Weber State University Annual Assessment of Evidence of Learning. Cover Page

Transcription

1 Weber State University Annual Assessment of Evidence of Learning DUE Nov 15 th, with Data completed report Send to Heather Chapman and Gail Niklason Cover Page Department/Program: Bachelor of Science in Athletic Training (BSAT) Date Submitted: November 12, 2012 (Data from Academic Year) Report author: Jordan Utley & Jennifer Ostrowski Contact Information Phone: x7530, x

2 A. Brief Introductory Statement: The Bachelor of Science in Athletic Training program (BSAT) at Weber State University is accredited by the Commission on Accreditation of Athletic Training Education (CAATE). This accreditation is awarded following the submission of a detailed self-study document as well as an on-campus site visit. This program received its renewal of accreditation in March 6, 2009; the program will be reviewed again (including a physical site visit) during the academic year. In almost every state, in order to work as an Athletic Trainer, one must graduate from an accredited AT program and pass the Board of Certification (BOC) for Athletic Trainers. The outcomes listed below are those identified by the BOC s Practice Analysis which is used to develop the certification. In the Bachelor of Science Athletic Training Education Program (BS- ATEP), students learn all content in didactic courses. During each of the last four semesters, students are then enrolled in a clinical course which reviews all of the content from the previous semester(s). Students must demonstrate a minimum of a 70% on the written final and oral/practical s in every clinical course in order to pass the course. B. Mission Statement The mission of the Weber State University Bachelor of Science in Athletic Training Program is to provide a quality educational and research experience for students. Students are presented with didactic and psychomotor experiences that will lead them to being able to exercise sound ethical judgment, achieve satisfying careers, and make positive contributions to their communities. In addition, the BS-ATEP guides the student on the journey to become a lifelong learner through obligatory professional continuing education. 2

3 Injury/Illness Prevention & Wellness Protection Clinical Evaluation & Diagnosis Immediate & Emergency Care Treatment & Rehabilitation Organizational and Professional Health and Well being C. Curriculum Curriculum Map Department/Program Learning Outcomes Core Didactic Courses in the BS-ATEP AT 2300 Emergency Response M I AT 3200 Psychology of Sport, Injury, & Rehabilitation E I AT 3300 Orthopedic Assessment Lower Extremity I E AT 3301 Orthopedic Assessment Upper Extremity I E AT 4550 General Medical Conditions & Advances in AT I E I AT Basic Therapeutic Modalities for Musculoskeletal Injuries E AT 4101 Advanced Therapeutic Modalities for Musculoskeletal Injuries E AT Orthopedic Taping, Wrapping, & Bracing E I E E AT Basic Rehabilitation of Musculoskeletal Injuries E E AT 4201 Advanced Rehabilitation of Musculoskeletal Injuries E E AT Administration & Management in Athletic Training E AT Advanced Diagnostic Imaging for AT I AT Critical Thinking for Musculoskeletal Injury Management E E E E E I = introduced, E = emphasized, M = mastery (continued on next page) 3

4 Injury/Illness Prevention & Wellness Protection Clinical Evaluation & Diagnosis Immediate & Emergency Care Treatment & Rehabilitation Organizational and Professional Health and Well being Department/Program Learning Outcomes Clinical Courses in BS-ATEP AT 1500 Introduction to Athletic Training I I I I I AT 1501 Clinical Application of Athletic Training I E E AT 2500 Clinical Application of Athletic Training II E AT 2501 Clinical Application of Athletic Training III M AT 3500 Clinical Application of Athletic Training IV M E AT 3501 Clinical Application of Athletic Training V M AT 4500 Clinical Application of Athletic Training VI M M M M M I = introduced, E = emphasized, M = mastery 4

5 D. Student Learning Outcomes and Assessment Measureable Learning Outcomes At the end of their study at WSU, students in this program will be proficient in: 1. Educating participants and managing risk for safe performance and function. 2. Implementing standard evaluation techniques and formulating a clinical impression for the determination of a course of action. 3. Employing standard care procedures and communicating outcomes for efficient and appropriate care of the injured. 4. Reconditioning participants for optimal performance and function. 5. Understanding and adhering to approved organizational and professional practices and guidelines to ensure individual and organizational well being. Additional Information (if needed) E. Evidence of Learning: General Education Courses N/A because we do not teach any General Education courses. Note: Include General Education Courses table only if applicable. If no general education courses exist for program, remove table. *At least one measure per objective must be a direct measure; indirect measures may be included to supplement direct measure(s). Additional Information (if needed) 5

