Bacharel em Treinamento Atlético (BS AT)

The Athletic Training Education Program (A.T.E.P.) at Concord University is currently accredited by the Commission on Accreditation of Athletic Training Education (CAATE). The program utilizes a continuum of didactic and clinical experiences, as set forth in the CAATE Standards for the accreditation of entry-level A.T.E.P.s, and to appropriately prepare the student as an entry-level Certified Athletic Trainer. Upon successful completion of the program, the student will have the knowledge base and clinical skills required for challenging and passing the Board of Certification (BOC) Examination.

Students who want to apply for admission to the professional program in Athletic Training may make formal application for admission to the A.T.E.P. after successful completion of the admission requirements.

Students are expected to formally apply for admission during the spring semester of the freshman year, assuming they will have completed approximately 30 credit hours at the end of their first year. Transfer students with 30 or more transferring credit hours (100 level or higher) who meet the admission requirements may apply for admission into the A.T.E.P. at the time they are accepted to the University. The number of candidates accepted into the A.T.E.P. annually is limited and completion of all admission requirements does not automatically ensure acceptance into the A.T.E.P. Should the number of qualified applicants exceed the number of clinical spaces available, the procedure for determining which students are accepted is described in the A.T.E.P. Student Handbook and the Athletic Training webpage.

The professional phase of the Athletic Training Major consists of six semesters (approximately 15 hours each semester) of academic course work and clinical practicum courses. Clinical practicum experiences will occur within the University's NCAA Division II athletics program, area high schools and colleges, sports medicine clinics, and other off-campus general medical and clinic rotation sites selected by the A.T.E.P. Transportation to all off-campus clinical sites, as well as any specific requirements of the clinical site (e.g. immunizations, uniforms, criminal background check, etc.), is the responsibility of the student. All students accepted into the professional program must show annual proof of current health provider CPR certification, first aid certification, blood borne pathogen training, professional liability insurance, and being a student member of the National Athletic Trainers Association. Students are required to be involved in professional athletic training organizations at the local, state, and national level. All of these requirements are explained further in the Athletic Training Student Handbook, which is provided to all prospective students and reviewed during UNIV 100 for Athletic Majors by the program director as part of the course. This handbook is available from the program director upon request and may also be accessed on the Athletic Training webpage. Curriculum requirements, including admissions and clinical education requirements, may change as needed to comply with current accreditation and/or university standards. Students seeking admission or those already admitted to the program are advised to keep themselves adequately informed of changes in order to complete requirements in a timely manner. Information on curricular changes will be announced in advance by the A.T.E.P., and will be published in A.T.E.P. documents and/or the A.T.E.P. Handbook. These may be obtained from the University website and/or the A.T.E.P. website and/or the Director of the A.T.E.P.

Entry Requirements

Admission to the Athletic Training Education Program at Concord University is competitive and should not be confused with admission to the University. Students entering the University can apply for admission into the A.T.E.P. during the spring semester of their first year, assuming that all admission requirements have been or will have been met by the end of their first year. This means that students complete one semester of coursework, and then apply to the A.T.E.P. during the second semester of their first year or before the 30th hour is completed. If accepted into the A.T.E.P., students complete a total of six semesters of courses (90 credit hours) and required clinical experiences. The quota of applicants accepted into the A.T.E.P. is limited by faculty and ACI/CI to student ratios recommended by CAATE, the number of affiliated clinical sites utilized by the A.T.E.P., and the highly individualized nature of this program. Admission to the A.T.E.P. is based on the following criteria:

Must have earned approximately 30 semester hours (100 level or higher) prior to acceptance. Must have a minimum cumulative GPA of 2.5 on a 4.0 scale. Successful completion (minimum grade of “C”) of the pre-athletic training program courses: A.T.E.P. 126, A.T.E.P. 242, A.T.E.P. 243, BIOL 101, S ED 205 and/ or have current CPR-PR and First Aid certification, and PED 101M. Satisfactory completion of all clinical education requirements included in A.T.E.P. 126, A.T.E.P. 242, and A.T.E.P. 243. Any developmental course requirements must have been completed at the time of application. For transfer students, any University developmental course requirements determined after admission must have been completed prior to admission into the A.T.E.P. Completion of the application form. Submission of letter of application. Three (3) reference evaluation forms from faculty and other designees, in addition to a self-evaluation (total of 4). 1-2 character letters of recommendations. Performance on the A.T.E.P. Admission Examination. Interview with members of the A.T.E.P. Interview Committee. Completion of Physical Examination and satisfactory health questionnaire, provide evidence of vaccinations, and signed Hepatitis B informed consent/refusal form. Evidence of current First Aid and CPR: PR by ARC or Health Care Provider level by AHA Certification (NOTE: these certifications must be kept current while matriculating through the A.T.E.P.). Documentation of ability to successfully meet the Technical Standards of the A.T.E.P. Obtaining student membership in the NATA at time of formal acceptance into the Concord A.T.E.P. and maintain the membership as they matriculate through the program.

