mcginnis
Tue, 10/24/2023 - 19:16
Edited Text
California University of Pennsylvania
Guidelines for New Course Proposals
University Course Syllabus
Approved: 3/9/14
Department of Health Science
A.
Protocol
Course Name: Athletic Training Clinical Education I Fall
Course Number: ATE 204
Credits: 2
Prerequisites: Formal acceptance into the Professional Phase of the Undergraduate Athletic
Training Education Program
Maximum Class Size (face to face): 25
Maximum Class Size (online): NA
B.
Objectives of the Course:
1.
2.
3.
4.
5.
Complete sophomore level clinical competencies in the classroom setting.
Interact with a variety of allied health care providers
Appreciate the importance of a professional demeanor in the allied health setting
Perform the duties of an athletic trainer on actual patients with faculty/staff supervision.
Properly interact with athletic administration and make return to participation decisions with
appropriate faculty/staff oversight.
6. Competently complete administrative tasks with supervision of faculty/staff.
7. Become competent in medical terminology as it relates to the allied health care discipline.
8. Demonstrate competency of clinical skills and knowledge consistent with sophomore level AT
course expectations
C.
Catalog Description:
This course permits the undergraduate athletic training student to gain clinical and administrative
skills through experiences with interscholastic and intercollegiate teams in the athletic training
room and competition areas. Additionally, students complete the sophomore level clinical
evaluations on a one to one basis in the classroom and with their preceptors as part of the athletic
training program’s learning over time model. This course is repeated one time.
D.
Outline of the Course:
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Ankle Elastic Wrap / Ankle Prophylactic / Ankle Injury Taping/Medical
Terminology Assessment
Knee Elastic Wrap Collateral Ligament Sprain/Knee Tape MCL/Knee Tape
Patellofemoral Pain/Medical Terminology Assessment
Knee Immobolizer/Patella Brace/Thigh Elastic Wrap
Tape Tibia Shin Splints/Foot Bones Joints Ligaments/Foot Muscles Major Function
Bones Joints Ligaments/Ankle Muscles Major Function Other Structures/Lower
Leg Bones Joints Ligaments/ Medical Terminology Assessment
Lower Leg Muscles Major Functions/Knee Bones Joints Ligaments/Knee Muscles
Major Function/ Medical Terminology Assessment
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
E.
Thigh Bones Joints/Thigh Muscle Major Function Other Structures/Hip Pelvis
Bones Joints Ligaments/ Medical Terminology Assessment
Hip Pelvis Muscles Major Function Other Structures/Thorax Lumbar Spine Bones
Joints Ligaments/Thorax Lumbar Spine Muscles Major Function Other Structures/
Medical Terminology Assessment
Thorax Abdomen Bones Joints/Thorax Abdomen Muscles Major Function Other
Structures/Shoulder Bones Joints Ligaments/Medical Terminology Assessment
Shoulder Muscles Other Structures/Arm Elbow Bones Joints Ligaments/ Arm
Elbow Muscles Major Functions Other Structures/Medical Terminology
Assessment
Wrist Hand Bones Joints Ligaments/Wrist Hand Muscles Major Function Other
Structures/Medical Terminology Assessment
Cervical Spine Muscles Major Function Other Structures/Head Face Bones Joints
Other Structures/Medical Terminology Assessment
Guest Lecture/Medical Terminology Assessment
Guest Lecture/Medical Terminology Assessment
Guest Lecture/Medical Terminology Assessment
Teaching Methodology
1) Clinical skill demonstrations based on NATA competencies, videos, apps, in-class and out of
class discussions, NATA position/consensus statements review, and in class lectures.
Students will practice clinical skills at their assigned clinical setting under the supervision of a
preceptor. Preceptors will evaluate the clinical proficiencies on a one to one basis in class and
during the clinical assignment. Additionally, didactic and laboratory methods including but
not limited to powerpoints, lectures, small group discussions, problem based learning, and
research projects will be used.
2) Online Methodology: NA
F.
Text
1.
Chabner. The Language of Medicine. 2011. 9th Edition.
2.
Online access to clinical evaluations and hour logs is through ATrack. There are
2 options for access. NATA student members are entitled to use ATrack at no fee,
login is with your NATA member number. You may also elect to enroll in
ATrack at a fee if $120.00. Enrollment or membership is required once a year.
Other instructional material is located on the NATA website, other athletic
training related websites, and/or on D2L (or other learning platform)
3.
G.
Assessment Activities
1.
2.
3.
4.
5.
6.
7.
8.
Adherence to the Athletic Training Student Handbook.
3 5-week rotation evaluation and orientation check-sheets completed by Preceptor
Class Attendance
Completion of Sophomore level proficiencies.
Quizzes
Practical Evaluations
Completion of 150 clinical hours during the semester with a Preceptor.
Online Assessment: NA
H.
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:
Public Folders
Open:
All Folders
Highlight:
Faculty/Staff Resources
Open:
Announcement – Academic Syllabus Attachment
I.
Supportive Instructional Materials, e.g. library materials, web sites, etc.
Additional Information for Course Proposals
J.
Proposed Instructors: Athletic trainers in the Department of Health Science
K.
Rationale for the Course:
L.
Specialized Equipment or Supplies Needed:
M.
Answer the following questions using complete sentences:
1.
2.
3.
4.
5.
6.
Does the course require additional human resources? (Please explain)
Does the course require additional physical resources? (Please explain)
Does the course change the requirements in any particular major?
(Please explain)
Does the course replace an existing course in your program? (If so, list the course)
How often will the course be taught?
Does the course duplicate an existing course in another Department or College? (If the
possibility exists, indicate course discipline, number, and name)
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.
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.
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, LOCs, Certificates, 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 should 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: 3/9/14
Department of Health Science
A.
Protocol
Course Name: Athletic Training Clinical Education I Fall
Course Number: ATE 204
Credits: 2
Prerequisites: Formal acceptance into the Professional Phase of the Undergraduate Athletic
Training Education Program
Maximum Class Size (face to face): 25
Maximum Class Size (online): NA
B.
Objectives of the Course:
1.
2.
3.
4.
5.
Complete sophomore level clinical competencies in the classroom setting.
Interact with a variety of allied health care providers
Appreciate the importance of a professional demeanor in the allied health setting
Perform the duties of an athletic trainer on actual patients with faculty/staff supervision.
Properly interact with athletic administration and make return to participation decisions with
appropriate faculty/staff oversight.
6. Competently complete administrative tasks with supervision of faculty/staff.
7. Become competent in medical terminology as it relates to the allied health care discipline.
8. Demonstrate competency of clinical skills and knowledge consistent with sophomore level AT
course expectations
C.
Catalog Description:
This course permits the undergraduate athletic training student to gain clinical and administrative
skills through experiences with interscholastic and intercollegiate teams in the athletic training
room and competition areas. Additionally, students complete the sophomore level clinical
evaluations on a one to one basis in the classroom and with their preceptors as part of the athletic
training program’s learning over time model. This course is repeated one time.
D.
Outline of the Course:
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Ankle Elastic Wrap / Ankle Prophylactic / Ankle Injury Taping/Medical
Terminology Assessment
Knee Elastic Wrap Collateral Ligament Sprain/Knee Tape MCL/Knee Tape
Patellofemoral Pain/Medical Terminology Assessment
Knee Immobolizer/Patella Brace/Thigh Elastic Wrap
Tape Tibia Shin Splints/Foot Bones Joints Ligaments/Foot Muscles Major Function
Bones Joints Ligaments/Ankle Muscles Major Function Other Structures/Lower
Leg Bones Joints Ligaments/ Medical Terminology Assessment
Lower Leg Muscles Major Functions/Knee Bones Joints Ligaments/Knee Muscles
Major Function/ Medical Terminology Assessment
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
E.
Thigh Bones Joints/Thigh Muscle Major Function Other Structures/Hip Pelvis
Bones Joints Ligaments/ Medical Terminology Assessment
Hip Pelvis Muscles Major Function Other Structures/Thorax Lumbar Spine Bones
Joints Ligaments/Thorax Lumbar Spine Muscles Major Function Other Structures/
Medical Terminology Assessment
Thorax Abdomen Bones Joints/Thorax Abdomen Muscles Major Function Other
Structures/Shoulder Bones Joints Ligaments/Medical Terminology Assessment
Shoulder Muscles Other Structures/Arm Elbow Bones Joints Ligaments/ Arm
Elbow Muscles Major Functions Other Structures/Medical Terminology
Assessment
Wrist Hand Bones Joints Ligaments/Wrist Hand Muscles Major Function Other
Structures/Medical Terminology Assessment
Cervical Spine Muscles Major Function Other Structures/Head Face Bones Joints
Other Structures/Medical Terminology Assessment
Guest Lecture/Medical Terminology Assessment
Guest Lecture/Medical Terminology Assessment
Guest Lecture/Medical Terminology Assessment
Teaching Methodology
1) Clinical skill demonstrations based on NATA competencies, videos, apps, in-class and out of
class discussions, NATA position/consensus statements review, and in class lectures.
Students will practice clinical skills at their assigned clinical setting under the supervision of a
preceptor. Preceptors will evaluate the clinical proficiencies on a one to one basis in class and
during the clinical assignment. Additionally, didactic and laboratory methods including but
not limited to powerpoints, lectures, small group discussions, problem based learning, and
research projects will be used.
2) Online Methodology: NA
F.
Text
1.
Chabner. The Language of Medicine. 2011. 9th Edition.
2.
Online access to clinical evaluations and hour logs is through ATrack. There are
2 options for access. NATA student members are entitled to use ATrack at no fee,
login is with your NATA member number. You may also elect to enroll in
ATrack at a fee if $120.00. Enrollment or membership is required once a year.
Other instructional material is located on the NATA website, other athletic
training related websites, and/or on D2L (or other learning platform)
3.
G.
Assessment Activities
1.
2.
3.
4.
5.
6.
7.
8.
Adherence to the Athletic Training Student Handbook.
3 5-week rotation evaluation and orientation check-sheets completed by Preceptor
Class Attendance
Completion of Sophomore level proficiencies.
Quizzes
Practical Evaluations
Completion of 150 clinical hours during the semester with a Preceptor.
Online Assessment: NA
H.
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:
Public Folders
Open:
All Folders
Highlight:
Faculty/Staff Resources
Open:
Announcement – Academic Syllabus Attachment
I.
Supportive Instructional Materials, e.g. library materials, web sites, etc.
Additional Information for Course Proposals
J.
Proposed Instructors: Athletic trainers in the Department of Health Science
K.
Rationale for the Course:
L.
Specialized Equipment or Supplies Needed:
M.
Answer the following questions using complete sentences:
1.
2.
3.
4.
5.
6.
Does the course require additional human resources? (Please explain)
Does the course require additional physical resources? (Please explain)
Does the course change the requirements in any particular major?
(Please explain)
Does the course replace an existing course in your program? (If so, list the course)
How often will the course be taught?
Does the course duplicate an existing course in another Department or College? (If the
possibility exists, indicate course discipline, number, and name)
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.
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.
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, LOCs, Certificates, 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 should 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.