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Doctor of Athletic Training Online
Doctor of Athletic Training Online
Doctor of Athletic Training Degree
Among the first programs of its kind, A.T. Still University's (ATSU) Doctor of Athletic Training (DAT) degree develops clinical and academic leaders who advance the athletic training profession. Doctors of Athletic Training serve as expert clinicians, educators, and administrators with advanced knowledge and skills for analyzing, developing, and implementing practical solutions to improve the delivery of athletic healthcare and the health outcomes of physically active individuals and their communities.
ATSU's online athletic training degree is designed for those who seek a doctorate in athletic training and desire a terminal degree in athletic training, not a terminal academic degree (i.e. PhD) in another area with a concentration in athletic training.
Through the Arizona School of Health Sciences (ASHS), the doctorate degree in athletic training is first to offer organized concentrations including: Clinical Decision Making, Orthopedic Rehabilitation, Leadership, and Applied Research to develop advanced levels of expertise. ATSU's doctorate degree in athletic training also is one of the few post-professional degree programs in athletic training to be affiliated with a private medical and health professions University, and housed within a school of health.
Most athletic trainers who are best fit for this advanced online athletic training degree are elite clinical, educational and industry professionals who gain a powerful educational benefit as students embedded in a work setting while progressing through the curriculum. Educators are prepared with the advanced graduate training needed to effectively teach their own students to succeed as trainers. Alumni of ATSU's Master of Science in Athletic Training degree program already are 36% of the way toward obtaining their Doctor of Athletic Training. Doctorate students can actually graduate from the 36-month program as much as 16 months earlier with advanced standing.
Graduates with a degree in athletic training excel in whatever role they choose, from clinician to educator to administrator because they gain the advantage with:
- Advanced clinical decision-making in athletic training practice in a manner that integrates clinical experience, patient values and the best available evidence.
- The critical appraisal, dissemination and translation of information and research for the purpose of improving patient care within athletic healthcare delivery systems.
- Evaluation of the safety and comparative effectiveness of athletic healthcare delivery systems and interventions through the use of both clinician-based and patient-based clinical outcome measures.
- Producing practice-based research to expand the body of evidence in athletic healthcare.
- Utilizing information and technology to improve the quality of patient care, manage knowledge, mitigate error, and support clinical decision-making.
- Learning to characterize the athletic trainer as a community-and population-healthcare professional and organize athletic healthcare delivery systems to reflect that role.
- Providing more comprehensive knowledge, filling knowledge gaps that other athletic training professional educational competencies have – either because they do not cover these topics at all, or they cover them in a superficial way that does little to change practice and impact patient care.
As a terminal level degree, ATSU's Doctor of Athletic Training degree is beyond the level of current accreditation standards because it's a post-professional degree. The new standards of accreditation are very clinical/educational-focused. While ATSU's master's program is accredited, our doctorate is beyond those sets of standards.
Sports medicine leadership and expertise is demonstrated throughout the program, including by ATSU's people. Prior to accepting the position as President of the University, Dr. Phelps was named NBA Physician of the Year. Dr. Eric Sauers, the Department Chair of the DAT program at ATSU, also is a Commissioner for the Commission on Accreditation of Athletic Training Education..
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Accreditation +
A.T. Still University is accredited by the Higher Learning Commission, 230 S. LaSalle Street; Suite 7-500; Chicago, IL 60604, Phone: 800.621.7440, Fax: 312.263.7492, Email: email@example.com, ncahlc.org.
Career Advancement+
Students in the elite ATSU-ASHS Doctor of Athletic Training degree online are practicing athletic trainers who want to advance their careers in many exciting areas of healthcare including:
- Head Athletic Trainer
- Director of Athletic Training
- Clinical Education Coordinator
- Program Director at Liberal Arts College
- Program Directors
- Regular Faculty
- Physician Extenders
- Entrepreneur (Industrial Athletic Training)
Program Outcomes +
Upon completion of the Doctor of Athletic Training program at ATSU, students' will be able to achieve the following outcomes:
- Demonstrate advanced clinical decision-making to determine the effectiveness of athletic training practice.
- Demonstrate advanced knowledge and skills in orthopaedic rehabilitation
- Demonstrate an understanding of the characteristics of professional leadership, and evaluate and influence health policy and delivery systems, especially in the provision of athletic healthcare services.
- Produce an applied research project that addresses a significant clinically oriented issue relevant to athletic training practice.
Doctor of Athletic Training Research
Research Equipment and Facilities +
The Athletic Training program seeks to foster the value of scholarly activity and to develop students' leadership skills in the research aspects of Athletic Training. The multidisciplinary setting at Arizona School of Health Sciences, which includes physical therapy, occupational therapy, physician assistant studies, medical informatics, and audiology, promotes cross-disciplinary scholarship and provides students with exposure to a variety of different research programs.
The Mesa campus of A.T. Still University houses two Interdisciplinary Research Laboratories, the Interdisciplinary Neuromuscular Research Laboratory and the Interdisciplinary Metabolic Research Laboratory, both with an expanded offering of research equipment and opportunities.
The Neuromuscular Research Laboratory is located in a 3000 square-foot facility and includes an in-floor Kistler 9286 AA Slimline Force Plate, a portable multi-component force plate for measuring ground reaction forces and moments acting in any direction, a Vicon Motion Analysis System with Motion Monitor Software to capture kinematic data, two surface EMG units, the Noraxon Myosystem 1200 8-channel and Myosystem 1400 8-channel surface EMG, for assessment of neuromuscular performance characteristics, a NeuroCom Smart Balance Master with a long forceplate and the Dynavision system, for measuring postural stability and vestibular function, and a Cybex 330 Isokinetic Dynamometer with the HUMAC/Windows/CYBEX 300 upgrade, for the measurement of muscle strength and power. The lab also houses portable equipment including a LigMaster computerized stress device, available for assessment of ankle, knee, elbow, and glenohumeral joint force-displacement characteristics, DataPac 2K2 data acquisition software, electrogoniometers, accelerometers, a custom made shoulder stiffness device, and a GaitRite gait analysis system.
The Metabolic Research Laboratory is housed in a 1600 square foot facility and includes a Parvo metabolic system with ECG, CosMed portable metabolic system, treadmill, Lode electronically braked adult and pediatric cycle ergometers, Monark cycle ergometer, blood draw chair, and YSI Glucose/Lactate analyzer system.
ATSU's Mesa Campus Learning Resource Center (LRC) supports the teaching and eventual practice of students and the teaching and research of its faculty. The LRC takes advantage of electronically based information resources that have developed since the emergence of the Internet a decade ago to facilitate and support access and use evidence in support of all instruction, research, and services at the University. The LRC's collections are a blending of print and electronic resources to bring information access into the curriculum and clinical rotations of the students.
Access to and use of the LRC's electronic resources is facilitated through its website (on the ATSU Intranet) and its online portal (http://atsu.azhin.org). The web site provides access to the LRC's print holding, information on services provided and copies of LRC service request forms. The portal provides access to, and facilitates use of, more than 1,000 clinically oriented electronic, full text journals, more than120 full text medical textbooks, and an array of web-based, health information-based vendors. Via the LRC's membership in the National Network of Medical Libraries' Docline interlibrary loan system and OCLC's interlibrary loan system, it can rapidly borrow books and articles from more than 20,000 libraries worldwide. More than 75 percent of the articles obtained from other libraries are received digitally within three days.
- Figure 1: Force Platform Walkway System
- Figure 2: Measurement of neuromuscular responses during landing.
- Figure 3: Cybex Isokinetic Dynamometer
- Figure 4: Balance assessment on the Teton Tremor Box
- Figure 5: Lower Extremity Perturbation Device
- Figure 6: LigMaster computerized stress device for assessment of glenohumeral joint laxity and stiffness.
- Figure 7: LigMaster computerized stress device for assessment of valgus elbow laxity and stiffness.
- Figure 8: Use of a modified digital inclinometer to objectively assess scapular upward rotation.
ASHS Athletic Training Research Agenda +
The Athletic Training program has adopted a research agenda focused on outcomes research to enable evidence-based athletic training practice. As a framework for conducting patient-oriented outcomes research, the Athletic Training program has adopted the National Center for Medical Rehabilitation Research (NCMRR) disablement model. The NCMRR has proposed the use of a disablement model as an organizing framework for supporting its research efforts. The core disablement concepts of "impairments, functional limitations, and disabilities" have become generally accepted. The NCMRR model includes the elements of "pathophysiology, impairment, functional limitation, disability, and social limitation." This framework is also intended to encourage and promote interdisciplinary research efforts.
Usage of this model as a philosophical guide for research also opens the door to alternate funding sources, especially at the federal level. Multiple agencies, including the National Center for Medical Rehabilitation Research, National Institute of Arthritis and Musculoskeletal and Skin Diseases, National Institute of Aging, Department of Rehabilitation Medicine, National Institute on Disability and Rehabilitation Research, and the National Council on Disability support this line of investigation.
Additionally, because this model looks at all aspects of "disablement," which could range from simple disease to long-term disability, it therefore also considers the interaction of the individual and their environment when placed within a disabled state. Thus, it is very much in keeping with ATSU's theme of "Defining Whole Person Healthcare." In fact, this model very much reflects the results of any pathophysiological condition upon the "whole person" as well as their interactions with society. From this point of view, it is a very public health oriented model as well.
