mcginnis
Tue, 10/24/2023 - 19:14
Edited Text
California University of Pennsylvania
Guidelines for New Course Proposals
University Course Syllabus
Approved: 4/22/2013
Department of Health Science
A.
Protocol
Course Name: Introduction to Athletic Training
Course Number: ATE 150
Credits: 4
Prerequisites: Pre-professional phase athletic training majors
Maximum Class Size (face-to-face): 50
B.
Objectives of the Course:
1)
Identify & use proper protective equipment, (i.e., shoulder pads, helmets, splints) to
prevent athletic injury.
2)
Recognize athletic injuries and understand the evaluation and assessment process.
3)
Provide immediate care to an injured athlete.
4)
Understand the initial treatment, rehabilitation, and reconditioning of the injured athlete at
an elementary level.
5)
Organize and administer daily patient record forms, treatment logs, athletic training room
maintenance, and schedules
6)
Implement the regulations that govern the profession of athletic training
7)
Provide students with basic practical skills in a laboratory setting that includes taping,
bracing, wrapping, wound management, and modality application in order to prepare them
for entry into the professional phase of the undergraduate athletic training education
program.
C. Catalog Description:
This course provides the students associated with Cal U an opportunity to learn and understand
common injuries and illnesses associated with athletic participation. Additionally, the course
introduces the student to introduction, rehabilitation, and treatment approaches for athletic
injuries. The course also addresses the prevention and implication of athletic injuries. Lastly,
the laboratory component of the course educates students with skills needed for entry into the
professional phase portion of the undergraduate athletic training education program (ATEP).
These skills can be applied in a clinical setting immediately and only after the student has been
accepted into the professional phase of the undergraduate ATEP.
D. Outline of the Course:
Week1
Week 2
Week 3
The athletic trainer as a health care provider
Health organizations and administration in athletic training
Athletic training governing bodies and roles and regulations
LAB: Introduction to taping/wrapping
Conditioning Techniques
Environmental Considerations
LAB: Ankle taping; Compression Wraps
Tissue Response to Injury
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Psychosocial intervention for sports injuries and illnesses
LAB: Protective Equipment Fitting (Helmets, Shoulder Pads, etc)
Protective Equipment
LAB: Stretching Techniques
On field acute care and emergency procedures
Off field injury evaluation
LAB: Quiz
The foot & ankle
The ankle and lower leg
LAB: NATA Month Poster Presentations
The knee and related structures
LAB: NATA Month Poster Presentations
The thigh, hip, groin, & pelvis
LAB: Modalities- Ice/Heat
The elbow
Forearm, wrist, hand, and fingers
Forearm, wrist, hand, and fingers
LAB: Modalities- Ultrasound/E-Stim Lab
The shoulder complex
The shoulder complex
LAB: Modalities- Ultrasound/E-Stim Lab
The spine
The Spine
LAB: Modalities Quiz
The head
The thorax and abdomen
The thorax and abdomen
LAB: Wound Care/First Aid
Modalities
Modalities
LAB: On-field Assessment
Pharmacology/Drugs
LAB: Cranial Nerve Testing, Myotomes, Dermatomes
Nutritional Considerations
LAB: Environmental Conditions
E. Teaching Methodology:
1)
2)
3)
4)
F.
Lectures
Class discussion
Video/audio
Lab – demonstrations, class participation, hands on application of didactic material
Text
1. Required text
Prentice, W.E. (2011). Principles of Athletic Training: A Competency-Based
Approach. 14th ed. McGraw Hill: NY. With Connect Learning Platform.
Perrin, D. H. (2005). Athletic Taping and Bracing. 2nd. Edition. Human Kinetics
G.
Assessment Activities:
1)
2)
3)
4)
5)
6)
7)
H.
