CHSP Shared Priorities

Practice-Ready 

Practice-ready preparation is supported through: 

• The professional program (MSAT) prepares future athletic trainers through extensive clinical experiences that address patient care across the lifespan and in a variety of health care settings, including ambulatory services and athletics. 

• MSAT students engage in real-world learning through community partnerships and nontraditional settings, including rodeos, large-scale events (e.g., marathons and championships), and the performing arts. 

• MSAT students and pediatric residents gain experience caring for patients undergoing surgical procedures, including post-operative care. 

• Pediatric residents strengthen their clinical preparation through integrated employment-based experiences and partnerships with organizations such as OhioHealth Sports Medicine. 

Team-Ready 

Team-ready preparation is supported through: 

• Team-based practices are integrated throughout MSAT immersive clinical experiences, providing students with opportunities to collaborate with physicians, nurses, registered dietitians, physical therapists, exercise physiologists, and other health professionals. 

• Pediatric residents collaborate clinically with experienced athletic trainers and sports medicine fellowship-trained physicians to strengthen community outreach and coordinated care for pediatric populations. 

• Doctor of Athletic Training (DAT) students demonstrate collaborative practice through interdisciplinary projects focused on quality improvement and patient-centered research, working with colleagues and health professionals across a variety of practice settings. 

Future-Ready 

Future-ready preparation is supported through: 

• The DAT provides advanced, practice-focused preparation in behavioral health, patient-oriented outcomes, and contemporary best practices, enabling practicing athletic trainers to apply evidence-based approaches to complex patient and population health needs. 

• MSAT students and pediatric residents engage in continuing education opportunities, including Mental Health First Aid, American College of Surgeons Stop the Bleed, and Graston Technique, promoting lifelong learning and the integration of current evidence and emerging best practices into clinical care. 

• DAT students and pediatric residents explore the use of artificial intelligence to support clinical care, research, and evidence-informed practice. 

• Students across programs engage in quality improvement initiatives throughout the curriculum, applying evidence and data to improve health care delivery across the lifespan and in diverse practice settings. 

Priority Emphasis 

Athletic Training prepares practice-ready, team-ready, and future-ready graduates through a continuum of immersive and advanced clinical education spanning entry-level professional preparation, pediatric residency, and doctoral practice. Learners develop the ability to provide collaborative, evidence-informed care across the lifespan and in traditional and emerging settings, from athletics and ambulatory care to community events and the performing arts. 

Practice-Ready 

Practice-ready preparation is supported through: 

• Students apply exercise physiology knowledge through practica, internships, capstones, and other field-based experiences in clinical, performance, community, and research settings. 

• Laboratory experiences develop proficiency in collecting, interpreting, and communicating physiological data using industry-relevant assessments and technologies, including metabolic testing, ECG, DEXA, skinfold assessment, and blood lactate testing. 

• Applied coursework prepares students to design, implement, and evaluate evidence-based exercise and behavior-change interventions for individuals, special populations, athletes, and tactical athletes. Examples include special-populations capstone programming, the Active Seniors Circle of Champions, and periodized training design for athletic populations. 

• Experiences vary by pathway. Clinical Exercise Physiology students participate in cardiac and pulmonary rehabilitation, cardiac stress testing, patient education, motivational interviewing, and the Happy Hearts collaboration with OhioHealth O’Bleness Hospital. Human Performance graduate students and all undergraduate students develop periodized performance programs, while graduate and undergraduate students can all choose opportunities to gain experience with advanced research, teaching, and professional experience. 

Team-Ready 

Team-ready preparation is supported through: 

• Laboratory, capstone, and project-based coursework develops collaborative problem-solving, leadership, professional communication, peer feedback, and shared responsibility. Examples include team-based exercise prescription and collaborative debates requiring students to evaluate evidence and navigate complex treatment decisions. 

• Clinical Exercise Physiology students work with interprofessional healthcare teams that may include nurses, respiratory therapists, physicians, pharmacists, cardiac sonographers, and other providers. 

• Human Performance and Strength and Conditioning students collaborate with athletic trainers, physicians, sports dietitians, sports psychologists, coaches, and other members of athlete and tactical-performance teams. 

• Community- and population-focused coursework engages students in collaborative analysis of behavior change, health interventions, evidence, and complex treatment decisions. 

Future-Ready 

Future-ready preparation is supported through: 

• Students critically evaluate historical, current, and emerging technologies while developing the technical and data-literacy skills needed to adapt to changing professional practice. 