6 F. Evidence of Learning: Courses within the Major every course required in the major OR at least all of the clinical courses (must include 20-25% of courses each year) Measurable Learning Outcome Learning Outcome 1.A: Students will educate participants and manage risk for safe performance and function. Method of Measurement Direct and Indirect Measures* Measure 1: AT 2431 Measure 2: AT 2431 Measure 3: AT 1501 Measure 4: AT 1501 G. Evidence of Learning: Courses within the Major Goals Linked to Learning Outcomes Measure 3: 100% of Measure 4: 100% of Interpretation of Findings (did you or did you not meet the goal in the previous column. Include data here) This course was not offered during AY due to curricular changes. It will be offered again in Fall This course was not offered during AY due to curricular changes. It will be offered again in Fall Action Plan/Use of Results (if you didn t meet your goal, how are you going to make changes. If you did meet the goal, just put no changes necessary at this time) Measure 1: No curricular or pedagogical Measure 2: No curricular or pedagogical Measure 3: No curricular or pedagogical Measure 4: No curricular or pedagogical 6

7 Learning Outcome 2.A: Students will implement standard evaluation techniques and formulate a clinical impression for the determination of a course of action. Learning Outcome 3.A: Students will employ standard care procedures and communicate outcomes for efficient and appropriate care of the injured. Measure 1: AT 2501 Measure 2: AT 2501 Measure 3: AT 2500 Measure 4: AT 2500 Measure 1: AT 2300 Measure 2: AT 2300 Measure 3: AT 2501 Measure 4: AT 2501 Measure 3: 100% of Measure 4: 100% of Measure 3: 100% of Measure 4: 100% of Measure 1: 90% of Measure 2: 90% of Measure 3: 100% of Measure 4: 100% of Measure 3: 90% of Measure 4: 90% of Measure 1: No curricular or pedagogical ; two students failed to complete course, left program for medical and marriage reasons. Measure 2: No curricular or pedagogical ; two students failed to complete course, left program for medical and marriage reasons. Measure 3: No curricular or pedagogical Measure 4: No curricular or pedagogical Measure 1: No curricular or pedagogical Measure 2: No curricular or pedagogical Measure 3: No curricular changes; two students failed to complete course, left program for medical and marriage reasons. Measure 4: No curricular or pedagogical ; two students failed to complete course, left program for medical and marriage reasons. 7

8 Learning Outcome 4.A: Students will recondition participants for optimal performance and function. Measure 1: AT 3501 Measure 2: AT 3501 Measure 3: AT 4500 Measure 4: AT 4500 Measure 5: AT 3500 Measure 6: AT 3500 Measure 3: 100% of Measure 4: 90% of Measure 5: 100% of Measure 6: 100% of Measure 3: 100% of Measure 4: 100% of Measure 5: 100% of Measure 6: 100% of Measure 1: No curricular or pedagogical Measure 2: No curricular or pedagogical Measure 3: No curricular or pedagogical Measure 4: No curricular or pedagogical Measure 5: No curricular or pedagogical ; 1 student will be retaking course in AY due to personal issues that prevented her from completing the course work Measure 6: No curricular or pedagogical ; 1 student will be retaking course in AY due to personal issues that prevented her from completing the course work 8

9 Learning Outcome 5.A: Students will understand and adhere to approved organizational and professional practices and guidelines to ensure individual and organizational wellbeing. Learning Outcome 6.A: Students will successfully pass the Board of Certification (BOC) Athletic Training. Measure 1: AT 4600 Final Written Measure 2: AT 4999 Evidence-Based Practice Presentation Measure 1: First time pass-rate on the BOC ( reports sent directly to the program from the BOC each year) presentation Measure 1: The first time BOC pass rate for the students will meet or exceed the national average. Measure 1: The firsttime pass rate for the AT program was 90% compared to the national average of 82.3% ( ). Measure 1: No curricular or pedagogical Measure 2: No curricular or pedagogical Measure 1: No curricular or pedagogical *At least one measure per objective must be a direct measure; indirect measures may be used to supplement direct measure(s). 9

10 G. Evidence of Learning: Clinical Experiences and Service Learning Program Learning Goal Measurable Learning Outcome Evidence of Learning: High Impact Service Learning Method of Findings Linked to Measurement Learning Outcomes Interpretation of Findings Action Plan/Use of Results Goal 1: Students will gain clinical experience in a variety of settings with varying populations. Goal 2: Students will complete service learning hours each semester in the setting of their choice. Students will Learning Outcome 1.A: Each graduating student will have gained clinical experience with football, men s teams, women s team, high risk sports, low risk sports, high school sports, an out-patient rehabilitation clinic, and a general medical clinic. Learning Outcome 2.A: Each graduating student will have completed a minimum of 50 service learning hours. Direct and Indirect Measures* Measure 1: Student clinical experience logs document that each category has been met by each student. Measure 2: Each clinical instructor will evaluate each student and verify their attendance and hours at the clinical rotation site. Measure 1: Service learning hours logs (signed by their clinical supervisor) and reflections will verify these hours. students will gain clinical experience in every category. students will be evaluated satisfactorily by their clinical instructors. Measure 1: At least 90% of students will have completed a minimum of 50 service learning hours. graduates gained clinical experience in every category. students were evaluated by satisfactorily by their clinical instructors. Measure 1: 90% of students completed a minimum of 50 service learning hours. * At least one measure per objective must be a direct measure; indirect measures may be used to supplement direct measure(s). Additional Information (if needed) Measure 1: No curricular or pedagogical changes needed at this time Measure 2: No curricular or pedagogical changes needed at this time Measure 1: No curricular or pedagogical changes needed at this time It was difficult to obtain grade books from adjunct instructors teaching clinical practicum and 2000-level courses. As of the academic year, all instructors in the BSAT program are using the Canvas grade book. The new Program Director (Jennifer Ostrowski) has been given instructor access to all program courses for the purpose of Annual Assessment Reports. 10

11 H. Summary of Artifact Collection Procedure include evidence for every measure in Section F. Artifact Learning Outcome Measured When/How Collected? Where Stored? Final grades for all classes including final written and final oral/practical scores (spreadsheet from Blackboard/Canvas) 1A-5A End of each semester Electronic copies stored on Program Director s computer and external hard drive in separate location; hard copies maintained in Program Director s BOC Report 6A Sent directly to Program Director 1x/year from the BOC office. Program Director s File Cabinet in office. Clinical hours logs Clinical Experiences End of each semester Program Director s File Cabinet in office, in each student s file and electronic copies. Clinical evaluations Clinical Experiences End of each semester Program Director s File Cabinet in office, in each student s file and electronic copies housed in BS-ATEP online database. Service Learning hours logs Service Learning End of each semester Program Director s File Cabinet in office, in each student s file. Summary Information (as needed) 11

12 Appendix A N/A This program has not yet completed a 5-year program review. Report of progress on non-learning-outcome recommendations from previous 5-year program review (optional): Date of Program Review: #### Recommendation Progress Description Recommendation 1 Text of recommendation #### +1 progress #### +2 progress #### +3 progress #### +4 progress Recommendation 2 Text of recommendation #### +1 progress #### +2 progress #### +3 progress #### +4 progress Recommendation 3 Text of recommendation #### +1 progress #### +2 progress #### +3 progress #### +4 progress (add as needed) 12

13 Please respond to the following questions. 1) Reflecting on this year s assessment(s), how does the evidence of student learning impact your faculty s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence? a. To answer this question, compare evidence from prior years to the evidence from the current year. Discuss trends of evidence that increases your confidence in the strengths of the program. Also discuss trends of concern (e.g. students struggling to achieve particular student outcomes). The faculty are very confident in the outcomes associated with the Bachelors of Science in Athletic Training Program. The BSAT program continues to be at or above the National first-time pass rate on the Athletic Training Board of Certification. Our major concern in the academic year was related to the instructor of the modalities classes (AT 4100 and 4101). While we do not have any main outcome measures directly tied to these courses, we do assess these competencies and skills in AT 3500 and AT 3501, two practicum courses. These practicum courses are designed to briefly review skills taught in previous semesters, but the majority of class time is spent on practicing and assessment of skills. During the academic year, we found that we had to spend significantly more time than usual reteaching skills that should have been learned in the earlier modalities courses (4100 and 4101). The employment contract for the instructor of 4100 and 4101 was not renewed and a successful search took place this year to replace this faculty member. 2) With whom did you share the results of the year s assessment efforts? The outcomes results were reviewed and discussed with all Athletic Training faculty members in the Department of Health Promotion and Human Performance. 3) Based on your program s assessment findings, what subsequent action will your program take? The Athletic Training Faculty were satisfied with the outcomes achieved by the Bachelors of Science in Athletic Training students during the academic year. The BSAT program recently made a significant shift in the 13

14 sequencing of courses (students are now admitted following the spring semester versus following the fall semester). This change shifted the graduation date to April rather than December. This has necessitated reorganization of the clinical practicum course content. With the appointment of a new undergraduate program director in Fall 2012 (Dr. Jennifer Ostrowski), we anticipate there may be other curricular and programmatic changes in the academic year (with plans for implementation in the academic year). Additionally, the National Athletic Trainers Association Executive Committee for Education recently released a new set of educational competencies, the Athletic Training Education Competencies, 5 th edition. The external accrediting body, the Commission on Accreditation of Athletic Training Education, has also released new accreditation standards. The focus of the faculty in the academic year will be to review the new competencies and accreditation standards to determine where changes must be made to remain in compliance. We intend to have both fully integrated and implemented by the end of the academic year. 14