If Certificate, indicate Long-Term (University) or Short-Term (Departmental) Provide only the information relevant to the proposal.

Transcription

1 V Curriculum Change Form (Present only one proposed curriculum change per form) (Complete only the section(s) applicable.) Part I (Check one) Department Name Applied Engineering and Technology New Course (Parts II, IV) College Business and Technology Course Revision (Parts II, IV) Course Prefix & Number Hybrid Course ( S, W ) Course Title (full title±) New Minor (Part III) Program Title Graduate Certificate in Construction Management X New Certificate (Departmental only) Short Term (Departmental) Program Suspension (Part III) Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental) Provide only the information relevant to the proposal. ± If Title is longer than 30 characters see Part IV to provide abbreviation Proposal Approved by: Date Date Departmental Committee 3/20/2015 Council on Academic Affairs 4/16/2015 College Curriculum Committee 3/26/2015 Faculty Senate** Pending General Education Committee* NA Board of Regents** Pending Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** Fall 2015 Graduate Council* 4/24/2015 *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.) A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) To create a graduate certificate in Construction Management A. 2. Proposed Effective Academic Term: (Example: Fall 2012) Fall 2015 A. 3. Effective date of suspended programs for currently enrolled students: (if applicable) NA B. The justification for this action: To provide an option for students seeking continuing education in Construction Management beyond the undergraduate level, but who are not ready to commit to a full M.S. degree program in Applied Engineering and Technology Management. A Certificate program also makes the transition to the M.S. program easier. C. The projected cost (or savings) of this proposal is as follows: Personnel Impact: None Operating Expenses Impact: None Equipment/Physical Facility Needs: None Library Resources: None CBT 123 Page 5 of 94

2 Part III. Recording Data for Revised or Suspended Program 1. For a revised program, provide the current program requirements using strikethrough for deletions and underlines for additions. 2. For a suspended program, provide the current program requirements as shown in catalog. List any concentrations and/or minors affected by the program s suspension. Revised* Program Text (*Use strikethrough for deletions and underlines for additions.) CERTIFICATE IN CONSTRUCTION MANAGEMENT The Certificate in Construction Management is designed to introduce individuals to graduate work in the construction management field. Requirements include a bachelor s degree from a college or university of recognized standing in Construction Management or Civil Engineering, or another discipline with three years verifiable construction management experience. Individuals who intend to complete the Certificate in Construction Management must meet Graduate School requirements for admission as a non-degree-seeking student. Students pursuing the Certificate in Construction Management must earn a B or better in all courses comprising the Certificate. Requirements...12 hours Select four from the following six courses. AEM 804, CON 825, 826, 827, 828, or 829 CBT 124 Page 6 of 94

3 V Curriculum Change Form (Present only one proposed curriculum change per form) (Complete only the section(s) applicable.) Part I (Check one) Department Name Management, Marketing, and International Business New Course (Parts II, IV) College Business & Technology Course Revision (Parts II, IV) Course Prefix & Number Hybrid Course ( S, W ) Course Title (full title±) New Minor (Part III) Program Title Certificate in Corporate Communication X New Certificate (Departmental only) Short Term (Departmental) Program Suspension (Part III) Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental) Provide only the information relevant to the proposal. ± If Title is longer than 30 characters see Part IV to provide abbreviation Proposal Approved by: Date Date Departmental Committee 2/25/2015 3/11/2015 Council on Academic Affairs 4/16/2015 College Curriculum Committee 3/18/2015 Faculty Senate** Pending General Education Committee* NA Board of Regents** Pending Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** Fall 2015 Graduate Council* NA *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.) A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) To establish a Certificate in Corporate Communication. A. 2. Proposed Effective Academic Term: (Example: Fall 2012) Fall 2015 A. 3. Effective date of suspended programs for currently enrolled students: (if applicable) NA B. The justification for this action: Communication skills remain at the top of the list of what matters most to employers. Effective communication is crucial in today s fast-paced business world. With time and attention at a premium, it has become increasingly important for business professionals to have the ability to deliver clear, concise, and convincing messages to their audience. With the need for communication skills in all careers, this certificate should help students in any discipline use elective hours to advance their professional development. C. The projected cost (or savings) of this proposal is as follows: Personnel Impact: None Operating Expenses Impact: None Equipment/Physical Facility Needs: None Library Resources: None Page 7 of 94 CBT 193

4 Part III. Recording Data for Revised or Suspended Program 1. For a revised program, provide the current program requirements using strikethrough for deletions and underlines for additions. 2. For a suspended program, provide the current program requirements as shown in catalog. List any concentrations and/or minors affected by the program s suspension. Revised* Program Text (*Use strikethrough for deletions and underlines for additions.) CERTIFICATE IN CORPORATE COMMUNICATION The Certificate in Corporate Communication is offered for all undergraduate students who need to increase their professional communication effectiveness in their field of study. The Certificate is designed to provide training in international communication, oral and written business presentations, research and reporting, and production of business publications. These skills are transferable to any profession and are crucial in tasks such as communicating organizational change, establishing and implementing goals, communicating internally, relating to employees, dealing with the public, and addressing the stakeholders during crisis. Students pursuing the Certificate in Corporate Communication must earn a C or better in all courses comprising the certificate. The Certificate consists of the following courses with 50 percent taken in residence at EKU: Requirements.9 hours CCT 201 or 300W; CCT 310, and 550/750. CBT 194 Page 8 of 94

