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ATHLETIC TRAINING HOME

Academic Plan

Athletic Training Education Mission

Clinical Advancement

Clinical Education

Faculty

Portfolio Development

Selection Criteria

Policies as PDFs

Academic & Clinical Transfer

Code of Conduct

Emergency Plan

First Responder Policy

How to log in clinical hours

Probation Policy

Student athletic trainer as athlete

Selection Criteria

Technical Standards

Contact Persons:
Reese Barber, MS, ATC, CSCS
Athletic Training Education, Program Director
Glenbrook Gymnasium
Castleton, Vt. 05735
802-468-1289
Reese.Barber@castleton.edu

For more information and application materials, contact:
ADMISSIONS
Wright House
Castleton State College
Castleton, Vermont 05735
(802) 468-1213
info@castleton.edu

ATHLETIC TRAINING EDUCATION MISSION STATEMENT

     The mission of the nationally accredited Athletic Training Education Program at Castleton State College is to provide a comprehensive and progressive academic and clinical education experience for students.  This experience at Castleton will prepare students to pass the National Athletic Trainers Association Board Of Certification (NATABOC) examination and achieve entry level employment in the field of Athletic Training.  The Athletic Training Education Program (ATEP) will provide formal instruction and clinical training in the following six domains of athletic training:

- Prevention
- Clinical evaluation and diagnosis
- Immediate care
- Treatment, rehabilitation and reconditioning
- Organization and administration
- Professional responsibility

     The Athletic Training Education Program accepts the overall mission of Castleton State College to provide the opportunity for intellectual and personal growth of students through excellence in teaching, close student-faculty interaction, numerous opportunities for out of classroom learning, and an active and supportive campus community.  The ATEP strives to prepare students for meaningful careers, further academic pursuits, and productive citizenship.

    
Learning Goals for Majors: Athletic Training Education Program

1. Students should be able to critically apply content knowledge to real world situations and tasks.

Content knowledge within the 6 domains of AT are formally taught in the classroom / lab setting.  The student practices learned skills and problem solving tasks in the clinical setting while working directly with a supervising ATC.  The ability of the student to critically apply content knowledge to real world situations and tasks is formally assessed while the student works one-one-one with an Approved Clinical Instructor (ACI).

2. Students should be able to work effectively both individually and as part of a team to accomplish professional tasks.

This is formally assessed by a clinical instructor (CI) during each of the 5 semesters of clinical experiences the student will be exposed to.  The students are formally evaluated in three general areas: general attributes (communication, dependability, initiative), foundational behaviors (i.e. professional responsibility and adherence to NATA Code of Ethics), and clinical skills (according to level of advancement in the program).

3. Students should be able to demonstrate professional responsibility and ethical behavior relevant to the field of athletic training.

This is formally assessed by a clinical instructor (CI) during each of the 5 semesters of clinical experiences the student will be exposed to.  The students are formally evaluated in three general areas: general attributes (communication, dependability, initiative), foundational behaviors (i.e. professional responsibility and adherence to NATA Code of Ethics), and clinical skills (according to level of advancement in the program).

4. Students should be able to demonstrate competency and clinical proficiency in the six domains of athletic training.

This is evaluated throughout the program by way of academic performance measures in each athletic training course, and continual clinical assessment measures.  In addition, students must complete a mock NATABOC exam during their senior year.  The final measurement of this learning goal is student performance on the NATABOC examination.