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Viewing: ATHTRN 4970W belmored : Seminar in Athletic Training - Writing Intensive

Last approved: Wed, 16 Aug 2017 20:13:29 GMT

Last edit: Wed, 16 Aug 2017 20:13:14 GMT

Proposal Type

Writing Intensive

Contact Information

belmored
Dawn
Belmore
belmored@health.missouri.edu
573/882-8833
SHP/Athletic Training
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
belmored
Dawn
Belmore
belmored@health.missouri.edu
573/882-8833
SHP/Athletic Training
Subject Area’s Department Chair/Director:
gibsonk
Kyle
Gibson
GibsonK@health.missouri.edu
573/882-3821
SHP/Physical Therapy

Term for Proposal

 
Fall 2017

Course Catalog Information

HP
Athletic Training (ATHTRN)
Athletic Training
4970W
3
 
25
Seminar in Athletic Training - Writing Intensive
Capstone senior athletic training course. Graded on A-F basis only.
 
Lecture/Standard
A-F Only
Restricted to Athletic Training majors; Completion of ATHTRN 3250 with a minimum grade of B-.
 
 
 

Instructor Information

belmored
Dawn
Belmore
belmored@health.missouri.edu
573/882-8833
SHP/Athletic Training
(numbers only)
NTT Assistant Professor
100 Mizzou Athletics Training Complex
Yes, in the last five years
 

philpotn
Nicholas
Philpot
philpotn@health.missouri.edu
573/884-4955
ATC Program
(numbers only)
Adjunct Instructor
DC920.00
No, instructor has never attended
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply

Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

Capstone senior athletic training course. Graded on A-F basis only. Prerequisites: Restricted to Athletic Training majors; completion of ATHTRN 3250 with a minimum grade of B-. Course objectives: Describe and differentiate the types of quantitative and qualitative research, research components, and levels of research evidence. Describe and contrast research and literature resources including databases and online critical appraisal libraries that can be used for conducting clinically relevant searches. Conduct a literature search using a clinical question relevant to athletic training practice using search techniques (eg, Boolean search, Medical Subject Headings) and resources appropriate for a specific clinical question. Describe the differences between narrative reviews, systematic reviews, and meta-analyses. Use standard criteria or developed scales (eg, Physiotherapy Evidence Database Scale [PEDro], Oxford Centre for Evidence Based Medicine Scale) to critically appraise the structure, rigor, and overall quality of research studies. Explain the theoretical foundation of clinical outcomes assessment (eg, disablement, health related quality of life) and describe common methods of outcomes assessment in athletic training clinical practice (generic, disease specific, region specific, and dimension specific outcomes instruments). Describe the types of outcomes measures for clinical practice (patient based and clinician based) as well as types of evidence that are gathered through outcomes assessment (patient oriented evidence versus disease oriented evidence). Explain how the effectiveness of a prevention strategy can be assessed using clinical outcomes, surveillance, or evaluation data.
Introductory material will be flipped--students will watch narrated lectures and do more exercises applying the information in class. Students will also be allowed to schedule one on one appointments during designated classes in order to get more specific assistance with their writing. The largest change is dedication of an adjunct instructor to assist with the delivery or material as well as grading/providing feedback to student work.
Face-to-face
Self paced?

25
24
Should this course be considered for funding?
Yes
Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Pages
CAT: Problem Statement
This section is to be completed in two ways—first the students will draft and revise their clinical questions in PICO format including their search strategies. Then the students will draft and revise a narrative explaining why the clinical question is of importance/curiosity to them. Why is the student choosing this question to learn the answer? The narrative is intended to provide a persuasive voice for the clinical ramifications of the research question and finding its answer.
Length of assignment:
3
Peers and Instructors
3
Instructors
6

CAT: Literature Review
Students will select no less than 8 scientific peer reviewed sources to critically appraise and compile into an evidence table. The evidence table will need to include a description of the included articles and the components of literature appraisal (includes methodological limitations). As the student compiles the literature into their evidence table they should be questioning “what is the literature offering me as an answer to my clinical question?”
Length of assignment:
8
Peers and Instructors
8
Instructors
16

CAT: Findings
The findings section is intended to outline what the literature suggests the solution is to the clinical question. Unlike the evidence table, students must paraphrase and put their own voice to what is the *answer* to their clinical question. This is likened to the “SO WHAT” genre of reflective writing.
Length of assignment:
5
Peers and instructors
3
Instructors
8

CAT: Conclusion
This is the student’s clinical bottom line—potentially changing their perspective on the topic and opening their eyes to the solution and explaining what it means for clinical practice. In reflective writing this is the “THEN WHAT”.
Length of assignment:
4
Peers and instructors
2
Instructors
6

CAT: Abstract
Students will create an abstract for the purpose of dissemination at the conclusion of the project.
Length of assignment:
2
Peers and Instrcutors
1
Instructors
3

Warm-up Free Writes
Students will write a series of informal warm-up free writes throughout the semester.
Length of assignment:
5
Instructors
 
 
5

Total pages for all assignments:
First drafts:
27.00
Revisions:
17.00
44.00
 

Writing Intensive Teaching

Instructor provided feedback
Other
Peer review
Each section of the scientific research paper will first be evaluated and feedback provided by their peers via a peer review rubric. The reviewer will be graded on the quality of feedback provided via the rubric. After each section is revised based on peer feedback it will be submitted for evaluation and a grade from the instructor. The graded drafts will then be revised again to turn in for the compiled final paper. The final paper will be evaluated and feedback given by the instructor only.
Group work will not be utilized in this class.
The CAT paper requires interpretation, analysis, or evaluation of the best available evidence for the student's clinical question. The student will have to accurately and effectively interpret data, weigh the quality of the evidence, as well as the body of literature. The warm up writings are informal and personal to the perspective of each individual.
Graded writing assignments are consistently due every two to three weeks throughout the semester. It is for this reason that the large writing assignment has been broken down into more attainable and less intimidating section drafts.
100
%
 
1
My adjunct instructor is regrettably out of town during the workshop, but will look to take that at the next available date. Any available lunch and learns throughout the school year will be highly recommended. Normalizing sessions and regular debriefing meetings will be held as the students submit work. Nic will provide feedback/evaluation through rubrics.

Course Syllabus

Upload Course Syllabus

Administrative Information

Natural and Applied Sciences
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

At this time I've attached the syllabus and it's in the "files to be uploaded" box--not sure how to get it in the "uploaded files" location. If there are any concerns please contact me directly!! Thank you! I love this new application for proposal submission!
Patricia Luckenotte (luckenottep) (Wed, 16 Aug 2017 20:13:14 GMT): Added ATHTRN 4970W, 01 to the Fall 2017 Schedule of Classes and cancelled ATHTRN 4980, 01. The students enrolled in ATHTRN 4970, 01 have been moved to the new section of ATHTRN 4970W.
Key: 50