Master of Science in Athletic Training

Master of Science in Athletic Training

Athletic Training Degree Program
A.T. Still University’s (ATSU) Master of Science in Athletic Training degree prepares students with the most advanced, evidenced-based strategies available for providing enhanced care, optimized outcomes and improved overall health.

ATSU’s athletic training degree program is a CAATE Accredited Post-Professional Graduate Athletic Training degree program. The two-year, post-professional master’s degree program in athletic training is designed for state licensed and/or athletic trainers certified by the Board of Certification (BOC) or individuals who have met eligibility requirements to sit for the BOC certification examination prior to matriculation.

Offered through ATSU’s Arizona School of Health Sciences (ATSU-ASHS), the Master of Science in Athletic Training degree offers an immersion into health professions education with an emphasis on whole person healthcare. Students take core courses in anatomy and research with students enrolled in the ATSU-ASHS physical therapy, occupational therapy, and audiology programs.

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Dedicated to the advancement of athletic training education, ATSU’s athletic training degree prepares students for an elite level of excellence by matching each student’s passion for athletic training with the knowledge, resources and opportunities to excel. They develop an integrated understanding of clinical experience, patient values and best available evidence for superior decision making. They also learn to employ clinician-based and patient-based clinical outcome measures to clearly determine the effectiveness of athletic training services. Educators are prepared with the advanced graduate training they’ll need to effectively teach their own students to succeed as athletic trainers.

Graduates of this master’s degree in athletic training gain the advantage in designing, conducting, analyzing and disseminating athletic training research. They also gain the knowledge and expertise edge only a true leader in sports medicine can provide, as evidenced by ATSU’s president, who served the NBA for almost 20 years and was named the 2012 NBA Physician of the Year.

The athletic training degree specializes in successfully placing graduates in the positions they desire, providing opportunities to be at the forefront of their profession and to get a head start on credit toward a future doctorate.


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  • Accreditation +

    • Higher Learning Commission Mark of Affiliation

      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:,

      The ATSU Athletic Training program is accredited by the Commission on Accreditation of Athletic Training Education (CAATE), 6835 Austin Center Blvd., Suite 250, Austin, TX 78731-3101.

  • Career Advancement+

    • Students in the elite post professional ATSU-ASHS Master of Science in Athletic Training degree are practicing athletic trainers who want to advance their careers in many exciting areas of healthcare including:

      • Athletic Trainer
      • Certified Athletic Trainer
      • Assistant Athletic Trainer
      • Clinical Education Coordinator
      • Clinical Instructor
      • Physician Extender
      • Resident Athletic Trainer
      • Sports Medicine Coordinator
  • Still Scholars Program+

    • The Athletic Training Still Scholars program provides outstanding students the opportunity to receive early admission to ATSU-ASHS. ATSU-ASHS partners with several academic institutions throughout the country to help facilitate students’ entrance into ATSU-ASHS graduate health sciences programs. These schools include:

      • Grand Canyon University (Arizona)
      • Marist College (New York)
      • North Central College (Illinois)
      • Indiana University
      • George Fox University (Oregon)
      • Cal State University Fullerton (California)
      • Ithaca College (New York)
      • Springfield College (Massachusetts)

      For more information, please see the brochure below.

      Applicants from participating institutions can download the Still Scholars application below.

      If you or your school are interested in participating in the Still Scholars program, please contact:

      Tamara C. Valovich McLeod, PhD, ATC, FNATA
      Professor and Director, Athletic Training Program
      John P. Wood, D.O., Endowed Chair for Sports Medicine
      Director, Interdisciplinary Research Laboratory
      Director, Athletic Training Practice-Based Research Network
      A.T. Still University
      5850 E. Still Circle
      Mesa, AZ 85206
      (PH) 480.219.6035
      (FX) 480.219.6035

      Please download the Adobe .pdf file and fill out the form. Save the form to your computer and email to For questions about this application, please contact John Parsons.

