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Graduate Programs

Administration of Graduate Programs

The Director of Graduate Studies, the administrative officer responsible for the graduate programs, works with the Graduate Council to determine graduate program policies. Each graduate program is directed by a program director.

Master of Athletic Training
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The Master of Athletic Training (MAT) degree is designed to prepare students to become certified athletic trainers (ATC). Athletic trainers are health care professionals who collaborate with physicians to optimize activity and partipation of patients and clients. Athletic training encompasses the prevention, diagnosis, and intervention of emergency, acute, and chronic medical conditions involving impairment, functional limitations, and disabilities.

The MAT program is “entry-level,” meaning it is designed for students with minimal knowledge and experience in athletic training. Individuals who are graduates of CAATE-approved programs are not eligible for admission. Upon successful completion of all clinical and didactic components of the MAT program, students are eligible to take the Board of Certification (BOC) examination in athletic training. Passing the BOC examination leads to awarding of the credential ATC.

The mission of the MAT is to prepare individuals who are educationally well-rounded, critical thinkers, good citizens, and active professionals, as well as competent allied health professionals. The program’s goal is to prepare qualified entry-level athletic trainers for the profession of athletic training and is guided by these objectives:

  1. To produce quality athletic training professionals for potential employment in appropriate health care settings;
  2. To prepare students to pass the BOC examination in athletic training through a CAATE-accredited education program;
  3. To promote professional and ethical conduct at all times;
  4. To provide an exemplary classroom and clinical learning environment in which students can develop appropriate cognitive and psychomotor competencies, as well as clinical proficiencies for an entry-level athletic training professional; and,
  5. To update continually the Athletic Training Education Program (ATEP) in order to provide the latest information related to the art and science of athletic training.

The MAT may be completed using one of the following options:

Option ONE: Five-year program. The first three years of this program are classified as the pre-professional phase, during which time students will complete the MAT program prerequisites and requirements for an undergraduate major. The professional phase will begin during the summer prior to the student’s fourth year. Credits earned during the fourth year will be applied toward the undergraduate degree requirements and the student will receive a baccalaureate degree. The Master of Athletic Training (MAT) degree will be awarded at the end of the final year. This option is intended for entering first-year and transfer students, or students who choose to pursue the MAT degree late in their undergraduate education.

Option TWO: Two-year program. This program is for persons who have completed a baccalaureate degree in any major (other than athletic training from a CAATE-accredited program) and have met the admission requirements for the professional phase of the MAT program.

Master of Education
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The Master of Education (MEd) provides professional educators the opportunity to acquire knowledge of best practices, the ability to implement those practices at the classroom, school and/or corporation level as well a means of engaging in the continuous improvement of teaching and learning through reflective teaching and collaboration.

Four basic principles guide the program:

  • True collaboration will be a hallmark of the program. Trust, understanding of institutional and community cultures, and conflict transformation are cited as critical components of effective collaboration. 
  • Knowledge of best practice is critical for improving instruction.
  • Knowledge of action research and assessment are the foundational elements of effective instruction.
  • Enhanced field experiences and reflective practice are integral components of the continuous improvement of instructional practice.
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