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Rebecca Jacobs

Rebecca Jacobs
Biography

Dr. Jacobs is an occupational therapist who obtained her Post-Professional Doctor of Occupational Therapy degree in 2018 and Master of Science in Occupational Therapy in 2017 at Boston University. Originally from Philadelphia, Dr. Jacobs began her career working in home care. After moving to San Diego in 2021, she created the hand therapy program at Rehab United and later developed a pelvic floor therapy clinic. With specialties in pelvic floor and hand therapy, Dr. Jacobs has taught these subjects as an adjunct professor at several universities on the East coast, including Salus University and Temple University. She has also taught an introductory to pelvic floor therapy skills to several cohorts through a private organization and continues to work on her private pelvic floor therapy practice.

Dr. Jacobs currently works as a full-time Assistant Professor in the Master of Occupational Therapy program at Alliant International University. She will teach the courses Applied Functional Anatomy and Adult Practice in Occupational Therapy. Her doctoral capstone research focused on the rehabilitation of college students who have experienced a traumatic brain injury. With that research, a program was built to support students return to college and advancement to professional careers using assistive technology.

Outside of work, Dr. Jacobs enjoys spending time hiking, swimming, and cooking with her son (Jack), husband (Josh), and dog (Pluto). She finds meaning in her roles as a mother, wife, daughter, and friend, and is eager to dive into the role as a core faculty member of the MOT program.

Professional Interests
  • Pelvic Floor therapy
  • Women's health
  • Adult rehabilitation
  • Hand therapy
Education and Certifications

MS, OTD, OTR/L

Anna Do

Anna Do
Biography

Dr. Anna Do is an occupational therapist with a background in neurorehabilitation for adults with acquired brain injury. After obtaining her Doctor of Occupational Therapy degree from MGH Institute of Health Professions in Boston, MA, Dr. Do completed a fellowship in physical rehabilitation at Casa Colina Hospital and Centers for Healthcare in Pomona, CA. With specialties as a Certified Brain Injury Specialist, Physical Agent Modalities, and Certified Sexuality OT, her clinical work thereafter focused on neurorehabilitation of adults in the transitional living, home, and community settings.

Dr. Do is currently pursuing her PhD in Rehabilitation and Movement Science at Azusa Pacific University. Her dissertation focuses on the use of dance as an occupation for adults with acquired brain injury, which has been presented at the International Association for Dance Medicine and Science Conference in Rimini, Italy. She is currently developing a dance rehabilitation protocol based on occupational science for the acquired brain injury population.

In her spare time, Dr. Do enjoys hip hop dance, playing guitar, and creative writing. Originally from Syracuse, NY, she currently lives along the coast in a box truck (i.e. tiny home on wheels) with her fiancé and their two cats.

Professional Interests

Dr. Do's research background spans across the topics of low vision, health disparities, and dance rehabilitation. She completed her doctoral capstone on the dynamics of low vision, mental health, and race/ethnicity and worked alongside Drs. Kim Schoessow and Walter Wittich in the Vision Impairment Research Lab at the University of Montreal. Currently, as a PhD student in Rehabilitation and Movement Science, Dr. Do is pioneering research on dance as an occupation for the acquired brain injury population. 

Education and Certifications

OTD, OTR/L, CBIS, PAMS, CSOT

Courses

Dr. Do will teach the MOT curriculum courses in research, assistive technology, and psychosocial/community practice.

Courtney Bale

Courtney Bale
Biography

Courtney Bale is a full-time faculty member, serving as the Academic Fieldwork Coordinator and Assistant Professor for the Master of Occupational Therapy Program in San Diego. Courtney grew up in the San Diego area. She has been an Occupational Therapist since 2013 and prior to that was a Strength and Conditioning Coach at San Diego State University for almost 10 years. She has taught as an adjunct professor at a local university in San Diego and started as the Academic Fieldwork Coordinator at Alliant in January 2024. Courtney has worked in SNF, Inpatient, and Acute Care, but spent most of her time practicing in Home Health. She received a full scholarship, earning her bachelor's degree from Ohio State University, while acting at captain of the Varsity Women's Basketball Team. She then went on to pursue her master's degree from University of St. Augustine and her OTD from University of Montana. 

