Accreditation and Certification Information
The entry-level master's program in occupational therapy at Rush University is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) (www.acoteonline.org). This council accredits and reviews all of the occupational therapy education programs in the United States. Questions concerning accreditation can be directed to the Accreditation Department at the American Occupational Therapy Association (AOTA), phone (301) 652-2682 or write:
c/o Accreditation Department
American Occupational Therapy Association (AOTA)
4720 Montgomery Lane, Suite 200
Bethesda, MD 20814-3449
Graduates of the program will be able to sit for the national certification examination for occupational therapists, which is administered by the National Board for Certification in Occupational Therapy (NBCOT). For further information, you may contact the NBCOT at:
National Board for Certification in Occupational Therapy
800 S. Frederick Ave., Suite 200
Gaithersburg, MD 20877-4150
After successful completion of this exam, the individual will be an occupational therapist, registered (OTR). Most states require licensure to practice; however, state licenses are usually based upon the results of the NBCOT Examination.
Year of Matriculation
Number of Students Matriculated
Number of Graduates
Current Graduation Rate
3/36 remain enrolled
||36/36 currently enrolled
||36/36 currently enrolled
Accreditation Council Report
The Accreditation Council for Occupational Therapy Education (ACOTE) met on August 3 - 6, 2006, and reviewed the Evaluators' Report of On-Site Evaluation of the occupational therapy program offered on professional entry-level master's level Rush University, Chicago, Illinois.
No areas of noncompliance were cited in the report, accreditation has been awarded for a period of 10 years and the next on-site evaluation has been listed for the 2015/2016 academic year. For more information, contact Accreditation Council for Occupational Therapy Education (ACOTE) at the address provided above.
The following summary was provided in the August 18, 2006, Report of the Accreditation Council for Occupational Therapy Education (RAC).
Section IV, Part A: Major strengths of the program
The university administrators are commended for their support of the program. This is demonstrated through their recognition and respect for the program and its leadership. In addition, because of the administration's awareness of changes in health care, their knowledge of the occupational therapy program, and vision for the future, they are in a position to actively participate in further development of the program.
The program director and the faculty are acknowledged for their ongoing evaluation and revision of the curriculum design and for ensuring that students are exposed to a variety of community-based and emerging practice areas while being located within a medical model.
The faculty members provide a wealth of clinical knowledge and expertise that they enthusiastically share with their colleagues, students, members of the occupational therapy community and university clinicians. They embrace the teacher-practitioner-investigator model with enthusiasm and community.
The faculty members have ensured that students participate in a variety of community service initiatives, including international projects. Through their mentorship, the students have developed a commitment to their ongoing responsibilities as a professional to address the needs of all members of the community.
The students and graduates are recognized for their dedication and enthusiasm for occupational therapy. The fieldwork community noted their professionalism, creativity and evidence-based approach to practice.
Section IV, Part B: Suggestions to enhance the program
While the program director and the faculty qualifications and background are meeting the program objectives, it is suggested that the program explore strategies to support the faculty in gaining doctoral degrees to better meet the research mission of the institution. [Standard A.2.5]
Although the on-site program has sufficient instructional aides and technology, it is suggested that strategies be developed and resources allocated to assist in developing the distance education portion of the curriculum to further expand the program's influence in the educational market in accordance with the program's strategic plan. [Standard A.2.23]
The program has a continuing system for reviewing the effectiveness of the educational program and routinely secures and analyzes evaluative data from numerous sources. It is suggested that the program explore means to gain more detailed information from external stakeholders. [Standards A.6.0 and A.6.1]
While Level II fieldwork sites are sufficient in number to meet the needs of the students, it is suggested that the program consider adding more community sites. Such fieldwork sites would broaden the student's exposure to emerging areas of practice and complement the community experiences that are present in the curriculum design, course content and service learning opportunities. [Standard B.10.9]
Section IV, Part C: Noncompliance with the standards
No areas of noncompliance.