• Research methods coursework and faculty-led research strengthen scientific inquiry, statistical analysis, evidence-informed decision-making, and scholarly communication through experiences such as case analyses, research proposal presentations, and direct participation in research. 

• Students engage with emerging approaches such as Exercise is Medicine, value-based healthcare, contemporary performance science, and evolving methods of clinical and physiological assessment. Workshops with the Tai Chi for Health Institute and engagement with the Ohio Association of Cardiovascular and Pulmonary Rehabilitation further connect students with emerging practices and professional networks. 

• Coursework addressing health disparities, social determinants of health, policy, and population health prepares students to develop forward-looking solutions that improve health, performance, and access across diverse populations. 

Priority Emphasis 

Practice-Ready 

Practice-ready preparation is supported through: 

• Students in dietetics and environmental nutrition complete 200-hour field experiences with partner organizations, applying their knowledge in clinical dietetics, foodservice management, community nutrition, and environmental settings. 

• Students apply nutrition counseling skills by providing one-on-one counseling to community members. 

• Service-learning experiences allow students to develop and deliver nutrition education with organizations such as Community Food Initiatives, the Southeastern Ohio Food Bank, Athens Village, and the Down Syndrome Association of Central Ohio. 

• Through the PACE program, a student works alongside the sports dietitian and maintains weekly contact with Intercollegiate Athletics teams, assisting with team education, surveys, fueling stations, and other activities responsive to team needs. 

• Dietetic interns complete at least 1,000 hours of supervised practice in clinical nutrition, foodservice management, and community nutrition settings. 

• Students participate in simulation-based learning in the Interprofessional Simulation Suite, practicing clinical assessment, decision-making, and communication in realistic environments. 

Team-Ready 

Team-ready preparation is supported through: 

• Students participate annually in CHSP’s Interprofessional Education event, collaborating with learners from other health professions in a simulated healthcare scenario. 

• Students in the sports nutrition certificate capstone develop educational materials for Intercollegiate Athletics teams, with some working directly with athletes, coaches, wellness professionals, and sports medicine personnel. 

• Food product development students work in teams to address a different applied product-development challenge each semester. 

• Students collaborate to create and deliver nutrition education for community organizations, including the Ohio Valley Discovery Museum, Community Food Initiatives, the Southeastern Ohio Food Bank, Athens Village, and the Down Syndrome Association of Central Ohio. 

• Field experiences expose students to interdisciplinary professionals and teams working in clinical dietetics, foodservice, culinary, community, and environmental nutrition settings. 

• Dietetic interns work together to plan, procure, prepare, and serve a meal to members of the Southeastern Ohio community through Good Works’ Friday Night Life program. 

Future-Ready 

Future-ready preparation is supported through: 

• Students assess the environmental nutrition conditions of their home counties using community health or food assessments and develop targeted recommendations for community improvement. 

• Students use InBody technology to conduct body-composition assessments and practice interpreting and communicating the results. 

• Dietetic interns practice enteral feeding-tube placement with registered dietitians and certified nutrition support clinicians using simulation models and CORTRAK technology. 

• Students apply evidence-based practice through renal and gastrointestinal case studies that require comprehensive ADIME documentation and evidence-based recommendations. 

• Students progressively develop nutrition-focused physical examination skills through classroom instruction, application in the Interprofessional Simulation Suite, and observation and practice alongside dietitians providing bedside medical nutrition therapy. 

• FNS Honors projects allow students to pursue independent applied or research capstones in innovation, community enhancement, research, global health, or leadership. 

Priority Emphasis 

Food and Nutrition Sciences prepares practice-ready, team-ready, and future-ready graduates through supervised practice, community-engaged learning, interdisciplinary collaboration, and the application of nutrition science to clinical care, food systems, human performance, and population health. Students learn to translate evidence into practical solutions that improve health, advance sustainability, and respond to the nutritional needs of individuals and communities. 

Practice-Ready 

Practice-ready preparation is supported through: 

• Students develop clinical skills through supervised direct service delivery in the on-campus Hearing, Speech, and Language Clinic (HSLC). 

• Students complete off-campus clinical placements in medical and educational facilities across the region and state, applying knowledge in varied professional environments. 

• Community-based hearing and language screenings and service-based programs such as Prereading and Literacy Skills (PALS), SPEAK OUT!, and aural rehabilitation groups reinforce clinical preparation while addressing community needs. 

