California University of Pennsylvania
Guidelines for New Course Proposals
University Course Syllabus
Approved: 04/01/2014
Department of Health Science
A.

Protocol
Course Name: Athletic Training Clinical Education II
Course Number: ATE 206
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. Complete sophomore level clinical competencies (consistent with the most current edition of
the NATA Educational Competencies and the Athletic Training Student Handbook) in the
classroom setting.
2. Interact with a variety of allied health care providers
3. Demonstrate professional demeanor in the allied health setting
4. Perform the duties of an athletic trainer on actual patients with faculty/staff
supervision.
5. 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. Demonstrate competency 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. Additionally, student’s competency is assessed as
part of preparation for Junior level athletic training education courses.

D.

Outline of the Course:
Week 1
Week 2
Week 3
Week 4
Week 5

Stretching Techniques/Medical Terminology Assessment
Swiss Ball/Foam Roll Workshop/Medical Terminology Assessment
Spine Boarding/Medical Terminology Assessment
Spine Boarding/Medical Terminology Assessment
Equipment Fitting/Removal/Medical Terminology Assessment

Week 6 Gait/Posture Analysis/Medical Terminology Assessment
Week 7 Lower Extremity Evaluation Review/Special Tests/Medical Terminology Assessment
Week 8 Lower Extremity Evaluation Review/Special Tests /Medical Terminology Assessment
Week 9
Wound Care/Stocking a Medical Kit/Medical Terminology Assessment
Week 10
Concussions/Medical Terminology Assessment
Week 11
Weight Loss/Disordered Eating/Diabetes/Medical Terminology Assessment
Week 12
Heat Illnesses/Fluid Replacement/Medical Terminology Assessment
Week 13
Lightning Safety/Environmental Cold/Asthma/Medical Terminology Assessment
Week 14
Preventing Sudden Death/Care of Spinal injuries/Medical Terminology Assessment
Week 15
Comprehensive evaluation of Sophomore level competency.
E.

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.
2.

3.
G.

Chabner. The Language of Medicine. 2011. 9th Edition.
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)

Assessment Activities
1.
2.
3.
4.
5.
6.

7.
8.
9.

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
Comprehensive evaluation of sophomore level AT competency, requires 80% score or
higher for successful completion of the course. Students have 2 attempts to achieve 80%
competency of sophomore level AT courses. Failure to do so requires the student to repeat
the sophomore level courses.
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:
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Announcement – Academic Syllabus Attachment
I.

Supportive Instructional Materials, e.g. library materials, web sites, etc.
www.nata.org - BOC study guide, current edition of the educational competencies
www.caate.net - information pertaining to educational standards
www.bocatc.org - Role Delineation Study, exam prep tools, BOC exam registration
Athletic Training Student Handbook – located on ATrack and D2L

Additional Information for Course Proposals
J.

Proposed Instructors: Athletic trainers in the Department of Health Science

K.

Rationale for the Course: Course is in existence; needed to meet Accreditation Standards and
competencies set forth by the National Athletic Trainers’ Association.

L.

Specialized Equipment or Supplies Needed: No

M.

Answer the following questions using complete sentences:
1.
2.
3.
4.
5.
6.

Does the course require additional human resources? (Please explain) No
Does the course require additional physical resources? (Please explain) No
Does the course change the requirements in any particular major? No
(Please explain)
Does the course replace an existing course in your program? (If so, list the course) No
How often will the course be taught? Every Spring
Does the course duplicate an existing course in another Department or College? (If the
possibility exists, indicate course discipline, number, and name) No

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, 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.