Master of Occupational Therapy

The entry-level occupational therapy master’s degree program is accredited 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.

Accreditation through this national professional organization ensures that our graduates meet the national standards to become highly skilled occupational therapists. Our program received a 10-year re-accreditation in 2022. Annual written reports for the program are submitted to ACOTE every year. The next full accreditation self-study report and on-site accreditation visit will be held in 2031-32.

We have a 100% graduation rate. During the last 3 academic years of 2020-21 through 2022-23, every one of the 72 students (100%) enrolled in our program graduated. An academic year begins in Autumn Quarter and ends with Summer Quarter.

See the table below for the NBCOT exam pass rate for the calendar years of 2021, 2022, and 2023. Certification exam results can also be found on the NBCOT website.

The UW Master of Occupational Therapy (UW MOT) degree is a 9-quarter lock-step program that begins in Autumn Quarter. The first 7 quarters of coursework are followed by 6 months of full-time Fieldwork II clinical placements. We focus on preparing graduates for the complexity of occupational therapy practice through didactic coursework and authentic, immersive Clinical Learning Experiences in the community.

Year 1

First-year students focus on the foundations of occupational therapy, the therapeutic analysis of activities and occupations throughout the lifespan, the process of occupational therapy service delivery, and therapeutic communication groups. They also learn applied human sciences such as functional anatomy and neurobiology.

Year 2

In the second year, students learn occupational therapy theory and practice in mental health, physical disabilities, pediatrics and geriatrics through academic coursework integrated with approximately 4 weeks of community-based Fieldwork I and other Clinical Learning Experiences.

Clinical Learning Experiences

Our philosophy is that clinical skills are best refined through working with real clients in real-world environments. We provide a variety of immersive Clinical Learning Experiences in the community in addition to typical classroom-based labs and simulations. Students gain real-world practical experience outside the classroom and develop clinical reasoning and technical skills through course-related assignments, the Graduate Capstone Project, and Fieldwork Levels I and II.

Course Assignments

At least one course per quarter includes a structured Clinical Learning Experience assignment. These assignments are designed to build on each other throughout the program. For example, to master clinical interviewing skills, students first interview a resident at a local retirement facility to build an occupational profile. They continue to refine this skill by interviewing parents as part of a pediatric assessment, and consumers who use assistive technology in everyday life. More examples of structured Clinical Learning Experience assignments:

• Focused treatment observation and analysis
• Standardized test administration
• Transfer training
• Client assessment and treatment
• Community site usability evaluation
• Home accessibility assessment

Graduate Capstone Projects

Second-year students apply their scholarship to real-world practice settings through collaborative Graduate Capstone Projects. The Graduate Capstone Project combines an in-depth clinical learning experience with an opportunity to give back to the community through service learning. The projects extend over four quarters. Students write a scholarly paper, design a professional poster, and present their projects at the annual UW MOT Graduate Symposium. Each team is guided by a faculty advisor and one or more community mentors. Every year, several students present their projects at local, state, and national conferences. 

Fieldwork Levels I and II

Fieldwork is the occupational therapy term for clinical education that is required under national accreditation standards. It includes Fieldwork I and Fieldwork II. Fieldwork II always occurs in community settings. The accreditation standards for Fieldwork I placements, however, allow for a variety of clinical experiences including classroom-based simulations and labs.

Students in the occupational therapy program comply with the requirements detailed in the University’s affiliation agreements with clinical sites, and as required by the UW School of Medicine, regarding the completion and documentation of immunizations. These are in accordance with recommendations by the Centers for Disease Control and Prevention for healthcare personnel and requirements for the UW School of Medicine. Additionally, students must pass criminal background checks before and during the program and in compliance with the University’s affiliation agreements with clinical sites.

Fieldwork Level I

There are four Fieldwork I experiences in the program at a community setting under the supervision of an occupational therapy practitioner or other health professional. Each placement is linked to a theory and practice course in mental health, physical disabilities, pediatrics, and geriatrics. We integrate this real-world practical experience in the field into core coursework through assessment reports, treatment planning, documentation notes, and class discussions.

