Mission and Vision

MSOT Mission Statement 

The University of North Carolina at Pembroke is a minority serving institution immersed in a rich history and supportive environment. The University prides itself on maintaining a low teacher to student ratio, its diversity, small class size, numerous opportunities for campus engagement and leadership. 

The mission of the Occupational Therapy Program is to prepare highly trained and culturally affirming leaders in the field of occupational therapy, who are uniquely equipped to meet the diverse needs of the immediate area and the profession as a whole.  We are committed to promoting evidence-based practice, inclusive care, advocacy, entrepreneurship, and service learning. 

MSOT Vision 

Graduates of UNC Pembroke’s Master of Occupational Therapy will be lifelong learners who are equipped to implement evidence-based practice. Graduates will be prepared to work as independent practitioners, leaders of a therapy team, and strong advocates for the profession and their clients to help reduce and eliminate health disparities in the local community. 

MSOT Philosophy of Learning 

The University of North Carolina at Pembroke is dedicated to facilitating personalized student learning, exposure to international perspectives, serving the local community, and facilitating active learning experiences. Consistent with the University’s philosophy, the MSOT faculty believe that learning occurs through hand-on experiences and the application of theory to real life scenarios. We believe that the best learning experiences happen when students are allowed to encounter problems in a supportive environment, develop creative critical thinking and problem-solving skills, receive constructive feedback, and practice their skills to develop competency.  

Problem-based learning- Problem-based learning is an active process whereby students apply knowledge, both newly acquired and previously learned information, to actual cases and scenarios (Kayingo & McCoy Hass, 2018). Using this approach, faculty act as facilitators and guides for students and educational experiences. Encountering and working through problems is an intrinsically motivating process that allows students the space to experiment and refine their professional reasoning skills. As students progress, they will navigate more complex cases through assignments, role playing, as well as in-person and virtual simulations. 

Feedback- Feedback is an essential component of the learning process. We believe that students should receive constructive feedback early, often, and from multiple sources. While instructors model how to give and receive feedback, students will have several opportunities to provide feedback to their peers and faculty. 

Core competencies- Throughout the curriculum faculty facilitate scaffolded learning experiences that help students develop core competencies in the areas of medical knowledge, interpersonal and communication skills, professionalism, patient evaluation and assessment, analyzing and interpreting findings, intervention planning and implementation, and practice management.