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Master’s-Level Professional Athletic Training Program Admissions Data: Does It Matter If Your Institution Is Public or Private?
No full textIntroduction: Recently, there has been speculation that the transition to a master’s degree for entry into the athletic training profession has resulted in a shortage of athletic trainers (ATs) relative to the number of jobs available. The Board of Certification has announced that the total number of credentialed ATs has not decreased, yet athletic training programs consistently report challenges in recruiting athletic training students to their programs. Data provided by the CAATE from annual reports is typically two years old once it is made publicly available. Program and institutional administrators need access to real-time data to make decisions regarding program continuation and enrollment targets. The purpose of this study was to examine enrollment data of professional graduate athletic training programs for the classes of 2024 and 2025. Methods: We employed a cross-sectional online survey to capture current athletic training student enrollment in CAATE-accredited graduate professional athletic training programs. Program director contact information was obtained from the CAATE and 260 graduate program administrators were emailed. We collected the number of students enrolled in the class of 1a) 2024, and 1b) 2025, 2) length of time the program has been at the graduate level, 3) whether an accelerated track (e.g., 3+2) existed, and 4) enrollment characterization (i.e., stable, unstable, increase, decreasing, too early to tell). Of the 260 programs contacted, 20 were removed due to not having a cohort enrolled or being in their last year of offering the program. We received data from 207 (86.3%) of the remaining programs and determined each institution’s funding classification (public, private). Descriptive statistics were used to characterize the data, an odds ratio was calculated to determine whether public or private institutions were more likely to have an accelerated program, and independent samples t-tests were performed to compare enrollment across public and private institutions with and without accelerated tracks. Results: Public institution programs (PUI) represented 66% (N=136) of programs, of which 75 (55%) had an accelerated track. Private institutions programs (PRI) represented 34% (N=71) programs, of which 61 (86%) had an accelerated track. PUIs reported a mean enrollment of 19.6 ± 11.3 students, and PRIs reported a mean enrollment of 15.7 ± 9.1. Approximately 41% (N=56) of PUIs reported increasing enrollment, while 30% (N=21) of PUIs reported enrollment trends as increasing. PRIs had greater odds of offering an accelerated track (OR=4.96, 95%CI [2.35, 10.50],
Creating Culturally Relevant and Responsive Health Care Models
No full textWestern-based health models situate formalized education as a distinct driver of outcomes, including health and well-being. This study, conducted as part of the Community-engaged Scholars Program, interviewed elders and practitioners in cultural communities about relationships between cultural ways of knowing and health to inform Western-based models of health service delivery. While years of schooling may translate into practical means for obtaining goods and services, cultural knowledge frames provide a foundation for addressing the complexities of health
Millennial Generation Faculty: Why They Engage in Service Learning
No full textThe purpose of this phenomenological qualitative study was to examine the experiences, motivations, and perceptions of millennial generation faculty members who utilize service learning. Eight faculty members were interviewed, and the three themes evident in the findings were: (a) the role of the undergraduate experience, (b) an alignment with intrinsic motivations, and (c) the perception of organizational fit
PRELOAD: A Rubric to Evaluate Course Syllabi for Quality Indicators of Community Engagement and Service-Learning Components
No full textFaculty development programs have proven successful in teaching faculty how to develop community engagement and service-learning (CES-L) courses. Evaluating the outcomes of these programs can occur through assessment of course syllabi for CES-L elements. The PRELOAD rubric was created, which includes the following facets: Partnership, Reflection, Engagement, Logistics, Objectives, Assessment, and Definition. The rubric can support faculty developing CES-L courses and community engagement offices documenting the scope of CES-L opportunities across campus
Institutionalizing Community Engagement: A Quantitative Approach to Identifying Patterns of Engagement Based on Institutional Characteristics
No full textCommunity engagement is recognized as a high-impact practice in higher education. However, while best practices in engagement have been broadly accepted, standard metrics for engagement across institutions have not yet been established. The purpose of this research study was to explore the relationship between community engagement and a variety of institutional characteristics among higher education institutions in a Southeastern state. Findings indicated that a pattern of engagement existed among the 48 participating institutions
Civic-University Synergy: Addressing Fair Housing Through Engaged Community Programming
No full textWith the anticipated implementation of the Affirmatively Furthering Fair Housing (AFFH) ruling, the California Department of Housing and Community Development (HCD) initiated a civic- university partnership between themselves; the University of California, Davis Center for Regional Change; and the University of Kentucky Community Innovation Lab, to design a training program that would provide organizational leadership with the skills and knowledge necessary to implement the AFFH ruling. This case study examines the dynamic civicuniversity collaboration and provides lessons learned from the experience
Hungry Heartland: A Multidisciplinary, Multimedia, Service-Learning Class Project Han Yu, Tom Hallaq, and Shreepad Joglekar Kansas State University
No full textThe Hungry Heartland project integrates service learning, media literacy, and multidisciplinary collaboration. It engages students from three disciplines to produce multimedia communication and raise public awareness about the lack of healthy food access in Kansas. Interviews and surveys were used to gather student feedback. Overall, students found the project a challenging learning experience, gained a sense of social responsibility, but remained conflicted about multidisciplinary collaboration. Lessons were drawn to inform future iterations of the project
Next Generation Practitioner-Scholars Navigating Community Engagement Professional Development: A Collaborative Autoethnography
No full textThis collaborative autoethnographic research study examines the motivations, experiences, and professional outcomes of seven community engagement practitioner-scholars who served in a highlevel elected position in a community engagement research association and its affiliated graduate student network. The findings highlight the role of professional associations and graduate student networks in facilitating professional development for next generation community engagement practitioner-scholars, such as supporting them in creating connections, expanding networks, developing professional identities, and cultivating cultural capital
The High Cotton Project: A Community-Based Method for Serving the Urban Homeless
No full textThis article details the ways a series of architecture graduate classes partnered with a nonprofit youth sports organization and other community groups to design a shelter to accommodate those experiencing homelessness in Lubbock, Texas. The researchers use a case study approach to discuss how graduate students repeatedly engaged with the public for feedback on their designs and eventually created a design for a community-specific homeless shelter and treatment center. This article shares the project’s engagement methods, which included precedent studies, design charrettes, regular presentations to the public, meetings with stakeholders, and professional collaborations
Assessing Outcomes of Service Learning: Student, Instructor, and Community Reflections
No full textThis study investigated the impact of service learning using quantitative and qualitative methods. Forty-one First Year Experience and capstone students completed the Civic Attitudes and Skills Questionnaire (CASQ) at the term’s beginning and end. Although the CASQ total and subscores did not differ, capstone students scored higher on CASQ measures, suggesting better civic attitudes and skills. Community partners completed an impact survey, reporting overall benefits. Instructors’ journals revealed benefits and challenges to implementing service learning