NCMRR Disablement Model Patho-physiology Impairment Functional Limitation Disability Societal Limitation Interruption of or interference with normal physiological and developmental processes or structures. Loss and/or abnormality of cognitive, emotional, physiological, or anatomical structure or function, including all losses or abnormalities, not just those attributable to the initial patho-physiology Restriction or lack of ability to perform an action in the manner or within a range consistent with the purpose of an organ or organ system. Inability or limitation in performing tasks, activities, and roles to levels expected within physical and social contexts. Restriction, attributable to social policy of barriers (structural or attitudinal), which limits fulfillment of roles or denies access to services and opportunities that are associated with full participation in society. ATSU Athletic Training Program Research Patho-physiology Impairment Functional Limitation Disability Societal Limitation Shoulder injury Mild head injury Mild head injury Shoulder injury Neuromuscular control Mild head injury Shoulder injury Neuromuscular control Health-related quality of life Mild head injury Shoulder injury Pediatric sports medicine Health-related quality of life Mild head injury Pediatric sports medicine
Figure 9: Athletic training faculty research interests fit the NCMRR disablement model.
Faculty Research Interests +
Dr. Valovich McLeod's ongoing line of research revolves around sports medicine concerns of the pediatric athlete, with special emphasis on sport-related concussion. Dr. McLeod completed her dissertation on the use of clinical assessment tools for concussion in youth sports athletes. She has also looked at factors affecting the use of clinical concussion assessments such as practice effects and exertion and sat on the NATA Pronouncements Committee on the Management of Sports Related Concussions. Her current work is investigating the short- and long-term effects of pediatric sports concussion as well as recovery following concussion on traditional concussion measures and health-related quality of life. Dr. McLeod also has research interests regarding gender differences in lower extremity function, specifically neuromuscular control and postural stability. She also has interest in an injury prevention approach with younger athletes through neuromuscular and balance training.
Dr. Valier's research focuses on clinical outcomes assessment, with an emphasis on the evaluation of health-related quality of life. (HRQOL). Her primary area of interest is in measuring the outcomes of various athletic training interventions as well as evaluating the HRQOL of high school and college athletes who suffer sport-related injury. She has investigated HRQOL in adolescent athletes in both the secondary school setting as well as in outpatient orthopaedic clinics. Dr. Valier is also interested in the use and development of patient-based outcomes instruments for the purpose of outcomes assessment and measuring the end result of healthcare services. Her interests also include the measurement properties and interpretation of patient-rated outcome measures, with special attention towards meaningful change values (eg, minimal clinically important difference and minimal detectible change). In addition to her emphasis in clinical outcomes assessment, Dr. Valier has an interest in epidemiology as it relates to frequency, risks, and rates of sport-related injury.
Mr. Anderson's primary research interests are focused on assessment of fundamental movement patterns and application of corrective exercise in orthopaedic rehabilitation. He has expertise in use of the Functional Movement Screen (FMS) and Selective Functional Movement Assessment (SFMA) and is currently involved in research looking at the use of the FMS in injury risk prediction and corrective exercise interventions. In addition, he also has research interests in post-professional clinical education. Mr. Anderson is actively engaged in the continued development and maintenance of the CORE-AT Electronic Medical Record and has interests in its application in clinical education.
Dr. Kellie Huxel Bliven's line of research focuses on shoulder function and stability, specifically as it relates to muscle activation during rehabilitation and overhead activities, adaptations in the overhead throwing athlete, and properties of shoulder stiffness. Another research area of interest is clinical outcomes in overhead athletes.
Dr. Bay teaches courses in research methodology and statistical analysis. His primary area of interest concerns the application of statistical models to sports-related injury and rehabilitation.
Dr. Lam's line of research revolves around the prevention and rehabilitation of lower extremity injuries, with a special emphasis on sport-related knee injuries in the adolescent population. He is specifically interested in assessing the clinical outcomes of anterior cruciate ligament (ACL) injuries as it relates to the health-related quality of life of the patient and the comparative effectiveness of rehabilitation techniques. Through his research, Dr. Lam hopes to gain a better understanding of the immediate and long-term impact of ACL injuries and help improve patient care following injury. Furthermore, Dr. Lam is interested in identifying potential risk factors related to knee injuries, including jump-landing mechanics and postural stability, and investigating the effectiveness of prevention programs.
Dr. Sauers' primary research interests are related to examination and rehabilitation of the athletic shoulder with specific interests in shoulder outcomes assessment, the effectiveness of interventions for treating shoulder impairment, and shoulder mobility assessment. Dr. Sauers is also interested in the study of shoulder kinematics with research aimed at quantifying normal and pathologic laxity and stiffness of the glenohumeral joint and evaluating the relationship between micro-instability, scapular dyskinesis, and posterior capsular tightness in the overhead-throwing athlete. Dr. Sauers is also interested in studying issues related to athletic training education in the context of health professions education and issues related to post-professional education, including specialty certification and residency education in healthcare.
Dr. Welch has methodological expertise in survey and qualitative research design and her research includes two distinct lines: patient-oriented outcomes research and athletic training educational outcomes. Her research agenda regarding patient-oriented outcomes includes specific emphases on clinician knowledge and best practices as well as capturing the patient perspective of adolescent athletes following sport-related concussion. Research in this line includes questions about athletic trainers' documentation trends in clinical practice, clinicians' perceptions and challenges for capturing the patient's values, goals, and preferences, and methodological considerations to capture the concussed patient perspective. Dr. Welch's research in the area of athletic training educational outcomes focuses on the incorporation of healthcare competencies within athletic training education, identifying effective educational techniques to aid athletic trainers in learning the fundamentals of evidence-based practice, and knowledge translation models.
Current Student and Faculty Research Projects +
- Neuromuscular Control
- An evaluation of balance and landing characteristics in college and high school athletes
- The relationship between balance and landing screening and health-related quality of life in college athletes
- The impact of sport-related injury of the ankle and knee on health-related quality of life
- Shoulder Injury
- Quantification of glenohumeral joint laxity and stiffness in patients with documented shoulder instability
- Acute and chronic adaptations in the throwing shoulder of professional baseball pitchers
- Chronic adaptations in the throwing shoulder of professional baseball players
- Clinical measures of shoulder motion in professional baseball players: A Comparison of the Dominant and Non-Dominant Shoulders in Pitchers and Position Players
- The effects of a seven-month season on selected clinical measures of shoulder mobility in the professional baseball player
- Reliability of a classification protocol for the assessment of scapular motion in patients with shoulder pathology
- The value of selected clinical measures of shoulder mobility for predicting shoulder pathology in the professional baseball player: A prospective study
- Range of motion effects of a three week PNF hold-relax facilitory protocol on glenohumeral internal rotation
- A comparison of glenohumeral joint laxity and stiffness in the throwing and non-throwing shoulders of high school baseball pitchers
- A comparison of ulnar collateral ligament laxity and stiffness in the throwing and non-throwing shoulders of high school baseball pitchers
- Qualitative assessment and comparison of scapular kinematics between aquatic athletes with moderate and severe shoulder impingement
- A comparison of three-dimensional scapular kinematics in the throwing and non-throwing shoulders of professional baseball pitchers
- Impairment, functional loss, and disability in professional baseball players with shoulder and elbow pathology
- The relationship between pitch count and pitch frequency and shoulder and elbow injuries in female youth softball players
- Sport-Related Concussion
- A survey of health professions management practices regarding sport-related concussion.
- Attitudes, beliefs and knowledge regarding academic accommodations following sport-related concussion.
- The effect of concussion on measures of symptoms, cognition, balance, and health-related quality of life.
- A systematic review of health-related quality of life following pediatric traumatic brain injury.
- The effect of co-morbid factors on symptom reports at baseline and following sport-related concussion.
- Pediatric Sports Medicine
- Injury surveillance in youth football
- Other Areas
- Assessment of valgus laxity and stiffness at the elbow using computerized stress arthrometry in collegiate athletes
- A survey of the current educational environments of athletic training education programs: Academic vs. health professions models
- The reliability of the FMS research scoring criteria
- A content analysis of athletic training state practice acts
Research Links +
American Academy of Orthopaedic Surgeons
American College of Sports Medicine
American Journal of Sports Medicine
American Orthoapaedic Society for Sports Medicine
American Shoulder and Elbow Surgeons
American Sports Medicine Institute
Brain Injury Association
Cincinnati Sportsmedicine Research and Education Foundation
Journal of Athletic Training
NATA-Research and Education Foundation
National Institutes of Health
National Library of Medicine
National Science Foundation
Orthopaedic Research and Education Foundation
The Aircast Foundation
Doctor of Athletic Training Online Degree Faculty
Renowned faculty are recognized experts with national influence who share emerging trends and opportunities.
Interaction with a variety of instructors offers students exposure to a variety of teaching styles, healthcare- and education-related backgrounds and experiences that contribute to a well-rounded education fostering personal and professional growth.
Dean +
Randy D. Danielsen, PhD, PA-C, DFAAPA
Dr. Danielsen is Dean of the Arizona School of Health Sciences. Since graduating from the University of Utah Physician Assistant (PA) Program in 1974, Dr. Danielsen has distinguished himself as a clinician, PA educator, author, and editor. He received his BS in Health Science (cum laude) from the University of Utah in 1978, his Masters in PA Studies (MPAS) from the University of Nebraska with an emphasis on Internal Medicine in 1997, and his PhD from the Union Institute & University in 2003 with an emphasis on Medical Education. He completed sixteen years with A.T. Still University as academic coordinator (1995-1997), chair of physician assistant studies (1997-2004), and as dean of the Arizona School of Health Sciences (2004-2010) and recently returned as Dean of ASHS. He was honored in 2010 by A.T. Still University with Emeritus Professor status. He has served on the board of directors of the American Academy of Physician Assistants (AAPA) and as a board member and chairman for National Commission on Certification of Physician Assistants.