Exams
Quizzes
Homework assignments
In-class assignments
Online homework assignments/discussions
Lab quizzes and exams
Class participation
Accommodations for Students with Disabilities:
OSD
Revised December 2012
STUDENTS WITH DISABILITIES
Students with disabilities:
•
Reserve the right to decide when to self-identify and when to request accommodations.
•
Will register with the Office for Students with Disabilities (OSD) each semester to receive
accommodations.
•
Might be required to communicate with faculty for accommodations, which specifically involve the
faculty.
•
Will present the OSD Accommodation Approval Notice to faculty when requesting
accommodations that involve the faculty.
Office for Students with Disabilities
Requests for approval for reasonable accommodations should be directed to the Office for Students with
Disabilities (OSD). Approved accommodations will be recorded on the OSD Accommodation
Approval notice and provided to the student. Students are expected to adhere to OSD procedures for
self-identifying, providing documentation and requesting accommodations in a timely manner.
Contact Information:
•
•
•
•
•
Location:
Phone:
Fax:
Email:
Web Site:
Azorsky Building – Room 105
(724) 938-5781
(724) 938-4599
osdmail@calu.edu
www.calu.edu (search “disability”)
*************************************************************
Please Note:
This syllabus attachment is also available in electronic format:
Go to:
Microsoft Outlook
Open:
Open:
Highlight:
Open:
I.
Public Folders
All Folders
Faculty/Staff Resources
Announcement – Academic Syllabus Attachment
Supportive Instructional Materials, e.g. library materials, web sites, etc.
Additional Information for Course Proposals
J.
Proposed Instructors: Certified athletic trainers practicing clinically and athletic training
education program faculty
K.
Rationale for the Course: The course already exists; however, the proposed change is the addition
of a laboratory component (1 credit). This change is based on student feedback (student
evaluations of the course) from the past three years and the need to have a lab separate from
the course. The course previously utilized in class time to provide the students with skills
needed; however, due to time and content demands based on the CAATE (program
accrediting agency), more time is needed for the didactic component, which has eliminated
the lab opportunities. Further, a lab component will allow students to be better prepared to
apply skills immediately following their acceptance into the professional phase of the ATEP
(year two). As it stands now, students have to wait to apply skills until they have been
formally educated and assessed during the first semester of their acceptance into the
professional phase of the ATEP. The lab component will provide the formal education and
assessment prior to their acceptance into the professional phase portion of the ATEP and
allow them to apply these skills earlier in their clinical education.
L.
M.
Specialized Equipment or Supplies Needed: Tape, elastic wraps, braces (ankle, knee, elbow,
wrist/hand), electrical stimulation pads
Answer the following questions using complete sentences:
1.
2.
3.
4.
5.
6.
7.
Does the course require additional human resources? (Please explain) It will require one
faculty member to teach 1 credit of lab for this course. However, this increase in load by
1 credit is balanced by changes in other coursework as part of this proposal.
Does the course require additional physical resources? (Please explain) The course will
require taping, bracing, and modality supplies that are already budgeted into the current
course and athletic training education program.
Does the course change the requirements in any particular major? The course requires 1
credit of lab required for the pre-professional phase of the undergraduate athletic training
education program.
Is the course replace an existing course? (If so, list the course) The course is not replacing
an existing course. It is expanding (by 1 credit) the current Introduction to Athletic
Training course (ATE 150)
How often will the course be taught? The course will be taught every spring semester.
Does the course duplicate an existing course in another Department or College? (If the
possibility exists, indicate course discipline, number, and name) The course does not
duplicate an existing course in another Department or College.
What is the recommended maximum class size for this course? The recommended
maximum class size is 50.
N.
If the proposed course includes substantial material that is traditionally taught in another
discipline, you must request a statement of support from the department chair that houses that
discipline. N/A
O.
Please identify if you are proposing to have this course considered as a menu course for
General Education. If yes, justify and demonstrate the reasons based on the categories for
General Education. The General Education Committee must consider and approve the course
proposal before consideration by the UCC. N/A
P.
