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Bachelor of Science in Biology and a Master of Science in Athletic Training
Dual Degree Program in Athletic Training

Marist's Master of Science in Athletic Training (MSAT) program has two options for students pursuing this graduate degree. There is a standalone two-year MSAT program and an accelerated, combined five-year dual degree program that results in students earning both the Bachelor of Science (BS) in Biology and the MSAT. 

The dual degree BS/MSAT program aims to equip students with a strong scientific foundation and the extensive practical experience necessary to become certified athletic trainers. After completing the BS/MSAT program, graduates will have earned the opportunity to take the national certification examination administered by the Board of Certification, Inc. (BOC), which ultimately leads to certification as athletic trainers and eligibility for state licensure.  

Athletic training students will gain hands-on experience in traditional and non-traditional settings. As part of the program, students are required to complete fully immersive clinical settings either on campus, or at other local colleges/universities, at local high schools and non-sport settings. 

Completion of the program can lead to employment opportunities in various settings, including high schools, colleges, and universities, as well as professional sports organizations, hospitals, and medical clinics. Additionally, there are prospects in the performing arts, military, corporate, and industrial environments.

Admission Requirements

Students will matriculate into the combined 5-year BS/MSAT dual degree program as first-year students and will be admitted to the BS in Biology and MSAT track according to standard admissions procedures and policies. Current sophomores and juniors may also elect to pursue the dual degree by contacting the program director to submit a Change of Major form. A separate Academic Status Policy for the combined 5-year BS/MSAT dual degree program is as follows: At the end of the junior year (May of Year 3), students will be reviewed for transition and retention into the graduate and professional phase of the dual degree program. To be enrolled in the MSAT and the graduate-level courses, students must have completed at least 96 hours of undergraduate courses by the end of the junior year including the following:

  • Anatomy & Physiology I and II: 4 credits each, including applicable labs
  • General Biology I and II: 4 credits each, including applicable labs
  • General Chemistry I and II: 4 credits each, including applicable labs
  • Physics I and II: 4 credits each, including applicable labs
  • Psychology: 3 credits
  • Statistics: 3 credits
  • A cumulative GPA greater than or equal to 3.0 and a 3.0 GPA for the science courses listed above is required for transition and retention into the graduate and professional phase of the dual degree program. Additionally, all of the above courses must be completed with grades of 鈥淐鈥� or above (C- will not be accepted). Candidates must also complete a minimum of 60 hours of volunteer or work-related athletic training experience. The hours must be in a minimum of two different settings under the supervision of a Certified Athletic Trainer.

Curriculum

The BS in Biology requires completion of 120 credits and the MSAT requires an additional 58 credits. Marist students can begin the MSAT program after the third (junior) year of undergraduate study. The fourth year begins with a summer session and includes both graduate and undergraduate coursework. The fifth year consists of graduate coursework only. 

Year I - Undergraduate [Fall] - 17 credits

  • BIO 130 - General Biology I - 4 credits
  • CHEM 111 - General Chemistry I - 3 credits
  • CHEM 112 - General Chemistry I Lab -  1 credit
  • ENG 120 - Writing for College - 3 credits
  • PHIL 101 - Philosophical Perspectives - 3 credits
  • Elective/Pathway - 3 credits

Year I - Undergraduate [Spring] - 16 credits

  • BIOL 131 - General Biology II - 4 credit
  • CHEM 112 - General Chemistry II - 3 credit
  • CHEM 116 - General Chemistry II Lab - 1 credit
  • FYS 101 - First Year Seminar - 4 credits
  • MATH 130 - Intro to Statistics - 3 credits
  • HLTH 110 - Intro to Health Professions - 1 credit

Year II - Undergraduate [Fall] - 17 credits

  • CHEM 201 - Principles of Organic Chemistry - 3 credits
  • CHEM 202 - Organic Chemistry Lab - 1 credit
  • Technological Competency Course - 3 credits
  • (CORE Literature) - 3 credits
  • PHYS 201 - College Physics I - 3 credits
  • PHYS 213 - Physics I Lab - 1 credit
  • PSYC 101 - Intro to Psych - 3 credits

Year II - Undergraduate [Spring] - 17 credits

  • (CORE Fine Art) - 3 credits
  • BIOL 312 - Microbiology - 4 credits
  • MATH 131 - Statistics II - 3 credits
  • PHIL 200 - Ethics - 3 credits
  • PHYS 212 - College Physics II - 3 credits
  • PHYS 214 - Physics II Lab - 1 credit

Year III - Undergraduate [Fall] - 17 credits

  • BIOL 201 - Human A&P I - 4 credits
  • MATH 320 - Genetics - 4 credits
  • Elective/Pathway - 3 credits
  • Related Fields Elective - 3 credits
  • Related Fields Elective - 3 credits

Year III - Undergraduate [Spring] - 17 credits

  • BIOL 202 - Human A&P II - 4 credits
  • Elective/Pathway - 3 credits
  • Biology Elective - 4 credits
  • Biology Elective - 3 credits
  • Related Fields Elective - 3 credits

Year IV - Undergraduate [Summer] - 17 credits

  • Undergraduate Elective/Pathway - 3 credits
  • Undergraduate (CORE History) - 3 credits
  • ATHT 501 - Foundations of Athletic Training - 2 credits
  • ATHT  502 - Clinical Skills - 1 credit
  • ATHT 503 - Functional Anatomy - 3 credits
  • ATHT 504 - Pathophysiology - 2 credits
  • ATHT 505 - Emergency Management - 3 credits

Year IV - Undergraduate [Fall] - 15 credits

  • ATHT 506 - Therapeutic Modalities - 3 credits
  • ATHT 510 - Clinical Experience (BIO Int) - 3 credits
  • ATHT 511 - Clinical Assess/Diagnosis I* - 3 credits
  • ATHT 513 - Therapeutic Interventions I* - 3 credits
  • BIOL 477 - Biology Capping - 3 credits

Year IV - Undergraduate [Spring] - 17 credits

  • Undergraduate Elective/Pathway - 3 credits
  • ATHT 512 - Clinical Assess/Diagnosis II* - 3 credits
  • ATHT 514 - Therapeutic Interventions II* - 3 credits
  • ATHT 515 - Performance Enhance & Cond. - 3 credits
  • ATHT 516 - Health Promotions and Wellness - 2 credits
  • ATHT 520 - Clinical Experience II - 3 credits

Year V - Graduate [Summer] - 10 credits

  • ATHT 601 -  AT Administration and Policy - 2 credits
  • ATHT 602 - Management of Medical Cond. - 2 credits
  • ATHT 603 - Research Techniques in AT - 2 credits
  • ATHT 610 - Clinical Experience III - 2 credits
  • ATHT 613 - Therapeutic Interventions III - 2 credits

Year V - Graduate [Fall] - 12 credits

  • ATHT 604 - Research Project I - 1 credits
  • ATHT 606 - Cultural Competence in AT- 2 credits
  • ATHT 620 - Clinical Experience IV - 3 credits
  • ATHT 630 - Clinical Experience V - 3 credits
  • ATHT 640 - Clinical Experience VI - 3 credits

Year V - Graduate [Spring] - 11 credits

  • ATHT 605 - Research Project II - 2 credits
  • ATHT 607 - Nutrition for Health/Performance - 2 credits
  • ATHT 608 - Behavioral Health - 2 credits
  • ATHT 609 - Athletic Training Seminar - 2 credits
  • ATHT 650 - Clinical Experience VII - 3 credits

* Up to 12 credits can be applied toward both degrees, thus the graduate courses count as elective credit for the undergraduate degree. The BS in Biology is awarded after Year 4.

For more information regarding the graduate program you can visit the MSAT Web Site.
or contact the Athletic Training Program Director:

Michael E. Powers, PhD, ATC, CSCS, EMT
Associate Professor
Director, Athletic Training Program
Science and Allied Health (AH) 227
(845) 575-3912
Michael.Powers@Marist.edu

Curriculum

The BS in Biology requires completion of 120 credits and the MSAT requires an additional 58 credits. Marist students can begin the MSAT program after the third (junior) year of undergraduate study. The fourth year begins with a summer session and includes both graduate and undergraduate coursework. The fifth year consists of graduate coursework only.

Year 1: Undergraduate [Fall] - 17 credits

Year 1: Undergraduate [Spring] - 16 credits

Year 2: Undergraduate [Fall] - 17 Credits

Year 2: Undergraduate [Spring] - 17 credits

Year 3: Undergraduate [Fall] - 17 credits

Year 3: Undergraduate [Spring] - 17 credits

Year 4 : Undergraduate [Summer] - 17 Credits

This course is designed to provide the student with an insight into the profession of athletic training, the preparation of the athletic trainer, and the role of the health-care professional in various settings. Discussions about other allied health-care professionals with whom the athletic trainer will work closely (PTs, EMTs, etc.) will be emphasized.
This course will introduce the student to the basic clinical techniques in dealing with prevention and management of athletic injuries and will include discussions on preventative wrapping and strapping, padding and bracing, and splinting and transportation.
This course provides students with an understanding of the fundamentals of physiology and pathophysiology of the nervous, pulmonary, cardiovascular, musculoskeletal, metabolic, gastrointestinal, genitourinary system, integumentary system and endocrine systems. Regional autonomic neuronal system components, and regional lymphatic system components are also to be reviewed. Embryological aspects associated with system development are covered where appropriate. Acute and chronic responses to exertion (exercise) and the interrelationships of function and dysfunction at the molecular, cellular, tissue, organ and systemic levels and to the total human body is applied in each of the body systems.
This course will cover the clinical examination and diagnosis and the acute care of injuries and illnesses with emphasis placed on emergency medical care. The entire body will be addressed within these domains as well as other issues pertinent to the health care of an active population. The laboratory session is designed to provide the student with practical application of the material discussed in the lecture, including CPR and AED training.

Year 4: Undergraduate [Fall] - 15 credits

The course lecture and discussion will involve the latest therapeutic techniques used in athletic training today including the history of the foundation of all modalities as well as current concepts. We will discuss use and misuse, as well as contraindication, for all modalities. Students will practice and learn each modality through the laboratory session so they have a clear understanding of why and how to use each modality. 

This is the first course in a clinical education sequence and is designed to provide students with clinical experience necessary to become competent entry-level healthcare providers. Students will practice and be assessed for competency and proficiency in psychomotor skills identified in the most recent Athletic Training Education Competencies created by the National Athletic Trainers鈥� Association (NATA) Professional Education Council (PEC) and the Board of Certification (BOC) Practice Analysis. The proficiencies will primarily address the areas of risk management and injury prevention and acute care of injuries and illnesses. Completion of a Clinical Field Experience (CFE) in an affiliated interscholastic athletic training setting is required. Prerequisites: ATHT 502 and ATHT 505.

This course will provide the student with information on assessment techniques specific to the lower body and spine. The assessment techniques will include material specific to history, observation, palpation, range of motion and special tests. Also included in the course will be material on neurological and circulatory evaluations for the lower body.

The use of rehabilitation equipment and exercises associated with rehabilitation in athletic injuries. The use of exercise to improve function, prevent disability and injury, and promote wellness is emphasized. The student will also use evaluation devices such as a goniometer, girth testing, gait analysis, muscle testing, joint mobilization, and proprioceptive neuromuscular facilitation.

Year 4: Undergraduate [Spring] - 17 Credits

This course will provide the student with information on assessment techniques specific to the upper extremity, abdomen, thorax, head and face. The assessment techniques will include material specific to history, observation, palpation, range of motion and special tests. Also included in the course will be material on neurological and circulatory evaluations for the upper extremity, abdomen, thorax, head and face.

This course will provide the student with an understanding in the application of various therapeutic interventions to treat injury and disease. The use of rehabilitation equipment and exercises, and appropriate therapeutic modalities associated with the rehabilitation of athletic injuries will be discussed. Labs address skill development for performing treatment techniques consisting of exercise prescription and functional retraining, joint and soft-tissue mobilization, and dynamic stabilization.