Professional Interests
  • Student Professionalism
  • Therapeutic Gardening
  • Safe Aging in Place
  • Leadership
Education and Certifications

OTD, OTR/L, CSCS

Master of Occupational Therapy

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Master of Occupational Therapy Overview

Are you passionate about making a positive difference in the lives of people and communities? If so, pursuing a master of occupational therapy (MOT) degree will equip you with the skills and knowledge required to help individuals improve activities of daily living and their overall function and well-being.

The dynamic and comprehensive master of occupational therapy program (MOT) prepares students for successful careers as occupational therapists. Students are trained to become culturally conscious practitioners through an occupation-centered model that equips them to better serve their clients and communities. Graduates leave with the knowledge and skills to be competent, innovative health professionals who meet the occupational needs of diverse individuals and support a variety of physical conditions through service and transformative healthcare.
 

 

Program Highlights

Integrated learning experience

The program delivers rigorous academic coursework online plus weekly, on-campus classes and labs in San Diego to provide flexibility and hands-on practice. Participating in fieldwork placements every trimester is a crucial component of the MOT program, allowing students to apply their theoretical knowledge in real-world settings.

Client-centered model

Students prioritize and adapt to individuals’ unique needs and goals, encouraging their active involvement in the therapy process. By emphasizing collaboration, this approach means moving away from treating patients toward client-centered therapy that values the person and their personal development and considerations.

Creative treatment options

The arrival of the School of Nursing and Health Sciences called for expanding and renovating our Scripps Ranch campus, which the university has called home since 1973. The goal is to create a modern, client-centered setting that caters to all ages and blends science with creativity. This meant designing a modern facility with unique features such as a pediatric lab with a rock-climbing wall and ball pit.

Competitive Tuition

The MOT program offers competitive tuition without sacrificing a quality, comprehensive education to help you achieve your professional goals.

Admissions

Learn about admissions requirements

ADMISSIONS

Admissions Criteria

Admission Criteria

  • Complete a baccalaureate degree from an accredited college or university that is recognized by a regional accreditation agency.
  • Applicants must have a minimum overall GPA of 3.0 and a minimum overall GPA of 3.0 for all required prerequisite courses.
    • Prerequisite courses may be repeated only once; the second-course grade will be used to calculate the average GPA.
    • Prerequisite courses must be completed within seven (7) years of the submitted application.
    • Prerequisite courses may be taken at any regionally accredited community college, public or private college or university.
  • All applicants must meet the program’s health requirements.

All applicants must show proof of application or up-to-date clearances (drug screening, background screening, criminal check, and child abuse clearance), immunizations, and health screenings 30 days before the program starts.

Prerequisite Courses

Seven (7) prerequisite courses are required before beginning the MOT curriculum:

  • Statistics (3 credits): ex. Elementary statistics, business statistics, social sciences statistics
  • Social Science course (3 credits): ex: Sociology, cultural anthropology, public health
  • Abnormal Psychology (3 credits)
  • Human Growth and Development of the Lifespan (3 credits)
  • Human Anatomy and Physiology I with Lab (4 credits) 
  • Human Anatomy and Physiology II with Lab (4 credits) 
  • Medical Terminology (1 credit)

Advanced Placement (AP) courses used for prerequisites may be accepted with a score of “4” or “5” if completed within seven (7) years of the submitted application. 

The Master of Occupational Therapy program follows Alliant International University’s Transfer Credit Policy found in the Student Handbook. For more information see: https://catalog.alliant.edu/content.php?catoid=43&navoid=1625&hl=transfer+credits&returnto=search#transfer-credit

Experimental learning credits will not be accepted as a prerequisite toward fulfilling the prerequisite requirements. 

GRE scores are not required.