Fieldwork Level II

There are two full-time Fieldwork II experiences which take place the last two quarters of the program. Each Fieldwork II experience is 12 weeks long. These placements occur at two clinical sites under the supervision of occupational therapy Fieldwork Educators. During each placement, the student gradually assumes full responsibilities for a client caseload. By the end of each experience, students have the skills necessary to work as an entry-level occupational therapist in that practice setting. In our program, one Fieldwork II placement must be in physical disabilities. The other is the student’s choice between mental health, pediatrics, or geriatrics.

The following courses are taken at the Seattle campus in the scheduled sequence, beginning Autumn Quarter. In total, 113 credits are required for degree completion.

Year One

Year Two

Second year students apply their scholarship to real world practice settings through collaborative Graduate Capstone Projects. Students work in small groups with a community partner to address a program development, education, or advocacy need and then present their projects at our annual symposium.

Our faculty are conducting impactful research to promote health and participation across the lifespan for a variety of populations. Our innovative research programs have been funded by the National Institutes of Health, Health Resources and Services Administration, Agency for Healthcare Research and Quality, Substance Abuse and Mental Health Services Administration, National Institute on Disability, Independent Living, and Rehabilitation Research, Patient-Centered Outcomes Research Institute, Centers for Disease Control and Prevention, American Occupational Therapy Foundation, Retirement Research Foundation, and Washington State. We are also training the next generation of rehabilitation researchers through our involvement with the PhD Program in Rehabilitation Sciences.

Tracy Jirikowic’s research focuses on the development of an early intervention model for children with prenatal alcohol exposure and understanding the developmental outcomes of children with fetal alcohol spectrum disorders. She is also interested in community-based interventions that promote social participation, health, and well-being for individuals with intellectual and developmental disabilities. Dr. Jirikowic is a research affiliate with the UW Institute on Human Development and Disability.

Danbi Lee’s research focuses on evaluating ecologically-centered, telehealth self-management interventions to support community transition and participation for individuals who have had a stroke. As an investigator with the UW Center for Health Workforce Studies and co-founder of the Occupational Therapy and Disability Studies Network, she also leads research on addressing disability-related diversity, inclusion, and equity concerns within healthcare and health workforce education.

Donald Fogelberg’s research has primarily focused on the understanding sleep and sleep-related difficulties in clinical populations, with a focus on people who have experienced significant central nervous system dysfunction such as spinal cord injury, traumatic brain injury, multiple sclerosis, and Parkinson Disease. Since 2014, he has contributed his expertise in qualitative research methodologies to an interdisciplinary group that successfully developed a novel prosthetic foot. He is the co-founder of Ellipses, an interdisciplinary special interest group supporting scholars working at the intersection of applied health sciences and the humanities.

Tracy Mroz is a health services researcher and co-director of the Advancing Health Services & Policy In Rehabilitation (ASPIRe) Lab. Her research agenda focuses on the impact of policy and delivery systems on access to and quality of post-acute care. As an investigator with the WWAMI Rural Health Research Center and the UW Center for Health Workforce Studies, she is also leading research on home health care in rural communities and the rehabilitation workforce.

Britt St. John is a translational researcher focused on effectively bridging the gap between research and occupational therapy practice to address critical clinical needs and promote thriving for people with neurodevelopmental disabilities across the lifespan. Her current research is focused on understanding and addressing selective eating in autistic children, theoretical and contextual factors impacting family mealtime, and promoting the health and wellbeing for individuals with intellectual and developmental disability.

Lauren Butler has expertise in emotional regulation, trauma-informed care, and neurodiversity-affirming practices. She is passionate about exploring and implementing new technologies in education. Her current scholarship involves surveying students across the Department of Rehabilitation Medicine programs about their use of Generative Artificial Intelligence tools in academic and clinical settings.

Keri DeGroot is an expert in adult physical rehabilitation, geriatrics, and neurorehabilitation. Her research interests include supporting OT students with disabilities and integration of Artificial Intelligence tools into OT education.

Community Fieldwork Educators offer our students the benefit of their expertise and the opportunity to receive supervised hands-on training. In return, the experience of supervising a future occupational therapist offers Fieldwork Educators access to current practice trends and cutting edge research. Read more about the value and purpose of fieldwork from the American Occupational Therapy Association (AOTA).

