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Student Learning Outcomes

1. Become competent, independent, and critical thinkers by developing into allied health professionals that are proficient in the care of the physically active, as evidenced by attaining BOC Inc. certification and demonstrating quality injury prevention, identification, care and rehabilitation.

2. Accept the role of the athletic training professional and demonstrate a positive attitude regarding the athletic training profession as shown through professional attendance at conferences, in communication with other individuals, and exhibition of solid work habits.

3. Adhere to the NATA Code of Ethics and the BOC Standards pf Professional Practice, and maintain high moral standards when performing professional duties.

4. Continue to develop knowledge and skills beyond Southern Connecticut State University, and enhance the athletic training profession by sharing that knowledge and expertise with local, state, and national professional organizations in the role of members of organizational committees via professional and public service.

5. Become involved with society outside of their professional requirements as demonstrated by assisting those in need and working to make their own piece of the world a better place by contributing to the community in which s/he lives, works and learns.

Graduates of Exercise Science programs:

1. Are trained to assess, design, and implement individual and group exercise and fitness programs for individuals who are apparently healthy and those with controlled disease.
2. Are skilled in evaluating health behaviors and risk factors,
3. Are able to conduct fitness assessments and develop appropriate exercise prescriptions.
4. Are able to motivate individuals to modify negative health habits and maintain positive lifestyle behaviors for health promotion.
5. Demonstrate competence as a leader of health and fitness programs in the university, corporate, commercial or community settings in which their clients participate in health promotion and fitness-related activities.


1. Pre-service teachers can understand physical education content and disciplinary concepts related to the development of a physically educated person.

2. Pre-service teachers can understand how individuals learn and develop and can provide opportunities that support their physical, cognitive, social, and emotional development.
3. Pre-service teachers can understand how individuals differ in their approaches to learning, and create appropriate instruction adapted to these differences.
4. Pre-service teachers can use an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active engagement in learning, and self motivation. 
5. Pre-service teachers can use knowledge of effective verbal, nonverbal, and media communication techniques to enhance learning and engagement in physical activity settings.
6. Pre-service teachers can plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated individuals, based on state and national (NASPE K-12) standards.
7. Pre-service teachers can understand and use assessment to foster physical, cognitive, social, and emotional development of students in physical activity.
8. Pre-service teachers are reflective practitioners who evaluate the effects of their actions on others (e.g., students, parents/guardians, fellow professionals), and seek opportunities to grow professionally.
9. Pre-service teachers can use information technology to enhance learning and to enhance personal and professional productivity.
10. Pre-service teachers can foster relationships with colleagues, parents/guardians, and community agencies to support students' growth and well being.