• American Sign Language (ASL) students strengthen their language skills and cultural understanding through experiential learning opportunities including immersive experiences such as the Silent Getaway and the senior trip to Gallaudet University. 

Team-Ready 

Team-ready preparation is supported through: 

• HSLS and Nursing faculty and students collaborate through the Hearing Screening Initiative, providing students with experience in interprofessional service delivery. 

• American Sign Language students and members of the ASL Club build communication skills and cultural competence through collaborative engagement with peers and members of the Deaf community, including silent dinners and other structured events (e.g., the fall semester gathering). 

• Students participate in interprofessional education (IPE) simulations within HSLS and across the College. 

• Clinical placements and community-based programs prepare students to contribute effectively to team-based care in educational, healthcare, and community settings. 

Future-Ready 

Future-ready preparation is supported through: 

• Flexible curricular and pathway opportunities, including honors adaptation coursework and the HSLS Early Assurance program, allow students to pursue individualized learning and engage earlier in advanced professional preparation. 

• Audiology graduate students conduct a research project and disseminate their findings during the third year of their program. 

• M.A. students in speech-language pathology complete a collaborative, case-based project in which they apply the principles of evidence-based practice to clinical decision-making. 

• Research, clinical, and professional colloquia expose students to current scholarship, emerging practices, and a range of professional perspectives. 

• The curriculum continues to evolve in response to emerging professional needs, including courses in medical speech-language pathology and a forthcoming course focused on autistic and neurodivergent populations. 

• Faculty participation in pedagogical innovation and applied-learning initiatives, including Bruning Academy and experiential-learning certification, strengthens student preparation for evolving clinical and professional environments. 

Priority Emphasis 

HSLS prepares practice-ready, team-ready, and future-ready graduates through clinical, community-engaged, and research experiences that advance hearing, speech, language, literacy, communication access, and participation across the lifespan. Students learn to work with diverse populations across spoken- and signed-language contexts in healthcare, educational, and community settings. 

Practice-Ready 

Practice-ready preparation is supported through: 

• Students develop clinical judgment and competence through progressively complex clinical experiences and immersive, real-world learning environments in technology-enhanced and state-of-the discipline simulation and training labs across prelicensure, graduate, certificate, and doctoral pathways. 

• Contemporary, technology-enhanced simulation and training laboratories across six campuses and the Dublin site allow students to practice assessment, decision-making, procedures, and communication in realistic, low-risk environments. 

• Community-based learning includes Healthy OHIO biometric screenings, vaccination initiatives, student-developed health fairs, American Red Cross blood drives, and other experiences responsive to local health needs. 

• Partnerships with healthcare organizations and qualified preceptors connect preparation to workforce needs and professional practice across diverse settings. Examples include the OhioHealth nurse anesthesia partnership and the WVU Medicine Aspiring Nurse Program. 

Team-Ready 

Team-ready preparation is supported through: 

• Undergraduate nursing and social work students at Ohio University Zanesville complete an interprofessional simulation on identifying and managing child abuse and neglect, highlighted at OHIO’s 2025 Spotlight on Learning Conference. 

• Nursing participates each year in CHSP’s Interprofessional Education event which emphasizes interprofessional care in a simulated healthcare scenario. 

• MSN and DNP students complete Interprofessional Theories coursework, and every DNP scholarly capstone project is completed in collaboration with other members of an interprofessional team. 

• The School of Nursing partners with more than 2,000 preceptors across multiple states and program levels, placing students in real-world healthcare teams under guidance of a qualified preceptor. 

Future-Ready 

Future-ready preparation is supported through: 

• Ohio University’s online RN-to-BSN program includes a Virtual Simulation Program that extends immersive clinical reasoning to online learners. 

• Graduate nursing students engage in AI-supported simulated patient encounters, allowing them to practice, receive feedback, and reflect before applying skills in clinical practice. 

• New programs respond directly to workforce demand: nurse anesthesia, an Emergency Nurse Practitioner certificate, and a new Doctor of Nursing Education program launching in 2026–27, plus a virtual reality certificate addressing the national nursing faculty shortage. 

• The DNP curriculum (Evidence-Based Practice, Informatics, Epidemiology and Population Health, Leadership in Systems and Organizations) prepares advanced nurses to evaluate evidence, design practice change, and lead measurable, sustainable healthcare improvement. 

• Ohio University’s developing Academic Health Sciences Center will expand integrated health professions education, research, simulation, and clinical partnerships focused on rural and underserved populations. 