Earlier in his career, Dr. Danielsen served as president of the Utah Academy of Physician Assistants, the Arizona State Association of PAs, and as chair of the Arizona Regulatory Board for PAs. Retired after 28 years of service in the US Air Force and Army National Guard with the rank of Lieutenant Colonel, Dr. Danielsen also is a former president of the Veterans Caucus of the AAPA and was honored with the Caucus' Civilian PA of the Year Award in 2003.
Dr. Danielsen was named Outstanding PA of the Year by the AAPA in 1993 and by the Arizona State Association of Physician Assistants in 2011. He currently serves as PA editor-in-chief for Clinician Review. Dr. Danielsen has published over sixteen peer-reviewed articles, eighteen journal editorials, two book chapters, and most recently his first book, entitled The Preceptor's Handbook for Supervising Physician Assistants, published by Jones & Bartlett Learning. Recently he was selected as a Senior Consultant with the Academy for Academic Leadership.
- Randy D. Danielsen, PhD, PA-C, DFAAPA
Vice Dean +
Annlee Burch, PT, MPH, EdD
Dr. Burch is Vice Dean of the Arizona School of Health Sciences. Her primary responsibility is to serve as Chief Operating Officer of the School under the direction of the Dean. In addition, she leads several University or School wide initiatives including the Diversity Initiative Task Force and the ASHS Adelante Project. In her role, Dr. Burch represents the School in the Dean's absence.
Dr. Burch received her Doctor of Education (EdD) from Columbia University, Teachers College in 2005. She received her Masters of Public Health (MPH) from Columbia University, Mailman School of Public Health in 2002 and her Masters of Physical Therapy (MS) from Columbia University, College of Physicians and Surgeons in 1989. She was a postdoctoral fellow with the Research Group on Health Disparities at Teachers College, Columbia University.
Dr. Burch received her BA is in Psychology from the University of Rochester. Prior to her appointment as Vice Dean, Dr. Burch served as the Chair of Physical Therapy from 2008-January 2012. Prior to coming to ATSU, Dr. Burch was the Director of Physical Therapy at the University of Puerto Rico, Medical Sciences Campus in San Juan, Puerto Rico. She has held administrative and/or faculty positions at the International Center for the Disabled in NY, NY, Mercy College in NY, and Long Island University in Brooklyn, NY.
- Annlee Burch, PT, MPH, EdD
Chair +
Eric Sauers, PhD, ATC, FNATA
Dr. Sauers is a tenured Full Professor and Chair of the Department of Interdisciplinary Health Sciences at the Arizona School of Health Sciences (ASHS), A. T. Still University (ATSU), in Mesa, Arizona. He received his bachelor's degree in exercise science from Seattle Pacific University and his master of science degree in sports health care from ATSU. He completed his doctor of philosophy degree in sports medicine at Oregon State University (OSU). His primary research interests are related to the assessment of clinical outcomes and health-related quality of life in athletes following musculoskeletal injury, the examination and rehabilitation of the athletic shoulder and post-professional athletic training education. Dr. Sauers has published numerous peer-reviewed scientific articles and given numerous state, regional, and national presentations related to his research. He is the President-Elect of the American Society of Shoulder and Elbow Therapists and also serves on the Research Committee. Dr. Sauers is the Associate Editor for Clinical Outcomes for the Journal of Sport Rehabilitation and an Editorial Board member for the Journal of Athletic Training and the Athletic Training Education Journal. Currently, he serves as the Chair of the National Athletic Trainers' Association (NATA) Post-Professional Education Committee and as a member of the NATA Education Council Executive Committee, and the NATA Foundation Research Committee. Dr. Sauers is also a Commissioner for the Commission on the Accreditation of Athletic Training Education. He has received the President's Award from the Arizona Athletic Trainers' Association, the Distinguished Educator Award from the Rocky Mountain Athletic Trainers' Association, and has been recognized for his dedication to the athletic training profession with the distinction as a Fellow of the NATA.
- Eric Sauers, PhD, ATC, FNATA
Director +
Dr. Tamara McLeod, PhD, ATC, FNATA
Dr. Tamara Valovich McLeod is the John P. Wood, D.O., Endowed Chair for Sports Medicine, Professor and Director of the Athletic Training Program at A.T. Still University in Mesa, Arizona. Dr. McLeod completed her doctor of philosophy degree in education with an emphasis in sports medicine from the University of Virginia. She is the director of the Athletic Training Practice-Based Research Network and her research has focused on the pediatric athlete with respect to sport-related concussion. Her current work is investigating the short- and long-term effects of pediatric sports concussion as well as recovery following concussion on traditional concussion assessments and health-related quality of life. Dr. McLeod also has research interests regarding gender differences in lower extremity function, specifically neuromuscular control, and postural stability and studies these areas through an injury prevention approach in younger athletes. Dr. McLeod was a contributing author for the NATA Position Statement on the Management of Sport-Related Concussion, the lead author on the NATA Position Statement on the Prevention of Pediatric Overuse Injuries, and a consultant and contributing author on the Appropriate Medical Coverage for Secondary School-Aged Athletes. Dr. McLeod serves on numerous editorial boards, and publishes frequently in the athletic training and sports medicine journals and is a NATA Fellow.
- Dr. Tamara McLeod, PhD, ATC, FNATA
Faculty +
Tamara McLeod, PhD, ATC, FNATA
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Dr. Tamara Valovich McLeod is the John P. Wood, D.O., Endowed Chair for Sports Medicine, Professor and Director of the Athletic Training Program at A.T. Still University in Mesa, Arizona. Dr. McLeod completed her doctor of philosophy degree in education with an emphasis in sports medicine from the University of Virginia. She is the director of the Athletic Training Practice-Based Research Network and her research has focused on the pediatric athlete with respect to sport-related concussion. Her current work is investigating the short- and long-term effects of pediatric sports concussion as well as recovery following concussion on traditional concussion assessments and health-related quality of life. Dr. McLeod also has research interests regarding gender differences in lower extremity function, specifically neuromuscular control, and postural stability and studies these areas through an injury prevention approach in younger athletes. Dr. McLeod was a contributing author for the NATA Position Statement on the Management of Sport-Related Concussion, the lead author on the NATA Position Statement on the Prevention of Pediatric Overuse Injuries, and a consultant and contributing author on the Appropriate Medical Coverage for Secondary School-Aged Athletes. Dr. McLeod serves on numerous editorial boards, and publishes frequently in the athletic training and sports medicine journals and is a NATA Fellow.
Alison Valier , PhD, ATC
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Dr. Alison Valier, a BOC certified and state licensed athletic trainer, serves as Associate Professor in the Department of Interdisciplinary Health Sciences and Assistant Director of Research Support through the Office of Research, Grants, and Information Technology Systems. She received her Bachelor of Arts degree in psychology and physical education from Whitman College in Washington and her Master of Science degree in exercise physiology at the University of Toledo in Ohio. In addition, she received her Ph.D. in exercise science from the University of Toledo, where she majored in applied physiology and completed a minor in human anatomy. Most recently, Dr. Valier completed a Post-Doctoral Research Fellowship in Clinical Outcomes Research, awarded to her by the NATA Foundation. Dr. Valier's teaching emphasizes the assessment of clinical outcomes and evaluating the end result of healthcare services and she instructs in both the Post-Professional Athletic Training and Doctor of Health Sciences programs. Her primary research area of interest is in measuring the outcomes of various athletic training interventions as well as evaluating HRQOL of high school and college athletes who suffer sport-related injury. Another interest of hers is the use and development of patient-based outcomes instruments for the purpose of outcomes assessment and measuring the end result of healthcare services. During her doctoral studies, Dr. Valier taught in the athletic training education program at the University of Toledo for four years. In addition, she has served as an athletic trainer with Health South and outreached to Whiteford (MI) High School and Summerfield (MI) High School. Dr. Valier is a member of the NATA Outcomes Advisory Panel and serves on the Arizona Governmental Affairs Committee. Additionally, she is a grant reviewer for the NATA Foundation and a reviewer for the Journal of Athletic Training, Journal of Sport Rehabilitation Research, and Athletic Training and Sports Health Care.
Barton Anderson, MS, ATC, AT
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Mr. Anderson is an Assistant Professor and Clinical Education Coordinator in the Post Professional Athletic Training Program. He earned his Bachelor's of Science in Sports Medicine and Athletic Training from Missouri State University, and his Masters of Science in Sports Health Care from A.T. Still University. Prior to coming to ATSU, Mr. Anderson worked clinically for 10 years as an athletic trainer in the collegiate, high school, and clinical settings. Mr. Anderson holds a Level 1 Functional Movement Screen™ certification, and is an accredited Graston Technique™ clinician. He has extensive experience and training in therapeutic exercise prescription, fundamental movement patterns, and manual therapy techniques. As the Clinical Education Coordinator, he directs all aspects of clinical education, including establishing and maintaining graduate assistantships, coordinating affiliated clinical sites, and providing clinical mentoring to AT program students. Mr. Anderson is the primary instructor for the rehabilitation and Advanced Practice courses within the program. His research interests include therapeutic rehabilitation, fundamental movement screening, and investigating clinical reasoning processes and clinical education at the post-professional level. Mr. Anderson serves as the Electronic Medical Record Manager within the Athletic Training Practice Based Research Network and the Chair of the Arizona Athletic Trainers' Association Professional Education Committee.