Fieldwork I Educator Resources

• Level I Fieldwork (AOTA) describes the experience, offers guidelines, and sample evaluation forms for educators
• UW Level I Fieldwork Sequence and Objectives describes how we prepare our students for their Level I fieldwork experience and outlines the responsibility of the Fieldwork Educators

Fieldwork II Educator Resources

• Level II Fieldwork (AOTA) describes the experience, offers guidelines, sample evaluation forms for educators, and an official position paper
• UW Fieldwork II Roles and Responsibilities describes in detail the responsibilities of the Fieldwork Educator, the Academic Coordinator, and the student
• OTA and OT Aide Supervision Overview
• UW Level II Fieldwork Objectives

The Occupational Therapy Program Advisory Board ensures that our program continues to offer students the most relevant coursework informed by current best practices in occupational therapy. Each member contributes a unique perspective on the evolving trends and challenges in clinical practice. They assess program effectiveness, guide quality improvement, and strengthen ties between our program and the broader occupational therapy community.

• Carlos Alaniz, OTR/L
  • NA
• Katie Coddington, MOT, OTR/L
  • Occupational Therapist, Mary Bridge Children's Hospital
• Abigail Cooper, MS, OTR/L
  • Occupational Therapist, Downtown Emergency Services Center
• Dottie Handley-More, MS, OTR/L, SCSS, FAOTA
  • Retired
• Vanessa Igelsrud, MOT, OTR/L
  • Occupational Therapist, Muckleshoot Early Learning Programs
• Melissa Porras-Monroe, MA, OTR/L
  • Program Director, Occupational Therapy Assistant Program, Green River College
• Teresa Quinlan, COTA/L, CLT
  • Occupational Therapist, Providence Home Health, Snohomish County
• Alice Ragan, OTR/L
  • Occupational Therapist, University of Washington Medical Center
• Megan Sears, Student
  • University of Washington
• Madelaine Stoer, MS, OTR/L
  • Inpatient Cancer Care Therapies Supervisor, Occupational Therapist and OT Clinical Fieldwork Coordinator, Seattle Children’s Hospital
• Lauri Warfield-Larson, OTR/L
  • NHA Chief Operating Officer, Horizon House
• Mollie Yates, OTR/L
  • Occupational Therapist, Swedish Edmonds

The Janet M. Powell Alumnus/a of the Year Award recognizes outstanding alumni from one or more of the University of Washington Division of Occupational Therapy entry-level and advanced degree programs who have made significant contributions to the field of occupational therapy. The Advisory Board selects the recipient each year and the recipient speaks at the annual graduate symposium and pinning ceremony. If you would like to nominate someone for this award, email ot@uw.edu.

2024	Yvonne Swinth (MS, 1991) Yvonne Swinth is a Professor and former Program Director of the OT program at the University of Puget Sound. She has more than 30 years of experience working in pediatrics, primarily in school-based settings. Dr. Swinth has been involved in numerous activities beyond providing OT services to children which include program development, grant writing, research projects, and holding positions on local and national committees. Her scholarship has addressed the development and implementation of Quality Indicators for School-Based Practice, the effectiveness and outcomes of dynamic seating in general education classrooms, and how to build resilience in children and families that have experienced trauma. She is the founding editor of the Journal of Occupational Therapy: Schools and Early Intervention. She has served as chair of the School Systems Special Interest Section for AOTA and co-chair for WOTA’s OT in the Schools Group (OTIS). Dr. Swinth is a trauma practitioner and educator and works closely with families and youth in the foster system in Pierce County. She was a recipient of the Rosemary Funk award.
2023	Carlos Alaniz (BS, 1995) For his achievements and contributions to advancing OT clinical practice in hospice care and advocacy for OT's role in end of life care.
2022	Beverly Bell (BS, 1973) For her many years of public health service and co-authoring the Klein Bell Activities of Daily Living Scale.
2021	Todd Lefkowicz (MOT, 2001) For his international work and service in relation to wheelchair technology access, occupational justice, and for founding Mobility Builders.
2020	Maggie Mai Tucker (MOT, 2008)

2019 - Renee Watling

2018 - Patricia Burtner-Freeman

2017 - Betsy VanLeit​

2016 - Jeannette Anderson Murphy​

2015 - Rose Racicot​

2014 - Roger Ideishi​​

Each year, we are able to award several partial scholarships to students through the generous gifts made by alumni and friends. These awards are made on a competitive basis to second-year students who demonstrate academic merit and financial need.