Provide Approval Form (electronically).
Additional Guidelines
The following are additional guidelines that you must follow which will expedite your course
proposal. Failure to follow these guidelines will result in the return of the proposal to the department.
1.
Be sure that your proposal is in the correct format (Guidelines for New Course Proposals)
and that all questions have been completely answered.
2.
Be sure that you have completed and attached the Application to Establish a New Course
form and/or the Advisement Sheet Revision form and that the appropriate signatures
have been affixed. Please send through the process electronically (the preferred method)
or by paper. No items will be placed on the agenda until the Chair of the UCC is in
possession of these forms.
3.
Be sure that you include an updated advisement sheet for any course that is being
required by the department or is classified as a restricted elective. In addition, you must
include an electronic copy (MS Word or PDF) of the current advisement sheet(s) with
your proposal. Be certain that all advisement sheets affected by the proposed course
change be included with your proposal.
4.
When submitting materials for consideration by the Curriculum Committee, you must
provide an electronic copy of each item to be reviewed to the Chairperson.
5.
All completed items must be in the hands of the Chairperson of the Curriculum
Committee a minimum of one week prior to the next regularly scheduled meeting.
6.
Any department requesting a course name change, number change, prefix changes, credit
changes, etc. must submit this request on the Application to Establish a New Course
Form and submit electronically.
7.
New advisement sheets, major proposals, minors, or changes to advisement sheets will
become effective the fall semester following committee approval. The advisement
sheets must also include the committee approval date and the effective date on the
advisement page. Submit this request on the Advisement and /or Program Changes
form.
8.
New courses will become effective the semester following committee approval.
9.
Any references listed must be in the appropriate bibliographic format for the discipline.
10.
Online courses must follow the Quality Matters™ rubric and is posted on the UCC
website. Be sure that you include the online teaching methodology statement (refer E.2
above) that refers to the Quality Matters™ rubric.
11.
All course objectives must follow Bloom’s Taxonomy learning domains located on the
UCC website.
Guidelines for New Course Proposals
University Course Syllabus
Approved: 4/22/2013
Department of Health Science
A.
Protocol
Course Name: Introduction to Athletic Training
Course Number: ATE 150
Credits: 4
Prerequisites: Pre-professional phase athletic training majors
Maximum Class Size (face-to-face): 50
B.
Objectives of the Course:
1)
Identify & use proper protective equipment, (i.e., shoulder pads, helmets, splints) to
prevent athletic injury.
2)
Recognize athletic injuries and understand the evaluation and assessment process.
3)
Provide immediate care to an injured athlete.
4)
Understand the initial treatment, rehabilitation, and reconditioning of the injured athlete at
an elementary level.
5)
Organize and administer daily patient record forms, treatment logs, athletic training room
maintenance, and schedules
6)
Implement the regulations that govern the profession of athletic training
7)
Provide students with basic practical skills in a laboratory setting that includes taping,
bracing, wrapping, wound management, and modality application in order to prepare them
for entry into the professional phase of the undergraduate athletic training education
program.
C. Catalog Description:
This course provides the students associated with Cal U an opportunity to learn and understand
common injuries and illnesses associated with athletic participation. Additionally, the course
introduces the student to introduction, rehabilitation, and treatment approaches for athletic
injuries. The course also addresses the prevention and implication of athletic injuries. Lastly,
the laboratory component of the course educates students with skills needed for entry into the
professional phase portion of the undergraduate athletic training education program (ATEP).
These skills can be applied in a clinical setting immediately and only after the student has been
accepted into the professional phase of the undergraduate ATEP.