Eric Sauers, PhD, ATC, FNATA
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Dr. Sauers is a tenured Full Professor and Chair of the Department of Interdisciplinary Health Sciences at the Arizona School of Health Sciences (ASHS), A. T. Still University (ATSU), in Mesa, Arizona. He received his bachelor's degree in exercise science from Seattle Pacific University and his master of science degree in sports health care from ATSU. He completed his doctor of philosophy degree in sports medicine at Oregon State University (OSU). His primary research interests are related to the assessment of clinical outcomes and health-related quality of life in athletes following musculoskeletal injury, the examination and rehabilitation of the athletic shoulder and post-professional athletic training education. Dr. Sauers has published numerous peer-reviewed scientific articles and given numerous state, regional, and national presentations related to his research. He is the President-Elect of the American Society of Shoulder and Elbow Therapists and also serves on the Research Committee. Dr. Sauers is the Associate Editor for Clinical Outcomes for the Journal of Sport Rehabilitation and an Editorial Board member for the Journal of Athletic Training and the Athletic Training Education Journal. Currently, he serves as the Chair of the National Athletic Trainers' Association (NATA) Post-Professional Education Committee and as a member of the NATA Education Council Executive Committee, and the NATA Foundation Research Committee. Dr. Sauers is also a Commissioner for the Commission on the Accreditation of Athletic Training Education. He has received the President's Award from the Arizona Athletic Trainers' Association, the Distinguished Educator Award from the Rocky Mountain Athletic Trainers' Association, and has been recognized for his dedication to the athletic training profession with the distinction as a Fellow of the NATA.
Cailee Welch, PhD, ATC
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Dr. Welch is Assistant Professor of Athletic Training within the Department of Interdisciplinary Health Sciences at A.T. Still University. Dr. Welch earned her bachelor of science degree in athletic training from Boston University, followed by a master of science in education degree in athletic training from Old Dominion University. She also earned her doctor of philosophy degree in human movement science with a special focus in athletic training curriculum and instruction from Old Dominion University, where she investigated the effectiveness of educational techniques to aid athletic trainers in learning the fundamentals of evidence-based practice. While at Old Dominion University, Dr. Welch served as an instructor for several undergraduate courses within the Health & Physical Education and Exercise Science departments, as well as a teaching fellow for numerous courses with the Post-Professional Athletic Training Program. Recently, Dr. Welch completed a post-doctoral research fellowship within the Center for Clinical Outcome Studies at A.T. Still University. As a part of her post-doctoral fellowship, Dr. Welch assisted with clinical outcomes and evidence-based practice courses within the Post-Professional Athletic Training Program. Currently, she serves as the Clinical Practice Site Coordinator within the Athletic Training Practice-Based Research Network, which includes conducting the education and training for athletic trainers across the country. Additionally, Dr. Welch currently serves on the CAATE Post-Professional Annual Report Committee, the BOC Evidence-Based Practice Review Panel, and is the Managing Editor for the Clinical Bottom Line in the NATA News. Dr. Welch's research agenda includes two independent areas: capturing the concussed patient perspective for improving outcomes of patient care, and athletic training educational outcomes.
Kellie C. Huxel Bliven, PhD, ATC
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Dr. Kellie C. Huxel Bliven, is an associate professor in the Human Movement Program within the Department of Interdisciplinary Health Sciences at ATSU. Dr. Bliven also teaches seminar and upper extremity orthopedic courses and is involved in thesis advising within the Athletic Training Program. From 2008 to 2011, Dr. Bliven taught Anatomy within ASHS for residential programs. Prior to her appointment at ATSU, Dr. Bliven was a faculty in the Athletic Training Department at Indiana State University. Dr. Bliven was awarded the "2011 Scholar of the Year Award" within ASHS for her research, which is related to the role of the sensorimotor system in maintaining functional joint stability at the shoulder. Her research interests include dynamic restraint of the shoulder, examining shoulder adaptations and injuries as a result of overhead activities in youth, upper extremity muscle activation during rehabilitation exercises, and collaborative work examining clinical outcomes in adolescent and overhead athletes. In addition to serving as the Vice-Chair of ATSU's Institutional Review Board – Arizona and several other institutional committees, Dr. Bliven serves as the associate editor for the Journal of Sport Rehabilitation, Chair of the Research Committee for the American Society of Shoulder and Elbow Therapists, is a member of the BOC's exam development committee, and is a reviewer for various peer-review journals. She is also actively involved in local community organizations, primarily focusing on service to women and children. Dr. Bliven received her B.A. degree in biology and physical education from Denison University in Granville, OH; M.S. degree in kinesiology from Indiana University in Bloomington, IN; and Ph.D. degree in kinesiology with an athletic training emphasis from Temple University in Philadelphia, PA.
Kenny Lam, ScD, ATC
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Dr. Lam is an Assistant Professor of Clinical Research within the Department of Interdisciplinary Health Sciences at A.T. Still University. He completed his bachelor of science degree in athletic training as well as his master of education degree in human movement at Boston University. He earned his doctor of science degree (Sc.D.) in rehabilitation sciences with a specialization in movement sciences from Boston University. Prior to becoming a faculty member, Dr. Lam completed a Post-Doctoral Research Fellowship within the Center for Clinical Outcome Studies at A.T. Still University that focused on patient-oriented outcomes assessment and evidence-based practice. His current line of research revolves around the prevention and rehabilitation of lower extremity injuries, with a special emphasis on sport-related knee injuries in the adolescent population. He is specifically interested in assessing the clinical outcomes of ACL injuries as it relates to health-related quality of life patient and the comparative effectiveness of rehabilitation techniques. In addition to his faculty responsibilities, Dr. Lam serves as the Director of Clinical Informatics for the Athletic Training Practice-Based Research Network (PBRN), where he oversees the day-to-day management of the relational database, supervises all aspects of education and training of clinicians, and acts as the liaison between the clinicians and administration of the AT-PBRN. Prior to attaining his doctoral degree, Dr. Lam practiced as a certified athletic trainer at Rutgers University – New Brunswick Campus (NJ), the Massachusetts Institute of Technology (MA), and Boston University (MA).
Chelsea Lohman, PhD, ATC, CSCS
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Chelsea Lohman, PhD, ATC, CSCS, joined the Arizona School of Health Sciences as an assistant professor of human anatomy in August 2013. Dr. Lohman is the director of curriculum and instruction of anatomy within the Department of Interdisciplinary Health Sciences. She received her bachelor's degree in kinesiology from Arizona State University and obtained her master's degree in athletic training and her PhD in rehabilitation sciences from Texas Tech University Health Sciences Center. Dr. Lohman's research interests focus on improving clinical examination techniques. Specifically, she is interested in the mechanical effects of neural tension testing techniques.
R. Curtis Bay, PhD
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Dr. Bay, is an associate professor of biostatistics in the Department of Interdisciplinary Health Sciences. For the 12 years prior to joining ATSU, Dr. Bay served as director of medical research, Department of Academic Affairs, Maricopa Medical Center, in Phoenix. He is a graduate of Arizona State University, where he received a doctorate in psychology, with an emphasis in statistical methodology. Dr. Bay teaches courses in research methodology and statistical analysis. His current areas of interest concerns the relationship between patients' illness epistemology and their subjective and objective responses to therapeutic interventions, as well as the application of structural equation modeling to medical research.
John Parsons, PhD, ATC, AT
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Dr. Parsons, a long time faculty member and former AT Program Director, currently serves as the Director of the NCAA Sports Science Institute in Indianapolis, Indiana. He earned a bachelor's degree in sports medicine from Marietta College, and masters of science degrees in exercise and sports science and medical informatics from the University of Arizona and the Kirksville College of Osteopathic Medicine respectively. His doctoral degree is in communication, with an emphasis on organizational communication, from Arizona State University. Dr. Parsons' previous healthcare experience includes athletic training in the secondary school and clinical settings. He has lectured and published on the related topics of disablement and health-related quality of life as they relate to sports-related injuries. He also has interests in healthcare policy, healthcare education, and regulation of healthcare professions, and has written and presented nationally on issues of organizational and management issues in healthcare and healthcare education. Dr. Parsons currently serves on the BOC Standards Committee, and the editorial boards for the Journal of Sports Rehabilitation and Athletic Therapy Today.
