDENT TO RECEIVE FINANCIAL ASSISTANCE ARE AS FOLLOWS:
The student completes the Free Application for Federal Student Aid (FASFA) or a Renewal FAFSA by going to www.fafsa.ed.gov and following the instructions on the website. ATSU’s school code is G02477.
The Central Processing System (CPS) performs matches and edits, calculates a student contribution, and sends the data back to the processor.
ATSU receives the information electronically (ISIR) within three to five business days.
The student looks over the Student Aid Report (SAR) and, if accurate, keeps it for his/her records. If any corrections are needed, the student contacts the Financial Assistance Office.
Student Financial Services performs verification and then sends an electronic award letter to the student’s ATSU email address, along with instructions for completing the loan applications and other required forms.
The student accepts, refuses, or modifies the award letter and submits all required forms to the Financial Assistance Office.
Student Financial Services looks over the required forms and transmits the loan data to Sallie Mae
The lender wires the funds by Electronic Funds Transfer (EFT) to the school or sends the institution a loan check.
If by EFT, all funds will be applied to the student’s account. The refund will be directly deposited to the student’s bank account if so desired by the student and proper documentation is on file.
Eligibility for Financial Assistance
Eligibility or unmet financial need is determined by subtracting a student’s expected contribution from the student budget. The student’s expected contribution is listed on the Student Aid Report (SAR) and is based on the student’s financial strength. Students may choose to receive financial assistance up to their unmet financial need. For example, if a student’s budget is $9,000 and the expected contribution is $5,000, the student’s unmet financial need is $4,000. The student may receive financial aid through scholarships, loans, etc., to arrive at this figure. (Note: Students may use the Unsubsidized Federal Stafford Loan or any private loan to replace their expected contribution.) Every effort will be made to meet the student’s need, but in some instances, the student may have to rely on other outside resources. It is of critical importance to be creditworthy, as most private loans require a credit check.
Satisfactory Academic Progress for Federal Financial Aid
According to the United States Department of Education regulations, (34CRF 668/16 and 668.34 and October 29, 2010 Final Federal Register), all students receiving federal financial assistance must meet and maintain satisfactory academic progress. Student Financial Services will review the academic progress of financial aid recipients after each payment period. Satisfactory academic progress (SAP) is measured in terms of qualitative and quantitative standards.
The qualitative measure of a student’s progress is measured by cumulative grade point average. The minimum cumulative GPA students must maintain for financial aid is as follows:
Minimum Cumulative Grade Point Average at A.T. Still University of Health Sciences 2.0 for all programs on 4.0 scale 70% for all programs on 100% scale
Maximum Time Frame
Financial aid recipients must complete an educational program within a time frame no longer than 150% of the published length of the educational program. All attempted withdrawn, failed, repeated, and/or transferred credits that apply to a student’s program count toward this maximum time limit. For example, a student pursuing a doctorate degree requiring 120 credit hours may attempt up to 180 credit hours before financial aid eligibility is suspended (120 x 150% = 180). A student pursuing a doctorate degree requiring 5100 contact hours may attempt up to 7650 contact hours before financial aid eligibility is suspended (5100 x 150% = 7650).
Pace of Progression
Pace of progression is required to ensure students complete within a maximum time frame and that the pace is measured at each standard review time. Financial aid recipients must maintain a 67% minimum completion rate for attempted credit hours or contact hours. For example, a student pursuing a doctorate degree requiring 120 credit hours may attempt up to 180 hours before financial aid eligibility is suspended (120 divided by 180 = 67%). A student pursuing a doctorate degree requiring 5100 contact hours may attempt up to 7650 contact hours before financial aid eligibility is suspended (5100 divided by 7650 = 67%).
Dropped, failed, and remedial courses for which no credit is received do not count towards credit hours earned. Credit hours for a course are earned by completing and passing the class.
