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Athletic training encompasses the prevention, diagnosis, and intervention of emergency, acute, and chronic medical conditions involving impairment, functional limitations, and disabilities. The mission of the NKU Athletic Training Program is to prepare the next generation of certified athletic trainers through student-centered education, diverse clinical experiences, and scholarly activities in order to produce well-rounded, competent clinicians who will make an impactful contribution to health care in our region, and beyond. Since 2006, NKU’s athletic training program has been accredited by the Commission on Accreditation of Athletic Training Education. CAATE accreditation recognizes that NKU’s ATP meets the required standards for the preparation of entry-level certified athletic trainers.
The Master's of Science in athletic training is a professional degree program with an integrated clinical education component. The coursework provides formal instruction aligned with the National Athletic Trainers’ Association educational competencies and clinical proficiencies.
The clinical practicum courses provide students with an application of knowledge and skill in a real-world patient-care setting. Students are placed with an approved preceptor at a clinical site (on and off campus) that reflects the educational content specified in the clinical practicum course. Each practicum has required clinical hours as specified in the course description.
Substantive Change: Please use the following link to determine if this will constitute a SACSCOC Substantive Change to NKU's current curriculum. Substantive Change FormIf you have question about this form please contact the SACSCOC Liaison, Abdou Ndoye at ndoyea2@nku.edu or 859-572-5379
All actions in the approval of new programs for public institutions are subject to a stipulation regarding the program’s ability to attain specified goals that have been established by the institution and approved by the Council on Postsecondary Education (the Council). At the conclusion of an appropriate period of time, the program’s performance shall be reviewed by Council staff following criteria established in the Council’s Academic Programs Policy.
A program will adhere to the role and scope of the institution as set forth in its mission statement and as complemented by the institution’s strategic plan.
Follow this link to view the state's postsecondary education strategic agenda.
The primary objective of MSAT is for students to pass the Board of Certification exam and obtain a job in the health care field of athletic training. Following CAATE standards, students will be educated in the following content areas: Evidence-Based Practice, Prevention and Health Promotion, Clinical Examination and Diagnosis, Acute Care of Injury and Illness, Therapeutic Interventions, Psychosocial Strategies and Referral, Healthcare Administration, and Professional Development and Responsibility. Students will learn the content in the classroom, practice their skills in the laboratory setting and apply what they learn on diverse patient populations in their clinical experiences at the high school, college, professional athletics/dance, and orthopedic rehabilitation settings.
The MSAT fits in with the NKU 2013-18 strategic plan, Fuel the Flame, in several areas. Goal 2, Talent Development would be met by “Producing skilled graduates prepared for the workforce, advanced careers, and graduate education”. The MSAT will replace the current Bachelor of Science in Athletic Training, which has documented success in producing graduates who successfully obtain jobs in the field. We expect the same and even better results when the MSAT is implemented. Additionally, the profession of athletic training is recognized by the American Medical Association as an allied health care profession which aligns with the Kentucky Strategic Plan to produce a more skilled workforce in high demand areas that work to better the health care in Kentucky.
The MSAT will replace the current Bachelor of Science in Athletic Training, which has documented success in producing graduates who successfully obtain jobs in the field. We expect the same and even better results when the MSAT is implemented. Additionally, the profession of athletic training is recognized by the American Medical Association as an allied health care profession which aligns with the Kentucky Strategic Plan to produce a more skilled workforce in high demand areas that work to better the health care in Kentucky.
The curriculum should be structured to meet the stated objectives and student learning outcomes of the program.
The curriculum achieves the student learning outcomes by combining classroom education with real world clinical experience through clinical education. In the classroom, students will learn the content needed to practice as an athletic trainer and they will apply the knowledge on patients in actual patient care settings. Students will experience what it is like to work with professionals and patients from a variety of high quality settings and during these experiences they will gain confidence to work as athletic trainers after graduation. Students will also be exposed to multiple research opportunities throughout the curriculum, which will prepare them to make clinical decisions based on current research.
The MSAT offers high quality clinical sites with a variety of patient populations including: college, high school and professional athletics, performing arts, industrial settings, physician’s offices, rehabilitation clinics, and patient populations that vary in diversity and socioeconomic status. Additionally, the program incorporates interprofessional education where students will learn from and about other health care professions and will have the opportunity to practice skills on high fidelity simulation models.
The MSAT will replace the current Bachelor of Science in Athletic Training.
It is estimated that the faculty/student ratio will be 1:10. There are three full time faculty dedicated to the athletic training program and we estimate bringing in about 15 (or more) students per year. By the second year, the 1:10 faculty/student ratio should be achieved.
7. Upload the SACS Faculty Roster Form in the Proposal Toolbox . Faculty resources shall be demonstrated to be adequate and appropriate for the proposed program. The number of faculty should meet external standards where appropriate. The qualifications of faculty will support the objectives and curriculum of the proposed program.
Access to the qualitative and quantitative library resources must be appropriate for the proposed program and should meet recognized standards for study at a particular level or in a particular field where such standards are available. Adequacy of electronic access, library facilities, and human resources to service the proposed program in terms of students and faculty will be considered.
Steely Library provides digital access to data bases that are essential for students to conduct effective literature reviews of research (full text) in the area of athletic training. Utilization of Medline and PubMed will serve as databases for specific research articles. In addition, the library utilizes interlibrary loan of sources that are not readily available in full text.
Describe the physical facilities and instructional equipment available to support this program. Physical facilities and instructional equipment must be adequate to support a high quality program. The proposal must address the availability of classroom, laboratory, and office space as well as any equipment needs.
The new $97 million Health Innovation Center (HIC) was inaugurated for the 2018-2019 academic year on campus. The strategic initiative of the HIC is for all colleges to have involvement with the development of future health professionals by implementing a transdisciplinary approach to health problems and issues that confront our Commonwealth. The initiative of transdisciplinarity is to have interprofessional and cross discipline engagement in understanding the art and science of health promotion. In this regard, a new 1,500 square foot human performance lab is included in HIC. Additionally, the undergraduate athletic training program has designated laboratory space which will continue to be available to the MSAT program that contains all of the equipment needed to teach in the required material. Similarly the class and office space used to carry out the undergraduate program will transition to the MSAT.
The MSAT is a six semester program (two full academic years including summers). Admission to the program will occur each spring and the program will begin in the summer. This program is designed as both a stand alone 6 semester master’s degree as well as a 3+2 bachelors and masters combined degree. Students in the 3+2 will complete a Bachelor of Science in Exercise Science and a Master of Science in Athletic Training.
Admission Requirements
1. Completed online application (ATCAS) which must include:
MSAT Program Retention & Graduation Requirements
In order to graduate with a Master’s of Science in Athletic Training, students must complete all coursework with a grade of C or higher and have an overall graduate GPA of 3.0 or higher. Students also must complete a research project as assigned in ATP 650.
11. Provide the following information for the program and for each concentration (some categories may not apply to all programs):
12. Describe how the proposed program will articulate with related programs in the state. It should describe the extent to which student transfer has been explored and coordinated with other institutions.
Attach all draft articulation agreements related to this proposed program in the Proposal Toolbox .
Currently, there are no articulation agreements with related programs in the state. The MSAT will work with students from other undergraduate programs to ensure they are meeting the required prerequisite coursework in order to apply to the MSAT.
13. List courses under the appropriate curricular headings, Then follow the directions below to create proposed curriculum in Proposal. Click here to download the course template.
Step 1
There are two options to add courses for proposed changes: "Add Course" and "Import Course." For courses that already are in the catalog, click on "Import Course" and find the courses needed. For new classes that are in the Curriculog Approval Process click on "Add Course"-- a box will open asking you for the Prefix, Course Number and Course Title.
Step 2
Click on "View Curriculum Schema." Click on "Add Core" which will be the header for your course groups of the program. After creating the different sections you can proceed to assign courses in each header by clicking on "Add Courses" this will bring up the list of courses available from Step 1. Select the courses you wish to add and reorder as needed by dragging courses. For removing courses click on the .