      Download Still Scholars Application PDF
      Download Still Scholars Brochure PDF

  • Students and Alumni +

      • Arika Cozzi, ATC
        class of 2015

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      • Kristina Dunn, ATC
        class of 2015

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      • Shirleeah Fayson, ATC
        class of 2015

        Read Bio
      • Josie Harding, ATC
        class of 2015

        Read Bio
      • Melissa Kay, ATC
        class of 2015

        Read Bio
      • Jessica Markbreiter, ATC
        class of 2015

        Read Bio
      • Lindsay Minthorn, ATC
        class of 2015

        Read Bio
      • Lisa Stobierski, ATC
        class of 2015

        Read Bio
      • Bronson Sagon, ATC
        class of 2015

        Read Bio
      • Kelly Boyce
        class of 2016

        Read Bio
      • Gary Cohen
        class of 2016

        Read Bio
      • McCall Christopher
        class of 2016

        Read Bio
      • Casey Erickson
        class of 2016

        Read Bio
      • Mitchelle Gallegos
        class of 2016

        Read Bio
      • Amy Gibson
        class of 2016

        Read Bio
      • Katie Harrington
        class of 2016

        Read Bio
      • Christine Nelson
        class of 2016

        Read Bio
      • Mica Sanchez
        class of 2016

        Read Bio
      • Alyssa Sleight
        class of 2016

        Read Bio
      • Dayna Tierney
        class of 2016

        Read Bio

        Alumni from the A.T. Still University Athletic Training program have accepted employment in the following areas:

        Professional and Olympic Level Athletics

        Chicago Cubs Minor League
        NFL Europe
        Oakland Raiders
        San Francisco 49ers

        New England Patriots
        United States Olympic Training Center, Chula Vista, Calif.
        United States Olympic Training Center, Colorado Springs, Colo.
        United States Olympic Training Center, Lake Placid, N.Y.

        College and University Athletics

        Arizona School of Health Sciences
        Bethune Cookman College
        Brown University
        Cal Berkeley
        California State University Monterey Bay
        Campbellsville University
        Canisius College
        Catawba College
        Chapman University
        Coe College
        Concordia University
        Duke University
        Elon College
        Holy Cross University
        Ithaca College
        King’s College
        Marist College
        North Carolina State University
        North Central College
        Northern Arizona University
        Old Dominion University
        Paradise Valley Community College
        Phoenix College
        Providence College

        Sacred Heart University
        Santa Clara University
        Sierra Community College
        South Mountain Community College
        Missouri State University
        SW Oklahoma State University
        Stanford University
        Stetson University
        Tufts University
        United States Coast Guard Academy
        University of California at San Diego
        University of California at Santa Barbara
        University of Kansas
        University of Michigan
        University of Pittsburgh
        University of Texas, Pan American
        University of Vermont
        University of Virginia
        Vanguard University of Southern California
        Washington University (St. Louis)
        West Point
        Whittier College
        William Jewell College

        High School Athletics
        Various teaching and athletic training positions at high schools across the country


        Eli Lilly
        Fischer Physical Therapy
        Greensboro Orthopedic Sport and Rehabilitation Center (N.C.)
        HealthSouth (Ariz. - physician extender)
        Metro Physical Therapy
        Middletown Regional Hospital (Mich.)
        NW Sports Physical Therapy (Wash.)

        Physiotherapy Associates
        St. Johns Sports Medicine (Mo.)
        Sports Medicine Acceleration (Ill.)
        Steadman-Hawkins Clinic, Vail, Colo.
        Strength Training, Inc. Physical Therapy (Ariz.)
        Work-Fit (Wash.)

        Professional Schools

        Duke University (Pa.)
        Midwestern (Pa.)
        Ohio University- (Medical School)
        Oregon State University (PhD)
        Penn State University (PhD)

        Texas Tech University (PhD)
        University of Alabama/Birmingham (Pa.)
        University of Southern California (Pa.)
        University of Virginia (PhD)

        Please update your information with ATSU-ASHS Alumni Services by clicking here

  • Clinical Education+

    • A major component of the Athletic Training program at ATSU-ASHS is the opportunity for student involvement in a wide range of supervised clinical experiences. The learning experiences provided are designed to enhance the student’s professional growth as an athletic training clinician, educator, researcher, and administrator. In consultation with the clinical education coordinator, the athletic training student will develop their proposed clinical education plan from activities in these categories:

      Graduate Assistantships
      Graduate assistantships place the student in paid athletic training positions in local high schools, clinics, and colleges and apply only to those students who qualify for graduate assistantship positions. Athletic Training graduate assistantship students must be certified by the NATABOC and licensed as an athletic trainer in the state of Arizona.
      Learn more

      Clinical Rotations
      Clinical rotations involve direct delivery of sports healthcare services by a qualified ATSU Athletic Training program student under appropriate clinical supervision. Students are able to:

      • Work with a variety of allied healthcare professionals (e.g., orthopedists, osteopathic physicians, internists, prosthetists, physical therapists, athletic trainers)
      • Experience diverse healthcare settings (e.g., clinics, athletic training rooms, physician offices, professional sports)
      • Participate in athletic training research settings
      • Assist in the administration of athletic training education programs
      • Gain formal supervised college teaching experience