Observation Hours

  • All applicants must participate in 20 hours of observation shadowing an occupational therapist. This requirement may be completed in one of two ways:
    • Observation hours may be completed at multiple locations where the applicant may observe an occupational therapist. This requirement is for applicants to demonstrate that they understand the role of occupational therapy in healthcare. Applicants must upload proof of observation hours either to the OTCAS or through the Alliant application platform.  For more information regarding sites allowing students to observe occupational therapy, contact the Program Director, adele.breenfranklin@alliant.edu.
    • Applicants may view the video from ClinEdWeb (Clinedweb.com) Intro to OT: 20 observation hours ($55.00). Upload your completion certificate in OTCAS.

Letters of Recommendation

Applicants must submit two (2) letters of recommendation.

  • One academic letter of recommendation
  • One letter of recommendation may be from a volunteer organization or professional supervisor, manager, or occupational therapist or additional academic reference. A reference from an occupational therapist is preferred.
  • Letters from family and/or friends are not accepted.

Personal Essay

Applicants are required to submit a personal essay to the OTCAS or through the Alliant application platform. Essays should be no more than 500 words and answer the following questions:

  • Explain why you selected occupational therapy as your career and how occupational therapy relates to your short-term and long-term professional goals.
  • How has your academic and personal journey influenced your professional goals, and how it may influence your skills as a practitioner?

Resume

Applicants must submit their resume through the OTCAS or through the Alliant application platform.

Faculty

Adele Breen-Franklin, OTD, JD, OTR/L
Professor and Program Director 
adele.breenfranklin@alliant.edu

Courtney Bale, OTR/L, CSCS 
Instructor and Academic Fieldwork Coordinator
courtney.bale@alliant.edu

 

Get to Know our Diverse Faculty

Faculty

 

Degree Information

The two-year, immersion-based program adheres to the American Occupational Therapy Association (AOTA) philosophy of education in which students are viewed as occupational beings who are in a dynamic transaction with the learning context and the teaching-learning process. The interaction of the student’s knowledge, critical inquiry, and unique experiences with the learning environment results in a competent healthcare professional.

In addition to the robust academic curriculum and hands-on practice, students will apply the skills they’ve learned in a current course to fieldwork placements every trimester, which is more frequent than other schools. Certification courses are part of the curriculum to help students enter the field with confidence, critical training, and preparation for licensing requirements.

 

Student Learning Outcomes

As a graduate of the MOT program, you’ll be trained to:

  • Utilize theoretical models of practice, clinical reasoning, and evidence-based decisions to guide client-centered care and occupation-based outcomes.
  • Implement occupational therapy assessments and interventions with populations across the lifespan in traditional and emerging practice areas, demonstrating professional behaviors in all interactions.
  • Practice ethical, equitable, and inclusive quality health care with all populations, respecting cultural factors, context, and occupational justice needs.
  • Explain the processes of scientific inquiry that contribute to disseminating knowledge to support education, practice, and research in the field.
  • Integrate leadership, management, and professional reasoning principles to facilitate individual, group, and organizational success, collaborating with the interprofessional healthcare team across the continuum of care.
  • Formulate a professional development plan that includes role development, advocacy, and service.

Curriculum Plan

Academic Year 1 – Trimester 1 (16 units)

  • OTG60000 - Foundational Concepts of Occupational Therapy (2units)
  • OTG60010 - Applied Anatomy for Occupational Therapy with lab (4 units)
  • OTG60020 - Clinical Reasoning and Inquiry (2 units)
  • OTG60030 - Domain and Theories of Occupational Therapy with lab (4 units) *
  • OTG60040 - Fieldwork 1: Occupation (1 unit) * - Includes problem-based learning activity
  • OTG60050 - Lifespan Conditions (3 units)

Academic Year 1 – Trimester 2 (15 units)

  • OTG60060 - Contemporary Practice (2 units)
  • OTG60070 - Neuroscience and Behavior (4 units)
  • OTG60080- Dynamics of Psychosocial & Community Practice (5 units) *
  • OTG60090 - Fieldwork 1: Psychosocial Integration (1 unit) * - Includes problem-based learning activity
  • OTG60100 - Scholarly Inquiry: Research Design (3 units)

Academic Year 1 – Trimester 3 (15 units)