Practice-Ready 

Practice-ready preparation is supported through: 

• Laboratory and patient-care experiences emphasizing examination, manual techniques, therapeutic interventions, and patient management. 

• Community-engaged learning through the Parkinson’s Exercise Project (PEP!), ROTC participant care, community screenings, and injury-prevention programming with intercollegiate athletics. 

• Part-time and full-time clinical education experiences across diverse local, national, and international practice settings 

• High-fidelity simulation experiences focused on acute care and complex patient-care environments 

Team-Ready 

Team-ready preparation is supported through: 

• Interprofessional communication simulations with Heritage College of Osteopathic Medicine students. 

• Collaboration with Exercise Physiology and Speech-Language Pathology students in the Parkinson’s Exercise Program (PEP!). 

• Pediatric and adaptive-sports experiences with teacher candidates from the Patton College of Education 

• First-aid services at the Marine Corps Marathon alongside Athletic Training and Nursing students 

• Collaborative assessment and patient-care experiences with Audiology students and members of the intercollegiate sports medicine team. 

Future-Ready 

Future-ready preparation is supported through: 

• Seminars, electives, and advanced clinical placements that expose students to emerging evidence, technologies, practice models, and specialty areas 

• The Agrawal Lecture Series, which connects students with nationally recognized leaders in physical therapy and rehabilitation 

• Participation in federally funded and faculty-led research, including interdisciplinary work with the Ohio Musculoskeletal and Neurological Institute and Russ College of Engineering. 

• DPT and PhD student engagement in scholarship, dissemination, and the development of new knowledge 

Practice-Ready 

Practice-ready preparation is supported through: 

• Students develop clinical reasoning, hands-on skills, and procedural competence through simulation, case-based learning, and structured practice, including an immersive operating room simulation that prepares students for the expectations and environment of surgical care. 

• Students complete supervised clinical practice experiences across core areas including family medicine, internal medicine, emergency medicine, pediatrics, surgery, women's health, and behavioral health, with additional elective experiences allowing students to explore individual professional interests. 

• Clinical experiences throughout Ohio, including rural and underserved communities, prepare students to provide patient-centered care across different populations and practice environments. 

• Through opportunities such as the student-led Street Medicine Club, students extend their learning into the community and engage with populations who may experience barriers to healthcare. 

• Preparation in patient safety, quality improvement, healthcare systems, and the transition to professional practice helps graduates enter PA practice with confidence and sound clinical judgment. 

Team-Ready 

Team-ready preparation is supported through: 

• Students participate in the CHSP interprofessional event with students from Nursing, Physical Therapy, Social Work, Athletic Training, and Food and Nutrition Sciences. 

• Students also participate in an interprofessional experience with Pharmacy and Dietetic students from The Ohio State University. 

• During supervised clinical experiences, students participate in real-world healthcare teams, collaborating with PAs, physicians, nurses, pharmacists, therapists, and other professionals in the evaluation and management of patients. 

• PA students participate in community health clinics and health fairs alongside Ohio University Community Health Workers and other health professional students, providing health screening and education while directly engaging with community members. 

Future-Ready 

Future-ready preparation is supported through: 

• Students apply evidence-based medicine through scholarly work culminating in a capstone project, where they critically evaluate the medical literature and present their findings prior to graduating from the program. 

• Education in quality improvement and healthcare systems prepares students to identify opportunities for better care and contribute to meaningful practice change. 

• Students develop adaptability, leadership, advocacy, and lifelong-learning skills through health policy education and professional engagement, including grassroots advocacy for the PA profession at the Ohio Statehouse. 

• Students gain experience with emerging approaches to healthcare delivery and clinical technology during didactic training, including the use of point-of-care ultrasound and telehealth learning experiences. 

Practice-Ready 

Practice-ready preparation is supported through: 

• All programs require internships with organizations and agencies throughout the region and state, ranging from local health departments to healthcare institutions such as Cleveland Clinic, allowing students to apply disciplinary knowledge in professional settings. 

• Courses embed work with community partners as part of learning outcomes, connecting classroom preparation with applied projects, service, and public and population health needs. 

• Guest speakers, case studies, interviews with industry leaders and experts, capstone projects, and other real-world applications help students examine current professional challenges and practices. 

• Students engage with professional organizations, governmental agencies, and other organizations at the state, national, and international levels. Examples include the Ohio Healthcare Association, EPA, APHA, Ohio Assisted Living Association, OSHA, and NAPCRG. 

