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Graduate Course Proposal Form Submission Detail - ATR6920
Tracking Number - 2424

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Current Status: Approved, Permanent Archive - 2011-08-30
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: in GC review 3/7/11. Needs punctuation added to topics. Updated - to GC 4/4/11. Appd. To USF system 5/3/11; ready for SCNS 5/11/11. Approved effective 5/1/11

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Detail Information

1. Date & Time Submitted: 2010-12-07
   
2. Department: Medical Sciences
   
3. College: MD
   
4. Budget Account Number: HSC-10000-613900-000000-0000000-n/a
   
5. Contact Person: Dr. Jeff Konin
   
6. Phone: 8133969627
   
7. Email: jkonin@health.usf.edu
   
8. Prefix: ATR
   
9. Number: 6920
   
10. Full Title: Athletic Training Professional Colloquium
    
11. Credit Hours: 3
    
12. Section Type: D - Discussion (Primarily)
    
13. Is the course title variable?: N
    
14. Is a permit required for registration?: Y
    
15. Are the credit hours variable?: N
    
16. Is this course repeatable?: N
    
17. If repeatable, how many times?: 0
    
18. Abbreviated Title (30 characters maximum): AT Professional Colloquium
    
19. Course Online?: B - Face-to-face and online (separate sections)
    
20. Percentage Online: 95
    
21. Grading Option: R - Regular
    
22. Prerequisites: None
    
23. Corequisites: None
    
24. Course Description: The Athletic Training Professional Colloquium course is a week-long in-residence course led by leaders in the profession of athletic training. A variety of topics are covered, including national trends, association issues, and professional challenges.
    

25. Please briefly explain why it is necessary and/or desirable to add this course: Needed for new program/concentration/certificate
    
26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? There are over 350 accredited undergraduate athletic training programs and only 14 recognized post-graduate athletic training programs in the U.S. Though approximately 70% of certified athletic trainers hold masters-level degrees, few pertain to athletic- training- specific education. USF will offer a degree of interest via a predominantly online format that would allow individuals to continue their employment at other institutions yet have those schools pay their tuition toward our degree. This degree has been specifically designed to prepare certified athletic trainers for career growth in the area of youth sports injury. Based on previous feasibility studies, it is evident that a hybrid learning (combination of online and resident learning) athletic training master’s program is viable at the University of South Florida.
    
27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
    
28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Ph.D., Ed.D., or equivalent, and appropriate training and experience in the topic
    
29. Objectives: 1. Interact face-to-face with leaders of the athletic training profession

    2. Develop an appreciation for leadership decision-making that impacts stakeholders

    3. Formulate ideas that may contribute to the profession’s organizational growth

    4. Collaborate in small group discussions to problem solve professional dilemma circumstances
    

30. Learning Outcomes: 1. Students will benefit from face-to-face interaction with leaders of the athletic training profession.

    2. Through completing assigned readings and participating in classroom discussions, students will develop an appreciation for leadership decision-making that impacts stakeholders.

    3. Through class discussion, students will formulate ideas that may contribute to the profession’s organizational growth.

    4. Students will build skills in collaboration through in small group discussions to problem solve professional dilemma circumstances.
    

31. Major Topics: Introductions, Professional presentations & discussions.

    Leadership within the NATA – strategies for involvement, development, and success.

    NATA Strategic Plan: It’s importance, make-up, and implementation.

    Professional Membership: An analysis of the membership demographics and methods for advancement.

    A comparison of professional healthcare organization membership features

    Obstacles to athletic training professional growth: includes gender, wages, working environment, regulation, etc…

    Discuss guidelines for written paper.
    

32. Textbooks:
    
33. Course Readings, Online Resources, and Other Purchases: NATA strategic plan available at http://www.nata.org

    NATA salary surveys available at http://www.nata.org

    Journal of Athletic Training Guidelines for editorial submissions available at http://www.journalofathletictraining.org/

    Caitlin O'Connor, Heidi Grappendorf, Laura Burton, Sandra M. Harmon, Angela C. Henderson, and Judy Peel. National Collegiate Athletic Association Division I Football Players' Perceptions of Women in the Athletic Training Room Using a Role Congruity Framework. Journal of Athletic Training. Volume 45, Issue 4 (July 2010) pp. 386-391

