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MSOT Student Graduation Rates

The total number of graduates from the University of Southern Indiana Master of Occupational Therapy program during the 3-year period of 2021-2023 was 87, with an overall graduation rate of 97%.

Graduation Year Admission Year MSOT # Students Admitted # Students Graduated Graduation Rate
2023 2021 30 29 97%
2022 2020 30 30 100%
2021 2019 30 28 93%
Total 90 87 97%

NBCOT Program Results

Graduates of the USI MSOT Program must successfully complete the National Board for Certification of Occupational Therapy (NBCOT) exam prior to obtaining state licensure and entering OT practice.

Program results from the National Board for Certification in Occupational Therapy (NBCOT) can be found online at 

Occupational Therapy Program Goals

The USI OT Program will prepare students to:

  • Demonstrate the entry-level proficiencies of an occupational therapist, with an ability to practice in dynamic services delivery systems addressing the needs of individuals, populations, and other entities.
  • Recognize and value the role played by occupation and related concepts in influencing an individual’s health and wellness.
  • Know, value, and capably apply elements of theoretical approaches, frameworks, and practice models during evaluations, interventions, and when establishing and evaluating outcomes.
  • Recognize, understand, and utilize the synergy of person, occupations, and contexts in facilitating occupational performance (Law et al., 1996) with Individuals of diverse lifespans, cultures, ethnicities, and/or other diversities.
  • Engage in active learning—understanding, valuing, and utilizing appropriate ways of knowing and reasoning
  • Recognize the impact of pathology on an individual’s structure and/or functions, and recognize how related impairment might contribute to activity limitations and/or participation restrictions (World Health Organization, 2001).
  • Know, value, and practice behaviors of professional integrity encompassing the ethical standards and practice standards of the profession.
  • Understand and value the roles and contribution of the various professionals and other individuals with whom an OT may collaborate in varying setting.
  • Embrace the dynamics of person, occupations, and contexts interactions (Law et al., 1996) as applied to an individual developing the personal and professional aptitudes of an occupational therapy practitioner—understanding, developing, and utilizing the needed skills, potential occupations, and contextual elements influencing effective, ethical practice.

American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process (4th ed.). American Journal of Occupational Therapy, 74(Suppl. 2), 7412410010.

Law, M., Cooper, B., Strong, S., Stewart, D., Rigby, P., & Letts, L. (1996) The Person-Environment-Occupation Model: A transactive approach to occupational performance. Canadian Journal of Occupational Therapy, 63, 9-23.

Shell, B., Gillen, G., Scaffa, M. (Eds.) (2014). Willard and Spackman’s Occupational Therapy(12thedition). Philadelphia, PA: Lippincott-Raven (ISBN: 9781451110807).

World Health Organization. (2001). International classification of functioning, disability, and health (ICF). Geneva: Author.