5 V Curriculum Change Form (Present only one proposed curriculum change per form) (Complete only the section(s) applicable.) Part I (Check one) Department Name Management, Marketing, and International Business New Course (Parts II, IV) College Business & Technology Course Revision (Parts II, IV) Course Prefix & Number Hybrid Course ( S, W ) Course Title (full title±) New Minor (Part III) Program Title Certificate in Marketing Research and Analytics X New Certificate (Departmental only) Short Term (Departmental) Program Suspension (Part III) Program Revision (Part III) If Certificate, indicate Long-Term (University) or Short-Term (Departmental) Provide only the information relevant to the proposal. ± If Title is longer than 30 characters see Part IV to provide abbreviation Proposal Approved by: Date Date Departmental Committee 3/2/2015 3/11/2015 Council on Academic Affairs 4/16/2015 College Curriculum Committee 3/18/2015 Faculty Senate** Pending General Education Committee* NA Board of Regents** Pending Teacher Education Committee* NA EFFECTIVE ACADEMIC TERM*** Fall 2015 Graduate Council* NA *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.) A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) To establish a Certificate in Marketing Research and Analytics. A. 2. Proposed Effective Academic Term: (Example: Fall 2012) Fall 2015 A. 3. Effective date of suspended programs for currently enrolled students: (if applicable) NA B. The justification for this action: One of the fastest growing demands by employers today focuses on the use of research and analytics to address critical business problems. This certificate will allow students from many different disciplines engage in a rigorous curriculum focused on the principles of marketing research as well as key methodologies needed to address problems that businesses face. C. The projected cost (or savings) of this proposal is as follows: Personnel Impact: None Operating Expenses Impact: None Equipment/Physical Facility Needs: None Library Resources: None Page 9 of 94 CBT 195

6 Part III. Recording Data for Revised or Suspended Program 1. For a revised program, provide the current program requirements using strikethrough for deletions and underlines for additions. 2. For a suspended program, provide the current program requirements as shown in catalog. List any concentrations and/or minors affected by the program s suspension. Revised* Program Text (*Use strikethrough for deletions and underlines for additions.) CERTIFICATE IN MARKETING RESEARCH AND ANALYTICS The Certificate in Marketing Research and Analytics is offered for all undergraduate students who need to increase their research and analytical skills in their field of study in the context of problems that firms face. The growth in technology has allowed for firms to capture more information than ever, and as such the need for strong marketing research and analytical skills is one of the fastest growing jobs in industry. The Certificate is designed to provide training in the marketing research process, marketing research methodology with particular emphasis on both qualitative and quantitative analysis techniques including multivariate data analysis, qualitative research, and experimental design. Furthermore, students will be involved in the research process with hands-on projects and gain valuable research experience that will prepare them to address the needs of businesses and organizations across all industries. Students pursuing the Certificate in Marketing Research and Analytics must earn a C or better in all courses comprising the certificate. The Certificate consists of the following courses with 50 percent taken in residence at EKU: Requirements.12 hours MKT 300 or 301; MKT 455, 456, and 457. CBT 196 Page 10 of 94

7 Academic Program or Major Academic Program Modification Proposal Form Date: (Check one) X New Program Major Program Modification COVER PAGE Department Name: Exercise and Sports Science College: Health Sciences PROGRAM INFORMATION Program Name/Title Program Types Degree Level Master of Science in Athletic Training X_ Major Certificate Associate Bachelor _X Master Doctorate Advanced Practice Doctorate Collaborative Joint Single Institution Technical Occupational Vocational CIP Code: 51 (see Proposed Implementation Date: Fall 2016 APPROVALS Yes No Date Comments Departmental Committee x 11/19/2014 Dean s Council Approved 3/11/2015 College Curriculum Committee x 12/3/2014 General Education Committee* NA Teacher Education Committee* NA Graduate Council* X 1/30/2015 Council on Academic Affairs 4/16/2015 Faculty Senate pending Board of Regents pending Council on Postsecondary pending Education SACS (via Provost Office) A new academic program is a program not previously offered at an institution or one that was previously offered but has been suspended for five or more years or has been closed. Major academic program modifications refer to significant changes in the program s purpose and curriculum such that a different CIP code more accurately describes the revised program. Separation of an academic program into two programs and the combination of two existing programs into one program constitute major academic program modifications. Page 11 of 94

