Strategic Planning and Assessment
Below you will find GVSU Athletic Training Program goals and objectives positioning the program, faculty and its students to be a center of excellence within the athletic training discipline. Strategic plans and Assessments are evaluated on an annual basis and correlate with the following strategic plans:
The mission of the Grand Valley State University Athletic Training Program is to prepare professionals to enhance the quality of health care for athletes and the physically active. Preparation is supported by formal instruction, clinical experience, and research.
The vision of the Grand Valley State University Master of Athletic Training (MAT) program is to provide exceptional education through the utilization of interactive classroom instruction and clinical experiences; preparing students to excel on the Board Certification Exam (BOC) and to enter the profession as qualified health care providers. The MAT also strives to promote and integrate the Athletic Training profession as an essential component of the health care network.
- Innovative and diverse methods of teaching - We promote multiple forms of content delivery through varied and innovative teaching techniques.
- Collaborative scholarly and creative activity - We recognize that scholarly creative work is a high-impact activity for students, and value the interaction between faculty and students in pursuing this form of inquiry.
- Physical literacy - We recognize the importance of being physically active for a lifetime and value its role in both physical and mental health.
- Diversity and cultural competency - We value diversity and inclusiveness in teaching, scholarship, and service.
- Inclusive living-learning communities - We value the opportunity for students to live in a “shared” community that allows for greater faculty and peer interaction and increases opportunities for coordinated activities and resources in a socially and academically supportive residential living environment.
- Experiential learning - We promote experiential learning within our curricula. Students learn to apply knowledge by being immersed within the professional environment.
- Critical thinking and problem-solving – We value the process of challenging current practices, examining and evaluating evidence, and questioning assumptions.
- Institute of Medicine core competencies – We value working as a part of interprofessional teams; delivering patient-centered care; practicing evidence-based medicine; focusing on quality improvement; and using information technology.
- Increase recruitment efforts and student awareness of the MAT program.
- Increase program retention rates.
- Programmatic outcomes will show a high level of student success.
- Increase programmatic resources to improve quality of instruction, scholarship and service within the Master of Athletic Training program.
- Promote and support academic programming.
- Promote and support faculty advancement.
- Promote and showcase student participation in AAC&U high-impact practices.
Student Learning Outcomes
(Completed as part of University Assessment requirements): Assessments are continually added and updated based on student performance (course evaluation tools, BOC exam, etc.)
Clinical Experience Assessment
- Bi-weekly Reports: Students or preceptors fill out the bi-weekly report. The report can be in the form of a progress report, concern report, or a discipline report.
- Update Reports (4 x semester): Students complete 4 update reports throughout their clinical experience. This is a self-reflection on what they have learned, their experiences, and it details what they would like to focus. The reported information is reviewed by the assigned course instructor (and may include the Clinical Education Coordinator as necessary) and results discussed with the student as needed and in aggregate with the class as themes present themselves.
- Final Evaluation of Site/Preceptor by Student: Students will complete a final evaluation of their clinical site and preceptor at the end of each experience. This information is shared with the preceptor after the end of the semester. This information is both summative due to being at the end of the experience, but also formative in that it provides each preceptor with feedback on where they may be able to improve in mentoring student learning when future students are assigned.
Information is shared from the Clinical Education Coordinator to the Preceptor and discussions and/or meetings regarding assessments take place as necessary.
Any concerns the student has about the clinical site will be addressed with the Preceptor by the clinical course faculty member and the Clinical Education Coordinator.
- Midterm Evaluation: Preceptors complete a mid-term evaluation on each student which provides them with summative feedback on what they need to focus on for the second half of their experience. Information is discussed between the Preceptor and Student. The clinical course instructor will also review and discuss the results with the student.
- Final Evaluation: Preceptors complete a summary of the student’s experience at their clinical site with scores/information on their readiness to progress. Information is discussed between the Preceptor and Student. The clinical course instructor will also review and discuss the results with the student.
- Evaluation of Preceptor/Site by Faculty: Faculty complete site/preceptor evaluations at least once per year to ensure that the site is maintaining compliance with affiliation agreement standards and to ensure students are receiving appropriate mentoring. This form is the same as the student's final eval of the site/preceptor.
This information is collected by the Clinical Education Coordinator who disseminates the information with the assigned Preceptor. This information is also shared with AT faculty at regularly scheduled meetings as part of on-going discussions of clinical experiences.