The Athletic Training Education Program at Carroll University is accredited by the Commission on Accreditation of Athletic Training Education. (CAATE)
The aim of the athletic training program is to train qualified health care professionals at the baccalaureate level who are educated and experienced in the management of health care problems associated with physical activity across the life span as defined by the National Athletic Trainers’ Association. Students are educated to work with athletic and physically active populations in a variety of settings including, but not limited to, secondary schools, universities, professional sports programs, sports medicine clinics, prevention and wellness settings, and industrial settings.
The graduate athletic trainer is competent in the delivery of athletic training. The graduate possesses the knowledge and skills needed for risk management and prevention of injuries associated with physical activity, the pathology of injuries and illnesses, assessment and evaluation, and acute care of injury and illnesses for the physically active. The graduate applies knowledge and skills concerning pharmacology, therapeutic modalities, therapeutic exercise, general medical conditions and disabilities, and nutritional aspects of injury and illness for the physically active population. The athletic trainer demonstrates the ability to carry out psychosocial intervention and referral, perform health care administration, and uphold professional development and responsibilities as outlined by the National Athletic Trainers’ Association. To ensure that the program is reflective of the development of athletic trainers at the baccalaureate level in a changing health care environment, ongoing student, faculty, program, institutional, and professional assessments occur regularly.
To meet the education mission for service and scholarly activity, the program utilizes a variety of individuals including, but not limited to, academic and clinical athletic trainers; basic, behavioral, and social scientists; other health care professionals; athletes and coaches; and community members. The athletic training academic faculty is responsible for design, implementation, and evaluation of the professional curriculum. In addition to the academic training of future athletic trainers, the program is committed to intra-and interdisciplinary service and scholarly activity in the delivery of athletic training.
Upon graduation and entry into the field of athletic training, the individual:1. Will possess the knowledge and skills of an entry-level athletic trainer in the six practice domains of athletic training set forth by the National Athletic Trainers’ Association Board of Certification: Prevention of Injuries; Recognition, Evaluation & Assessment of Injuries; Immediate Care of Injuries; Treatment, Rehabilitation & Reconditioning of Injuries; Organization & Administration; and Professional Development & Responsibility.2. Will have experience with multiple athletic training and health care settings including interactions with health care providers from various disciplines.3. Will be able to think critically to effectively solve problems in a variety of dynamic athletic training environments.4. Will understand the importance and process of becoming life-long learners in order to contribute to the field of athletic training.5. Will be an effective communicator among health care providers, administrators, coaches, athletes, family, and community in their delivery of athletic training.6. Will practice with professionalism and integrity and adhere to the professional code of ethics outlined by the National Athletic Trainers’ Association.
The academic progression standards for the athletic training education program are presented in the Academic Program and Policies section of this catalog on page 27.
The admission requirements for the athletic training education program are presented in the Admission section of the catalog.
Successful participation in the Athletic Training Education Program requires that a student possess the ability to meet the requirements of the program. Though the program may modify certain course requirements in order to provide a handicapped person (handicapped is defined by the federal government pursuant to SS 504 of the Rehabilitation Act of 1973) with an equivalent opportunity to achieve results equal to those of a non-handicapped person, there are no substitutes for the following essential skills. The applicant must initially meet these requirements to gain admission to the program, and must also continue to meet them throughout participation in the program.1. Physical requirements: The applicant/student must be willing and capable of performing physical assessments (e.g. range of motion, manual muscle testing, visual observations) of patients using various evaluative and therapeutic instruments and equipment. The applicant/student must also be able to perform athletic training skills (e.g. taping, splinting, ambulatory aid, rehabilitative and treatment techniques, activities of daily living). In addition, an applicant/student must successfully complete and maintain certification in first aid and cardiopulmonary resuscitation.2. Communication: An applicant/student must be able to elicit information, describe changes in health, mood, and activity and perceive non-verbal communication. An applicant/student must be able to communicate effectively and efficiently with patients and all members of the health care team.3. Intellectual abilities: Problem solving, a critical skill of athletic trainers, requires abilities in measurement, calculation, reasoning and analysis.4. Behavioral and social attributes: The applicant/student must be able to tolerate physically active taxing workloads and to function effectively under stress, must be able to adapt to changing environments, to display flexibility, and to learn to function in the face of uncertainties inherent in athletic training care provided to people. The applicant/student must possess the qualities of integrity, concern for others, compassion, skills in interpersonal relationships and motivation for a career in health care.The athletic training program can require that an applicant/student undergo a physical examination. A handicapped applicant/student shall not, on the basis of his or her handicap (except those which would preclude the essential skills outlined above) be excluded from participation in, denied benefits of, nor be subjected to discrimination in the athletic training program. Policies for students with disabilities can be found in the Student Life section of the academic catalog.
