Education Doctorate

Year Approved


First Advisor

Boeve, Wallace


The purpose of this study was to examine the type of program-level student learning outcomes (SLOs) that athletic training programs (ATPs) are citing and how athletic training programs are assessing these student learning outcomes (assessment environment and measurement utilized for assessment). This study utilized a cross-sectional web-based survey of ATP directors to gather program-level data on the variables. Data analysis involved descriptive statistics for frequency counts of SLOs, assessment measure type, assessment environment, and related groupings of those variables. The five most frequently cited SLOs were evidence-based practice and related areas, critical thinking and related areas, Board of Certification (BOC) exam preparedness, career preparedness, and discipline-specific knowledge and skills. When examining the percentages of programs assessing each of the top five SLOs, programs are preferring to assess in both environments (51.7% for evidence-based practice and related fields, 72.4% for critical thinking and related fields, 65.4% for BOC preparedness, 72.7% for career preparedness, and 95% for discipline-specific knowledge and skills) and utilize both indirect and direct measures (62.1% for evidence-based practice and related fields, 69% for critical thinking and related fields, 54.5% for career preparedness, and 80% for discipline-specific knowledge and skills). For BOC preparedness, 50% of programs are assessing using direct measures and 46.4% are assessing using both measures. Indirect measures alone were used lesser amounts. Trends also show programs that reported assessing in both environments tend to use both measurement types. Other groupings showed less percentages overall.

Degree Name

Education Doctorate

Document Type

Doctoral dissertation