      Clinical rotations are available with numerous physicians, physical therapist, performance specialists, surgeons, and athletic trainers. Clinical Rotations are not paid positions.
      Any questions regarding graduate assistantships or clinical rotations should be directed to:

      Barton Anderson, MS, ATC
      Assistant Professor
      Clinical Education Coordinator
      5850 E. Still Circle
      Mesa, AZ 85206
      Fax 480.219.6100

  • Graduate Assistantships+

    • The Athletic Training program sponsors a variety of funded graduate assistantship opportunities for BOC certified and Arizona Board of Athletic Training state licensed athletic trainers. Students applying to the Athletic Training program are encouraged to apply for a funded graduate assistantship. Numerous graduate assistantships are available at local high schools and colleges and generally require 20-30 hours of work / week. Funding for graduate assistantships ranges from approximately $8,000 to $17,000 annually (average = $12,200 / year). Tuition waivers are not available and the graduate assistantship employer pays funding directly to the student. Applicants interested in obtaining a graduate assistantship are encouraged to complete the admissions process early and to sit for the BOC certification exam in February or April. Graduate assistant positions are reserved for those students who have officially accepted an offer of admission and completed all requirements as listed below.


      • Accepted an offer of admission for the ATSU-ASHS Athletic Training program
      • BOC certified athletic trainer
      • Licensed athletic trainer in the state of Arizona
      • All admission requirements (immunizations, health insurance, etc.)
      • Any other employer related requirements.

      Graduate assistant positions are competitive and based on several criteria, including:

      • Academic Achievement
      • Work Experience
      • Professional Letters of Recommendation
      • Current Availability of Graduate Assistantship positions (first-come, first-serve)

      *Funding for graduate assistantships is provided by the employer (i.e., high school, college, clinic).

      Graduate assistantship application PDF


      Any questions regarding Athletic Training graduate assistantships should be directed to:

      Barton Anderson, MS, ATC
      Clinical Education Coordinator
      5850 E. Still Circle
      Mesa, AZ 85206
      Fax 480.219.6100

      Frequently Asked Questions


      Do I have to be a BOC certified ATC and licensed in Arizona to obtain a graduate assistantship? Yes. Graduate assistantships are open only to BOC certified and Arizona state licensed athletic trainers.
      What if I am not certified and licensed before Aug. 1? If you are not certified and licensed before Aug. 1, it is likely that you will not be hired as a graduate assistant. The high schools, colleges, universities, and clinics we coordinate graduate assistantship opportunities with are looking for certified and licensed athletic trainers. Therefore, the employer will likely not hire someone who is not ready to begin work as a certified athletic trainer at the beginning of August.
      What is a typical day like for a graduate assistant? Graduate Assistantships vary in their schedules and amount of hours worked per week. Many of our available positions require the student to work daily and average 20-30 hours per week. Other positions work two to three days a week and average 10-15 hours a week. Students working daily will obviously be busier than students only working two to three days a week. Typically, courses in the Athletic Training Program are scheduled between 7:00 a.m. and 1:00 p.m. It is common that after class a graduate assistant will leave the ATSU campus and head to his/her site to begin work around 2:00 p.m. The graduate assistant will then work until all events are complete. Some weekend work is required, depending on the specific site and the sports schedules.
      When do I start work for my graduate assistantship? Exact start dates for graduate assistantships are determined by the place of employment. However, as a general rule, a student should be ready to report to his/her place of employment by Aug. 1. This means that certification (BOC), state licensure, and fingerprinting must be completed by the Aug. 1 deadline.
      Do I receive a tuition waiver with my graduate assistantship? No. Tuition waivers are not available at ATSU-ASHS.
      Can I have a graduate assistantship and also do clinical rotations? Yes. It is possible to have a graduate assistantship and to participate in clinical rotations as well. It is easier for students who are two to three days a week graduate assistants to participate in clinical rotations than daily graduate assistants because of the time constraints associated with daily positions.
      How long is a typical graduate assistantship position? Graduate assistantship positions are one-year terms with the high school, college, or clinic with the option for the employer to renew for a second year. In general, it is expected that the graduate assistantship will be renewed, and the student will spend a total of two years at that graduate assistantship. There is no switching of graduate assistantships after one year.

      Can I have a part-time job while I have my graduate assistantship? Some students are able to manage a part-time job in addition to the requirements of the Athletic Training program and either graduate assistantship or clinical rotation responsibilities. However, this is a personal decision that depends on the individual student. Occasionally, there are opportunities for per diem work (e.g., tournaments, one day sporting events, etc.), where students are able to make extra money.