Elizabeth M. Kanny Endowed Student Support Fund for Occupational Therapy Students

In 2019, former director of the UW Occupational Therapy Program, Elizabeth Kanny, established a fund for students who have demonstrated a commitment to diversity or who have overcome personal or educational obstacles.

Kit Wa Chiu

BA in Social Welfare

University of Washington, WA

My experience as a social worker in a skilled nursing facility sparked my interest in OT. I witnessed how OT helps patients regain independence, adapt to challenges, and improve their well-being through personalized care plans. The holistic approach OT takes, addressing both physical and emotional needs, deeply resonated with me.

Patricia A. Folsom Endowed Fund for Occupational Therapy Students

Established in 2011 by UW MOT alumna Patricia Folsom to help MOT students offset the costs associated with attending school.

Kaila Bulfin

BFA in Studio Art

New York University, New York

My interest in OT began attending my home care client's therapy sessions. I was inspired by OT's unique principles, honoring our daily activities as core components of health and wellbeing. I look forward to a career using my OT lens to support my client's participation in play and leisure.

Fallon Endowed Scholarship Fund

Established in 1989 by Walter and Dorothy Fallon in honor of their daughter’s unfulfilled wish of becoming and occupational therapist. This fund is intended to help dedicated occupational therapy students complete their education and make a positive contribution to the field.

Amia-lee Johnson BA in Clinical Physiology Central Washington University, WA The creativity that comes with occupational therapy is what interests me the most about the field. Occupational therapy motivates me to think outside of the box and pushes me to be resourceful. I find OT immensely innovative because not one solution fits everyone's circumstances.

Katia Oliva BS in General Biology University of Washington, WA My first experience with OT was working at an outpatient pediatric clinic. I really appreciated the unique role that OTs have in child health and development. OT allows for a holistic approach to care that includes the patient, family, and community. I am excited to continue my education and plan to serve pediatric populations in the future.

Andrenika Slade BA Physical Geography; Environmental Resource Management  Western Washington University, WA  Occupational therapy interests me in how it empowers individuals within a community across the lifespan. I respect that OT uses evidence-based modalities for environmental, physical, and emotional factors. I look forward to combining my experiences and professional background with an OT lens to find the gaps where services are needed.

Megan Taketa BA in Psychology Amherst College, MA Growing up in a family of teachers and rehabilitation professionals, I found myself drawn to the interdisciplinary nature of OT. I love how OT appreciates and integrates the physical, social, and psychological factors of well-being and participation. I am currently passionate about applying my education to a hospital-based setting, with a continual interest in research.

Learn more about the program

Tour (In person)

The tours are led by current students and cover locations most frequented by MOT students.

Email ot@uw.edu to register for Jan 13, 2025 | 3:30 - 4:15 PM.

Applicant Q&A Sessions (Virtual)

These sessions are an opportunity for applicants to ask questions about the MOT Program and admissions.

Register here for Jan 9, 2025 | 8 - 8:30 AM (PT) - with academic counselor

Register here for Jan 20, 2025 | 3:30-4:15 PM (PT) - with current students

Register here for Feb 6, 2025 | 8 - 8:30 AM (PT) - with academic counselor

In keeping with the University of Washington and Department of Rehabilitation Medicine commitment to diversity, we seek students who are dedicated to providing culturally responsive services in an increasingly diverse world. In our holistic admissions process, we consider a balance of an applicant’s experiences, attributes, and academic history. Our admissions reviews are conducted entirely online and do not include an interview. Please review all application instructions and requirements carefully, ask us for clarification, and prepare and submit the complete application by the deadline. We do not grant exceptions or extensions for submitting application materials, and we require complete applications for review.

2024-25 Application Cycle

Closed for Autumn 2025 entry.

Admissions Criteria

Applicants must meet all the requirements listed below.

Language Requirements

• Students must meet the UW Graduate School’s English language proficiency requirement at time of admission.