8 Program Proposal Overview of Degree Plan: PART I A. Centrality to the Institution s Mission and Consistency with State s Goals 1. Provide a brief description of the program. Describe any tracks (if undergraduate), concentration (if master s), or specializations (if doctorate). Master of Science in Athletic Training There are no concentrations. Program will lead to Board Certification as an Athletic Trainer and allow candidates to be eligible to become licensed to practice in the commonwealth of Kentucky and other states as an Athletic Trainer. 2. List the objectives of the proposed program. These objectives should deal with the specific institutional and societal needs that this program will address. To prepare athletic training students to be master clinicians and professional leaders in Athletic Training in the commonwealth of Kentucky, regionally and nationally as athletic trainers. To prepare athletic trainers to serve in a variety of career settings including high school, college, professional, law enforcement, military, industrial / corporate and performing arts settings. Page 12 of 94

9 To provide improved healthcare to various clinical sites at EKU, locally in the EKU service region and through the state and country through the partnerships of the EKU MS in AT students serving alongside clinical preceptors and other allied health professionals. 3. Explain how the objectives support the institutional mission and strategic priorities, the statewide postsecondary education strategic agenda, and the statewide strategic implementation plan. University Alignment The proposed MS in Athletic Training Program is consistent with and complimentary to EKU s mission as a comprehensive public institution which is to prepare students to lead productive, responsible and enriched lives. This mission is accomplished by emphasizing student success, regional stewardship, critical/creative thinking and effective communication. Student Success. The program will prepare students for certification by the Board of Certification (BOC) as professional athletic trainers with the option to work in a variety of settings and/or pursue additional post professional education. It is designed to meet all of the standards set forth by the Commission on Accreditation of Athletic Training Education (CAATE) and provide students with over 2000 hours of clinical education. During the clinical education incorporated in the curriculum, students will be working under the supervision of a preceptor, providing patient care in multiple settings that represent future career opportunities to graduates. The current BS in Athletic Training Program, which will be phased out with the inception the MS in AT program per CAATE guidelines, boasts a 100% placement rate of graduates in either post professional education or employment and it is anticipated that the same will occur for the proposed program. In addition, the design of this program will allow for a more focused professional education which should enhance both first time pass and overall pass success on the BOC certification exam, which is currently at 83.33% and respectively. The current first time pass rate is just above the national 3 year aggregate (81.98%) and well above the accreditation standard set by the CAATE at 70%. Regional Stewardship. The objectives of the MS in AT program will support EKU s emphasis on regional stewardship. First, the students within the program will be assigned to preceptors currently working within the service region, providing healthcare services to middle school, interscholastic and collegiate athletes as well as patients in various regional physical therapy settings and general health clinics. While working in these settings, students will assist licensed healthcare providers in providing healthcare in keeping with state and national standards. In addition to this, MS in AT program graduates will be able to continue to serve the region and commonwealth as licensed athletic trainers upon passing the BOC certification exam. Many graduates of the current BS in AT program, have continued to serve in various capacities within the region and state. EKUs service region continues to need certified athletic trainers to aid in the healthcare of active individuals in youth sports, high schools, collegiate, industrial, and a variety of other settings. Currently, graduates of EKU s BS in AT program work in a variety of settings across the commonwealth. Since 2005, 30 EKU BS in AT graduates have gained employment in the Commonwealth as licensed athletic trainers in all settings from industrial, Page 13 of 94

10 high school, clinical outreach and collegiate setting, graduates of EKU s MS in AT program will continue to fill the commonwealths and the EKU service region need for athletic trainers. Critical/Creative Thinking & Effective Communication. The proposed program objectives align with EKU s mission to create critical and creative thinkers that can communicate effectively. Throughout the curriculum students will be asked to translate the knowledge and skills learned in the didactic setting to the ability to provide healthcare in the clinical setting. This will include the ability to accurately assess injury and pathology, provide individualized treatments based on the clinical presentation and modify treatments based on the healing process and the individual. These skills are inherently critical thinking and often require creative thinking. Additionally, the curriculum, in accordance with accreditation standards, is infused with the concept of evidence based practice. In order for students to provide healthcare that is in line with current global, national, and state standards, students will need to be able to practice in a way that is validated by current evidence. This process incorporates all levels of the critical thinking model that is utilized by EKU. Students will develop these skills systematically throughout the curriculum and then will be required to implement them in practice during clinical rotations and fully during the final rotations that will be full clinical immersions. KY Post secondary Education Agenda & Implementation Plan Alignment The objectives of the proposed MS in AT program are in alignment with several objectives of CPE s Strategic Agenda, as outlined by the Stronger by Degrees publication. Policy Objective 4 & Strategy 4.3. Increase the use of data, information, research, and technology to improve student learning and outcomes. Due to accreditation standards, this program is designed with continual monitoring of specific metrics that are reported annually to the CAATE and if unmet will require a specific plan to address any deficits. Required metrics currently include first time and overall pass rates on the BOC certification exam as well as program specific metrics. Metrics currently employed in the undergraduate program, which would be the same for the MS in AT program include completion of educational competencies, student conduct/professionalism, post graduation placement (employment or educational), and student reported preparation for practice. This information is analyzed annually and reported to the accrediting body as required. There is a computer Matrix that maps all the current educational competencies to all the AT Program courses and identifies where they are instructed and learned. Policy Objective 4 & Strategy 4.4. Support new pathways for adult learners to enroll and complete post secondary degrees and credentials. Moving this program to the Master level will increase the availability of an athletic training degree to adult learners, non traditional students and second degree seeking students. Over 10% of our current bachelor s program students are either second degree seeking or have transferred in as juniors or seniors. Since our current curriculum necessitates 6 consecutive semesters to meet accreditation standards, a Master s program would have provided these students a better educational opportunity, a 2 year program that would give them a Master s degree. This program would be adventitious to Page 14 of 94