Financial Aid Warning
Failure to meet the minimum academic progress requirements will result in a student being issued a financial aid warning. Students issued a financial aid warning will have one payment period to correct a progress problem due to qualitative or quantitative standards. Students will be notified of their status in writing via ATSU email. Students issued a financial aid warning will have an opportunity to file an appeal to request financial aid probation prior to the upcoming standard review time, which is at the end of each payment period.
Financial Aid Probation
If a student appeals their financial aid probation status and the appeal is approved, that student is put on financial aid probation for one payment period. Students may receive federal financial aid while on financial aid probation if he/she meets the terms of his/her appeal decision. If a student fails to meet SAP standards during the term of financial aid probation, he/she may request an additional appeal.
Financial Aid Suspension
Students who fail to meet the requirements of the financial aid warning or do not appeal their financial aid probation status are placed on financial aid suspension and are not eligible for federal financial aid. These students will receive written notification to their ATSU email account of their failure to comply and that future federal aid will be canceled.
Students who have been issued a financial aid warning may submit a written appeal for reinstatement of eligibility prior to the start of the next payment period. Occasionally, extenuating circumstances contribute to their inability to meet the requirements for satisfactory progress. Extenuating circumstances include, but are not limited to, the following:
- Death of an immediate family member
- Severe injury or illness of the student or an immediate family member
- Emergency situations such as fire or flood
- Legal separation from spouse or divorce
- Military reassignment or required job transfers or shift changes
Students whose appeal is denied must establish eligibility by completing courses without federal aid in one or more payment periods at ATSU until the cumulative GPA and/or completion rate meet the required standard before any additional federal aid will be disbursed.
Students who have extenuating circumstances may appeal by submitting a completed Appeal form. They will be notified if additional supporting documentation is required.
The Appeal packet is presented to the SAP Committee for consideration. Students are notified via ATSU email of the SAP Committee’s decision and recommendations.
Federal financial aid may be reinstated when one of the following conditions has been met:
The student completes courses without federal aid in one or more payment periods at A.T. Still University of Health Sciences until the cumulative GPA and/or completion rate meet the required standard.
- OR -
The student files an appeal and the SAP Committee approves the appeal. It is the student’s responsibility to notify Student Financial Services when reinstatement conditions have been met.
Enrollment Status Policy
Full-time enrollment definition
Students enrolled in the Doctor of Dental Medicine and Doctor of Osteopathic Medicine are always defined as full-time.
Full-time enrollment requires enrollment in a minimum of nine (9) quarter credit hours, or six (6) semester hours.
Half-time enrollment definition
Half-time enrollment is defined by enrollment in a minimum of five (5) quarter credit hours or three (3) semester hours.
Enrollment Status Definitions 1 Quarter Credit = .67 semester credit Program Minimum # of Credit Hours Minimum # of Credit Hours Full-Time Half-Time Osteopathic Medicine and Dental Enrollment is always full-time All other programs 9/quarter, 6/semester 5/quarter, 3/semester
Student Budget Determination
The student expense budget is determined each year by the director of Student Financial Services. Every effort is made to ensure that allowances in each category are realistic and fair. Although the director determines the average student budget, students having credit history difficulties may not be able to borrow the full budgeted amount, due to the private loans being based on creditworthiness.
Verification is the process by which Student Financial Services checks the accuracy of the information submitted by the student when applying for federal financial aid. It is intended to reduce errors in the financial information that students submit so eligible applicants can receive the correct amount of financial assistance.
ATSU will verify all applicants who are selected for verification from the federally approved edits. If selected, students will need to submit a signed copy of their federal income tax return from the prior calendar year along with a verification worksheet. ATSU will compare the tax return and the verification worksheet to the Institutional Student Information Record (ISIR) to verify required items. Financial aid will not be awarded until the verification is complete.
Professional judgment allows the Director and Assistant Director the flexibility to handle individual students with extenuating circumstances on a case-by-case basis. This authority is clearly stated in the regulations and is used as needed. The adjustments may be made in the cost of attendance, expected family contribution, or satisfactory academic progress.
Although every effort is made to meet a student’s financial need, financial assistance is not an entitlement and, in some instances, not all of a student’s need will be met.
