Mission, Vision and Philosophy

Mission

The mission of the Occupational Therapy Program at Missouri State University is to educate holistic, reflective occupational therapy practitioners who understand the complexity of occupation and value its role in the promotion of health and wellness. Didactic and experiential learning promotes occupation-based practice, community engagement, cultural humility, scientific inquiry, ethical leadership, and life-long learning to develop generalist practitioners who are prepared to meet the needs of persons, groups, and populations across a variety of settings, including those in rural and underserved communities. 

Vision

The Occupational Therapy Program at Missouri State University will be nationally recognized as dynamic programs grounded in the core values of occupational therapy. Graduates will function as change agents and partner with a diverse society to facilitate quality care through evidence-based practice, interprofessional collaboration, scholarship, and a commitment to lifelong learning. 

Philosophy

The Occupational Therapy (OT) Program at Missouri State University embraces the Philosophical Base of Occupational Therapy (American Occupational Therapy Association [AOTA], 2025) and the Philosophy of Occupational Therapy Education (AOTA, 2018). In concordance with this philosophy, we assert that: 

  • Humans are complex beings with an innate need and inalienable right to engage in purposeful activity, who learn through participation in meaningful occupation and are intrinsically and extrinsically motivated, creative, and inquisitive. The OT Program integrates these concepts to foster academic achievement and self-reflection in students as they prepare to serve individuals, groups, communities, and populations (AOTA, 2018). 

  • In alignment with Adult Learning and Engagement Theories, knowledge and skill acquisition are accomplished through an on-going process of self-determination, direct participation, intrinsic motivation, authentic focus, and collaborative problem solving (Kearsley & Schneiderman, 1998; Knowles, 2012). Individuals bring with them life experience and prior knowledge that will shape the learning of both teacher and student. 

  • In-person and virtual classrooms, labs, community experiences, and clinical seminars are structured to facilitate learner reflection and enhance human problem-solving skills (AOTA, 2018; Schӧn, 1983). These attributes are considered central to lifelong learning, cultural humility, and ethical, evidence-based practice. Small group work encourages collaboration and consensus among members of the learning community and facilitates dynamic understanding, diversity exploration, and enhancement of leadership, advocacy, and communication skills. 

  • Authentic focus emphasizes real-world learning to promote transfer of didactic knowledge to current and emerging practice settings. In concordance with the American Occupational Therapy Association (AOTA, 2007), we believe that best practice in occupational therapy education “emphasizes continuing critical inquiry in order that occupational therapists (are) prepared to function and thrive in the dynamic environments of a diverse and multicultural society, using the power of occupation as the primary method of evaluation, intervention, and health promotion” (p. 678). 

References

Accreditation Council for Occupational Therapy Education (2023). 2023 Accreditation Council for Occupational Therapy Education (ACOTE®) standards and interpretive guide. ACOTE©  https://ACOTE©   online.org/accreditation- explained/standards? 

American Occupational Therapy Association. (2025). The philosophical base of occupational therapy. American Journal of Occupational Therapy, 79(Suppl. 3), 7913410200. https://doi.org/10.5014/ajot.2025.79S301  

American Occupational Therapy Association [AOTA]. (2007). Philosophy of occupational therapy education. American Journal of Occupational Therapy, 61(6), 678. 10.5014/ajot.61.6.678  

American Occupational Therapy Association. (2018). Philosophy of occupational therapy education. American Journal of Occupational Therapy, 72(Suppl. 2), 7212410070. https://doi.org/10.5014/ajot.2018.72S201 

American Occupational Therapy Association. (2020). Occupational therapy’s commitment to diversity, equity, and inclusion. American Journal of Occupational Therapy, 74(Suppl. 3), 7413410030. https://doi.org/10.5014/ajot.2020.74S3002 

Dillon, T.H. (2001). Authenticity in occupational therapy leadership: A case study of a servant leader. American Journal of Occupational Therapy, 55, 441-448. https://doi.org/10.5014/ajot.55.4.441 

Isaacson, M. (2014). Clarifying concepts: Cultural humility or competency. Journal of Professional Nursing, 30(3), 251-258. 

Kearsley, G., & Shneiderman, B. (1998). Engagement theory: A framework for technology-based teaching and learning. Educational Technology, 38(5), 20-23. 

Knowles, M., Holton, E., & Swanson, R. (2012). The adult learner: The definitive classic in adult education and human resource development. Elsevier. 

Schӧn, D. (1983). The reflective practitioner: How professionals think in action. Basic Books, Inc.