11 these students as well as athletes who desire to compete for 4 years at the collegiate level and still become an athletic trainer. Policy Objective 4 & Strategy 4.7. Implement a statewide diversity policy that recognizes diversity as a vital component of the state s educational and economic development. Application to this program will occur similar to other healthcare professions, through a centralized application system. This will enhance the visibility of the program and has the potential to increase the diversity of applicants. Policy Objective 6 & Strategy 6.5. Advance Kentucky s STEM+H agenda through ongoing leadership, advocacy, and collaborative efforts. The MS in AT program is designed to educate students as allied healthcare providers and prepare them for national certification and state licensure where applicable. The curriculum will meet the accreditation standards as outline by the Commission on Accreditation of Athletic Training Education (CAATE). Students will be encouraged to participate in leadership at the state and regional levels through membership in the Kentucky Athletic Trainers Society (KATS), Southeastern Athletic Trainers Association (SEATA), and National Athletic Trainers Association (NATA). In addition to professional involvement, the curriculum will be infused with interprofessional educational opportunities in keeping with CAATE standards and the recommendations of the World Health Organization. These opportunities will involve each student learning about other healthcare providers roles, responsibilities, and education as well as learning from and with other healthcare providers. Policy Objective 7 & Strategy 7.1. Strengthen and expand partnerships with business, industry, government, non profit, and other educational entities to meet Kentucky s workforce and community needs. Assigning students within the program to various clinical sites under the supervision of a practicing clinician will link the educational system with various community partners. These working relationships will help to foster improved patient care throughout the region. Policy Objective 7 & Strategy 7.3. Maximize the impact of post secondary education s contribution to improving the health of Kentucky s people. As a part of STEM H education, athletic training students are equipped with the knowledge, skills and abilities to evaluate, diagnose, treat and rehabilitate injuries and pathologies found in athletic populations at all levels, the industrial workforce, and other active populations. Athletic trainers encourage activity and help to support active populations through educational competencies in the areas of injury prevention, management, and treatment as well as knowledge in training/conditioning, nutrition, emergency management and general medical conditions. Kentucky ranks poorly in many health related categories, spurring the governor to create seven major health goals with a 2019 deadline. The MS in AT will produce certified athletic trainers that will assist in decreasing cardiovascular deaths through immediate emergency care and pre screening as well as decreasing the obesity rate by providing care for active individuals in various settings. This would be addressed through review of physicals and on going education after students receive there physicals based on health information identified. Policy Objective 8 & Strategy 8.1. Increase productivity and maximize success for both traditional and non traditional students through course redesign and alternative methods of Page 15 of 94

12 program delivery. The athletic training degree at EKU is currently being offered as a BS degree. With the inception of the proposed program, the BS degree will be phased out. The curriculum of the MS in AT degree will still meet the required accreditation standards but offers the freedom for more non traditional education. The clinical experiences are more intensive in the second year of the program than can be provided with the BS degree. These experiences will be full immersion experiences that will require the students to work with a preceptor for 40 hour/week rotations. These experiences will allow students to experience all aspects of athletic training and provide more consistent care to patients throughout the region under the supervision of a preceptor. These are also designed to assure success of graduates as they transition to practice. The capstone course and internship semesters allow students to get a supervised real world experience in providing care as an athletic trainer. It is anticipated that graduation rates will increase due to the structure of this curriculum. Currently, the clinical sites utilized by the undergraduate program are divided between three student cohorts. Since the MS in AT will be a 2 year program at any given time, there will only be 2 cohorts utilizing the same set of clinical sites. This means that cohorts can consistently be larger and will include students who have set career goals. This will increase retention. Student s committing to the program will be more focused on their education and will be able to endure a more integrated and focused educational experience which will be reflected in increased academic success as was identified in the White Paper on the Degree for Athletic Training previously mentioned and linked in this document. In addition to this, various content has been designed for better integration and sequences since no general education courses are needed ( i.e. therapeutic classes (modalities and exercise) will be integrated into a combined laboratory class that will provide students the opportunity to integrate knowledge from both classes to better serve patients. ) Conclusion In conclusion, the proposed program will contribute to the mission of Eastern Kentucky University and is in alignment with the Kentucky s Post secondary Education Strategic Agenda and Implementation Plan. The conversion of the current BS program to a Master s degree will increase the availability of athletic training education to the constituents of the region and commonwealth, as well as provide a clinical education experience that involves full immersion service to the region. Ultimately, it is expected that this will help programmatic, institutional, and state metrics of improved graduation rates, retention, and student satisfaction. 4. Is an approval letter from Education Professional Standards Board (EPSB) required? NO If yes, attach the approval letter from ETSB. B. Program Quality and Student Success 1. What are the intended student learning outcomes of the proposed program? Graduates of Eastern Kentucky University MS in Athletic Training Program Students will be: 1. Able to demonstrate specific Athletic Training knowledge, skills and abilities as demonstrated by passing the national board of certification examination and meeting or exceeding the CAATE three year average metric of 70% first time pass rate. Page 16 of 94

13 2. Prepared for an entry-level athletic training position in a variety of settings and able to provide care to with a wide range of athletic populations as demonstrated by employment settings of graduate prior to or within six months of graduation. 3. Able to effectively communicate using both written and verbal communication to health care providers as part of an interdisciplinary health care team. 4. Able to effectively utilize and integrate contemporary medical technology and electronic medical records in athletic training for injury surveillance and data collection, as demonstrated by graduates completed patient electronic medical charts and records during clinical and internship rotations. 5. Able to become engaged and informed health care professionals and leaders in the AT profession as demonstrated by program graduates involvement in professional meetings and engagement with or service on committees or as officers in professional association. 6. able to Integrate evidence based research with clinical expertise, patient values and circumstances to make quality clinical decisions regarding a patients individual care/ rehabilitation plan as demonstrated through plans developed as part of clinical rotations. 2. Identify both the direct and indirect methods by which the intended student learning outcomes will be assessed. Students will be evaluated in the classroom and clinical experiences by their instructors and preceptor s on Knowledge, Skills, and Abilities (KSA s) of all the required Educational Competencies found in the NATA Educational Council s 5 th Edition of Educational Competencies as required by the Commission on Accreditation of Athletic Training Education (CAATE). The completion of KSA s by all students in the AT Program are tracked through an online program ATrack currently and the Educational Matrix to assure all students complete these requirements prior to graduation. Students may not move from one clinical course to the next without first demonstrating mastery of the required KSA s identified in the courses and the course sequence. These learning outcomes will also be measured by clinical evaluations by preceptors, written examinations in class, clinical practical exams in the labs and courses. Additionally the BOC Exam Passing rates will be an outcome that is required to be tracked and reported by CAATE on our EKU AT website and must include three year aggregate data of number of students who graduated, number of students who passed the exam on their first attempt and number of students who passed the exam regardless of attempts along with number of students who graduated for each of the three years. 3. How will the program support or be supported by other programs within the institution? The MS in AT would share general medical resources with the nursing program through continued collaboration with the Nursing skills lab coordinator to make the patient-sim manikins and labs available to the AT students for teaching their general medical Knowledge, Skills and Abilities (KSA s). This will prevent the need for duplicating these resources. This cooperation has already been established in the current BS in AT program and will flourish with the MS in AT. Additionally this kind of collaboration will support the College of Health Sciences mission of furthering and meeting the Inter-Professional Education, or IPE standards, put forth for health care providers and programs by the world health organization, the Kentucky governors SOAR initiative and the CAATE. 4. Will this program replace or enhance any existing program(s) or tracks, concentrations, or specializations within an existing program? YES If yes, please explain. This new program would replace the current professional BS in Athletic Training program which would be converted to a pre-professional AT program (like BS in Occupational Science) and be a program that feeds new students to the MS in AT Program. The current accredited program would Page 17 of 94

14 be transitioned out since the profession is expected to change the professional entry-level degree required by the profession to gain certification White Paper on Appropriate Degree Task Force for Athletic Training. The current BS in AT will be transitioned into a pre-professional degree program with minor changes to serve as a feeder program for the MS in AT (and other similar health care related fields like physical therapy, and physician assistant. This current model is in place with the current BS in Occupational Science program for the MS in OT at EKU. 5. Will this be a distance learning program? YES. Distance learning will take place. Two semesters will be based on immersive clinical rotations that can occur at any of our affiliated sites which include University of Florida, Marshall University and University of Tennessee as well as others in the commonwealth for the full semester with some online Blackboard journaling and KSA (Knowledge Skills and Abilities) assessments by the preceptors for the clinical courses through the ATrack online software. 6. If so, please indicate the anticipated percentage of the program for each of the following (can total more than 100%). Online Hybrid ITV _~40% Offered at a site other than Richmond: The clinical rotations will be at both on campus and off campus sites including sites that are out-of-state as currently used in the BS in AT. 7. Will this program utilize alternative learning formats (e.g. distance learning, technology enhanced instruction, evening/weekend classes, and accelerated courses)? YES potential If yes, please check all that apply. _XX_Courses that combine various modes of interaction, such as face to face, videoconferencing, audio conferencing, mail, telephone, fax, e mail, interactive television, or World Wide Web? Technology enhanced instruction XX_Evening/weekend/early morning classes i.e. BLS courses refresher courses and Summer Courses well be constructed for optimal teaching of clinical skills and subject matter Accelerated courses XX_Instruction at nontraditional locations, such as employer worksite i.e. clinical rotation sites using blackboard and ATrack to track KSA and other skill acquisitions Courses with multiple entry, exit, and reentry points Courses with rolling entrance and completion times, based on self pacing Modularized courses 8. Are new or additional faculty needed? Please provide a plan to ensure that appropriate faculty resources are available, either within the institution or externally, to support the program. Note whether they will be part time or full time. Personnel changes will need to be made with the incorporation of a Professional MS in AT. The changes will come based on the standards set by the CAATE accreditation body. They will ultimately evaluate the Professional MS in AT program to ensure the proper ratio of faculty to student is met. The following faculty needs are to maintain a cohort size of 24 per class or total of 48 students and capable of expanding to up to 60 students. Currently, we have 54 students in the professional phase of the undergraduate program. One new full-time faculty position is needed, as well as one change to existing clinical education coordinator (CEC) faculty contract move from 9 to 12 months and one new support line position would be needed to cover additional course loads and release times that are required by the accrediting body. Presently, the extra EKU Undergraduate AT program courses are being taught by part-time faculty. Clinical Faculty Track/ Athletic Training Lab Skills Coordinator Position: This full-time position is for a person eligible to teach courses, clinical skills and oversee the required clinical skills laboratory and open lab times. The position would need to be filled by fall 2016 or by the summer the AT Program submits its notification of intent to CAATE for substantive change and in place that summer. Page 18 of 94