      Does my graduate assistantship provide me with liability insurance? Whether or not a graduate assistantship provides liability insurance is dependent upon the place of employment and should be verified by the student seeking the graduate assistantship. It is strongly recommended that each student who accepts a graduate assistantship purchase his/her own liability insurance. The following links are to liability insurance companies. ATSU-ASHS does not have a financial interest in any of these companies and is providing the links for your convenience.
      HPSO (Healthcare Providers Service Organization)
      MARSH Affinity Group Services

      Do I have to be licensed before I start my graduate assistantship?
      Yes. You must be licensed by the State of Arizona Board of Athletic Training before you start work as a certified athletic trainer. All application materials must be submitted five full business days prior to the monthly meeting, which is generally held on the first Monday of the month. Please visit the state of Arizona Board of Athletic Training (AzBAT) website for more information on the Arizona licensure process.

      Is there information regarding state licensure in Arizona that I should be aware of?
      It is STRONGLY recommended that you familiarize yourself with the statutes and rules of the Arizona Board of Athletic Trainers. State regulations differ between states as well as with the NATA, and it is extremely important to be aware of the statutes and rules associated with the state of Arizona.

      In addition, prior to beginning clinical education activities, all students are required to complete a Jurisprudence Examination covering the Arizona athletic training statutes and rules.

      What is the process for obtaining a graduate assistantship?
      Applicants will be contacted by the clinical education coordinator to discuss possible graduate assistantship opportunities after they have been offered admissions into the post-professional Athletic Training program. Early applicants who gain admissions into the program will therefore have priority for available graduate assistantships. Once a graduate assistant opportunity has been identified, the potential employer will contact the student for a phone interview. From this point forward, the employer and the applicant must work together to establish employment. ATSU-ASHS does not employ students as graduate assistants and does not guarantee graduate assistantship employment.


  • Program Outcomes +

    • Upon completion of the ATSU Post-Professional Athletic Training Program, students’ will be able to achieve the following outcomes:

      1. Demonstrate safe and effective clinical decision-making in athletic training practice in a manner that integrates quality improvement, evidence-based practice, and patient-oriented outcomes.
      2. Demonstrate advanced knowledge and clinical practice skills in the examination, diagnosis, and management of sport related injuries and illnesses.
      3. Demonstrate advanced clinical practice, integrating effective communication, knowledge, skills, and clinical reasoning, professionalism, and self-reflection in daily practice.
      4. Demonstrate foundational knowledge of human anatomy.
      5. Demonstrate knowledge and skills for designing, conducting, analyzing, and disseminating athletic training research.
      Student Graduation and Retention
      *Year 2008 2009 2010 2011 2012 2013 2014 Aggregate
      Matriculating Cohort Size 10 15 6 13 7 18 11 11.4
      Graduation Cohort Size 9 13 6 12 7 17 9 10.4 91.3%
      Number (%) Graduated 9 (90%) 13 (86.7%) 6 (100%) 12 (92.3%) 4 (57.1%) 14 (77.8%) 7 (63.6%) 9.3 81.3%
      Number (%) Graduating in 2 Years 8 (80%) 9 (60%) 2 (33.3%) 6 (46.2%) 2 (28.5%) 11 (61.1%) 7 (63.6%) 6.4 56.3%
      Number (%) Graduating in 3 Years 4 (33.3%) 1 (14.3%) 3 (17.6%) 1.1 10.9%
      Number (%) Graduating in 4 Years 3 (23.1%) 4 (66.6%) 1 (8.3%) 1 (14.3%) 1.3 12.3%
      **Number (%) Graduating in 5 Years 1 (10%) 1 (7.7%) 1 (8.3%) 0.4 4.1%
      Number (%) In Progress 0 0 0 0 3 (42.9%) 3 (16.7%) 2 (18.2%) 1.1 10.0%
      Number (%) Transferred Out 0 0 0 0 0 0 0 0 8.8%
      Number (%) Not Retained 1 (10%) 2 (13.3%) 0 1 (7.7%) 0 1 (5.6%) 2 (18.2%) 1.0 8.8%

      *Data are included for all years since our last comprehensive accreditation review.
      **According the ASHS Catalog, “Students are expected to complete their degree within the program’s standard plan of study as indicated in the catalog. In circumstances where additional time is needed, and with approval of the appropriate chair, students will have a maximum degree completion timeline of five (5) years for a master’s program.”