Founded in 1872 Concord University provides rigorous programs which prepare students to pursue various graduate study and career options and to assume leadership and professional roles in a multicultural society. While we incorporate a variety of educational methodologies/technologies, our size and the caring dedication of our faculty, staff and administration are the principal assurances of a quality educational opportunity at Concord University.

Campus Overview

• 2,800 Students
• 3% international (35 countries represented)
• Average class size 18
• 18:1 student to professor ratio

Mission

The mission of Concord University is to provide quality, liberal arts based education, to foster scholarly activities, and to serve the regional community. Concord University provides rigorous programs, primarily at the baccalaureate level, which prepare students to pursue various graduate study and career options and to assume leadership and professional roles in a multicultural society. In keeping with its tradition of service to the region, the University will offer a limited number of carefully selected graduate degrees. While we incorporate a variety of educational methodologies/technologies, our size and the caring dedication of our faculty, staff and administration are the principal assurances of a quality educational opportunity at Concord University. As a learning community, Concord University is committed to furthering knowledge through professional development activities and programs, through research, and through the application, publication, and appreciation of scholarly efforts. The primary purpose of Concord's mission is academic; however, the service the University provides to its state and region goes beyond the classroom. Concord University contributes to the quality of cultural and economic life in southern West Virginia through collaboration with both public and private organizations and agencies and through the extension of its support and assistance into the region it serves. Ultimately, Concord University measures its success by the fulfillment alumni find in their careers and throughout their lives.

Educational Goals of Concord University

The educational programs of Concord University are designed to foster skills, knowledge, and attitudes applicable across a wide range of academic fields and professional careers in a culturally diverse, perpetually evolving global community.

• The General Studies Program provides opportunities to begin developing skills needed for addressing complex issues, to build a foundational knowledge base for lifelong learning, and to cultivate attitudes that promote personal and societal well-being and experiential enrichment.
• Building on the General Studies program, the baccalaureate degree programs provide opportunities for in-depth study in a student's chosen field(s).
• Building on selected baccalaureate degree programs, the master's degree programs provide opportunities for highly specialized research and professional development.

Skills: Proficiency in interpreting data, integrating information, formulating ideas, thinking critically, and communicating with others, as demonstrated by the following competencies:

• Effective inter-communication skills and literacies, adapted as needed for the demands of various kinds of discourse:
• listening and speaking
• reading and writing
• non-verbal communication
• media and technological literacy
• An ability to employ appropriate observational, logical, analytical, computational, creative, and critical thinking skills in problem-solving.
• An ability to employ appropriate methods and technologies for conducting empirical and scholarly research, to interpret research findings, and to use insights gained from such research as a basis for informed decision making.
• An ability to analyze, synthesize and integrate elements, information and ideas.
• An ability to evaluate elements, information, and ideas on the basis of appropriate criteria.
• An ability to apply and to transfer academic and experiential learning appropriately from one context to another.
• An ability to learn and work effectively both independently and collaboratively.

Knowledge: Familiarity with principles underlying academic discourse in various fields, as demonstrated by the following capabilities:

• An ability to discern the reciprocal influences of environments, cultural beliefs and attitudes, and societal institutions and practices
• An awareness of the fundamental characteristics and properties of the physical universe.
• An ability to interpret events and trends within historical contexts.
• Acquaintance with principles underlying languages - for example, linguistic, mathematical, and computer-language systems.
• A recognition of the complex interactions between organisms, including human beings, and their environments.
• An awareness of the aesthetic principles, methods, materials, and media employed in artistic performance and the creation of works of art and literature.
• Self-knowledge, including awareness of one's own competencies, deficiencies, and optimal individual learning-style(s).

Attitudes: Tendencies conducive to self-knowledge, personal growth and development, and responsible citizenship as demonstrated by the following:

• Habitual reflection on ethical/moral implications of actions when weighing decisions and evaluating outcomes.
• The exercise of responsible leadership--including leadership by example--and of responsible followership.
• Respectful attentiveness to differing perspectives and willingness to engage in dialogue across differences in order to seek mutual understanding and equitable conflict resolution.
• Cultivation of and support for attitudes and practices that foster physical, mental, emotional, and social well-being.
• Appreciation for the creative process and for the rich diversity of artistic achievement.
• Commitment to social responsibility, including community service and civic engagement.
• Motivation to pursue lifelong learning and ongoing intellectual growth.