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

Last approved: Mon, 12 Sep 2016 18:26:30 GMT

Last edit: Mon, 12 Sep 2016 18:26:30 GMT

Proposal Type

Writing Intensive

Contact Information

Campus Writing Program
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Instructor for whom you are submitting proposal:
SHP/Athletic Training
Subject Area’s Department Chair/Director:
Campus Writing Program

Term for Proposal

Fall 2016

Course Catalog Information

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

Instructor Information

SHP/Athletic Training
(numbers only)
NTT Assistant Professor
100 Mizzou Athletics Training Complex

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.
The page numbers tied to some of the sections of the CAT paper have been reduced. I found the quality of the student's writing was much higher in the shorter sections. Student feedback I received VIA my department following the conclusion of the course also said students felt more challenged by writing the shorter sections, and admitted to just trying to fill larger sections with fluff to meet the page limits I required. In addition, I need to unify the directions of the assignments to match the language in the rubrics. My faculty mentor Louise Miller was immensely helpful with this the last time I taught the course, and I plan to try to meet with her at least once before the students start submitting sections of the CAT paper.
Self paced?

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

Writing Intensive Assignments

All assignments
1. Warm-up Free Write--The purpose of this assignment is to allow the students to think and learn about a concept through a series of three short, one page informal writing samples. This informal writing will be evaluated by the instructor only. 2. Mini Writing Assignment--The purpose of this assignment is for the student to write an informal paper, 2-3 pages in length that gives a detailed account of a polarizing topic or current event of interest in popular sports culture. The student's task is to inform the instructor of the topic or event and support their opinion on the topic or event. These papers will be evaluated by the instructor only. 3. Research Article Review--Students will be assigned three research articles to read outside of class. For each article the student must type a 1-2 page critical appraisal of the structure, rigor, and quality of the study using standard criteria. These critical appraisals will be evaluated by the instructor only. 4. Scientific Research Paper--The purpose of this assignment is to have students become familiar with writing research specific to the health profession of athletic training. The student's task is to explore and analyze the literature for the answer to a clinical question. The audience for the paper is their peers and the instructor (or other athletic trainers). The format should be a professional scientific research paper that is worthy of submission for NATA (National Athletic Trainers' Association) publication. The assignment will be broken down into four sections, each being evaluated first by a peer, revised, evaluated by the instructor, and revised again for compilation with subsequent sections. The research paper in its entirety should be comprehensively addressing the literature pertaining the research/clinical question. The sections and page lengths are as follows: Problem Statement/Clinical Question 2-3 pages, Literature Review 6-8 pages, Findings 5-7 pages, Conclusion 4-6 pages. The final paper during the second revision process must include condensing the paper to be no more than 10-15 pages in length excluding the references section. ***Special Note--the course page draft totals tallied below are based on the MINIMUM number of pages necessary to complete each assigment.
Length of assignment:
instructor and tas
instructor and tas

Total pages for all assignments:
First drafts:

Writing Intensive Teaching

Instructor provided feedback
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.
If TAs are utilized they will participate in the CWP TA training. TAs with professional research experience preferred. In addition to the CWP training, TAs will be oriented to the course, assignments, and research content. Normalizing sessions and regular debriefing meetings will be held. TAs will provide feedback/evaluation through rubrics.

Course Syllabus

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Administrative Information

Natural and Applied Sciences


I have read and reviewed the updated proposal

Additional Comments

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