      Job Placement After Graduation
      *Year 2008 2009 2010 2011 2012 2013 2014 Aggregate
      Graduation Cohort Size 9 13 6 12 7 17 9 10.4
      High School 1 3 1 3 1 5 4 2.6 24.7%
      College/University 7 4 3 1 1 5 3 3.4 33.0%
      Professional Sports 1 1 0 1 3 1 0 1.0 9.6%
      Clinic with High School 0 4 1 4 1 3 2 2.1 20.6%
      Clinic without High School 0 1 1 1 1 0 0 0.6 5.5%
      Industrial 0 0 0 1 0 0 0 0.1 1.4%
      Professional/Doctoral Studies 0 0 0 0 0 3 0 0.4 4.1%
      Unemployed 0 0 0 1 0 0 0 0.1 1.4%

      *Data are included for all years since our last comprehensive accreditation review.

Master of Science in 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 ATSU-ASHS, 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, Ariz., campus of ATSU 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 3,000-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 1,600-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 Arizona campus Learning Resource Center (LRC) supports the teaching and eventual practice of students and the teaching and research of its faculty. 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. 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 LRC’s electronic resources is facilitated through its website (on the ATSU Intranet) and its online portal ( The website provides access to 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 than 120 full-text medical textbooks, and an array of web-based, health information-based vendors. Via 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.

  • ATSU-ASHS Athletic Training Research Agenda +

    • The Athletic Training program uses 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 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 toward meaningful change values (e.g., 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.

      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 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. 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. 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

Master of Science in Athletic Training Degree Faculty

Students work with world-class faculty who demonstrate excellence in scholarship, teaching and modeling service to this profession.

Dedicated to the success of each student, faculty members provide expert instruction to Master of Science in Athletic Training degree students. Together with staff, they help students develop the professional attitudes and clinical problem-solving skills necessary for optimum patient care. 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 ATSU-ASHS. 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 master’s in PA studies 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 16 years with ATSU as academic coordinator (1995-1997), chair of physician assistant studies (1997-2004), and as dean of ATSU-ASHS (2004-10) and recently returned as dean of ATSU-ASHS. He was honored in 2010 by ATSU 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 U.S. 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 more than 16 peer-reviewed articles, 18 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.

  • Vice Dean +

      • Annlee Burch, PT, MPH, EdD

        Dr. Burch is vice dean of ATSU-ASHS. 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 ATSU-ASHS Adelante Project. In her role, Dr. Burch represents the School in the dean’s absence.

        Dr. Burch received her doctor of education from Columbia University, Teachers College in 2005. She received her masters of public health from Columbia University, Mailman School of Public Health in 2002 and her master in physical therapy 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 New York, N.Y., Mercy College in New York, and Long Island University in Brooklyn, N.Y.

  • Chair +

      • Eric L. Sauers, PhD, ATC, FNATA

        Eric L. Sauers, PhD, ATC, FNATA, is a tenured full professor and chair of the Department of Interdisciplinary Health Sciences at A. T. Still University (ATSU), in Mesa, Arizona. Dr. Sauers also holds a joint appointment as a research professor in the ATSU School of Osteopathic Medicine in Arizona. Dr. Sauers received his bachelor’s degree in exercise science from Seattle Pacific University, his master of science degree in sports health care from ATSU, and his doctor of philosophy degree in sports medicine and adult/university education at Oregon State University. Dr. Sauers has a special interest in both institutional and programmatic accreditation, having co-chaired his institutions regional accreditation site visit, written programmatic accreditation self-studies, and conducted numerous programmatic accreditation site visits. As the founding chair of the Department of Interdisciplinary Health Sciences, Dr. Sauers planned and implemented the online Human Movement program, the online Doctor of Health Sciences (DHSc) program, and the online Doctor of Athletic Training (DAT) program. He currently oversees the online DAT program in addition to overseeing the Master of Science in Athletic Training program, the Human Anatomy Unit, and the Biostatistics and Clinical Research Unit. Dr. Sauers served as the director of the Master of Science in Athletic Training program from 2000 to 2009. His primary research and scholarly 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 health professions education and accreditation. Dr. Sauers has published numerous peer-reviewed scientific articles and given numerous state, regional, and national presentations related to his research and scholarship. He served as the first active member and then president of the American Society of Shoulder and Elbow Therapists (ASSET) that was not dual-credentialed. He has served as a commissioner and the vice president of the Commission on the Accreditation of Athletic Training Education. Dr. Sauers was responsible for the visioning and development of the first and only Agency for Healthcare Quality and Research recognized practice-based research network in the athletic training discipline and currently serves as the associate director of the ATSU Athletic Training Practice-Based Research Network (AT-PBRN). The AT-PBRN utilizes a web-based electronic medical record that Dr. Sauers helped to design and develop to enable efficient clinical documentation of patient care while supporting back-end mining of a national clinical practice database. He 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. He has previously served 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. 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.​