Lori Michener, PhD, PT, ATC, SCS
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Dr. Lori Michener, a licensed physical therapist, board certified sports physical therapist, and nationally certified athletic trainer, is an assistant professor in the Department of Physical Therapy at Virginia Commonwealth University. Prior to going to VCU-MCV in July 1999, Dr. Michener taught in the Department of Health Science at Lock Haven University in Lock Haven, Pa., and in the Department of Physical Therapy at MCP Hahnemann University. At VCU-MCV, she teaches Orthopaedics in the entry-level Physical Therapy Program. Dr. Michener's research interests are concentrated in the areas of shoulder and cervical spine with particular emphasis on the three-dimensional measurement of glenohumeral and scapular kinematics, as well as assessment of functional limitations and disability in patients with shoulder and/or cervical dysfunctions. Dr. Michener received a BS in general studies from Lock Haven University, Lock Haven, Pa. She then went on to receive her M.Ed. in Athletic Training/Sports Medicine from the University of Virginia, Charlottesville, Va. Following that, she obtained a second BS in Physical Therapy from the State University of New York at Buffalo, Buffalo, N.Y. Finally, Dr. Michener obtained her Ph.D. in Orthopaedic Physical Therapy from MCP Hahnemann University, Philadelphia, Pa. Recently, Dr. Michener received a multi-year, multi-site grant from the NATA Foundation to study the effectiveness of rehabilitation for subacromial impingement syndrome. Dr. Michener collaborates with the outcomes working group in the Athletic Training program to study athletic training outcomes and examine the role of disability models in athletic training. In addition, she serves as the clinical outcomes research mentor for Dr. Alison Valier's post-doctoral research training.
Gary D. Delforge, EdD AT-Retired
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Dr. Delforge, professor emeritus and past chair, Department of Sports Health Care at the Arizona School of Health Sciences, maintains an active presence in the Athletic Training Program. Dr. Delforge's illustrious career as an athletic training educator has earned him numerous honors and awards, including the Sayers "Bud" Miller Distinguished Athletic Training Educator Award, the American Orthopaedic Society for Sports Medicine Distinguished Athletic Trainer Award, and induction into the National Athletic Trainers' Association Hall of Fame, the Rocky Mountain Athletic Trainers' Association Hall of Fame, and the Arizona Athletic Trainers' Association Hall of Fame. Dr. Delforge has served on the NATA Board of Directors and chaired the NATA Professional Education Committee. Prior to starting the Athletic Training Program (formerly Sports Health Care program) at ATSU, Dr. Delforge spent 32 years at the University of Arizona where he served for seven years as the head athletic trainer before devoting 100 percent of his time to athletic training education. Dr. Delforge started one of the first two accredited post-professional athletic training education graduate programs in the country at the U of A and has mentored and educated a distinguished list of leaders in the athletic training profession. He has written numerous journal articles and book chapters, as well as the highly respected textbook "Musculoskeletal Trauma: Implications For Sports Injury Management." He has also given numerous state, regional, and national presentations including a Keynote Address at the NATA National Meeting. Dr. Delforge earned his Ed.D. in rehabilitation administration at the University of Arizona and a master's degree in health, physical education, and recreation at Kent State University.
- Tamara McLeod, PhD, ATC, FNATA
Staff +
Amanda Vigil, MBA
Administrative Manager
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Ms. Vigil received her bachelors of science in business administration degree in 2004 and her masters in business administration in 2006 from the University of Phoenix. She has worked at A.T. Still University since February 2012 in the Department of Interdisciplinary Health Sciences and the Athletic Training Program. She brings over 10 years of management and administrative experience with her and is responsible for various human resources activities, department special projects, and overseeing the needs of the department and programs.
Sarah Hubalik, BA
Administrative Assistant
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Ms. Hubalik earned her bachelors of science in public management degree through Northern Arizona University in 2011. She joined A.T. Still University and the Department of Interdisciplinary Health Sciences and the Athletic Training Program in August 2012. She brings with her 5 years administrative support experience and worked previously at Northern Arizona University in the registrars office. Ms. Hubalik's responsibilities for the department and program include the day-to-day administrative/processing needs, providing assistance to the administrative manager with special projects, and assisting the AT program director.
- Amanda Vigil, MBA
Doctor of Athletic Training Online Degree Admissions
Requirements +
The DAT program will admit athletic training professionals with diverse professional and personal experiences who have demonstrated capacity to pursue a rigorous course of graduate study. Prospective students will be selected by considering the overall qualities of the applicant through application content, academic record, and prior experience.
Candidates accepted for admission must demonstrate and/or submit documentation of the following prior to matriculation:Candidates accepted for admission to the DAT program will have earned a masters or higher degree from a regionally accredited institution. Applicants must provide official transcripts from all educational institutions attended where a degree was conferred.Applicants to the Athletic Training program must demonstrate Board of Certification (BOC) certification as an athletic trainer. Verification of progress toward completion of all eligibility requirements to sit for the BOC certification examination will be accepted at the time of application, but BOC certification must be verified prior to matriculation.Students must demonstrate proof of state licensure (if required in your current state of residence). A photocopy of a current state license is acceptable.Candidates must have achieved a minimum overall graduate cumulative GPA of 3.0 (on a 4.0 scale).Official recommendation forms must be completed by: 1) academic advisor, professor, employer, family friend or minister, and 2) a healthcare professional. A formal letter of recommendation must accompany each form. Letters from an educational consulting service will not qualify. Letters of reference must be submitted for each application year.Candidates are expected to be computer literate and experienced in word processing. All curricula require extensive computer usage. Accepted applicants are required to have a personal computer prior to matriculation and have access to a high-speed Internet connection.Candidates must submit an application form.GRE scores are not required for admission to the DAT.
Applicants are required to demonstrate proficiency in English when applying to the Arizona School of Health Sciences, A.T. Still University. Written and spoken proficiency in the English language may be demonstrated by one of the following options:
- Option 1 - English is your first language.
- Option 2 - Graduated from a regionally accredited four year university or college in the United States (minimum BA or BS).
- Option 3 - You are demonstrating your English proficiency by submitting acceptable scores on the Test of English as a Foreign Language (TOEFL) or the International English Testing Service (IELTS).
Acceptable minimal scores for ASHS applications are:
- Internet based total score = 80
- Acceptable IELTS score are an overall band score of 6.5
The TOEFL is administered by TOEFL/TSE Services, P.O. Box 6151, Princeton, NJ, 08541-6151, USA 609. 771.7100. Information is available at www.toefl.org. A.T. Still University's institutional code is 0339. Please be sure to include this information when you submit your application packet. TOEFL Educational Testing Services P.O. Box 6151 Princeton, NJ 08541-6151 609.771.7100Candidates must complete a phone interview with the program director.
Students must demonstrate proof of state licensure (if required in your current state of residence). A photocopy of a current state license is acceptable.
Technology Requirements
All ATSU students are required to own a computer system. Minimum system requirements vary depending on program.
Foreign Credential Evaluation
Applicants who have graduated from a foreign college or university must submit acceptable evidence of U.S. degree/course equivalency. All coursework taken at the foreign institution must be evaluated for American institution equivalence by one of the following services:
- World Education Services P.O. Box 5087 Bowling Green Station New York, NY 10274-5087 phone: 212. 966.6311 fax: 212.739.6139 firstname.lastname@example.com www.wes.org
- Educational Credential Evaluators, Inc. P.O. Box 514070 Milwaukee, WI 53203-3470 414.289.3400
- American Assn. of Collegiate Registrars & Admissions Officers One Dupont Circle, NW, Suite 520 Washington, DC 20036-1135 202.293-9161 www.aacrao.org
- FCCPT - Foreign Credentialing Commission on Physical Therapy (PT Applicants only) p: 703.684.8406 www.fccpt.org
- Josef Silny & Associates, Inc. International Education Consultants 7101 SW 102 Avenue Miami FL 33173 p: 305.273.1616 f: 305.273.1338 email@example.com www.jsilny.com
- ICD - International Consultants of Delaware (General) p: 215.222.8454 www.icdeval.com
Application +
For additional information
contact the DAT program at:
480.219.6000 or firstname.lastname@example.com
Tuition and Financial Services+
- Application Fee: $70
- Tuition: $477 per credit hour (2015 school year)
Note: All fees and tuition are subject to change.
The DAT online program consists of 70 credit-hours of study. Most courses are three credit hours, except for the Winter Institute and ARP courses, which are 5 credit hours each. There are additional fees for books, reference materials, Winter Institute travel and accommodations.
Request Information+
Have a question for ATSU?
Click the button below to connect with ATSU regarding any question you may have regarding our schools or curriculum and a representative will respond to you quickly.
For additional information contact the DAT program at:480.219.6070 or firstname.lastname@example.com
800 W. Jefferson Street
Kirksville, MO 63501
Phone: 660-626-2121
5850 E. Still Circle
Mesa, AZ 85206
Phone: 480-219-6000
Financial Aid+
Investing in your future as a student is one of the most important steps you will take in your life. ATSU can help you put together a financially sound aid package that will let you focus on your education instead of worrying about how you will finance it.
Students must be registered at least half-time to receive financial aid. Half time is defined as taking five credits each block. Financial Aid also is available to students who are dual enrolled at KCOM and ASHS. Contact the Student Financial Services at 866.626.2878, ext. 2529 for further information. All students receiving financial aid, whether through ATSU's Student Financial Services or at other institutions, must notify our office of their status.
- required steps
- satisfactory academic policy
- student budget determination
- verification
- tuition
- special conditions
- financial planning
The student completes the Free Application for Federal Student Aid (FASFA) or a Renewal FAFSA by going to www.fafsa.ed.gov and following the instructions on the website. ATSU's school code is G02477.
The Central Processing System (CPS) performs matches and edits, calculates a student contribution, and sends the data back to the processor.
ATSU receives the information electronically (ISIR) within three to five business days.
The student looks over the Student Aid Report (SAR) and, if accurate, keeps it for his/her records. If any corrections are needed, the student contacts the Financial Assistance Office.