  • OTG60110 - Scholarly Inquiry: Research Mentorship (3 units)
  • OTG60120 - Occupational Therapy Process in Pediatric Practice (5 units) *
  • OTG60130 - Fieldwork 1: Pediatrics (1) * - Includes problem-based learning activity
  • OTG60140 - Management and Systems in Healthcare (2 units)
  • OTG60150 - Technology & Adaptations (4 units)

Academic Year 2 – Trimester 4 (16 units)

  • OTG70000 - Advanced Clinical Skills (3 units)
  • OTG70010 - Scholarly Inquiry: Research Dissemination (2)
  • OTG70020 - Occupational Therapy Process for Productive Aging (2 units)
  • OTG70030 - Occupational Therapy Process in Adult Process (5 units) *
  • OTG70040 -Fieldwork 1: Adults (1) * - Includes problem-based learning activity
  • OTG70050 - Leadership. Policy, and Advocacy (3 units)

Academic Year 2 – Trimester 5 (9 units)

  • OTG70060 - Fieldwork Level 2A (8 units)
  • OTG70080 -Professional Seminar (1 unit)

Academic Year 2 – Trimester 6 (9 units)

  • OTG70070 - Fieldwork Level 2B (8 units)
  • OTG70090 - Professional Seminar 1(unit)

*Designates that the course and the fieldwork level I experience are linked to provide an integrated, hands-on experience for students
 

Graduation Requirements

Criteria for successful completion and graduation of the educational program:

  1. Successful completion of all didactic educational requirements.
  2. Successful completion of two, 12-week, Level II Fieldwork experiences.
  3. A completed application for degree candidacy conveyed to the Office of Record.
  4. Payment in full of tuition, fees, and other financial obligations owed to the University, including processing fee
  5. Students must complete 24 weeks of Level II fieldwork within 12 months following completion of the didactic portion of the program

Fieldwork Information

Below is a brief overview of Fieldwork as it relates to the Master of Occupational Therapy (MOT) Program. You’ll also find FAQs and helpful resources to support you as you navigate the fieldwork process as a student. 

What is Fieldwork?

Fieldwork education is a crucial part of professional preparation and is best integrated as a component of the curriculum design. The fieldwork experience is designed to promote professional reasoning and reflective practice, transmit the values and beliefs that enable ethical practice, and develop professionalism and competence in career responsibilities. Fieldwork experiences should be implemented and evaluated for their effectiveness by the educational institution. The experience should provide the student with the opportunity to carry out professional responsibilities under the supervision of qualified personnel serving as a role model. The academic fieldwork coordinator is responsible for the program’s compliance with fieldwork education requirements. (ACOTE, 2023, p. 36).

Frequently Asked Questions

What is the difference between Level I and Level II Fieldwork?
Level I Fieldwork, for both OTA and OT students, is designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process. The focus of these experiences is not intended to be independent performance. Each academic program structures these experiences slightly differently. It is best to discuss the learning objectives and activities with the student’s academic fieldwork coordinator. 

The purpose of Level II Fieldwork is to develop competent, entry-level, generalist occupational therapists or occupational therapy assistants. Level II Fieldwork shall include an in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation. For OT students only, not OTA students, Level II Fieldwork may also focus on research, administration and management of occupational therapy services.

Will any of the fieldwork experiences be simulated?
At Alliant International University, we believe that “hands-on” experience is of utmost importance. While we may include simulations, case studies, and standardized patients, they will be in addition to the 4 Level I fieldwork experiences and 2 Level II fieldwork experiences. 

When do students complete Level I and Level II Fieldwork during the Alliant MOT Program?
Students will complete one week of level I Fieldwork experience during each of the first four trimesters of the program, usually during Week 9 or 10. The two Level II Fieldwork experiences will be at the end of the didactic portion of the program during Trimesters 5 and 6. Each experience will be 12 weeks long if participating full-time.

Where can I complete Level II Fieldwork?
There are a variety of practice settings in which students can perform level II fieldwork, including but not limited to acute care hospitals, skilled nursing facilities, inpatient rehabilitation facilities, outpatient pediatric rehabilitation, mental health facilities, school systems, outpatient adult rehabilitation, home health care, and nontraditional settings. 