  • Director +

      • Tamara C. Valovich McLeod, PhD, ATC, FNATA

        Tamara C. Valovich McLeod, PhD, ATC, FNATA, is the Athletic Training program director, professor of Athletic Training, research professor in the School of Osteopathic Medicine in Arizona, and the John P. Wood, DO, endowed chair for Sports Medicine 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 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.​

  • Faculty +

      • Tamara C. Valovich McLeod, PhD, ATC, FNATA

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      • Alison Snyder Valier, PhD, AT, FNATA

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      • Barton E. Anderson, MS, AT, ATC

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      • Eric L. Sauers, PhD, ATC, FNATA

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      • Cailee E. Welch, PhD, ATC

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      • Kellie C. Huxel Bliven, PhD, ATC

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      • Kenneth C. Lam, ScD, ATC

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      • R. Curtis Bay, PhD

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      • John Parsons, PhD, ATC, AT

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      • Lori Michener, PhD, PT, ATC, SCS

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      • Gary D. Delforge, EdD AT-Retired

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      • Ian McLeod, MEd, MS, ATC, PA-C

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  • Staff +

      • Amanda Vigil, MBA
        Administrative Manager

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Master of Science in Athletic Training Degree Admissions

  • Requirements +

    • Candidates applying for admission to the Master of Science in Athletic Training degree program will have:

      Candidates accepted for admission to the AT program will have earned a baccalaureate degree prior to enrollment.
      Applicants to the AT program must demonstrate Board of Certification (BOC) certification as an athletic trainer or completion of all eligibility requirements to sit for the BOC certification examination.
      Applicants must have achieved a minimum 2.5 cumulative GPA on a 4.0 scale.
      Applicants are expected to be computer literate and experienced in word processing. All curricula require extensive computer usage. Accepted applicants are required to have a laptop computer prior to the first day of class.

      Students must obtain and maintain CPR certification. Verification must be submitted to ATSU-ASHS prior to enrollment.
      Applicants are required to submit official GRE scores. Any scores older than three years prior to matriculation year will not be accepted. GRE scores should be postmarked by the March 1 timeline of the application year. The GRE Code for ATSU-ASHS is 3743 (There is no department or program code.).
      Applicants must secure references from: 1) a present or former faculty member, academic adviser, or employer with some relevance to the student’s career as an athletic trainer, and 2) a healthcare professional. Letters from an educational consulting service will not qualify. Letters of reference must be submitted for each application year.
      Applicants must submit two copies of personal resume. Guidelines are offered in the application instructions.
      Applicants who wish to be considered for more than one program must submit a separate application and fee, official GRE scores, transcripts, and references for each health sciences program. Acceptance to ATSU-ASHS is to a specific program and is not transferable to any other program. Application materials are not transferable from one application year to another.

      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 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 609.771.7100

      Applicants are required to submit all official college or academic transcripts prior to matriculation.

      Any athletic training student working as a graduate assistant, or who is practicing athletic training independently, is required to be licensed by the Arizona Board of Athletic Training. It is expected that students will become licensed prior to the commencement of their assistantship. Assistantships may be delayed or forfeited if the student fails to become licensed prior to this date. Note: BOC certification is required for Arizona athletic training licensure. There is no grace period for incoming athletic trainers. Additional information and relevant forms can be found at the Arizona Board of Athletic Training website.

      Technology Requirements

      All ATSU students are required to own a computer system. Minimum system requirements vary depending on program.

  • Application +

    • ​The program operates on a rolling admissions basis and all applications are considered until class openings are filled.

      Start your application here. First, you will need to create an account for access to the online application. Instructions are included on how to complete the application and provide us with all required documentation. If you have any questions regarding the online application, please call Admissions at 660.626.2878.

  • Tuition and Financial Services+

      • Application fee: $70
      • Tuition per 1st year: $17,216
      • Tuition per 2nd year: $17,807
      • Educational supply fee (annual): $1,050

      Tuition and fees are subject to change.

  • 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 Master of Science in Athletic Training program at: 866.626.2878


      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 ATSU-KCOM and ATSU-ASHS. Contact 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.


      The student completes the Free Application for Federal Student Aid (FASFA) or a Renewal FAFSA by going to 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 Student Financial Services.

      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 Student Financial Services.

