Striking a balance: One MUSC PPOTD student's approach to getting the most of out of school as an OT, husband and father

As a working professional, Jesse Ausec, OTR/L, was drawn to MUSC’s Post-Professional Occupational Therapy Doctorate (PPOTD) program not only for its interactive online curriculum but also its dedicated support for students balancing their family life and career in addition to their education. With a variety lived experiences and a passion for lifelong learning, the program’s students and faculty are fostering a vibrant learning community.

What motivated you to pursue a doctorate while also working? What led you to MUSC?

As a self-proclaimed “OT nerd,” I have contemplated enrolling in a post-professional doctoral program for years but struggled to decide on the right path and justify the cost as a clinician. Although pursuing a doctorate while working is challenging, I was particularly drawn to the balance offered by the Medical University of South Carolina's Post-Professional Occupational Therapy Doctorate (MUSC PPOTD) program. The curriculum's structure appealed to me, and after several discussions with Dr. Michelle Woodbury and positive feedback from colleagues who previously completed the program, my decision became clear. Transitioning from a full-time clinician to academia, I realized that gaining advanced knowledge and skills would enhance my effectiveness as an educator. It felt like a fresh start in my OT career.

How does the PPOTD program’s structure help you maintain a balance between your academic and professional responsibilities?

The PPOTD structure at MUSC is ideal for the working individual, as it is only 2 courses per semester. However, I firmly believe that the effort you invest directly impacts the benefits you receive. A significant advantage of this program is that the professors acknowledge and are attuned to the personal and professional lives that students need to be successful in a program of this rigor and encourage us to strive for occupational balance. I heard past students talk about how they “hunkered down” on the weekends at a coffee shop to complete their coursework each week, but that approach did not work for me. I found that dedicating 1-2 hours a day allowed me to break up the readings, videos, and assignments over time, which has been less overwhelming. However, what works best for each student and their various life roles is incredibly unique.

In addition to my working full-time in academia and my wife working PRN as a clinician in a pediatric clinic, my family went through a stressful foster process which resulted in the blessing of adopting twin toddlers during the early part of my time in the program. This caused me to be more aware of the need to compartmentalize my professional and personal responsibilities. The coursework can consume you if you allow it, but if you are intentional about achieving occupational balance, you will find that you will be more successful in the program.

What does your typical day look like?

In addition to my various professional roles as an OT clinician and educator, my wife splits her time as a nurse in the NICU and hospice settings, so our schedules fluctuate greatly depending on the day. However, I consistently found it most advantageous to complete my coursework early in the morning or late at night, allowing me to attend to my professional responsibilities and be as present as possible with my family during much of the day. A typical day includes me starting with a little coursework (or at least compiling a to-do list using a color-coded sticky note system) early in the morning, getting the kids ready and to daycare, teaching or working in the clinic during the day, picking the kids up from daycare, and completing our play/dinner/bedtime routine. Once everyone is asleep, I dedicate 1-2 hours to my coursework.

As an online program, how does the PPOTD facilitate collaboration and networking with other working professionals?

The program faculty are intentional about providing opportunities for us to become a cohesive group through various interactive and experiential teaching and learning mediums. We have an extremely supportive and “tight” cohort group that feels like family, which I believe is a direct reflection of the culture of the program and university. The nature of an online PPOTD program tends to bring together OT professionals with many different personal and professional lived experiences who are passionate lifelong learners, which creates a vibrant learning community.

What advice would you give to other working professionals considering MUSC’s PPOTD program?

I recommend the MUSC PPOTD program without hesitation to anyone willing to listen to me! In addition to the substantial knowledge and skills you gain from this program, the relationships and confidence that result from completing this program far outweigh any cost and time commitment. I recommend identifying your “why” and keeping that in the forefront of your mind throughout your time in the program, as it will help keep you motivated and focused during moments of doubt or uncertainty. This program requires a high level of work ethic and intrapersonal skills, which are certainly characteristics that you want to focus on. The reputation of the university and program, the quality of education, the dedication of the faculty, and the positive impact on your career cannot be overstated.

How has the program influenced your long-term career aspirations or goals?

This program has completely transformed my career trajectory as an occupational therapy professional. I have discovered new interests, such as a passion for research, that were completely unexpected. In addition to acquiring substantial knowledge and skills, I have gained confidence as an educator by learning to emphasize my unique strengths and develop my own personal teaching style, rather than trying to emulate others. This program has significantly advanced my career and has been a blessing to be a part of.