Student Financial Services performs verification and then sends an electronic award letter to the student's ATSU email address, along with instructions for completing the loan applications and other required forms.
The student accepts, refuses, or modifies the award letter and submits all required forms to the Financial Assistance Office.
Student Financial Services looks over the required forms and transmits the loan data to Sallie Mae
The lender wires the funds by Electronic Funds Transfer (EFT) to the school or sends the institution a loan check.
If by EFT, all funds will be applied to the student's account. The refund will be directly deposited to the student's bank account if so desired by the student and proper documentation is on file.
Eligibility for Financial Assistance
Eligibility or unmet financial need is determined by subtracting a student's expected contribution from the student budget. The student's expected contribution is listed on the Student Aid Report (SAR) and is based on the student's financial strength. Students may choose to receive financial assistance up to their unmet financial need. For example, if a student's budget is $9,000 and the expected contribution is $5,000, the student's unmet financial need is $4,000. The student may receive financial aid through scholarships, loans, etc., to arrive at this figure. (Note: Students may use the Unsubsidized Federal Stafford Loan or any private loan to replace their expected contribution.) Every effort will be made to meet the student's need, but in some instances, the student may have to rely on other outside resources. It is of critical importance to be creditworthy, as most private loans require a credit check.
Satisfactory Academic Progress for Federal Financial Aid
According to the United States Department of Education regulations, (34CRF 668/16 and 668.34 and October 29, 2010 Final Federal Register), all students receiving federal financial assistance must meet and maintain satisfactory academic progress. Student Financial Services will review the academic progress of financial aid recipients after each payment period. Satisfactory academic progress (SAP) is measured in terms of qualitative and quantitative standards.
Qualitative Measure
The qualitative measure of a student's progress is measured by cumulative grade point average. The minimum cumulative GPA students must maintain for financial aid is as follows:
Minimum Cumulative Grade Point Average at A.T. Still University of Health Sciences 2.0 for all programs on 4.0 scale 70% for all programs on 100% scale
Quantitative Measure
Maximum Time Frame
Financial aid recipients must complete an educational program within a time frame no longer than 150% of the published length of the educational program. All attempted withdrawn, failed, repeated, and/or transferred credits that apply to a student's program count toward this maximum time limit. For example, a student pursuing a doctorate degree requiring 120 credit hours may attempt up to 180 credit hours before financial aid eligibility is suspended (120 x 150% = 180). A student pursuing a doctorate degree requiring 5100 contact hours may attempt up to 7650 contact hours before financial aid eligibility is suspended (5100 x 150% = 7650).
Pace of Progression
Pace of progression is required to ensure students complete within a maximum time frame and that the pace is measured at each standard review time. Financial aid recipients must maintain a 67% minimum completion rate for attempted credit hours or contact hours. For example, a student pursuing a doctorate degree requiring 120 credit hours may attempt up to 180 hours before financial aid eligibility is suspended (120 divided by 180 = 67%). A student pursuing a doctorate degree requiring 5100 contact hours may attempt up to 7650 contact hours before financial aid eligibility is suspended (5100 divided by 7650 = 67%).
Dropped, failed, and remedial courses for which no credit is received do not count towards credit hours earned. Credit hours for a course are earned by completing and passing the class.
Financial Aid Warning
Failure to meet the minimum academic progress requirements will result in a student being issued a financial aid warning. Students issued a financial aid warning will have one payment period to correct a progress problem due to qualitative or quantitative standards. Students will be notified of their status in writing via ATSU email. Students issued a financial aid warning will have an opportunity to file an appeal to request financial aid probation prior to the upcoming standard review time, which is at the end of each payment period.
Financial Aid Probation
If a student appeals their financial aid probation status and the appeal is approved, that student is put on financial aid probation for one payment period. Students may receive federal financial aid while on financial aid probation if he/she meets the terms of his/her appeal decision. If a student fails to meet SAP standards during the term of financial aid probation, he/she may request an additional appeal.
Financial Aid Suspension
Students who fail to meet the requirements of the financial aid warning or do not appeal their financial aid probation status are placed on financial aid suspension and are not eligible for federal financial aid. These students will receive written notification to their ATSU email account of their failure to comply and that future federal aid will be canceled.
Appeal Procedure
Students who have been issued a financial aid warning may submit a written appeal for reinstatement of eligibility prior to the start of the next payment period. Occasionally, extenuating circumstances contribute to their inability to meet the requirements for satisfactory progress. Extenuating circumstances include, but are not limited to, the following:
- Death of an immediate family member
- Severe injury or illness of the student or an immediate family member
- Emergency situations such as fire or flood
- Legal separation from spouse or divorce
- Military reassignment or required job transfers or shift changes
Students whose appeal is denied must establish eligibility by completing courses without federal aid in one or more payment periods at ATSU until the cumulative GPA and/or completion rate meet the required standard before any additional federal aid will be disbursed.
Students who have extenuating circumstances may appeal by submitting a completed Appeal form. They will be notified if additional supporting documentation is required.
The Appeal packet is presented to the SAP Committee for consideration. Students are notified via ATSU email of the SAP Committee's decision and recommendations.
Federal financial aid may be reinstated when one of the following conditions has been met:
The student completes courses without federal aid in one or more payment periods at A.T. Still University of Health Sciences until the cumulative GPA and/or completion rate meet the required standard.
The student files an appeal and the SAP Committee approves the appeal. It is the student's responsibility to notify Student Financial Services when reinstatement conditions have been met.
Enrollment Status Policy
Full-time enrollment definition
Students enrolled in the Doctor of Dental Medicine and Doctor of Osteopathic Medicine are always defined as full-time.
Full-time enrollment requires enrollment in a minimum of nine (9) quarter credit hours, or six (6) semester hours.
Half-time enrollment definition
Half-time enrollment is defined by enrollment in a minimum of five (5) quarter credit hours or three (3) semester hours.
Enrollment Status Definitions 1 Quarter Credit = .67 semester credit Program Minimum # of Credit Hours Minimum # of Credit Hours Full-Time Half-Time Osteopathic Medicine and Dental Enrollment is always full-time All other programs 9/quarter, 6/semester 5/quarter, 3/semester
Student Budget Determination
The student expense budget is determined each year by the director of Student Financial Services. Every effort is made to ensure that allowances in each category are realistic and fair. Although the director determines the average student budget, students having credit history difficulties may not be able to borrow the full budgeted amount, due to the private loans being based on creditworthiness.
Verification is the process by which Student Financial Services checks the accuracy of the information submitted by the student when applying for federal financial aid. It is intended to reduce errors in the financial information that students submit so eligible applicants can receive the correct amount of financial assistance.
ATSU will verify all applicants who are selected for verification from the federally approved edits. If selected, students will need to submit a signed copy of their federal income tax return from the prior calendar year along with a verification worksheet. ATSU will compare the tax return and the verification worksheet to the Institutional Student Information Record (ISIR) to verify required items. Financial aid will not be awarded until the verification is complete.
Special Conditions
Professional judgment allows the Director and Assistant Director the flexibility to handle individual students with extenuating circumstances on a case-by-case basis. This authority is clearly stated in the regulations and is used as needed. The adjustments may be made in the cost of attendance, expected family contribution, or satisfactory academic progress.
Although every effort is made to meet a student's financial need, financial assistance is not an entitlement and, in some instances, not all of a student's need will be met.
Financial Planning
Setting Goals
Financing your health professions education is an investment in your future. As a major investment, it should be entered into with conscientious planning. Setting goals and establishing a game plan are essential in order to minimize your debt.
A simple financial plan begins with the establishment of a long-term goal. As an APA, MI, HM or AOT student, for example, your long-term goal might be to set up a private practice in your home town. As you plan your strategies to reach this end, keep in mind that your short- and mid-term goals should be consistent with and built upon this long-term goal. To help keep you on track, it is important to develop a budget.
A budget lists all sources of income, as well as all estimated expenditures. To make a budget work for you, keep the following points in mind:Have a written planSet realistic goalsEstablish prioritiesKeep expenditures below incomeStick to your game plan
It is important for you to determine your needs so that you will borrow only the amount necessary, rather than the amount for which you are eligible. In the end, you may pay back 2-3 times the amount you borrowed. Therefore, the less debt you accrue in school, the more financially secure you will be later.
Online programs' tuition is due 14 calendar days prior to the first day of class. For programs with payment per credit or course, the tuition covers the payment for the coming quarter. For programs that have payment per program, payment in full is due prior to the start of the program or per their admissions agreement on a quarterly payment schedule. The Controller's Office will receive tuition payments and make refunds as necessary. Delinquent tuition penalties accrue at 1 1/2% per month, which is 18% per year.
Electronic Funds Transfer (EFT) Policy
The Department of Education is encouraging and, at times, requiring educational institutions to become paperless. Therefore, funds received through federal and private loans will normally be transferred electronically to a student's account at ATSU. Students will receive a receipt itemizing the type of loan and amount credited to their account at the institution. Funds electronically transferred above what is owed for tuition and fees will promptly be refunded to the student by check or deposited directly to the student's bank account. (Students that have lenders that do not wire money to ATSU will receive their financial aid through a co-payable check.) Generally, funds are available when tuition is due.
Direct Deposit
Many banks in states outside of Missouri make students wait 10 business days to tap their loan funds when deposited by check. Therefore, we require all students to use direct deposit where ATSU wires money to the student's bank account. This way, the money is available on the day it is wired to the bank.