    Michelle L. Kania, Barbara B. Meyer, and Kyle T. Ebersole.Personal and Environmental Characteristics Predicting Burnout Among Certified Athletic Trainers at National Collegiate Athletic Association Institutions. Journal of Athletic Training. Volume 44, Issue 1 (January 2009) pp. 58-66

    Kirk Brumels and Andrea Beach.Professional Role Complexity and Job Satisfaction of Collegiate Certified Athletic Trainers. Journal of Athletic Training. Volume 43, Issue 4 (July 2008) pp. 373-378

    Ashley Goodman, James M. Mensch, Michelle Jay, Karen E. French, Murray F. Mitchell, and Stacy L. Fritz. Retention and Attrition Factors for Female Certified Athletic Trainers in the National Collegiate Athletic Association Division I Football Bowl Subdivision Setting. Journal of Athletic Training.Volume 45, Issue 3 (May 2010) pp. 287-298.

    Stephanie M. Mazerolle, Jennifer E. Bruening, and Douglas J. Casa. Work-Family Conflict, Part I: Antecedents of Work-Family Conflict in National Collegiate Athletic Association Division I-A Certified Athletic Trainers. Journal of Athletic Training. Volume 43, Issue 5 (September 2008) pp. 505-512.

    Jeremy Marra, Tracey Covassin, René R. Shingles, Renee Branch Canady, and Tom Mackowiak. Assessment of Certified Athletic Trainers' Levels of Cultural Competence in the Delivery of Health Care. Journal of Athletic Training. Volume 45, Issue 4 (July 2010) pp. 380-385.

    Leamor Kahanov, Alice R. Loebsack, Matthew A. Masucci, and Jeff Roberts. Perspectives on Parenthood and Working of Female Athletic Trainers in the Secondary School and Collegiate Settings. Journal of Athletic Training. Volume 45, Issue 5 (September 2010) pp. 459-466.

    Kutz MR, Scialli J.Leadership content important in athletic training education with implications for allied health care. J Allied Health. 2008 Winter;37(4):203-13.
    

34. Student Expectations/Requirements and Grading Policy: Presentation: 20%

    Written Paper: 30%

    Discussions: 50%
    

35. Assignments, Exams and Tests: Reading Assignments:

    Specific reading assignments required for the course will be assigned and expected to be completed prior to the in-residence session. The reading assignments are the primary means by which each student will acquire preparatory knowledge for the in-residence discussion. Thus, it is essential that students complete the reading assignments prior to visiting the campus for the live classroom sessions.

    Presentations:

    Each student will be asked to prepare a 5-minute PowerPoint slide presentation on a pre-approved professional topic. The presentation will occur during the in-residence sessions, and will be further addressed during subsequent class discussions. The topic will be one in nature that significantly affects the profession, and perhaps is somewhat controversial. It may be one of past, present, or future importance so long as it still remains a concern to the profession of athletic training. Students will each be approved for an individual topic without duplication.

    Written Assignment:

    A written paper focusing on a professional issue will be chosen by each student following the in-residence session. The paper will be written in editorial format, and be no longer than 3, double-spaced, type-written pages. The intent of the written paper will be to allow for the student to address a professional issue in a concise manner that can be conveyed to professional colleagues in an accepted journal editorial format. The topic will be a continuation of that chosen from the presentation.

    Class Discussions:

    Class discussion topics will be introduced throughout the in-residence sessions. All students are expected to participate in, and in some cases, lead the class discussions. Students are expected to be active members of the class, and therefore attendance at the in-residence session is required at all times. Any partial absence would result in an incomplete, and the class would need to be retaken in its entirety according to the instructor’s discretion.
    

36. Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
    

37. Policy on Make-up Work: Attendance policy: This course is the only time during the Master of Science Concentration in Athletic Training program that students are required to come to campus, so that students may benefit from face-to-face interactions with their fellow students and learn from leaders in the field of Athletic Training. Attendance for all 5 days of this summer session course is required.

    No work will be accepted late without prior approval from the instructor. If you anticipate missing a due date for an assignment, please contact the instructor to discuss your reason(s) and alternative options. The instructor maintains the discretion to accept or refuse late work based on individual student circumstances.
    

38. Program This Course Supports: Master of Science, Medical Sciences, Concentration in Athletic Training
    
39. Course Concurrence Information:
    

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