      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 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 percent for all programs on 100 percent scale

      Quantitative Measure

      Maximum Time Frame

      Financial aid recipients must complete an educational program within a time frame no longer than 150 percent 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 percent 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 5,100 contact hours may attempt up to 7,650 contact hours before financial aid eligibility is suspended (5,100 divided by 7,650 = 67 percent).

      Dropped, failed, and remedial courses for which no credit is received do not count toward 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 ATSU until the cumulative GPA and/or completion rate meet the required standard.
      - OR -

      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 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 plan
      Set realistic goals
      Establish priorities
      Keep expenditures below income
      Stick 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 two to three 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 1.5 percent per month, which is 18 percent per year.

      Electronic Funds Transfer 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 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: MS-ATdemo
      Password: atsudemo

      Connect Now

Master of Science in Athletic Training Curriculum Overview

  • Curriculum Plan Overview+

    • MS Curriculum Overview QTR HRS
      Anatomic and Clinical Science Foundation (see below) 17
      Advanced Clinical Practice Foundation (see below) 19
      Research Foundation (see below) 12
      MS Anatomic and Clinical Science Foundation QTR HRS
      7110 Quality Improvement and Patient Safety (C) (D) 3
      7120 Evidence-Based Practice (C) (D) 3
      7130 Patient-Oriented Outcomes (C) (D) 3
      5100 Human Anatomy I 4
      5200 Human Anatomy II 4
      MS Advanced Clinical Practice Foundation QTR HRS
      5310 Traumatic Brain Injury in Sport 3
      6310 Diagnosis of Orthopedic and Sport-Related Injuries 5
      6320 Diagnosis and Management of Sport-Related Illnesses 3
      5101 Advanced Clinical Practice I: Sudden Death in Sport 1
      5201 Advanced Clinical Practice II: Current Topics in AT 1
      5301 Advanced Clinical Practice III: Patient Centered Care 1
      5401 Advanced Clinical Practice IV: Throwing Injuries 1
      6101 Advanced Clinical Practice V: Functional Movement Screening 1
      6201 Advanced Clinical Practice VI: Manual Therapy Techniques 1
      6301 Advanced Clinical Practice VII: Soft Tissue Rehabilitation Techniques 1
      6401 Advanced Clinical Practice VIII: Professional Development 1
      MS Research Foundation QTR HRS
      5220 Research Methods & Design (D) 3
      5320 Methods of Data Analysis (D) 3
      5400 Research Practicum I 3
      6400 Research Practicum II 3

Anatomic and Clinical Science Foundation

  • ATRN 7110: Quality Improvement and Patient Safety (C) (D)+

    • This course is designed to enhance the athletic trainer’s understanding of quality improvement at the service and provider levels. The content covered will include patient safety, fundamentals of quality improvement, measuring improvement, cost and value models, and the history of quality improvement in healthcare.​

  • ATRN 7120: Evidence-Based Practice (C) (D) +

    • This course is designed to enhance the athletic trainer’s understanding of quality improvement at the service and provider levels. The content covered will include patient safety, fundamentals of quality improvement, measuring improvement, cost and value models, and the history of quality improvement in healthcare.

  • ATRN 7130: Patient-Oriented Outcomes (C) (D) +

    • 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.​

  • ASHS 5100: Human Anatomy I+

    • ​Human Anatomy I provides a comprehensive review of human anatomy using a regional approach. This course will cover the anatomy of the upper extremity, head, neck and back. Both lecture and laboratory components of this course will emphasize the clinical relevance of each area considered. Students are required to study prosected human cadavers.

  • ASHS 5200: Human Anatomy II+

    • ​Human Anatomy II provides a comprehensive review of human anatomy using a regional approach. This course will cover the anatomy of the thorax, abdomen, pelvis, perineum and lower extremity. Both lecture and laboratory components of this course will emphasize the clinical relevance of each area considered. Students are required to study prosecuted human cadavers.

Advanced Clinical Practice Foundation

  • ATRN 5310: Traumatic Brain Injury in Sport+

    • ​This course is designed to provide an in depth examination of current issues related to the recognition, assessment, and management of sport-related traumatic brain injuries. The course will cover topics related to brain anatomy and physiology, differential diagnosis of emergent neurological injuries, assessment techniques, return-to-play issues, return-to-learn, treatment options, and current recommendations.

    • ​This course is designed to provide the athletic trainer with advanced knowledge and clinical skills in the pathology, examination, and diagnosis of orthopedic and sport-related injuries to the upper and lower extremities, as well as the back and spine. Content is presented with an emphasis on integrating evidence-based practice principles to enhance the student’s clinical decision-making skills in injury evaluation and diagnosis.