The ATSU Family and Culture
Blackboard Demo Course +
ATSU has set up a demo course of our Blackboard
Learning Management System for interested students.
Please go to our guest demo site, and login with:
Username: DATdemo
Password: atsudemo
Connect Now
- ATSU has set up a demo course of our Blackboard
Doctor of Athletic Training Online Curriculum Overview
ATSU's Doctor of Athletic Training degree curriculum is meticulously designed to prepare clinical and academic leaders in the athletic training profession. Students earning a Doctor of Athletic Training are able to apply lessons immediately, while also bringing their unique needs and challenges into the online coursework
Learn more about how this curriculum from a leading health sciences University makes a unique difference in helping students advance their knowledge and deepen their impact in the world.
Clinical Decision Making Foundation
ATRN 7110: Quality Improvement and Patient Safety* (C)(M)+
Quality improvement is the consistent, combined effort of many to make changes in healthcare that will improve patient outcomes, system performance, and professional development. This course is designed to enhance the athletic trainer's understanding of quality improvement, especially as it relates to patient outcomes (health), system performance (care), and professional development (learning). An overview of the history of quality improvement in healthcare will be provided to provide a global understanding of the value of quality improvement to the advancement of patient care. Additionally, the Model of Improvement will serves as the theoretical foundation for the course. Topics will include creating and managing interprofessional teams, identifying quality improvement issues, process literacy, data collection for continuous improvement, and implementing system changes. During the course, students will also be introduced to common tools used in quality improvement projects, such as process diagrams, cause-and-effect diagrams, run charts, and plan-do-study-act cycles. Achievement of course learning objectives will occur through readings, multi-media presentations, discussions, presentations, and individual and/or group assignments.
ATRN 7120: Evidence-Based Practice* (C) (M)+
This course is designed to enable the athletic trainer's clinical decision-making process in a manner that integrates clinical experience, patient values, and the best available evidence. It is also intended to build on entry-level evidence-based practice courses with the use of informatics and technology to access the medical literature. The course will cover advanced topics related to the EBP process, framing clinical questions to enhance clinical decision-making, searching the literature, critical appraisal, integration and evaluation of the evidence, grading levels of evidence and strength of recommendations, patient values, and statistical terminology related to EBP.
ATRN 7130: Patient-Oriented Outcomes* (C) (M)+
Advanced Patient-Oriented Outcomes is designed to enhance the athletic trainer's ability to employ clinician-based and patient-based clinical outcome measures for the determination of effective clinical decision-making through the practice of providing patient-centered whole person healthcare. Discussion of disablement models and outcomes research as the foundations to evidence-based practice will be provided. The use of disablement models as a framework for whole person healthcare and the evaluation of health-related quality of life will be presented. This course builds upon the basic components of clinical outcomes assessment by providing advanced content related to clinician- and patient-oriented outcomes. Instruction on the selection, implementation, and use of single- and multi-item, general and specific patient-rated outcomes instruments will be given. Details regarding the concepts of measurement properties, including assessment of measurement change, will be provided. Opportunity to develop an outcomes study through creation of a clinical question in PICO format will be provided and discussion of using practice-based research networks as means to conducting outcomes investigations will occur.
ATRN 7140: Health Information Technology* (C)+
The purpose of this course is to provide the athletic trainer with a survey of relevant concepts, tools, and systems of healthcare informatics and technology that may be useful throughout the clinical decision-making process. An understanding of informatics concepts and skills related to the use of technology has been identified as critical for all modern healthcare professionals. Moreover, informatics and technology provide several distinct advantages to the modern healthcare system, including, but limited to: cost savings; error detection; quality improvement, and; improved patient outcomes.
Orthopaedic Rehabilitation Foundation
ATRN 7210: Foundations of Orthopaedic Basic Science* +
This course is designed to enhance the athletic trainers' ability to plan and implement a comprehensive sports injury rehabilitation program based on the sequential biological events of connective tissue healing. Orthopaedic basic science concepts involved in clinical assessment, establishment of therapeutic objectives, and selection of therapeutic agents will be addressed. The histology, morphology, and biomechanics of soft connective tissues, articular cartilage and bone will be presented. Subsequently, the basic science of tissue healing following injury will be covered. Special focus is placed on the relationships between tissue healing physiology and selection of appropriate therapeutic interventions. This course provides the orthopaedic basic science foundation for discussion of therapeutic techniques in future rehabilitation courses.
ATRN 7220: Surgical Considerations for Orthopaedic Rehabilitation* +
This course is designed to enhance the athletic trainer's knowledge and awareness of common orthopaedic surgical techniques utilized in the practice of sports healthcare. Indications, contraindications, and general orthopaedic surgical techniques will be presented. Tissue response to surgical intervention and post-surgical rehabilitation considerations and timelines will be emphasized.
ATRN 7230: Assessment of Movement Dysfunction +
This course introduces and explores normal fundamental patterns of human movement, and advanced techniques for movement pattern assessment. Neuro-developmental progression, motor development, motor learning, and motor control concepts will be presented. Utilizing the Dynamic Systems Theory and Tensegrity models, techniques for movement assessment will be outlined and discusses. This course provides the foundational knowledge for the subsequent Corrective Techniques for Movement Dysfunction course.
ATRN 7240: Corrective Techniques for Movement Dysfunction +
This course provides the athletic trainer with advanced knowledge in the rehabilitation of orthopaedic injuries, by utilizing corrective techniques to restore movement patterns and function. Emphasis is placed on integration of tensegrity and dynamic systems models to develop a sequential and progressive rehabilitation program, centered on restoration of movement patterns in fundamental, transitional, and functional postures. Concepts of mobility, sensorimotor control, movement patterning, and neuro-developmental progression will be discussed. Assisted, active, and reactive techniques for improving mobility, stability, and movement will be taught.
Leadership Foundation
ATRN 8110: Comparative Effectiveness in Athletic Training* +
This course is designed to improve the athletic trainer's understanding of, and ability to conduct, clinical research in order to compare the effectiveness of various athletic training treatment interventions for sport-related injury and illnesses. Determination of treatment effectiveness must also take into account the preferences of individual patient, as well as the known benefits and harms of each intervention. The course will cover the basics of comparative effectiveness research questions, study design, outcome measures, statistical analyses, and dissemination.
ATRN 8120: Athletic Injury Epidemiology* +
Athletic Injury Epidemiology is designed to enhance the athletic trainer's clinical decision-making process by providing a understanding of the injury patterns associated with a variety of athletic sports. Emphasis will be placed on understanding and applying introductory principles of epidemiology, including the concepts of rates (eg, rate ratios and rate differences), incidence, proportions, odds ratios and relative risks. Students will gain experience calculating epidemiology values through class examples and exposure to national databases. Discussion of epidemiology study design (eg, cohort vs. case-control) will also be included. Evaluations of the injuries with the highest incidence and their associated risk factors will be discussed.
ATRN 8130: Healthcare Policy and Systems of Delivery*+
This course examines the evolution of the U.S. health care system from a health policy and health politics perspective. Topics include financing, organization, and delivery of health care, including: access, coverage, cost, and quality of health services; the influence of medical and nonmedical determinants of health; the design of health insurance, including public and private health coverage models; the evolution of consumer-directed and other price- sensitive cost containment mechanisms; impacts of the changing care delivery systems on providers and their patients; public safety net programs; overview of the status of the 2010 health care legislation; and an analysis of the respective roles of government and the private sector in regulating health care. Special emphasis will be given to the history and evolution of educational, regulatory, and credentialing components of major allied health care disciplines, including athletic training, and their role in the contemporary U.S. healthcare system.
ATRN 8140: Leadership & Professionalism in Athletic Training +
Examination and application of theories of professionalism and leadership as they relate to various aspects of the practice of athletic training. Topics include, but are not limited to, contemporary leadership theories, medical professionalism, organizational and interpersonal communication, decision-making, change, and conflict management.
ATRN 8150: Winter Institute –Professional Issues in Athletic Healthcare+
This course provides an opportunity for examination of the interrelationship of athletic training, ethics, and the law, while simultaneously exploring the major components of the athletic training profession and the contemporary issues confronting those systems. The class is designed to enhance the athletic trainer's understanding of legal and risk management concepts as they pertain to daily clinical practice, especially to those aspects of practice at high risk for liability claims, including sports pre-participation physical evaluation, discharge decision-making, preventative activities, and acute injury management and emergency care.
Applied Research
ASHS 5220: Research Methods & Design * (M)+
This course will focus on the development and application of graduate level knowledge and skills related to research methods in health sciences. Skills regarding the development of a research proposal, including the identification of a problem, conducting a literature review, developing a hypothesis, designing a study and submitting an Institutional Review Board application are integral components of this course.
ASHS 5320: Methods of Data Analysis* (M)+
This course will focus on development and application of graduate level knowledge and skills related to the use of statistical methodology in health sciences research.
ATRN 8210: Qualitative Research Methodology+
This course is designed to introduce the athletic trainer to the methods of qualitative research. As athletic training continues to identify ways to enhance the care provided to various populations, it is essential to integrate patients' perspectives and preferences during the decision-making process. To effectively do so, it is important to have an understanding of the various strategies to gather this information. This course will cover the basics of qualitative research, methods to collect and analyze qualitative data, and strategies to incorporate qualitative data
ATRN 9001: Analyzing the Problem+
This course is the first in a series of four courses designed to assist you with the development of an applied research project (ARP) through the stages of reviewing the literature to project dissemination. Understanding the past and current literature around your desired research topic area is crucial to the development of a sound research project. Therefore, the purpose of this course is to provide you with the knowledge and skills to successfully review the literature around your chosen ARP topic and write a focused review of literature, which will serve as a foundational paper for your ARP.