Financing your health professions education is an investment in your future. As a major investment, it should be entered into with conscientious planning. Setting goals and establishing a game plan are essential in order to minimize your debt.
A simple financial plan begins with the establishment of a long-term goal. As an APA, MI, HM or AOT student, for example, your long-term goal might be to set up a private practice in your home town. As you plan your strategies to reach this end, keep in mind that your short- and mid-term goals should be consistent with and built upon this long-term goal. To help keep you on track, it is important to develop a budget.
A budget lists all sources of income, as well as all estimated expenditures. To make a budget work for you, keep the following points in mind:Have a written planSet realistic goalsEstablish prioritiesKeep expenditures below incomeStick to your game plan
It is important for you to determine your needs so that you will borrow only the amount necessary, rather than the amount for which you are eligible. In the end, you may pay back 2-3 times the amount you borrowed. Therefore, the less debt you accrue in school, the more financially secure you will be later.
Online programs’ tuition is due 14 calendar days prior to the first day of class. For programs with payment per credit or course, the tuition covers the payment for the coming quarter. For programs that have payment per program, payment in full is due prior to the start of the program or per their admissions agreement on a quarterly payment schedule. The Controller’s Office will receive tuition payments and make refunds as necessary. Delinquent tuition penalties accrue at 1 1/2% per month, which is 18% per year.
Electronic Funds Transfer (EFT) Policy
The Department of Education is encouraging and, at times, requiring educational institutions to become paperless. Therefore, funds received through federal and private loans will normally be transferred electronically to a student’s account at ATSU. Students will receive a receipt itemizing the type of loan and amount credited to their account at the institution. Funds electronically transferred above what is owed for tuition and fees will promptly be refunded to the student by check or deposited directly to the student’s bank account. (Students that have lenders that do not wire money to ATSU will receive their financial aid through a co-payable check.) Generally, funds are available when tuition is due.
Many banks in states outside of Missouri make students wait 10 business days to tap their loan funds when deposited by check. Therefore, we require all students to use direct deposit where ATSU wires money to the student’s bank account. This way, the money is available on the day it is wired to the bank.
The ATSU Family and Culture
Doctor of Occupational Therapy Curriculum Overview
ATSU Arizona School of Health Sciences students are admitted to the Occupational Therapy doctorate online program each fall and participate with a cohort of peers throughout. Developed for the practicing occupational therapist, the program is designed to be completed in two years based upon a part-time plan of study.
OTDP 9300: OTD Seminar I - The Role of OT in Health Promotion & Wellness+
This course will explore the myriad of opportunities for OTs to influence the health and/or wellbeing of individuals and populations. Students will examine topics within public health and epidemiology while furthering their knowledge of OT’s capacity to prevent disease, disability, and activity limitations and to promote health and participation. Upon completion of this course, students will be expected to identify a target population and/or an agency or community partner that could benefit from an occupation-based health promotion and/or wellness initiative and should have a proposed program idea that could be explored for further development. Includes a focus on literature from positive psychology and exploration of the relevancy of this body of work for occupational therapy practitioner-scholars. Co-requisite: OTDP 9910. (4 credits)
OTDP 9400: OTD Seminar II - Program Development and Evaluation, Part I+
First course in a series of two on this topic, during this seminar, students will be exposed to different methods of conducting a needs assessment and how to use the information obtained from a needs assessment to plan for and develop a program for a specific targeted population. By the end of the course students will be expected to complete a needs assessment and plan a program relevant to meeting an identified need at their practice site or with a community partner. Pre-requisite: OTDP 9300. Co-requisite: OTDP 9920. (4 credits)
