University of Northern Iowa School of Health, Physical Education & Leisure Services Division of Athletic Training Post‐Professional Athletic Training Master’s Program Master of Science in Athletic Training Student Outcomes Assessment Plan A. THE PROGRAM The Post‐Professional Athletic Training Master’s Program (PPATMP) is a 2‐year, 37 ‐38 graduate credit program depending on the student’s choice of completing a thesis or non‐thesis research paper. Currently, only the statistical methods course is taught outside the Division of Athletic Training, which gives the graduate faculty within the division amble opportunity to collect, analyze and synthesize student learning outcomes data. Moreover, this core group of faculty has a variety of expertise and a strong working relationship to implement course and program changes to meet the needs of the graduates. The PPATMP also serves the Athletic Training Entry‐Level Program as well as UNI Athletics, local area high schools, and the community by providing athletic training coverage and supervision of undergraduate students. The common thread between the faculty and program is its mission and vision. Mission Develop graduates into scholarly clinicians using advanced instruction beyond entry‐
level knowledge, offering experiential learning opportunities that increase AT skills and applied knowledge, and expand the AT body of knowledge through quality research experiences by fusing didactic, clinical and scholarly components of graduate education. In turn, the graduates will be prepared for leadership roles in the athletic training profession. Vision Become a distinctive, top‐respected and diverse leader of Master’s in Athletic Training education to produce individuals that will impact the profession. B. ASSESSMENT PLAN PHILOSOPHY The PPATMP is committed to its mission and vision of teaching and learning to facilitate student success. The assessment of student outcomes is ultimately the assessment of the program’s, institution’s and community’s ability to provide learning opportunities consistent with its mission. Program assessment data is used to meet the goal of enhancing educational, scholarly, and field experiences for current and future students. This, in turn, will allow us to identify areas where improvements in our program might be necessary or desirable. C. STUDENT LEARNING OBJECTIVES OUTCOME I. Increase depth and breadth of understanding of athletic training subject matter and skills beyond those of the entry‐level certified athletic trainer. Graduates will be able to state and demonstrate knowledge and skills within the scope of practice as defined by the NATA‐BOC Role Delineation over and above Athletic Training Entry‐
Level Program Competencies and Clinical Proficiencies. OUTCOME II. Enhance critical thinking to aid knowledge of discipline assumptions and develop understanding of viable alternative assumptions. Graduates will be able to explain the importance of using more Evidence‐Based Practice methods in their practice, as well as be able to summarize and justify which practice methods should provide the best care for their athletes when Evidence‐Based Practice data in unavailable. OUTCOME III. Develop understanding of the theoretical bases of advanced athletic training knowledge and skills. Graduates will devise various advanced athletic training practices that can be implemented to achieve therapeutic goals most of which are not Evidence‐Based. OUTCOME IV. Expand ability to discover and develop new knowledge, and increase desire to develop as scholars. Graduates will be able to appraise scholarly work based on established systematic methods of inquiry and answer a research question in an attempt to expand the body of athletic training knowledge through hands‐on quantitative or qualitative science. OUTCOME V. Advance knowledge and skills in preparation for leadership in athletic training. Graduates will be able to identify common characteristics of good leadership and relate them into practice. OUTCOME VI. Instill a responsibility of service to the profession and communities Graduates will be able to recognize the impact athletic trainers have on the discipline and the community athletic trainers serve. D. FREQUENCY OF ASSESSMENTS The PPATMP Program Director in collaboration with the graduate faculty in the Athletic Training Division agrees to review assessment data at least once a year. Assessment data will be collected from the graduating class members and the respective stakeholders every year. In addition, assessments are provided to the alumni every even numbered year. The frequency is important to ensure that timely course and program changes can be assessed by the appropriate university curriculum committees and implemented into the curriculum and university catalogues. E. ASSESSMENT METHODS It is important to note that the Division of Athletic Training graduate faculty are athletic trainers that hold the Board of Certification credential, and regularly teach and discuss Athletic Training Entry‐Level Program Educational Competencies and Clinical Proficiencies. Therefore, the working knowledge of each graduate faculty member about what is considered entry‐level versus graduate level is not of great debate, so the rigor of the graduate course material is left up to the faculty member. Moreover, the tenure‐track faculty that serve as research project chairpersons are also actively engaged in their own lines of research as well as manuscript reviewers for various athletic training peer‐reviewed publications. Thus, they have in‐depth understanding of research lines and quality of science needed to further the knowledge base of the disciplines they focus on. There are various tools related to assessing the Student Learning Outcomes stated above, which are identified specifically in the following: Outcome I. As aforementioned the graduate faculty understands the needed rigor, depth and breadth of the subject and skills to be taught within graduate athletic training, so the course topics chosen to be in included in the program are of value. The level of value is assessed via the UNI Post‐Professional Athletic Training Master’s Program Exit Evaluation under heading Course Work. Outcome II. This outcome is assessed directly within the Evidence‐Based Rehabilitation Practice I and Evidence‐Based Rehabilitation Practice II core courses. Successful completion of these two courses is necessary for the MS in AT degree. Outcome III. Advanced athletic training topic seminar courses such as Alternative Therapeutic Interventions, Advanced Rehabilitation Techniques, and Psychological Applications to Athletic Injury must be successfully completed to earn the MS in AT degree. Outcome IV. One research methods course and one statistics course are part of the program core. These courses help the students develop scientific skills that are used to answer original research questions. As mentioned the graduate faculty mentor the students to answer questions that will help advance the athletic training profession. Learning outcomes are assessed in the courses, as well as during defense of the scholarly work. Students are encouraged to disseminate the findings through peer‐review avenues. The exit evaluation asks the students to reflect and report on their research experiences. Outcome V. The core courses, Current Topics in Athletic Training and Administration and Leadership in Athletic Training, gauge the student’s ability to identify leadership characteristics. The exit evaluation asks the students to reflect and report on their field experiences to aid assessment of the site. By engaging in research dissemination activities the student also demonstrates leadership qualities. Lastly, field supervisors and stakeholders are asked to complete an Athletic Training Appraisal. This appraisal asks specific questions about the student’s performance as a professional, team‐builder, independent thinker, communicator, and responsible individual. Outcome VI. This is quantified by the response rate of the Alumni Survey and the professional service activities at the local, state, district, and national level.