Program: Kinesiology & Rehabilitation Sci (MS)
Date: Thu Oct 11, 2012 - 3:02:15 pm
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
The goal of the College of Education is to prepare highly-qualified knowledgeable, effective, and caring professionals who contribute to a just, diverse, and democratic society. In contributing to meeting that goal, the Department of Kinesiology and Rehabilitation Science houses four graduate program tracks under the MS degree. They are: Entry Level Graduate Athletic Training Education Program, Post-Professional Advanced Athletic Training Program, Physical Education/Adapted Physical Education, and Rehabilitation Counseling. Each track has its own student learning outcomes.
Entry Level Graduate Athletic Training Program (EL-GATEP)
The Program Goals and Objectives are:
- To prepare students for successful completion of the BOC Examination
- Provide comprehensive instruction of the NATA educational competencies.
- Provide a comprehensive clinical education program for practical application of NATA clinical proficiencies.
- Through an integrated didactic and clinical education program, promote critical thinking and communication skills necessary for an allied health care provider.
- Provide the foundation of concepts in athletic training Content Areas through formal course instruction.
- Promote critical thinking and communication skills allowing for application of knowledge in the practical clinical setting.
- Facilitate clinical problem solving through problem-based activities in the clinical education plan.
- To prepare students to function socially and vocationally in society
- Through the clinical education program, integrated with off campus clinical sites, the student will develop skills for communication and tolerance for a diverse population.
- Through a strong didactic and clinical education, the students will be able to perform as a competent entry level certified athletic trainer.
- To promote the professional growth and development of each student and an ability to contribute in a positive manner to the profession of athletic training
- Through membership in national, regional, and state professional organizations
- Through attendance at professional meetings
- Through introduction to professional research methods
- To develop self-worth, a value for human life, and respect the rights, welfare and dignity of each person they work with as a patient, student, or co-worker.
- Through Service Learning and Community Engagement
- Through instruction of the NATA Code of Ethics
- Through application of the NATA Code of Ethics in a diverse and comprehensive clinical education program
Physical Education/Adapted Physical Education (PE/APE)
Graduate candidates will demonstrate knowledge, skills, and dispositions in the following three areas:
- Understand content in movement and pedagogy.
- Represent and communicate content knowledge to make it comprehensible to learners (i.e., pedagogical content knowledge).
- Understand processes and methods of systematic intentional inquiry about learning and teaching in physical education.
- Demonstrate understanding and application of content knowledge and pedagogical content knowledge appropriate to the learners, the learning environment and long- and short-term outcomes/goals.
- Demonstrate integration of planning, instruction and assessment as a unified process to achieve long- and short-term outcomes/goals.
- Demonstrate differentiation of instruction based on personal and cultural characteristics of learners.
- Demonstrate systematic inquiry about the practice and the learners served.
- Conduct inquiry into professional knowledge and practice and communicates results of inquiry to the profession and community.
- Continue personal development through contributions to the growth and professional learning of others.
Post Professional Advanced Athletic Training Program (PP-ATP)
In keeping with national accreditation requirements from the National Athletic Trainers’ Association, the Post-Professional Advanced Athletic Training Program (PP-AATP) has established the following Points of Distinctiveness (POD):
- Provide students with in-depth didactic and practical educational experiences in exercise physiology.
- Provide students with an in-depth educational experience in human anatomy.
- Prepare students to pursue continuous education and career opportunities in academia in Athletic Training and allied health.
Specific Learning Outcomes for these POD’s include:
- demonstrate advanced understanding of exercise physiology concepts and principles
- demonstrate the ability to design and implement sound research projects in exercise physiology
- demonstrate the ability to utilize equipment and technologies associated with exercise physiology in fitness assessment and data collection
- demonstrate the ability to critically evaluate published research in exercise physiology related Athletic Training research.
- demonstrate advanced understanding of human anatomy content and principles
- demonstrate advanced understanding of anatomical structures in human cadaver
- demonstrate the ability to apply principles of human anatomy to orthopedic evaluation and rehabilitation
- develop competency as instructors in university courses
- demonstrate the ability to utilize equipment and technologies in the completion of research in exercise physiology, athletic training and biomechanics.
- develop advanced understanding of issues related to athletic training curriculum development, implementation and administration
2) Your program's SLOs are published as follows. Please update as needed.
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: NA
Other: NATA Website: http://www.nata.org/education/educational-programs/accredited-programs
Other: CORE Website: http://www.core-rehab.org/
3) Select one option:
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
5) Did your program engage in any program assessment activities between June 1, 2011 and September 30, 2012? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)
No (skip to question 14)
6) For the period June 1, 2011 to September 30, 2012: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
12) State how the program used the results or plans to use the results. Please be specific.
13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.
EL-GATEP - program director has changed. Admission to program will be paused for one year. Faculty in KRS to plan and determine future of program. Regular assessments of students and meeting SLOs was done, but no new data to dictate any changes to the program curriculum.
PP-ATP - no changes.
PE/APE - currently undergoing revision of curriculum.
Rehabilitation Counseling - no changes.