This course takes a multi-faceted approach to the general science of strength training. Topics to be covered include exercise physiological concepts and applications, testing and evaluation, beginning and advanced flexibility and exercise techniques, program design, periodization, aerobic and anaerobic training considerations, nutrition, performance enhancing substances, exercise prescription for the strength athlete, and organization and administration of an exercise facility. This course will also provide a practical challenge to the student to apply scientific concepts and principles into the development of sports specific training programs. The student will have the opportunity to create a complex training program for an athlete utilizing the concepts discussed in the course. In conjunction with other classes, students should have sufficient theoretical and practical knowledge to sit for the National Strength and Conditioning Associations (NSCA) Certified Strength and Conditioning Specialist (CSCS) or Certified Personal Trainer (NSCA-PT) exam.

This course examines health promotion across the lifespan, including pediatric, adult, and geriatric populations. Emphasis is placed upon community and public health and environmental patterns that promote or interfere with health attainment and risk reduction in the identified populations.

This is the second course in the clinical education sequence and is designed to provide students with clinical experience necessary to become competent entry-level healthcare providers. Students will practice and be assessed for competency and proficiency in psychomotor skills identified in the most recent Athletic Training Education Competencies created by the National Athletic Trainers鈥� Association (NATA) Professional Education Council (PEC) and the Board of Certification (BOC) Practice Analysis. The proficiencies will primarily address the areas of risk management and injury prevention, assessment of musculoskeletal injury and acute care of injuries and illnesses and rehabilitation of musculoskeletal injury. Completion of a Clinical Field Experience (CFE) in an affiliated interscholastic athletic training setting is required. Prerequisites: ATHT 506, ATHT 510, ATHT 511 and ATHT 513.

Year 5: Graduate [Summer] - 10 Credits

This course is designed to present the responsibilities of the athletic trainer as an educator and administrator. This course is a collection of knowledge, skills, and values that the entry-level certified athletic trainer must possess to develop, administer, and manage a health care facility and associated venues that provide health care to athletes and others involved in physical activity.
Focuses in the identification and treatment of medical conditions of the nervous, urinary, endocrine, reproductive, respiratory, gastrointestinal, cardiovascular, integumentary systems. Emphasis placed on the role the Athletic Trainer has in the prevention, evaluation, diagnosis, treatment and rehabilitation of associated conditions as directed by a supervising physician.
This course is an overview of concepts and procedures necessary for designing, conducting, and critically appraising research in Athletic Training from multiple research paradigms. The course will focus on the steps involved in the administration of a research project, including literature review, design, data collection and analysis.
This is the third course in the clinical education sequence and is designed to provide students with clinical experience necessary to become competent entry-level healthcare providers. Students will practice and be assessed for competency and proficiency in psychomotor skills identified in the most recent Athletic Training Education Competencies created by the National Athletic Trainers鈥� Association (NATA) Professional Education Council (PEC) and the Board of Certification (BOC) Practice Analysis. The proficiencies will primarily address the areas of risk management and injury prevention, assessment of musculoskeletal injury and rehabilitation of musculoskeletal injury. Completion of a Clinical Field Experience (CFE) in an affiliated non-sport athletic training setting is required. Prerequisites: ATHT 512, ATHT 514, ATHT 515 and ATHT 520.
Introduces principles of drug therapy across the lifespan and the use of drugs as they pertain to the health care of athletes and their effect on athletic competition. An emphasis on the knowledge, skills and values required of the Athletic Trainer on pharmacological applications, including indications, contraindications, precautions, interactions, documentation and governing regulations relevant to the treatment of injury and illness in athletic training.

Year 5: Graduate [Fall] - 12 Credits

This course will focus on the steps involved in the administration of a research project, including developing a research question and formulating a research hypothesis and designing methods.

This course will discuss the concept of culture, how it changes and influences everyday life, health disparities, and what best practices for enhancing cultural competencies in healthcare organizations. This course will discuss the concept of culture and how systems should incorporate strategies to mitigate those aspects of cultural alienation that result in adverse health outcomes. The course will examine organizational structures and processes that should incorporate cultural competence, and students will explore how all professional roles in health care settings should address service adjustments and measure effectiveness of care and quality of health outcomes across multicultural populations.