OTDP 9500: OTD Seminar III - Program Development and Evaluation, Part II+
Second course in a series of two on this topic, during this seminar students will be introduced to and explore different methods of program evaluation and outcomes assessment. As part of the seminar, they will be expected to complete an IRB application to assess outcomes associated with a program they will develop. Pre-requisite: OTDP 9400. Co-requisite: OTDP 9930. (4 credits)
OTDP 9600: OTD Seminar IV – Strategic and Financial Planning+
During this seminar, students will learn about the combined strategic and financial planning that is necessary to sustain a program’s feasibility and long-term viability. Through case study examples, students will examine the relationship between organizational and programmatic priorities and the allocation and deployment of resources. By the end of the course students will be able to create a business unit plan that includes a market analysis, budget (start-up and/or operational, as well as human resource and facility planning), financial projections, and measurement of performance in relation to expenditures. (4 credits)
OTDP 9700: OTD Seminar V – Opportunities, Roles, & Responsibilities in Leadership and Advocacy Arenas+
This course will explore avenues of leadership for the practicing occupational therapist, as well as teach advocacy skills needed to represent individual, community, and population-based concerns. Students will be exposed to verbal and written advocacy strategies necessary to influence current policy/legislation or that can be used for the development of new policies. At the end of the course students will demonstrate their ability to be a change agent in at least one of the following new roles: manager, supervisor, care coordinator, program developer, entrepreneur, consultant, advocate, mediator, policy infuser, liaison, community partner/organizer, or committee chair or officer in a professional organization or community group. In order to complete the OTD program, the student will be required to demonstrate one additional leadership role. (4 credits)
OTDP 9800: OTD Seminar VI - Professional Writing and Dissemination of Practice-Based Scholarship+
Conducted using a writing workshop format, this course will focus on how to write a scholarly article from beginning to end, how to find appropriate publication avenues for scholarly writing and conference forums for dissemination of practice-based scholarship, how to prepare proposals for a presenting at conferences, and how to prepare presentations and posters. By the end of this course, students will be expected to submit a written article using author’s guidelines from a peer-reviewed journal and a proposal for presenting at a suitable conference venue using “Call For Papers” guidelines. (4 credits)
ELECTIVE COURSES: 8 CREDITS
Students will be required to take eight credits of electives in subject areas of interest to them and related to the overall intent and design of the Occupational Therapy doctorate program. Students will be able to select from the following course offerings, two of which will be scheduled for each summer. In addition, students may elect to pursue selected course offerings from ATSU’s School of Health Management programs and/or the ATSU-ASHS Doctor of Health Sciences program subject to respective program director permission as well as Doctor of Occupational Therapy program adviser approval. Should the electives available at ATSU not match a students’ needs and interests, a student may elect to take and transfer up to eight credits of graduate-level coursework from another regionally accredited institution but is required to consult with his/her doctorate in Occupational Therapy program adviser and obtain approval prior to pursuing this option.
OTDP 9010: Disabilities Studies*+
This course will focus on the experience of living with a disability from the perspective of those with disabilities. Includes reading of works written or otherwise authored by persons with disabilities and provides a historical perspective on the disability and independent living movements in the U.S. and internationally. The use of person-first language, the World Health Organization Classification of International Classification of Functioning, Disability and Health, principles of universal design, models of empowerment, strengths development, the value of collaboration, and promoting health and wellness within the disability community will be some of the topics addressed during this course. (4 credits) *Open to all ATSU students.