D. Outline of the Course:
Week1
Week 2
Week 3
The athletic trainer as a health care provider
Health organizations and administration in athletic training
Athletic training governing bodies and roles and regulations
LAB: Introduction to taping/wrapping
Conditioning Techniques
Environmental Considerations
LAB: Ankle taping; Compression Wraps
Tissue Response to Injury
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Psychosocial intervention for sports injuries and illnesses
LAB: Protective Equipment Fitting (Helmets, Shoulder Pads, etc)
Protective Equipment
LAB: Stretching Techniques
On field acute care and emergency procedures
Off field injury evaluation
LAB: Quiz
The foot & ankle
The ankle and lower leg
LAB: NATA Month Poster Presentations
The knee and related structures
LAB: NATA Month Poster Presentations
The thigh, hip, groin, & pelvis
LAB: Modalities- Ice/Heat
The elbow
Forearm, wrist, hand, and fingers
Forearm, wrist, hand, and fingers
LAB: Modalities- Ultrasound/E-Stim Lab
The shoulder complex
The shoulder complex
LAB: Modalities- Ultrasound/E-Stim Lab
The spine
The Spine
LAB: Modalities Quiz
The head
The thorax and abdomen
The thorax and abdomen
LAB: Wound Care/First Aid
Modalities
Modalities
LAB: On-field Assessment
Pharmacology/Drugs
LAB: Cranial Nerve Testing, Myotomes, Dermatomes
Nutritional Considerations
LAB: Environmental Conditions
E. Teaching Methodology:
1)
2)
3)
4)
F.
Lectures
Class discussion
Video/audio
Lab – demonstrations, class participation, hands on application of didactic material
Text
1. Required text
Prentice, W.E. (2011). Principles of Athletic Training: A Competency-Based
Approach. 14th ed. McGraw Hill: NY. With Connect Learning Platform.
Perrin, D. H. (2005). Athletic Taping and Bracing. 2nd. Edition. Human Kinetics
G.
Assessment Activities:
1)
2)
3)
4)
5)
6)
7)
H.
Exams
Quizzes
Homework assignments
In-class assignments
Online homework assignments/discussions
Lab quizzes and exams
Class participation
Accommodations for Students with Disabilities:
OSD
Revised December 2012
STUDENTS WITH DISABILITIES
Students with disabilities:
•
Reserve the right to decide when to self-identify and when to request accommodations.
•
Will register with the Office for Students with Disabilities (OSD) each semester to receive
accommodations.
•
Might be required to communicate with faculty for accommodations, which specifically involve the
faculty.
•
Will present the OSD Accommodation Approval Notice to faculty when requesting
accommodations that involve the faculty.
Office for Students with Disabilities
Requests for approval for reasonable accommodations should be directed to the Office for Students with
Disabilities (OSD). Approved accommodations will be recorded on the OSD Accommodation
Approval notice and provided to the student. Students are expected to adhere to OSD procedures for
self-identifying, providing documentation and requesting accommodations in a timely manner.
Contact Information:
•
•
•
•
•
Location:
Phone:
Fax:
Email:
Web Site:
Azorsky Building – Room 105
(724) 938-5781
(724) 938-4599
osdmail@calu.edu
www.calu.edu (search “disability”)
*************************************************************
Please Note:
This syllabus attachment is also available in electronic format:
Go to:
Microsoft Outlook
Open:
Open:
Highlight:
Open:
I.
Public Folders
All Folders
Faculty/Staff Resources
Announcement – Academic Syllabus Attachment
Supportive Instructional Materials, e.g. library materials, web sites, etc.
Additional Information for Course Proposals
J.
Proposed Instructors: Certified athletic trainers practicing clinically and athletic training
education program faculty
K.
Rationale for the Course: The course already exists; however, the proposed change is the addition
of a laboratory component (1 credit). This change is based on student feedback (student
evaluations of the course) from the past three years and the need to have a lab separate from
the course. The course previously utilized in class time to provide the students with skills
needed; however, due to time and content demands based on the CAATE (program
accrediting agency), more time is needed for the didactic component, which has eliminated
the lab opportunities. Further, a lab component will allow students to be better prepared to
apply skills immediately following their acceptance into the professional phase of the ATEP
(year two). As it stands now, students have to wait to apply skills until they have been
formally educated and assessed during the first semester of their acceptance into the
professional phase of the ATEP. The lab component will provide the formal education and
assessment prior to their acceptance into the professional phase portion of the ATEP and
allow them to apply these skills earlier in their clinical education.