Commonly used headers: Degree Requirements, Core Courses, Electives.
This program will utilize accelerated courses within the program. Right now, four courses will be offered in the 7 week format. This program will also utilize technology in courses with several offering hybrid or flipped classroom formats. This program also will utilize instruction at nontraditional locations through clinical education practicums.
Program Demand/Unnecessary Duplication
Proposed programs must respond to the needs of the academy and to larger economic and social environments. Thus, the institution must demonstrate demand for the proposed program. All proposed programs must address student demand. Programs must also address either employer demand or academic disciplinary needs.
1. Student Demand
By 2022 all students who wish to become athletic trainers must earn a master’s degree in athletic training. We will continue to reach out to students entering NKU as freshman who would traditionally take the bachelor’s degree program and advise them on the new degree level for athletic training education. We will also reach out to undergraduate students at NKU (especially in the exercise science and pre physical therapy track) to inform them of the degree. Additionally, we will market to those individuals who have already obtained a degree in the science fields who may be interested in continuing their education in athletic training.
Incoming freshman will be recruited and guided through the 3+2 program, NKU exercise science majors and pre-physical therapy track majors will be recruited, as well as individuals with bachelor’s degrees in science fields. Application to the MSAT will occur in the spring and classes will begin in the summer. The application will consist of the following:
The GPA, letters of recommendation, and interview will be used to rank students. The program will accept the 25 highest ranking applicants into the program.
The primary feeders for the program are incoming freshman who are interested in becoming an athletic trainer, undergraduate NKU exercise students, and students who have earned a degree in a science field.
The MSAT is expected to increase students on campus by about 20 students per year. Previously, students would earn an undergraduate degree in athletic training, and their education at NKU would end. With the MSAT, students will either earn an undergraduate degree at NKU in exercise science and continue their education in MSAT, or students who earned a graduate degree at a different university will enroll in the MSAT, all of which are additional students to the university as a result of the MSAT.
2. Employer Demand:
Clearly describe evidence of employer demand. Such evidence may include employer surveys, current labor market analyses, and future human resources projections. Where appropriate, evidence should demonstrate employers’ preferences for graduates of the proposed program over persons having alternative existing credentials and employers’ willingness to pay higher salaries to graduates of the proposed program.
Attach additional documentation in Proposal Toolbox.
Data provided in tables should be uploaded in the proposal toolbox.
3. Academic Disciplinary Needs:
If the program proposal is in response to changes in academic disciplinary need, as opposed to employer demand, please outline those changes. Explain why these changes to the disciple necessitate development of a new program.
All athletic training programs are accredited by the Commission on Accreditation of Athletic Training Education (CAATE). Accreditation standards have changed and beginning in 2022, all athletic training programs must offer the degree at the master’s level and undergraduate athletic training programs must be phased out. The change in CAATE standards is the reason for the proposed change in degree level for the athletic training program.
4. Similar Programs:
A new program may serve the same potential student population. The proposed program must be sufficiently different from existing programs in the state or access to existing programs must be sufficiently limited to warrant initiation of a new program.
Identify similar programs in other Southern Regional Education Board (SREB) states and in the nation.
If similar programs exist in Kentucky,
There are 38 other athletic training programs offered at the masters level in the SREB. There are 104 accredited masters athletic training programs in the nation.
Currently the only public institutions in Kentucky that have accredited athletic training programs at the Masters level are Eastern Kentucky University and Murray State University. Murray State is voluntarily withdrawing their accreditation and will no longer offer the program.
NKU’s ATP is one of three public institutions (the others include Eastern Kentucky University and Murray State University, however Murray State is undergoing voluntary withdrawal from accreditation) in Kentucky that offer athletic training and the only in Northern Kentucky.
There is demand for athletic training programs. All undergraduate programs are required to transition to master’s degree programs. Not all colleges/universities who offered the undergraduate degree are choosing to transition to the master’s degree resulting in less programs but the same high demand from students.
There will be some collaboration between the MSAT and other existing programs in the area. Currently the bachelor’s degree program has a research event attended by area athletic training programs. Also, many of the clinical experiences are completed at clinical sites with students from other institutions.