ATRN 9002: Proposing a Solution+
This course is the second in a series of four courses designed to assist you with the development of an applied research project (ARP) through the stages of reviewing the literature to project dissemination. The purpose of this course is to provide you with the knowledge and skills to develop and present the proposal for your required ARP. The proposal is crucial for the success of your ARP, as it describes in detail the research questions, hypotheses, and methodological details of your study.
During this course you will work closely with your ARP advisor to ensure your ARP proposal is methodologically sound and feasible. By the end of this course, you will have completed your ARP proposal and will present your project to your ARP advisor and submit your application to the IRB.
ATRN 9003: Implementing and Evaluating the Solution+
This course is the fourth in a series of four courses designed to assist you with the development of an applied research project (ARP) through the stages of reviewing the literature to project dissemination. The purpose of this course is to provide you with the knowledge and skills to continue to finalize your data collection forms and sampling methodology and to successfully complete your data collection as well as properly manage your data. Additionally, this course will help you to develop and implement an analysis plan for your ARP, based on previous methodological and statistical courses, and write the bulk of your results section so that you will be ready to complete your manuscript and prepare it for dissemination in the next course.
ATRN 9004: Completing and Disseminating the Project+
This course is the fourth and final course in a series of four courses designed to assist you with the development of an Applied Research Project (ARP) through the stages of reviewing the literature to project dissemination. The purpose of this course is to provide the knowledge and skills needed to successfully complete your ARP manuscript, and to identify possible strategies for the dissemination your research findings through means, such as poster and oral presentations or manuscript submission.
*Eligible for advanced standing, Course also included within the certificate (C) or Master's (M) program of study
Community Health Center
Waianae, Hawaii
As a leading provider of quality healthcare for area residents, Waianae Coast Comprehensive Health Center also provides community employment and health education. More than 80% of the staff are local residents, and many were trained at the affiliated Waianae Health Academy. Find out more.
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Whole person healthcare takes an integrated approach that addresses body, mind and spirit as one. Students are encouraged to participate in wellness programs and study areas including nutrition and psychology to gain a more comprehensive understanding. Find out more.
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Let your light shine at A.T. Still University. Combining leading-edge whole person healthcare with a commitment to serving those communities where needs are greatest, we provide students the opportunity to truly excel as doctors, dentists, healthcare providers and healthcare leaders. Apply now; click here.


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subset: commoncrawl


text:
Posted at: 12/02/2012 11:12 AM
By: The Associated Press
ROSWELL, N.M. (AP) - The Federal Bureau of Investigation is meeting with a number of New Mexico law enforcement agencies about two homicides in Chaves County and the shooting of a deputy.
The Roswell Daily Record reports that the FBI is meeting with the Hobbs police, New Mexico State Police, Eddy and Lea County Sheriff Departments about the two bodies found last month.
Authorities say Lea County Sheriff's Sgt. Michael Tovar was shot in the arm and neck while trying to execute a search warrant in Hobbs in connection with the homicides.
Two men were later arrested in connection with the deputy's shooting.
Last month, a man's body was found smoldering along a road near Lake Arthur. The body of 48-year-old Mark T. Walters III also was found near an oilfield site.
(Copyright 2012 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.)


text: Bangkok's Chinatown is located on Yaowarat Road in the Samphantawong district. The Chinatown is an old business centre covering a large area around Yaowarat and charoen krung Roads. There are many small streets and alleys full of shops and vendors selling all types of goods. It has been the main centre of commerce for the Chinese community since they moved from their old site some 200 year ago. Nearby Phahurat, or the Indian market, is one of the city's renowned cloth centres. Chinatown is located in one of the oldrest areas of Bangkok. By the end of 1891 , King Rama V had cut many roads, including Yaowarat Road. Chinatown doesn't consist only of Yaowarat Road, but also covers other areas such as: Charoen Krung Road Songwat Road, Songsawat Road and Chakkrawat Road. Yaowarat is the centre of area. The path of the road is like the dragon's curvy body, making it an ideal location for business. Yaowarat has 22 chinese temples, some with a history of almost one hundred years. Visitors can find textiles, garments, souvenirs, second- hand parts and equipment, electric goods, computer parts, antiques, imported musical instruments, local delicacies, and leading gold shops here, Due to the numerous gold shops, the road is called "The Road of Gold", 2003 was the 111th anniversary of this legendary road.


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What does LIB mean in Libraries?
This page is about the meanings of the acronym/abbreviation/shorthand LIB in the Academic & Science field in general and in the Libraries terminology in particular.
Find a translation for LIB in other languages:
Select another language:
What does LIB mean?
- Lib(Abbreviation)
- The Libertarian party.
Discuss this LIB abbreviation with the community:
Use the citation below to add this abbreviation to your bibliography:
"LIB." Abbreviations.com. STANDS4 LLC, 2015. Web. 1 Aug. 2015. <http://www.abbreviations.com/term/553416>.


text: The Brixton Reagan T-Shirt sports circle eagle print at left chest. Thick. A 100% cotton t-shirt. Seamless graphic tag at neck. Available in colorways as seen below. Men's sizes: SM (34-36), MD (38-40), LG (42-44), XL (46-48) unless otherwise noted. Skate Warehouse shows all colors that we have in stock. In rare cases the logo or the color pictured may be slightly different than what is shipped. Model wears a medium.


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text:
Anthony Bourdain, love him or hate him?
Gotta love him. I never would have heard about or read Bill Buford without watching Bourdain. Overall, I feel like he's pretty human and trying to do the right thing. Although he lost major points for his "At the Table" episode. Talk about lost in translation!


text:
By Donna MilesAmerican Forces Press Service
WASHINGTON, March 30, 2006 Most of the first 11,000 Defense Department civilian employees to convert to the new civilian personnel system in April will receive a pay increase, an official said today.
About 85 percent of people will see an initial bump in pay when they are enrolled in the new National Security Personnel System, Joyce Frank, spokeswoman for the system, told American Forces Press Service.
The first employees to make the switch in "Spiral 1.1" of the phase-in process will automatically convert to the new system April 30, she said. "No one loses pay" as they convert from the old Civil Service System to the new pay-for-performance NSPS, Frank said. Most, in fact, will qualify for a one-time, prorated within-grade increase buy-in.
Employees in Step 9 or lower of their current GS grade and with acceptable performance will receive credit toward their next scheduled within-grade step increase, Frank explained. The so-called WGI buy-in will be based on the number of days accumulated toward the increase and will be factored in for eligible employees before their positions are converted to pay bands.
The NSPS Web site will offer a conversion tool within the next few days so employees can determine where they will fall in the pay band system when their positions convert to NSPS, Frank said. Another new feature on the Web site will be a Web-based training program for employees to learn about NSPS, she said.
A new publication on the Web site, to be issued in hard copy to Spiral 1.1 employees, explains details of the new system, which ultimately will affect more than 650,000 DoD civilian employees. "HR Elements for Managers, Supervisors and Employees: A Guide to NSPS," gives employees an overview of the critical elements they need to understand as they convert to NSPS, Frank said. It covers pay increases and bonuses, pay bands and job objectives, among other topics.
On the guide's opening page, Mary E. Lacey, program executive officer for the NSPS, encourages employees to work with their supervisors to establish job objectives and discuss evaluation criteria and how to improve their on-the-job performance.
"NSPS is a system that is good for the department and it is good for you," Lacey wrote. "It will strengthen our ability to accomplish our national security mission and provide opportunities to enhance your personal growth and development."
Implementation of the new system represents "the beginning of a long journey for all of us, and we will learn from one another," she wrote.


text:
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The 2007 Industrial Minerals & Aggregates Young Scientist Award
Awarded To: Aaron M. McMahon
McMahon graduated from James Madison University in 1998 with a degree in geology. Following a one year internship at the USGS, he attended Arizona State University where he received a Masters Degree in geology in 2001. McMahon began his work in the industrial minerals field with Oglebay Norton where he conducted exploration, resource estimation, and ore quality control projects. Currently, he is a geologist for Pincock, Allen & Holt (PAH) in Lakewood, CO providing mining consulting services to the industrial minerals, coal, and metals industries. He is registered as a professional geologist in the State of California. He currently serves as a Vice Chair for SME's Industrial Minerals Technical Committee.
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text:
Emerald Green Handwoven Shawl - 100% Cashmere
- £199.00
Product Code : RCAS202
Rich emerald green, pure cashmere shawl handspun and handwoven, using the very finest cashmere yarn with a tantalisingly intense texture. Wear with neutrals for maximum impact.
Measurement: 200cm x 100cm. Dry-clean only to ensure vivid colour.
What is a Ring Shawl?
A Ring Shawl is so called because the cashmere from which it is made is so fine that a shawl can be threaded through a wedding ring. It is this unique fineness that allows the shawl to be worn through the seasons. Like cotton and silk, cashmere is a natural fibre and adapts to the body temperature of the wearer. Therefore, in the height of summer, it cools and in the dead of winter, it warms.
The reason these shawls are handspun and handwoven is that the yarn is so fragile a machine would break the fibres.