**Schedule is tentative and subject to change.
Transformational Leadership as the Catalyst to Exceptional Faculty Engagement
Matthew Kutz, PhD, ATC, CSCS, FNAP
In today’s rapidly evolving educational landscape, the role of transformational leadership has never been more crucial. This lecture delves into how transformational leadership can dramatically enhance faculty engagement that fosters vibrant and collaborative communities of scholars. We will explore evidence-based and practical strategies that inspire, motivate and align faculty with the institutional vision, fostering a culture of innovation and shared purpose. Attendees will gain insights into how transformational leadership not only elevates individual performance but also cultivates an environment where faculty feel valued and empowered. Join us to uncover the dynamic interplay between leadership and engagement that can transform your academic setting.
CEUs: 0.5 Category A
Track: Program Administration
The session entrance will close promptly at 10:06 a.m. CDT. In order to stay in compliance with BOC guidelines for issuing CEUs, late attendees will not be admitted. However, the session will be available on-demand beginning Oct. 18 at 3 p.m. CDT. To earn CEUs for the live session you must attend the session in its entirety and complete the assessment afterwards.
From Classroom to Employment: Empowering New Graduates for Transition to Hire
Emily Madrak, PhD, LAT, ATC
Transitioning the degree level from the bachelor’s to the master’s degree has prompted educators to make numerous curricular changes with the intention of creating stronger professionals who are career-ready. Some curricular advancements include pedagogical strategies to improve clinical skills and soft skill through the use of standardized patients, Objective Structured Clinical Examinations, tracking patient encounters and incorporating clinical immersions into clinical education. With that said, many employers still prefer one to three years of experience when hiring and many in the profession, including new graduates, feel the need to pursue low-paying internships to gain experience before becoming employed full time. Continued discussion among educators is…
Track: Program Administration
This session is not eligible for CEUs. It will be recorded live and available on-demand by Oct. 21.
Individualized Clinical Education: Tailoring Education Plans to Define Clinical Experiences with Goals and Objectives
Thomas Newman, PhD, LAT, ATC
Immersive clinical experiences in athletic training programs aim to offer students with full-time clinical education unhampered by didactic education. These experiences expose students to comprehensive athletic training care, enhancing their readiness for autonomous practice. However, data suggests that a lack of structured training in developing and implementing these immersive experiences exists. Defining differences in traditional and immersive clinical experiences and clearly setting goals and objectives is likely to provide both the student and preceptor stronger academic experiences. Additionally, it’s been reported that communication and understanding roles that faculty and preceptors perform are key to successful clinical immersive experiences. Data indicates…
CEUs: 0.25 Category A
Track: Program Administration
The session entrance will close promptly at 11:45 a.m. CDT. In order to stay in compliance with BOC guidelines for issuing CEUs, late attendees will not be admitted. However, the session will be recorded live and available on-demand by Oct. 21. To earn CEUs for the live session you must attend the session in its entirety and complete the assessment afterwards.
Strategies for Increasing Enrollment in Graduate-Level Athletic Training Programs
Shari Bartz-Smith, PhD, ATC Eliza MacDonald, MPA, AT, ATC
In the January 2024 Job Report, Cailee Welch Bacon, Julie M Cavallario and Chad Starkey reported job availability for athletic trainers with 189 jobs listed in January ; 165 full-time positions and 24 part-time positions. Compared to January’s report that identified three existing positions to every one new position in 2024, February job postings reflected a 4:1 existing to new position ratio. This, in combination with a decline in the number of existing athletic training programs and students sitting for the BOC exam, have led to a shortage of graduating athletic training students to fill needed positions….
Track: Program Administration
This session is not eligible for CEUs. The session will be available on-demand beginning Oct. 18 at 3 p.m. CDT.
Increasing the number and quality of students in AT programs: Recruitment strategies that work
James Mensch, PhD, ATC
There are currently 250 CAATE-accredited, graduate-level professional athletic training programs. The average enrollment for these programs is 16 students, with an average of 8.5 newly admitted students each year. These numbers can look scary to AT program directors, administrators and even prospective students as many AT programs are currently fighting to justify the financial viability of their program. Recruitment of quality AT students is vital to the overall success of not just AT programs, but to the entire athletic training profession. There is a huge difference between recruiting undergraduate and graduate students into health care programs. Potential graduate students look very closely at debt-to-income ratio, clinical experiences…
Track: Program Administration
This session is not eligible for CEUs. It will be recorded live and available on-demand by Oct. 21.
Preceptor: Mentor, Educator, or Both?
Brandy Schneider, EdD, ATC, PES Greg Williams, PhD, ATC, CSCS
The preceptorship model is widely used among health care professions to provide a link between didactic knowledge and clinical performance. Preceptors in the clinical experience are an important source of embedded knowledge, which allows for a personalized learning approach. Because the preceptor role is multifaceted with job-related and educational duties, the effects of the preceptorship are under examination. Preceptors are crucial in bridging the gap between classroom knowledge and clinical skill, and should view themselves as critical educators in the athletic training curriculum. Previous literature demonstrates preceptors aren’t incorporating teaching strategies to best meet student learning needs….
CEUs: 0.25 Category A
Track: Pedagogy
The session entrance will close promptly at 2:25 p.m. CDT. In order to stay in compliance with BOC guidelines for issuing CEUs, late attendees will not be admitted. However, the session will be recorded live and available on-demand by Oct. 21. To earn CEUs for the live session you must attend the session in its entirety and complete the assessment afterwards.