15 Additional cost savings occur by having the program director teach summer courses as he is on a 12 month contract. Additional expense are incurred as the current CEC needs to be placed on a 12 month contract for teaching summer courses and supervising clinical rotation sites during the summer. Due to CAATE standards for required release time, for both the program director and CEC, this would be needed. C. Program Demand/Unnecessary Duplication 1. Provide justification and evidence to support the need and demand for this proposed program. Include any data on student demand; career opportunities at the local, state, and national levels; and any changes or trends in the discipline(s) that necessitate a new program. There would not be duplication as there are currently no professional CAATE accredited Masters in Athletic Training programs in the commonwealth at any state institution but one has started seeking accreditation at Spalding University. A professional program is one that prepares a student and leads them to becoming a certified athletic trainer or ATC. The MS in Athletic Training at University of Kentucky is a Post Professional program designed for people who already are certified and are seeking advance training. The current national trend is to move the athletic training profession to require a Master s Degree Program as the Entry-level degree to become certified as was established by the Published White Paper see link previously mentioned. Currently programs are working to transition to the Master s Degree. This is based on recent updates from the accrediting body, the Commission on Accreditation of Athletic Training Education (CAATE) which is now on track to make the Master s Degree the entry level degree for the profession. Currently in the BS in AT Professional program Professional Phase there are 55 students and this Fall 2015 there will be 60 students across the three years of the professional phase of the current BS in AT. The last three years we have an average of 40 students that make application to the professional phase of the program that can take 24 students per year for a maximum of 72 students in the professional phase over three years, due to preceptor to student ration in the clinical settings. Additionally there are nine 2 nd Degree seeking Bachelor s Student s in the BS in AT program. These students would have attended an MS in AT had one been available in the commonwealth of Kentucky. Documented this year the AT Program has received 20 requests to meet with prospective students who have completed a BS degree and are wanting to pursue athletic training and 30 requests about transferring from students who are currently juniors or rising juniors to our program, which will take them 3 years minimum to complete due to the professional phase. Additionally, several students who have chosen to go to MS in AT programs outside the commonwealth have utilized the academic common market due to the Commonwealth not offering a professional MS in AT Program. Additionally as far as popularity and demand for the major the EKU Admissions office analyzed DATA for students making application to EKU for the Pre-Athletic Training Bachelor s program shows total application for 2012 (Fall / Sum/ Spring) Combined was 186 students, for students students and for students. There are four sections of ATR 100 the Introduction to Athletic Training course offered each year. All sections filled or exceeded capacity of 25 students per section for the last four years. These numbers show the interest in pursuing the profession of Athletic Training, which will be changing to a MS in Athletic Training so students will have to complete an undergraduate degree and then apply to a MS in AT program to become a Certified Athletic Trainer. The students in this DATA whose goal is to become a certified athletic trainer will have to now pursue a MS in Athletic Training and this program would serve their needs as no MS in AT professional programs exist in the commonwealth. This strong current interest in the career of becoming an athletic trainer should continue, to the MS in AT program since that is the new path to become a certified athletic trainer. Page 19 of 94

16 DATA from ATCAS the Centralized Application Service for Athletic Training Programs as of February 2015 for the Summer Application cycle of the MS in AT Programs using ATCAS for 2015 has 719 Applicants and the admission cycle does not close till April or May for the 20 CAATE accredited programs using the ATCAS service. This service allows students to apply to multiple AT Programs across the country and there are 719 applicants as of date of typing and there are currently only 30 MS in AT programs nationally and 20 using ATCAS. Please also note this is the first year ATCAS is available and there are 719 students utilizing the service and looking for MS in AT programs. Popularity: EKU s AT program is growing in popularity in the Central Kentucky area. One reason for this is the fact that students need to matriculate through a CAATE accredited program to sit for the Board of Certification (BOC) exam. Universities and colleges in the area advertise preparation for students to be athletic trainers in work study programs where students can work in the athletic training clinic with division one athletes, but these schools do not have formal CAATE accredited programs. Why the student is not aware of the CAATE requirements to become an AT is not clear. If students discover from this work study that AT is the career for them, then they may pursue CAATE accredited programs. Many students do however transfer to EKU for the AT program regardless of the additional amount of time it will take to complete the AT program and become an athletic trainer because EKU is CAATE accredited. Presently, the undergraduate AT program has eight second bachelor degree seeking students who have to complete six semesters (3 years) of education. A professional MS in AT would allow these students to graduate with a Master s degree and sit for the BOC in two years not the current three it will take them. Ease of access: Types and Location To date, there are approximately 30 CAATE accredited Professional Master Degree programs in the country, none are currently in the Commonwealth of Kentucky, however two have started at private institutions in the commonwealth but are not accredited as of writing this document; One at Spalding University in Louisville, KY and the other at Thomas-Moore College. Please note in the current climate of change in the profession there are about 3 to 5 new programs appearing nationally each year accredited and an additional 5 to 10 stating they plan to make the transition. Professional AT Programs are offered as two-year programs that include summer sessions. The two year program requires a student to have a bachelor s degree with pre-requisites prior to admittance to the AT program. EKU is a local University, with high educational standards and a strong reputation that supports many non-traditional students who are either returning to college to complete a degree or who have a family. These students benefit from the location of Eastern. This is one of the strengths of the University and the reason students choose EKU. Unfortunately, at the present time, the closest two year Entry-Level Master Degree programs are within a hour drive time of Richmond, KY, and are located at the University of Tennessee Chattanooga and University of Findley in Ohio. The next closest programs are between 7 to 10 hours drive time from Richmond, KY and located at Shenandoah University, Virginia Commonwealth University, UNC-Greensboro. While these are strong, accredited programs, they do not appeal to the essential Eastern Kentucky student. A Professional AT program at EKU would allow these students to pursue a career in Athletic Training. Additionally, the cost of gaining an in-state MS in AT degree at EKU is substantially cheaper than paying out-of-state tuition so financially this would be better for students from the commonwealth and more cost effective. Career Opportunities and Data to support: Athletic Trainers work in a large variety of settings, from full time in high schools, colleges, professional sports, clinics and hospitals. AT trainers also work in industrial and corporate settings, physician offices, hospitals, Law Enforcement Training Centers, the US Military, Page 20 of 94

17 Performing Arts, NASCAR, Indy Car, Professional Rodeo, and many more settings. Here are a few links to sites to provide more information and links to the employability of certified athletic trainers and projected career growth. Please note currently we have a 100% placement of our AT students in jobs or professional programs for the past 10 years. The following link: provides information about AT s and the other job settings AT s work in. Here is the most recent link to the NATA s salary survey a new one is currently under way and the 2014 Salary Survey should be published in January The reason I have included this is for you to look at the second page and see the variety of job settings AT s are employed in as well as salaries: Additionally, The Bureau of Labor Statistics has predicted that in the 10-year period from 2008 to 2018, athletic training job opportunities will grow almost 37 percent. In response, universities are looking to provide more accredited athletic training education programs Link to full article. For additional break down by the Bureau of Labor Statistics of Athletic Training by state, county and cities and growth projections visit the following websites: and 2. Specify any distinctive qualities of the program. EKU s Professional Master s in AT would possibly be the first in the Commonwealth of Kentucky at a Public Institution to be accredited. Two current private M.S. in AT programs have been started with one at Spalding University in Louisville, having taken its first cohort. The MS in AT would provide students with semester long immersion experiences in clinical practice by requiring students complete a 40 plus hour a week clinical experiences at clinical sites in two semesters, one being a capstone clinical experience for the student to demonstrate readiness as a professional prior to completing the degree and sitting for the Board of Certification Exam. The current national reputation of Eastern Kentucky University which is tied to the programs large alumni and with their support will help with clinical rotation site placement for semester long immersion at high quality and high profile settings for our students which will set our Master s in AT Program apart from other programs. This MS in AT will be distinctive in the amount of clinical experience students will gain and the variety of clinical settings they will be offered assuring students exposure to the many various employment settings for Athletic Trainers. 3. Are there existing programs in the state? NO a. Does the proposed program differ from existing programs? NO None currently exist as CAATE Accredited Professional Master s Degree Programs in the Commonwealth of Kentucky. However, two have been started at private universities; one at Spalding University and the other at Thomas Moore. Neither have yet to receive CAATE accreditation. If yes, please explain. b. Does the proposed program serve a different student population (i.e. students in a different geographic area) from existing programs? NO If yes, please explain. c. Is access to existing programs limited? YES If yes, please explain. None exist currently in the Commonwealth of Kentucky and only 30 MS in AT professional CAATE accredited programs exist nationally at time of this writing. d. Is the excess demand for existing similar programs? YES Only 30 programs like this currently are CAATE accredited nationally If yes, please explain. e. Will there be collaboration between the proposed program and existing programs? NO Page 21 of 94

18 D. Advance Practice Doctorates Please explain the collaborative arrangement with existing programs. Please explain why there is no proposed collaboration with existing programs. Programs undergoing CAATE accreditation are meant to be standalone programs, however, there will be collaboration with other health care programs and universities in and out-of-state for clinical sites as currently exists in the undergraduate program. E. Cost and Funding of the Proposed Program 1. Estimate the level of new and existing resources that will be required to implement and sustain the program using the spreadsheet below. A. Funding Sources, by year of program 1 st Year 2 nd Year 3 rd Year 4 th Year 5 th Year Total None None None None None Resources Available from Federal Sources New Existing Narrative Explanation/Justification: Currently no federal dollars available for the program Total None None None None None Resources Available from Other Non-State Sources New Existing Narrative Explanation/Justification State None None None None None Resources New Existing Narrative Explanation/Justification Internal Allocation Internal Reallocation Narrative Explanation/Justification: Student Tuition New Total Tuition Generated Revenue $205, $444, $590, $746, $833, Graduate Fees Generated for lab/practicum class expendable $6, $12, $15, $19, $20, Page 22 of 94

19 supplies & clinical equipment inspections required by CAATE Existing: Tuition UG BS in AT Phase Out $ 435, $ 494, $ 410, $ 212, $ Undergrad Course Fee which would phase out with Undergrad Program $4, $4, $4, $0.00 $0.00 Narrative Explanation/Justification: Describe the impact of this program on enrollment, tuition, and fees. The above numbers represent an initial cohort of 12 students followed by cohorts of 16 in year 2, 20 in year three, 24 in year 4 and 24 more in year 5 in the program so 2nd year numbers are with a total of 28 students in program 3rd year with 36 and 4th year with 44 and 5th year with 48. Also Calculated with a 4% Graduate Tuition increase annually per Graduate School estimates. There would be as a new graduate program an increase in graduate student enrollment to Eastern Kentucky University. Tuition would now be graduate tuition and per credit hour versus current undergrad tuition. Additionally fees would be added to new Graduate Courses for equivalency as existed in the undergrad program we are transitioning from. The course fees will allow the MS in AT program to continue to provide the required expendable supplies and update equipment and maintained modalities as directed by CAATE. These course fees are attached to All Practicum Courses at ATR 801, 802, 803, 804, 805, 806 and for the Field Experience I & II ATR 805, 806 cover cost associated with visiting clinical sites by Clinical coordinator and program director annually as required by CAATE, and course lab instruction. Additional course fees to cover expendable laboratory supplies various tapes, braces, casting supplies etc. and maintain current modality lab equipment calibration costs and allow for upgrading and replacing outdated units to keep in compliance with CAATE Standards in ATR and then for ATR, 812L, 813L, 822L, 825L, 832L, TOTAL Funding Sources Table A $650, $955, $1,021, $978, $853, Page 23 of 94

20 B. Breakdown of Budget Expenses/Requirements 1st Year 2nd Year 3rd Year 4th Year 5th Year Staff: Executive, None None None None None administrative, and managerial New Existing Other Professional New Existing None None None None None Faculty New 12 Month Clinical Faculty $ 75, $ 75, $ 76, $ 78, $ 79, CEC from 9 month 12 month $ 11, $ 11, $ 11, $ 11, $ 12, Line Existing Total of all $340, $322, $315, $309, $309, Narrative Explanation/Justification: Please note the current adjunct faculty and overloads would dissipate but for the first three years would decrease slowly to assure we had enough faculty to teach out or phase out the BS in AT CAATE Accredited program which would take 3 years, while starting the MS in AT Program. The Faculty lines are estimated with a 1% annual COLA increase calculated in. Graduate Assistants (if master s or doctorate) New $27, $13, Existing: None None Then Recurring Then Recurring Then Recurring Student None None None None None Employees New Existing Narrative Explanation/Justification: Adding the Grad Assistant Positions and at 6 the first year and 6 the second year will allow the AT Program to recruit students to the program and increase the overall applicant pool for the MS in AT Program on ATCAS with high quality candidates who will be seeking assistantships and while others will then be offered acceptance and may come without the assistantship. The reason to add 6 to the first and 6 the second is so that the MS in AT will have alternating assistantships to make available during each cohort to increase candidate pools. Equipment and 40, Instructional Materials New Ortho Assessment Lab Existing Skills Lab Narrative Explanation/Justification: Would like to develop an orthopedic assessment skills lab with 12 to 15 adapta treatment tables which would allow a lab class of 30 students. Currently does not exist and would allow us to be competitive with regional MS in AT programs that have such facilities to recruit and grow enrollment. Cost shows the cost of new tables does not include space or revamped space Library New Existing No New Needed No New Needed No New Needed No New Needed No New Need Page 24 of 94