Education

• A bachelor’s degree from a regionally accredited college or university in the US (or equivalent from a foreign institution).
• All majors are accepted.

Grade Point Average (GPA)

• A Cumulative GPA of 3.0 or higher on a 4.0 scale for all college-level courses (includes undergraduate, graduate, and prerequisites courses)
• A Prerequisite GPA of 3.0 or higher on a 4.0 scale for all completed prerequisites
• No more than one prerequisite grade of 2.7 (B-)

OT-related Experience

• A minimum of 20 hours is required from the following list of options:
  • Clinical site observation
  • Shadowing or interviewing OT or OTA
  • Completion of online OT module designed by a university
  • Rehabilitation-related research participation
  • Work or volunteer experience with persons with disabilities

Prerequisite Coursework

• 7 required prerequisite courses
  • All 3 natural sciences and 2 of the 4 social sciences must be graded at the time of application submission.
  • Courses must be taken at a regionally accredited institution of higher education which may include traditional or online courses at universities, community colleges, or AP scores/CLEP posted as earned college credit on an official college transcript.
  • Courses do not expire but we do expect applicants to be knowledgeable and comfortable with the material.
  • Download this prerequisite checklist to help organize your coursework.

We provide a breakdown of miscellaneous fees here. Costs may vary on some items and tuition can change with the start of a new academic year.

We highly recommend prospective students allow at least one year to prepare the program applications in addition to the time needed to complete the prerequisite courses. This will help ensure that all materials are submitted by or before the deadline. All program communications will be via email.

Application Deadline

Closed for entry to Autumn 2025

How to Apply

To be considered for admission to the University of Washington Master of Occupational Therapy Program, you must:

• Meet the requirements listed in the Admissions Overview
• Submit an application through the Occupational Therapy Centralized Application Service (OTCAS)
• Submit the University of Washington Graduate School Slate application

Application Checklist

• Transcripts

  • Official transcripts for all colleges attended are required to be sent to OTCAS
    • Including from study abroad and transfer institutions
    • For Fall 2024 grades, use “academic update” in OTCAS to submit updated official transcripts by January 13, 2025
  • Unofficial transcripts are acceptable for the UW Graduate School Slate application until admitted

• 3 Letters of Recommendation

  • 3 electronic letters are required to be submitted to OTCAS
    • Letters should speak to your potential to be an occupational therapist
    • Examples of references: professor, supervisor, or OT
  • Do not submit letters to the UW Graduate School Slate application

• 20 hours of OT-related Experience

  • See Admissions Overview for a list of options to meet this requirement
  • Submit this information via the OTCAS "experience" section
  • Do not submit this information to the UW Graduate School Slate application

• Non-OT Experience

  • Submit any volunteer, work, or extracurricular activities via the OTCAS "experience" section
  • Do not submit this information to the UW Graduate School Slate application

• 2 essays

  • Submit both essay responses in OTCAS
    • Essay 1 - Personal Statement (no character limit)
    • Essay 2 - UW school specific essay (3500 character limit includes spaces)
    • Prompts are in OTCAS
  • Do not submit essays to the UW Graduate School Slate application

• Application Fees

  • Required for both application portals
  • Check application websites for fees

Questions?

Contact ot@uw.edu

For more information about resources available from the UW and life in the area, visit our life in Seattle page.

Professional OT Links

• American Occupational Therapy Association
• American Occupational Therapy Foundation
• AOTA Job Board
• National Board for Certification in Occupational Therapy
• Washington State Occupational Therapy Association

AOTA's Multicultural, Diversity, and Inclusion Network

• Association of Asian Americans & Pacific Islanders in Occupational Therapy (AAPI-OT)
• National Black Occupational Therapy Caucus (NBOTC)
• Network for Lesbian, Gay, Bisexual, and Transgender Concerns in Occupational Therapy (The Network)
• Network of Occupational Therapy Practitioners with Disabilities and Their Supporters (NOTPD)
• Occupational Therapy Network for Native Americans (OTNA)
• Orthodox Jewish Occupational Therapy Chavrusa (OJOTC)
• Terapia Ocupacional para Diversidad, Oportunidad, y Solidaridad (TODOS) Network of Hispanic Practitioners

Instructional Resources

Orthotic Splinting Instructional videos