What if I have a site I’m interested in for Level II Fieldwork?
If you have a site that you’re interested in completing a Level II Fieldwork, and we do not currently have a contract with them. You can provide the information to your AFWC, and they will contract the site directly. Do not reach out to the site on your own.

Will I be able to complete Level II Fieldwork in San Diego? Will I have to travel?
Most students will need to travel to a clinical site, which may be located anywhere in the United States. Every effort is made to secure sites in the San Diego area and southern CA (we also have clinical sites in neighboring areas such as Orange County, LA, Riverside, Palm Springs, etc.), but due to the high demand for clinical placement sites and multiple programs in the San Diego Area, you may be expected to travel within the U.S. There will be no international travel at this time.

Can a student complete one of their level II fieldwork experiences internationally?
To ensure adequate preparation for the NBCOT exam following graduation from our OT program, at this time, we require that our students complete both level II fieldwork experiences within the United States.

Fieldwork Resources

The following resources have been compiled to support the academic and clinical components of fieldwork within the Master of Occupational Therapy program.

  • ACOTE (Accreditation Council for Occupational Therapy Education): ACOTE’s website offers a wealth of information, including fieldwork resources, guidelines, and educational standards. It’s a valuable source for understanding the expectations and requirements for fieldwork.  https://acoteonline.org/
  • AOTA (American Occupational Therapy Association): The AOTA provides resources, publications, and guidelines related to occupational therapy practice and education. Their website contains information and documents related to fieldwork. https://www.aota.org/education/fieldwork
  • Fieldwork Educator: Occupational therapists and other healthcare professionals are essential resources. They offer direct guidance, mentorship, and real-world experience.
  • Textbooks and Journals: Consult textbooks and journals related to occupational therapy, especially those that focus on your specific fieldwork area (e.g., pediatrics, geriatrics, mental health). These resources can offer insights and evidence-based practices. Your faculty can provide examples upon request.
  • Occupational Therapy Associations and Conferences: Attend occupational therapy conferences (AOTA, OTAC, etc.), workshops, and seminars offered by professional associations. These events can help you network, learn about the latest research and best practices, and connect with experienced practitioners.

Fieldwork Forms

Questions?

The academic fieldwork coordinator (AFWC) is the faculty member responsible for the successful implementation of fieldwork education. The AFWC works directly with sites and is the University’s direct contact for fieldwork educators at clinical sites. If you have specific questions regarding fieldwork, don’t hesitate to contact the Alliant Fieldwork Coordinator, Courtney Bale. 

Courtney Bale, OTR/L
Academic Fieldwork Educator
courtney.bale@alliant.edu
(c) (619) 609-8480 or (w) (858) 635-4695

National Board for Certification in Occupational Therapy (NBCOT®) Exam Pass Rate

The Alliant International University Master of Occupational Therapy program will publish its National Certification Exam (NBCOT®) pass rates when this information becomes available. For more information about NBCOT see https://www.nbcot.org/

 

MOT Program Graduation Rates

The Alliant International University Master in Occupational Therapy program will publish its graduation rates when this information becomes available.

 

Accreditation

The entry-level occupational therapy master’s degree program has applied for accreditation and has been granted Candidacy Status by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), located at 7501 Wisconsin Avenue, Suite 510E, Bethesda, MD 20814. ACOTE’s telephone number c/o AOTA is (301) 652-AOTA and its web address is www.acoteonline.org. The program must have a pre-accreditation review, complete an on-site evaluation, and be granted Accreditation Status before its graduates will be eligible to sit for the national certification examination for the occupational therapist administered by the National Board for Certification in Occupational Therapy (NBCOT). After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR). In addition, all states require licensure to practice; however, state licenses are usually based on the results of the NBCOT Certification Examination. Note that a felony conviction may affect a graduate’s ability to sit for the NBCOT certification examination or attain state licensure.

Students must complete 24 weeks of Level II fieldwork within 12 months following completion of the didactic portion of the program.