Team-Ready 

Team-ready preparation is supported through: 

• Team-based interviews, projects, research activities, peer feedback, and reflection develop collaboration, professional communication, shared responsibility, and group decision-making. 

• Interdisciplinary classroom and community experiences expose students to different professional perspectives through guest speakers, community partners, and experiential learning. 

• Students engage in interprofessional opportunities across programs and with clinical and other health disciplines throughout the College, such as the annual IPE event. 

• Faculty support student-organization leadership and decision making, providing opportunities to practice teamwork, initiative, and shared responsibility outside the classroom. 

Future-Ready 

Future-ready preparation is supported through: 

• Curricula incorporate technology and emerging tools relevant to public health, environmental health, and healthcare organizations, preparing students to adapt as professional practice evolves, such as quality improvement modeling and statistical analysis software. 

• Students participate in faculty-mentored research and applied projects that address public health, environmental health, and healthcare-system challenges. 

• Global perspectives help students understand interconnected health challenges and apply broader knowledge to strengthen local community impact. 

• Programs prepare students for relevant professional expectations and credentials, including examinations such as the Certified Health Education Specialist and Registered Environmental Health Specialist. 

• Connections with alumni and professional organizations expand students’ access to mentorship, professional networks, emerging disciplinary perspectives, and opportunities for continued growth. 

Practice-Ready 

Practice-ready preparation is supported through: 

• Students develop and demonstrate professional skills through role plays, simulations, mock assessments, documentation exercises, case applications, and other applied learning experiences. 

• Ethical decision-making and professional judgment are integrated throughout the curriculum, preparing students to apply social work values, navigate competing responsibilities, and make reasoned decisions in complex situations. 

• Progressive experiential learning connects classroom instruction with service learning and field education, where students assume increasing responsibility with support from faculty, seminar courses, and field supervisors. Students complete 420 field education hours in the BSW program and 560-952 hours in the MSW program. Place-based students complete placements throughout south-central, southeastern, and eastern Ohio, while online students complete placements in their home communities across the United States. 

• Partnerships with social service agencies, community organizations, and practitioners, including Public Child Protective Services, Integrated Services for Behavioral Health, and Hopewell Health, expose students to community needs, available resources, and professional opportunities, particularly in rural and underserved communities. 

• Licensure-focused learning, engagement with practicing social workers and professional organizations such as the National Association of Social Workers, and specialized workforce initiatives such as the University Partnership Program, which prepares students for careers in public child welfare, help students transition from education to professional practice. 

Team-Ready 

Team-ready preparation is supported through: 

• Group projects, discussion, problem-solving, and other collaborative experiences develop students’ ability to communicate effectively, navigate group dynamics, engage differing perspectives, and work toward shared goals. 

• Required interprofessional coursework and learning experiences, including IHS 2220: Introduction to Interprofessional Education and Practice, bring social work students together with students and professionals from health, behavioral health, and other helping disciplines. 

• Students learn about the responsibilities and expertise of other professions while developing the ability to articulate social work’s role and contribution within interdisciplinary teams. 

• Field education, service learning, community engagement, and agency partnerships allow students to experience team-based service delivery in professional settings. 

• Community and systems-level collaboration prepares students to build partnerships across organizations, professions, and sectors, navigate differences respectfully, share responsibility, and develop solutions to complex community needs. 

Future-Ready 

Future-ready preparation is supported through: 

• Evidence-informed practice throughout the curriculum develops students’ ability to locate, evaluate, and apply credible research and professional knowledge to practice decisions. 

• Students progressively develop research and inquiry skills, moving from engaging with existing evidence to conducting research, presenting findings, and understanding how knowledge is generated and evaluated. 

• Coursework and field education require students to integrate theory, practice models, research, supervision, and experience while evaluating the effectiveness of interventions and services. 

• Practice-informed research helps students recognize questions emerging from work with clients and communities and understand how those questions can contribute to knowledge development and improved practice. Undergraduate students develop research proposals and present them to their peers, while graduate students design and conduct research and disseminate their findings through a graduate research poster event. 

• Students examine emerging issues and technologies, including the ethical and practical implications of artificial intelligence for social work, through classroom discussion and faculty-led programming. 

Priority Emphasis 

Social Work prepares practice-ready, team-ready, and future-ready graduates through field education, ethical decision-making, evidence-informed practice, interdisciplinary collaboration, and community engagement. With a particular emphasis on connecting classroom learning to professional practice, students develop the judgment, adaptability, and social work identity needed to serve individuals, families, groups, organizations, and communities, particularly in rural and underserved areas.