    • This course is designed to enhance the athletic trainer’s knowledge of the pathogenesis, pathology, and clinical manifestations of athletic illnesses that arise from or are a result of a person’s participation in or preparation for games or sports, or participation in recreational activities or physical fitness activities. The course will also address other medical conditions that may present in athletes or individuals participating in recreational or physical fitness activities. It will also enhance their knowledge and awareness of the role of the pre-participation physical evaluation (PPE) in sports injury management. ​

  • ATRN 5101: Advanced Clinical Practice I: Sudden Death in Sport+

    • ​This course is designed to enhance the athletic trainer’s knowledge, skills, and practice in development and implementation of evidence based emergency care plans. Current Position and Consensus Statements on Sudden Death in Sports, Exertional Heat Stroke, Emergency Planning, Care of the Spine Injured Athlete, Lightning Safety in Athletics, and others will be reviewed and critically discussed.

  • ATRN 5201: Advanced Clinical Practice II: Current Topics in AT+

    • Advanced Practice: Current Topics in AT is designed to introduce and explore various current topics within the athletic training profession. Content may include discussion of current issues in professional practice; AT education; local, state, and national association agendas; non-traditional AT practice settings; and other topics as identified by the AT program faculty.​

  • ATRN 5301: Advanced Clinical Practice III: Patient Centered Care+

    • This course is designed to introduce and explore the concepts of patient-centeredness and whole person healthcare as foundational to athletic training patient management. The idea that patient-oriented clinical outcome measures as well as individual patient values, preferences and needs are central to providing patient-centered whole person healthcare is highlighted. Discussion of moral and ethical grounding of patient centered care, in addition to benefits, challenges, and barriers to patient centered care will be discussed.​

  • ATRN 5401: Advanced Clinical Practice IV: Throwing Injuries+

    • ​This course is designed to enhance the athletic trainers’ knowledge and awareness of musculoskeletal injuries in the overhead-throwing athlete. Following this course, the athletic trainer should be able to describe the kinetics and kinematics of overhead throwing, discuss the epidemiology of throwing injuries, describe the major theories of throwing shoulder dysfunction, implement injury prevention programs for throwers, and diagnose and treat common musculoskeletal injuries in the overhead-throwing athlete.

  • ATRN 6101: Advanced Clinical Practice V: Functional Movement Screening+

    • This course will explore the use of various functional performance tests for determination of functional status and performance ability. Emphasis will be based on integration of basic science knowledge (anatomy, kinesiology, neuroanatomy) and evidence based practice in evaluating appropriate functional assessment tools.

  • ATRN 6201: Advanced Clinical Practice VI: Manual Therapy Techniques+

    • This course is designed to enhance the athletic training clinician’s skills and knowledge in orthopedic manual therapy techniques. Emphasis will be placed on integration of current literature and evidence based practice concepts, as well as utilizing a patient response and function based model. Application of manual therapy techniques including proprioceptive neuromuscular facilitation, positional release therapy, joint mobilization, and neural mobilization techniques will be presented.​

Research Foundation

  • ASHS 5220: Research Methods & Design (D)+

    • 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.​

  • ATRN 5400: Research Practicum I+

    • This course is designed improve the athletic trainer’s critical thinking skills and proficiency in research and/or creative activities. The course is intended to meet the criteria outlined by the CAATE Standards for the Accreditation of Post-Professional Athletic Training Degree Programs and fulfill the requirements of a research experience that includes both a written and hands-on component. The course is designed to deepen students’ “theoretical understanding of the profession, enhance their critical thinking ability, increase their writing & speaking skills, and advance the knowledge of the discipline”. ​

  • ATRN 6400: Research Practicum II+

    • This course is designed improve the athletic trainer’s critical thinking skills and proficiency in research and/or creative activities. The course is intended to meet the criteria outlined by the CAATE Standards for the Accreditation of Post-Professional Athletic Training Degree Programs and fulfill the requirements of a research experience that includes both a written and hands-on component. The course is designed to deepen students’ “theoretical understanding of the profession, enhance their critical thinking ability, increase their writing & speaking skills, and advance the knowledge of the discipline” (PPEC Standards). ​

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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.


From public health centers located in communities where services are needed most, to research and other leading edge whole person healthcare initiatives, you can create your own legacy by contributing to the specific cause that moves you most. Find out more.


When you give to A.T. Still University, you're not only supporting whole person healthcare education, you're also helping deliver it to where the care is needed most. Through our legacy program, we send students to underserved communities nationwide and conduct healthcare clinics at the university on occasion. Find out more.


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.