 

Links and Downloads

School Performance Fact Sheet
 

Frequently Asked Questions

What scholarship and financial aid options are available?

Private and public scholarships can help you meet the cost of your education, and Alliant offers institutional scholarships for many of our students. Learn more about these scholarship opportunities here. Additional financial aid is available for those who qualify in the form of loans, grants, federal work-study, and military aid. Learn more in our Financial Options Guide.

When does the degree program start?

The inaugural program begins in fall 2025. Beginning 2026, there will be two cohorts: spring and fall (January and September).

How long does it take to complete the program?

The master of occupational therapy program requires 80 credits over six trimesters or two years.

What is the modality of this program?

The program is delivered in an online format that includes weekly on-campus face-to-face classes and labs at our San Diego campus.

Where can I apply for this program?

You can apply on the OTCAS or directly using this link.

Why Alliant

At Alliant, our mission is to prepare students for professional careers of service and leadership and to promote the discovery and application of knowledge to improve lives. We offer an education that is accredited, focused on practical knowledge and skills, connected with diverse faculty and alumni, and aimed at the student experience.

Learn More

Why SNHS

The School of Nursing and Health Sciences (SNHS) helps prepare students to  enter the field of healthcare with a state-of-the-art simulation center and lab, small class sizes, textbooks and other resources on an electronic tablet, and an AACN-aligned curriculum.

Why SNHS

Adele Breen-Franklin

Professor and Program Director
Biography

New to San Diego, California, Adele began her career as an occupational therapist in an acute care setting and then pursued a career primarily in various pediatric settings, including early intervention, out-patient, and school-based therapy in the Philadelphia metropolitan area.  From March 2008-December 2009, she coordinated the Philadelphia Inmate Services and Healthcare program, in partnership with the Department of Occupational Therapy at Philadelphia University and The Philadelphia Prison System, where she helped develop and implement an occupational therapy program for female inmates with psychiatric disorders at Riverside Correctional Facility. Adele has worked at Overbrook School for the Blind, the Pennington School through the Delaware County Intermediate Unit, the Southeast Delco School District, and the Marple Newtown School District, where she has had the opportunity to perform in-service education to teachers and support staff. Adele has taught in an occupational therapy assistant program, and most recently, was an associate professor and the program director of an entry level doctoral program in Philadelphia.

Professional Interests
  • Scholarship of Teaching and Learning
  • Psychosocial Interventions
  • Occupation-based practice
  • Development of nontraditional occupational therapy interventions
Education and Certifications
  • Bachelor of Arts in Philosophy from Barnard College
  • Juris Doctor (JD) from Benjamin N. Cardozo School of Law
  • MS in occupational therapy from Philadelphia University
  • OTD from Chatham University.
Scholarship and Contributions to the Field

Peer Review Journals:

  • Mørk, G., DaLomba, E., Breen-Franklin, A., & Bonsaksen, T. (2024). Differences
    in approaches to learning between occupational therapy students in the USA and Norway. Occupational Therapy in Health Care, 1–13. 
    https://doi.org/10.1080/07380577.2024.2310209

Book Review:

  • Breen-Franklin, A. (2024). Book Review: Matthews model of clinical reasoning: A 
    systematic guide to occupation-based evaluation and intervention planning.
    Occupational Therapy in Mental Health,
    https://doi.org/10.1080/0164212X.2025.2452586

National Presentations:

  • Breen-Franklin, A. Breen-Franklin, A., Bubel, E., & Corcoran, S. (2024, April).The impact  of teaching assistants on the academic performance and learning experience of OT students, as perceived by the students, faculty, and TAs. Short course AOTA Inspire 2024, Orlando, FL.

International Presentations:

  • Breen-Franklin, A. & Bubel, E. (October 2024). Occupational therapy
    doctoral capstone focus areas and examples of innovative projects. Oral presentation for the 1st Occupational Therapy Europe Congress, Krakow, Poland.
  • Breen-Franklin, A. & Bubel, E. (October 2024). The role of teaching assistants 
    in an entry level DrOT program. Oral presentation for the 1st Occupational Therapy Europe
    Congress, Krakow, Poland.

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