If the proposed program is an advanced practice doctorate, please address the following 5 questions. If not, skip to the COST/FUNDING section.
For submission to CPE you will need to attach the following, additional documentation, in the Proposal Toolbox.
1. Letter of commitment from each clinical site that specifies the number of students to be accommodated and identifies other academic programs that also use the facilities.
2. Letter from each institution with a similar program stating that the proposed program will not negatively impact the existing program.
The resource requirements and planned sources of funding of the proposed program must be detailed in order to assess the adequacy of the resources to support a quality program. This assessment is to ensure that the program will be efficient in its resource utilization and to assess the impact of this proposed program on the institution’s overall need for funds.
The MSAT will replace the Bachelors of Science in Athletic Training.
The proposed new program will not result in an increase of cost to the state. The faculty and resources currently allotted to the Bachelors of Science in Athletic Training will be transitioned to the MSAT. The university will lose the tuition from the Bachelors of Science in Athletic Training program, but will gain those students in the MSAT, which will result in increased tuition. Additionally, with the proposed 3+2 model, students may choose to earn their bachelors of Science in Exercise and the MSAT at NKU instead of earning a bachelor’s degree at another institution.
Complete the Funding Sources, by year of program template and Breakdown of Budget Expenses/Requirements template tables for the first five years of the proposed program and provide an explanation of how the institution will sustain funding needs, attach document in Proposal Toolbox. *The total funding and expenses in the table should be the same, or explain sources(s) of additional funding for the proposed program.
Links to the Funding Scource and Budget Expenses/Requirement Templates are:
A. Funding Source Template
B. Budget Expenses/Requiement Breakdown Template
Describe program evaluation procedures for the proposed program. These procedures may include evaluation of courses and faculty by students, administrators, and departmental personnel as appropriate. Program review procedures shall include standards and guidelines for the assessment of student outcomes implied by the program objectives and consistent with the institutional mission.
For each assessment method, please provide direct indicators of achievement of program-level student learning outcomes and frequency of data collection:
Essentially all parts of the program will be evaluated in some form. Faculty, students, courses, curriculum, clinical education sites, clinical education preceptors, BOC pass rate, and student job placement.
Each of these components will be evaluated annually.
The data will be collected throughout the year in different forms.
Faculty teaching effectiveness will be assessed through student course evaluations. Students will be assessed by their GPA and their clinical education performance evaluations. Courses and curriculum will be assessed in the course evaluations and in the senior exit survey. Clinical education sites and preceptors will be assessed in the Clinical Site and Preceptor Evaluation completed by the students. BOC pass rate and job placement will be collected with post-graduation evaluations.
Faculty are expected to demonstrate strong teaching effectiveness documented with the level of at least “professional” on their annual performance reviews. Students are expected maintain a minimum of 3.0 GPA and score an average of 2.5 or higher on their clinical education performance evaluations. The target for courses and curriculum will be more qualitative in nature, using information gained from both Likert scales and written responses to make changes when needed. The target for first time pass rate for the BOC exam will be 70% or higher. There will be no target for job placement, but the information will be recorded each year.
All data will be collected and analyzed on an annual basis. The results of the data will be used to look at program effectiveness. Annually, the data could be used to determine how to improve teaching styles/methods, clinical education sites or provide information on areas that may need to be addressed in curriculum design. Using data and looking at data from previous years could help further determine if curriculum changes need to be made based on consistent findings.
The program assess teaching effectiveness by looking at student course evaluations and BOC pass rate. Innovative teaching strategies and direct student learning projects will also be used in consideration of teaching effectiveness.
As a program preparing students to pass the certification exam and to practice as an athletic trainer, it is very important that we are able to effectively educate our students. The faculty will work together to find ways to continue to improve teaching effectiveness through discussing teaching strategies, coordinating interprofessional education opportunities, or providing directed student learning opportunities, all which aid in the students educational experience.
The program will send out an alumni evaluation six months after graduation from the program. This evaluation will assess job placement, salary, BOC pass rate, and preparedness to work as an athletic trainer.
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