OTDP 9020: Organizational Behavior+
Survey of theories about how individuals and groups act in organizations and the applicability of these to maximize activity participation, promote targeted behavior change and health related outcomes. Includes an examination of a strengths-based approach to leadership and management and a focus on identifying aspects of an organization’s culture and how such cultural dimensions of organizations can influence leadership, communication, and group dynamics. (4 credits)
OTDP 9030: Policy Analysis+
An introduction to policy analysis including the application of analytical techniques through case study examples, with a particular focus on selected health policies. (4 credits)
OTDP 9040: Scholarship of Teaching and Learning+
Introduction to scholarly inquiry and dissemination aimed at promoting effective practices in teaching and learning. (4 credits)
DOCTORAL PROJECT: 16 CREDITS
The Doctor of Occupational Therapy degree online program requires the completion of a Doctoral Project which entails an integral and interwoven set of learning experiences designed to promote students’ development and refinement of skills in program design, development, implementation, evaluation, and dissemination of this work. The required course sequence includes eight two-credit courses that are taken over the duration of the student’s progression through the doctor of occupational therapy program.* The student must complete all the assigned tasks of each course to enroll in each subsequent course in the series.** Optimally, a student will proceed through the Doctoral Project eight-course sequence with the peer cohort group the student started the Occupational Therapy doctorate program with so as to benefit from the peer support and review process that will be built into the design of each of the courses in this sequence. OTD Resources
- Healthy and Safe Community Environments
- Clinical and Community Preventive Services
- Empowered People
- Elimination of Health Disparities
- Tobacco Free Living
- Preventing Drug Abuse and Excessive Alcohol Use
- Healthy Eating
- Active Living
- Injury and Violence Free Living
- Reproductive and Sexual Health
- Mental and Emotional Well-Being
OTDP 9910: OT Doctoral Project I+
Introduction to and comparison of forms of scholarship with particular emphasis on practice-based scholarship. Students will be expected to identify a theoretical body of work or conceptual framework and examine how this work applies to some aspect of their present or future practice area of interest. Co-requisite: OTDP 9300. (2 credits)
OTDP 9920: OT Doctoral Project II+
Building upon OT 9910, students will identify a project idea and conduct a review of literature incorporating works from within and outside the body of OT literature. During this second course in the OTD Doctoral Project sequence, students collaborate with the course instructor to identify an OTD project adviser (who must be selected from a designated list of OT department faculty) and a project mentor from outside the OT department (might come from other departments or schools within the University or from the community). Pre-requisite: OTDP 9910. Co-requisite: OTDP 9400. (2 credits)
OTDP 9930: OT Doctoral Project III+
Students work with their project advisers and project mentors to develop a full proposal treatment for the project idea approved by their primary OTD project advisers. Pre-requisite: OTDP 9920. Co-requisite: OTDP 9500. (2 credits)
OTDP 9940: OT Doctoral Project IV+
Upon completion of their OTD project proposals, students submit and defend their proposal to their OTD Project Committee (consisting of their OT 9910 course instructor, their primary project adviser, and their project mentor). Following committee approval, students complete and submit an IRB application to the ATSU Mesa IRB committee as appropriate. Pre-requisite: OT 9930 and OTDP 9500.* (2 credits)
OTDP 9950: OT Doctoral Project V+
Following their successful proposal defense and IRB submission, students enter the implementation phase of their OTD projects, identifying at the beginning of the quarter the end point they intend to achieve. Students are required to provide progress reports to and receive feedback from their project advisers and mentors at least two-three times during the quarter. Pre-requisite: OTDP 9940.** (2 credits)
OTDP 9960: OT Doctoral Project VI+
Students continue with and complete the implementation phase of their OTD projects. Students are required to provide progress reports to and receive feedback from their project advisers and mentors at least two-three times during the quarter. Pre-requisite: OTDP 9950. (2 credits)
OTDP 9970: OT Doctoral Project VII+
Students will complete their program evaluations and document their results, completing at least a full first draft of an article for future publication as per author guidelines for a peer reviewed (online or print) journal and a proposal for a conference submission. Pre-requisite: OTDP 9960. Co-requisite or pre-requisite: OTDP 9800 (2 credits)
OTDP 9980: OT Doctoral Project VIII+
Upon completion of their coursework and all their OTD project requirements, students formally petition to present and defend their projects to their project committee members and an additional outside reviewer. Upon their successful defense, they will be invited to present their projects to their peers in an online or in-person conference forum.* (2 credits)
*Should a student in the OTD program be unable to complete the requirements for OTDP 9940 or OTDP 9980 by the end of the quarter in which it is taken, the student will be given an incomplete for the course, will have one additional quarter to complete the associated tasks required, and will also be required to register for the following coursework. (Note: The specific number of additional credits required will be determined on a case-by-case basis, upon the recommendation of the student’s doctoral project adviser and/or committee.)
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