L.
M.
Specialized Equipment or Supplies Needed: Tape, elastic wraps, braces (ankle, knee, elbow,
wrist/hand), electrical stimulation pads
Answer the following questions using complete sentences:
1.
2.
3.
4.
5.
6.
7.
Does the course require additional human resources? (Please explain) It will require one
faculty member to teach 1 credit of lab for this course. However, this increase in load by
1 credit is balanced by changes in other coursework as part of this proposal.
Does the course require additional physical resources? (Please explain) The course will
require taping, bracing, and modality supplies that are already budgeted into the current
course and athletic training education program.
Does the course change the requirements in any particular major? The course requires 1
credit of lab required for the pre-professional phase of the undergraduate athletic training
education program.
Is the course replace an existing course? (If so, list the course) The course is not replacing
an existing course. It is expanding (by 1 credit) the current Introduction to Athletic
Training course (ATE 150)
How often will the course be taught? The course will be taught every spring semester.
Does the course duplicate an existing course in another Department or College? (If the
possibility exists, indicate course discipline, number, and name) The course does not
duplicate an existing course in another Department or College.
What is the recommended maximum class size for this course? The recommended
maximum class size is 50.
N.
If the proposed course includes substantial material that is traditionally taught in another
discipline, you must request a statement of support from the department chair that houses that
discipline. N/A
O.
Please identify if you are proposing to have this course considered as a menu course for
General Education. If yes, justify and demonstrate the reasons based on the categories for
General Education. The General Education Committee must consider and approve the course
proposal before consideration by the UCC. N/A
P.
Provide Approval Form (electronically).
Additional Guidelines
The following are additional guidelines that you must follow which will expedite your course
proposal. Failure to follow these guidelines will result in the return of the proposal to the department.
1.
Be sure that your proposal is in the correct format (Guidelines for New Course Proposals)
and that all questions have been completely answered.
2.
Be sure that you have completed and attached the Application to Establish a New Course
form and/or the Advisement Sheet Revision form and that the appropriate signatures
have been affixed. Please send through the process electronically (the preferred method)
or by paper. No items will be placed on the agenda until the Chair of the UCC is in
possession of these forms.
3.
Be sure that you include an updated advisement sheet for any course that is being
required by the department or is classified as a restricted elective. In addition, you must
include an electronic copy (MS Word or PDF) of the current advisement sheet(s) with
your proposal. Be certain that all advisement sheets affected by the proposed course
change be included with your proposal.
4.
When submitting materials for consideration by the Curriculum Committee, you must
provide an electronic copy of each item to be reviewed to the Chairperson.
5.
All completed items must be in the hands of the Chairperson of the Curriculum
Committee a minimum of one week prior to the next regularly scheduled meeting.
6.
Any department requesting a course name change, number change, prefix changes, credit
changes, etc. must submit this request on the Application to Establish a New Course
Form and submit electronically.
7.
New advisement sheets, major proposals, minors, or changes to advisement sheets will
become effective the fall semester following committee approval. The advisement
sheets must also include the committee approval date and the effective date on the
advisement page. Submit this request on the Advisement and /or Program Changes
form.
8.
New courses will become effective the semester following committee approval.
9.
Any references listed must be in the appropriate bibliographic format for the discipline.
10.
Online courses must follow the Quality Matters™ rubric and is posted on the UCC
website. Be sure that you include the online teaching methodology statement (refer E.2
above) that refers to the Quality Matters™ rubric.
11.
All course objectives must follow Bloom’s Taxonomy learning domains located on the
UCC website.