Nate Newman

• BS Exercise Science, University of Northern Iowa
• MS Kinesiology, Western Illinois University
• EdD Allied Health, Recreation, and Community Services, University of Northern Iowa

• Professor and Director of the Masters of Athletic Training Program, Drake University
• Instructor/Assistant/Associate Professor of Athletic Training and Program Director, Loras College
• Assistant Athletic Trainer, Loras College

• National Athletic Trainers' Association
• Iowa Athletic Trainers' Society

• President-Elect, Iowa Athletic Trainers' Society
• Site Visitor, Commission on the Accreditation of Athletic Training Education (CAATE)
• Association for Athletic Training Education (AATE) Professional Development Committee
• Co-Chair, Iowa Athletic Trainers' Society Research & Education Committee
• NATA Service Award Selection Committee
• Iowa Medical Society Committee on Sports Medicine
• Member, Association for Athletic Training Education (AATE) Professional Pathways and Recruitment Work Group
• Treasurer of Iowa Athletic Trainers' Society
• Member, Editorial Board for Journal of Health Science Studies
• Member, Mid-American Athletic Trainers’ Association Hall of Fame Selection Committee, 2014-2018
• Reviewer, Athletic Training Education Journal, 2015

• Admissions, Retention, and Financial Aid Committee

• Member, College Administrative Committee
• Member, Student Affairs Committee
• Member, Academic Affairs Committee
• Program Director and Department Chair of Athletic Training

In an era of technology and social media, students have various distractions that can easily divert their attention. Therefore, while making a connection and keeping students engaged sometimes can be difficult, it paramount to learning. Developing this connection begins by clearly displaying a passion for the students’ education. The quote commonly attributed to Theodore Roosevelt, “nobody cares how much you know until they know how much you care,” drives my classroom presence. Students have to full buy into a class; this more readily occurs when they know the course instructor displays a passion not only for the course topic but also for their learning and future success as well. By connecting with the students, this allows for greater trust in the professor and provides the environment for greater learning. Once the student has bought into the class, providing students with quality and meaningful practical learning experiences in the classroom is also vital. This is done by using teaching pedagogies that utilize practical, student-driven learning so time spent in class can be impactful.

• Drake University College of Pharmacy and Health Sciences Mentor of the Year, 2023
• Iowa Athletic Trainers' Society Educator of the Year, 2012

• Gnacinski, S.L., Nai, M.M., Brady, M., Meyer, B.B., & Newman, N. (2020). An examination of athletic trainers’ occupational recovery experience during time after work. Journal of Athletic Training, 55(5), 532-537. https://doi.org/10.4085/1062-6050-26-18
• Gnacinski, SL, Nai, M, Meyer, BB, Brady, MP, & Newman, N. (2019, October). Examining recovery experience predictors of National Collegiate Athletic Association athletic trainers’ stress. Association for Applied Sport Psychology Annual Conference, Portland OR.
• Nai, M, Gnacinski, SL, Newman, N, & Meyer, BB. (2019, October). Examining recovery experience among NCAA coaches. Association for Applied Sport Psychology Annual Conference, Portland OR.
• Gnacinski, SL, Janes, M, & Newman, N. (2019). Factor structure and measurement invariance of the Intragroup Conflict Scale: Validation in athletic trainer and coach populations. Measurement in Physical Education and Exercise Science. 23(3), 205-213.
• Newman, N & Weiss, W. (2018). Relationship between demographic variables and collegiate athletes’ perceptions of social support from head coaches. International Journal of Sport Science and Coaching, 13(3),  343-348.
• Homan, K & Newman, N. (2018). Light Therapy. In W. Prentice (5^th Ed.), Therapeutic Modalities in Rehabilitation (pp. 485-515), Boston: McGraw-Hill.
• Newman, N & Weiss, W. (2017). College athletes’ perceptions of social support and athletic trainer-coach conflict. Journal of Athletic Enhancement, 6(6).
• Newman, N. & Homan, K. (2014). Low level laser therapy: A review of research evidence. International Journal of Athletic Therapy and Training, 19(1), 11-14.
• Newman, N. (March 16, 2017). College Athletes’ Perceptions of Social Support and Athletic Trainer-Coach Conflict. Mid-American Athletic Trainers’ Association Symposium. Presentation conducted from Omaha, NE.
• Newman, N. (March 28th, 2014). Low level laser therapy: Evidence Review. Mid-American Athletic Trainers’ Association Symposium. Lecture conducted from Des Moines, IA.
• Homan, K & Newman, N. (2018). Light Therapy. In W. Prentice (5th Ed.), Therapeutic Modalities in Rehabilitation (pp. 485-515), Boston: McGraw-Hill.
• Newman, N, Gnacinski, S, & Brady, M. (2018). Differences in perceived athletic trainer-coach conflict at National Collegiate Athletic Association institutions. Journal of Athletic Training, Under Review.
• Newman, N & Weiss, W. (2018). Relationship between demographic variables and collegiate athletes’ perceptions of social support from head coaches. International Journal of Sport Science and Coaching, 13(3), 343-348.
• Newman, N & Weiss, W. (2017). College athletes’ perceptions of social support and athletic trainer-coach conflict. Journal of Athletic Enhancement, 6(6).

I have a wife, Diana, and two kids, Bennett and Evelyn. I enjoy running, basketball, and all things related to the Marvel Cinematic Universe.