This is the fourth course in the clinical education sequence and the first fully immersive clinical rotation. It is practice-intensive and is designed to provide the student with an opportunity to experience the totality of care provided by athletic trainers. It will continue to provide students with clinical experience necessary to become competent entry-level healthcare providers. Students will practice and be assessed for competency and proficiency in psychomotor skills identified in the most recent Athletic Training Education Competencies created by the National Athletic Trainers鈥� Association (NATA) Professional Education Council (PEC) and the Board of Certification (BOC) Practice Analysis. The proficiencies will primarily address the areas of risk management and injury prevention, assessment of musculoskeletal injury, rehabilitation of injury and illness and healthcare administration. Completion of a Clinical Field Experience (CFE) in an affiliated intercollegiate athletic training setting is required. Prerequisites: ATHT 601, ATHT 602, ATHT 610 and ATHT 613.

This is the fifth course in the clinical education sequence and the second fully immersive clinical rotation. It is practice-intensive and is designed to provide the student with an opportunity to experience the totality of care provided by athletic trainers. It will continue to provide students with clinical experience necessary to become competent entry-level healthcare providers. Students will practice and be assessed for competency and proficiency in psychomotor skills identified in the most recent Athletic Training Education Competencies created by the National Athletic Trainers鈥� Association (NATA) Professional Education Council (PEC) and the Board of Certification (BOC) Practice Analysis. The proficiencies will primarily address the areas of risk management and injury prevention, assessment of musculoskeletal injury, rehabilitation of injury and illness and healthcare administration. Completion of a Clinical Field Experience (CFE) in an affiliated intercollegiate athletic training setting is required. Prerequisites: ATHT 620.

This is the sixth course in the clinical education sequence and the third fully immersive clinical rotation. It is practice-intensive and is designed to provide the student with an opportunity to experience the totality of care provided by athletic trainers. It will continue to provide students with clinical experience necessary to become competent entry-level healthcare providers. Students will practice and be assessed for competency and proficiency in psychomotor skills identified in the most recent Athletic Training Education Competencies created by the National Athletic Trainers鈥� Association (NATA) Professional Education Council (PEC) and the Board of Certification (BOC) Practice Analysis. The proficiencies will primarily address the areas of risk management and injury prevention, assessment of musculoskeletal injury, rehabilitation of injury and illness and healthcare administration. Completion of a Clinical Field Experience (CFE) in an affiliated intercollegiate or non-sport athletic training setting is required. Prerequisites: ATHT 630.

Year 5: Graduate [Spring] - 11 Credits

This course is the final course of a three-course sequence focusing on evidence based practice and research in healthcare. This course will focus on data collection and analysis for a randomized controlled trial or other form of quantitative research. The students will present the results and conclusions of that trial in both oral and poster format and will complete a manuscript for that study.

This course is a study of nutrition as it relates to optimum performance and health. Nutrient needs, sources, functions, and interactions will be reviewed according to the latest scientific findings. Principles of body conditioning will be emphasized with attention to diet and lifestyle practices that promote health and decrease risks of nutrition-related diseases.

The aim of this course is to introduce the core concepts of social and behavioral determinants and how they influence the health of individuals, communities, and populations. This course examines the background of psychological theories and applications related to injuries/illnesses and subsequent rehabilitation of the physically active. The course is designed to develop the students鈥� ability to optimize rehabilitative efforts of injuries & illnesses of the physically active. Techniques such as social support, imagery, education, and modeling will be used. Eating disorders, substance abuse, and disability are included.

This course is a capstone course and integrates prior Athletic Training coursework and clinical education experiences for the BOC Certification Exam. This course will also serve as a forum for discussion of current Athletic Training professional, legal and ethical issues.

This is the seventh course in the clinical education sequence and the fourth fully immersive clinical rotation. It is practice-intensive and is designed to provide the student with an opportunity to experience the totality of care provided by athletic trainers. It will continue to provide students with clinical experience necessary to become competent entry-level healthcare providers. Students will practice and be assessed for competency and proficiency in psychomotor skills identified in the most recent Athletic Training Education Competencies created by the National Athletic Trainers鈥� Association (NATA) Professional Education Council (PEC) and the Board of Certification (BOC) Practice Analysis. The proficiencies will primarily address the areas of risk management and injury prevention, assessment of musculoskeletal injury, rehabilitation of injury and illness and healthcare administration. Completion of a Clinical Field Experience (CFE) in an affiliated intercollegiate or non-sport athletic training setting is required. Prerequisites: ATHT 640.