On October 1, 1998, the State of Wisconsin Department of Health and Family Services mandated that all persons who seek to be employed and/or licensed in the caregiver industry must fulfill the caregiver and background check requirements in Section 50.065 of the Wisconsin State Statute. Professional phase athletic training students are required to complete a background and criminal history check and abide by state regulations and university policies pertaining to any findings.
Health: Athletic Training Education Program students are required to have medical insurance. Those who are covered by a family or personal policy must provide the insuring company's name and the policy number on a waiver form that is sent to the student by the university business office. For students without their own coverage, a group insurance policy is available through the university. Athletic Training students are also required to have a personal health history and physical form completed and on file in the administrative area of the Health Sciences.Professional Liability: Students are required to purchase on an annual basis professional liability insurance through a university-endorsed company.
Students enrolled in the professional phase of the Athletic Training Education Program are assessed a program fee for course related supplies and equipment, assistance with membership dues in the National Athletic Trainer Association, and liability insurance. Select athletic training course in the preprofessional phase that require use of equipment and disposable supplies are assigned a course fee.
Throughout the curriculum, subject matter progresses from the basic sciences to clinical sciences to professional content.
In coordination with academic coursework, learning over time occurs by interaction with clinical instructors through field experiences in traditional athletic training settings, other health care settings, and practice and athletic event coverage. Students can expect to travel to offsite clinical rotations/laboratory sessions or field experiences in the professional phase of the program. Throughout the program, students are evaluated on the attainment of knowledge to include psychomotor, cognitive, and affective competencies as outlined by the National Athletic Trainers’ Association Education Council. Outcomes are measured through ongoing self, peer, and clinical instructor assessments.
Ongoing program assessments include student evaluations and feedback, curriculum evaluations, institutional self study assessment and site visits by the Commission on Accreditation of Athletic Training Education (CAATE).
The requirements for a Bachelor of Science degree are:
NOTE: EACH MAJOR MAY HAVE SPECIFIC COURSE SEQUENCING REQUIREMENTS.FOR SPECIFIC REQUIREMENTS, SEE "REQUIRED SUPPORT COURSES" WITHIN EACH MAJOR
For more information on General Education Requirement, click here.
For more information on the Distribution Component, click here.
Students must complete four GE1 courses: one from each of the four Distribution Areas outside of their major area of study.Students must take one GE2 course. The GE2 course chosen, must build upon a discipline taken at the GE1 level (e.g. PSY101 (S1) and PSY 221 (S2)).
Fine Arts (F1, F2)
Humanities (H1, H2)
Philosophy/Ethics/Religion (P1, P2)
Social Sciences (S1, S2)
The Cross-Cultural Component is a five-course series through which students explore the study of culture:
Transfer students will register for CCS101 for one credit.
The Cultural Seminar, which is taken in the first semester, begins the exploration of culture through the study of one's own culture and a different culture. This course develops oral communication skills through critical reading and discussion.
The Writing Seminar is taken during the first or second semester, includes cross-cultural readings, and develops foundational writing skills.
The Cross-Cultural Designation course is taken after the Cultural and Writing Seminars. This course satisfies a Distribution requirement, continues development of writing skills, and includes significant cross-cultural themes as preparation for the Cross-Cultural Experience.
The Cross-Cultural Experience course is taken concurrently or after the Cross-Cultural Development course. In an off-campus setting, students apply knowledge learned in the previous three courses through interactions with cultures other than their own. (CCS300 for 2 credits, NCEP courses for 4 credits, or study abroad for 12+ credits)
For more information and course listings, click here
In the Global Perspectives Colloquium, advanced students (usually seniors) from multiple disciplines engage in critical reading and discussion. Students reflect on their distribution courses and cross-cultural experiences while also refining their writing skills.
The list below displays all the courses offered by the major: