Category Archives: Departments

Grad students present interdisciplinary research ideas in KIN 8980

For their final project, students in KIN 8980 – Graduate Research Seminar in Kinesiology presented ideas for research projects “that bridge” across different School of Kinesiology emphasis areas.

KIN 8980 is required for all M.S./M.A. and Ph.D. students, and covers topics such as responsible conduct of research and proposal design. Yuhei Inoue, Ph.D., assistant professor of Sport Management in the School, taught the course this fall.

During the semester, students discussed the wide spectrum of faculty and student research activities across the department. They then were divided into teams to design potential interdisciplinary research projects to present to the class, and face critical questions from their audience.

Here are the presentations:

C&I’s Pearson Family fellows discuss their research with P. David Pearson

Pearson family fellowship recipients meet P. David Pearson. [left to right] Lori Baker, David Pearson, Kay Rosheim.
Two recipients of the Pearson Family Fellowship in Reading and Ph.d. candidates in literacy education in the Department of Curriculum and Instruction recently had the opportunity to meet with the fellowship’s namesake, P. David Pearson, at the Literacy Research Association conference in Tampa, Florida.

The Pearson Family fellowship is awarded to doctoral students who conduct reading research in collaboration with the Minnesota Center for Reading Research. Pearson is one of the leading researchers in the field of reading education and has served on the National Council of Teachers of English, the National Reading Conference, and as an advisor to the National Academy of Science and he Children’s Television Network, among others.

Pearson shared his projects related to the history of literacy and translating literacy policy to practice with Rosheim and Baker, who in turn discussed their research projects with Pearson. Rosheim is studying literacy strategies for quiet learners and Baker’s research involves teaching writing to elementary school students and teacher identity. Baker and Rosheim gained valuable feedback and networked with other fellowship recipients from UC Berkeley.

Find out more about the Ph.D. in Literacy Education in the Department of Curriculum and Instruction.

TESL minor Aaron Nakamura is driven to support English-language learners with psychological trauma

Psychology major/TESL minor Aaron Nakamura wants to use his language teaching skills and psychology degree to help children learning English as a second language who need extra support.

What drove you to enroll in the Teaching English as a Second Language (TESL) minor program?

My goal is to help children in third world countries who are in need of both psychological and educational support. I enrolled in the TESL minor program to equip myself with the necessary skill set to support those children through language education.

I came here from Japan five years ago and it was every hard to learn the language and get acclimated to a new country. My friends helped me a lot, and I would like to pass on that help to children struggling with both language skills and psychological trauma.

How has your experience with the faculty been?

The faculty members in this program are very knowledgeable and supportive. While learning how to teach English, I had to improve my language skills because English is my second language. The faculty were always there to help guide me through my struggles as a non-native English speaker.

Which part of the program did you find the most valuable?

All of the requirement courses for this program are very well-structured. I gained fundamental ideas and knowledge about linguistics and had the opportunity to train as an educator through a service-learning practicum. I also learned actual techniques and knowledge about teaching ESL that allowed me to strengthen my teaching abilities. Plus, I expanded my intercultural understanding which allowed me to gain insights about the amount of resources that are available in different parts of the world. Our discussions made me want to be an individual that is able to make a difference in our world.

Any other thoughts you want to share about your experience?

I have enjoyed meeting and sharing experiences with people in the TESL minor program who have multicultural backgrounds. People in this program understand and appreciate cultural differences, which allowed me to fit into the environment and feel respected as an individual. I made valuable friendships with my classmates that I will cherish throughout my lifetime.

Find out more about the TESL minor and other programs in second language education in the Department of Curriculum and Instruction.

New math teacher and M.Ed. candidate, Manju Connolly, shares her first-year teaching experience

New math teacher and M.Ed. candidate Manju Connolly shares her experiences in the initial teaching license program and what she’s learned the first year on the job.

What drove you to enroll in the program?

I participated in the DirecTrack to Teaching program as an undergraduate, which allows students interested in teaching to take course and  engage in service-learning teaching to fulfill prerequisites for the M.Ed and Initial Teaching License (ILP) program. I had two positive experiences with student-teaching placements in Minneapolis Public Schools. That, along with the reflective discussions we shared in the class solidified my interest in teaching. I also gained relationships with Minneapolis Public School teachers and mentorship from our DirecTrack teacher. Knowing that the M.Ed/ILP program would allow me to stay connected to these resources and maintain relationships I valued with other professors and peers, I decided to enroll.

Were there any surprises and challenges along the way?

Student teaching is challenging! It is one thing to practice making lesson plans and analyze the effectiveness of lesson plans through methodology classes, but it’s another thing to implement plans live with a group of students whose learning (and grade!) is directly affected by your performance. The experience has been terrifying, difficult, and thrilling. I was lucky to have two very supportive cooperating teachers, who provide me with clear expectations and ample feedback to help me improve my work.

What has been your experience with the faculty?

There are many faculty and staff that contribute to our cohort’s success, and I am especially grateful for our math education professors. Erin Baldinger always encourages us to think critically about how to maximize student learning. She also helped us be intentional about analyzing tasks and lesson plans for effectiveness. In terms of our claim to fame, it’s hard to find a math teacher in the Twin Cities (or maybe statewide…nationwide???) who doesn’t know about Terry Wyberg. His connections and positive reputation reach each aspect of our training, from getting us school observation opportunities to landing student teaching placements to networking with districts as we navigate the job search process.

How have you felt about the cohort model and experience?

I feel like we each had an important place in our class discussions, and would like to recreate the collaborative environment of sharing ideas, asking questions, and even arguing, that we experienced in the cohort model. As I have transitioned to being a teacher, having the cohort peers is invaluable for getting new ideas, sharing practices, and having an ear for when you just want to vent to someone else who cares as much about teaching as you do.

Has the student teaching helped you feel prepared to enter your own classroom?

I could not have been luckier with my placement. I had two cooperating teachers who were constantly seeking ways to connect the learning targets to the knowledge and experiences students bring. Our topics and projects were often motivated by videos, images, or students’ personal reflections. Most importantly, I got a chance to see how a collaborative group of teachers function within the math department; My teachers established early on that they would be direct with their feedback, and as a result I felt comfortable suggesting tasks or tweaks for our lesson plans because my ideas are valued, whether they are implemented by the team or rejected with justification.

What were your goals post-graduation? How did your first year live up to your expectations?

After graduating the licensure program in May, I finished up the semester at my student teaching placement and interviewed for high school math teacher positions. My goal had been to teach in the Twin Cities in an urban high school where I could support Spanish-speaking students and collaborate with an enthusiastic math department. I am very happy with the school I chose because it has a diverse student body, reminded me of my own high school in Chicago area, and has an immensely supportive math department team. We share resources, troubleshoot, and communicate weekly. This support has been the most valuable part of my new school, and I would be having a much tougher first year without it.

After this first year, I will recuperate, reflect on what worked and what did not, tweak or overhaul lesson plans for the upcoming year, and complete the final three classes of the M.Ed degree as I teach my second year.

Any other thoughts you want to share about your experience?

Teaching should not be an individual or isolated profession, and I know I need a lot of moral and professional support in my first few years. My teachers helped me apply for a fellowship, the Knowles Teacher Initiative, and I am thankful to count on that for continued support for my first five years and beyond. I am also thankful to reflect on my experience and have no regrets on choosing this program. I hope to maintain lifelong relationships with several faculty and cohort members because I believe it is an essential part of well-being. I plan on participating in local, state, and national math conferences to stay connected with them and motivated in the classroom.

Teaching will always be challenging, but I am ready to embrace the challenge and enjoy it because I now have a great group of people on my team.

Find out more about the M.Ed. and Initial Teaching License program in Mathematics Education.

Wiese-Bjornstal and former advisee Hayley Russell publish article in Quest

Diane Wiese Bjornstal, Ph.D.Diane Wiese-Bjornstal, Ph.D., professor in the School of Kinesiology and director of the Sports Medicine Psychology Laboratory, and former advisee Hayley Russell, Ph.D., have published an article in Quest with two other colleagues.

Physical Activity in Former Competitive Athletes: The Physical and Psychological Impact of Musculoskeletal Injury”  investigates the impacts of injury on the physical activity of competitive athletes after retirement.

Dr. Russell, who received her Ph.D. in 2014, is assistant professor of Health and Exercise Science at Gustavus Adolphus College in St. Peter, MN.

 

 

C&I staffer joins relief brigade in Puerto Rico, organizes to reopen schools

Sigal joined aid brigades to clear debris caused by hurricane Maria in Puerto Rico.

Brad Sigal, a staff member in the Department of Curriculum and Instruction, recently returned from an aid trip to Puerto Rico where he assisted the Puerto Rican Teacher’s Federation (FMPR) with their disaster relief work and educational advocacy to reopen public schools. He saw the devastation of hurricane Maria firsthand and witnessed the resilience of the communities one month after the hurricane hit while they were still dealing with power outages, food shortages, and a breakdown of infrastructure.

Sigal decided to go down to help after seeing the FMPR’s calls for help on Facebook. “They were organizing work brigades to clear roads and fix houses. I wanted to support the efforts,” he says.

The capital of San Juan, Sigal reported, was mostly without electricity and using generators to keep some homes and businesses electrified, including the international airport. The outlying cities were completely in the dark and still had roads covered in debris and homes with holes in the roofs or walls.

Sigal and FMPR president Mercedes Martinez.

Sigal met teachers and families who were concerned that schools still weren’t open a month after the hurricane. He helped the FMPR organize to reopen schools, a defense against growing fears that schools would be privatized in the wake of hurricane Maria in a similar turn of events that saw 7,000 teachers fired and public schools shut down and converted to charter schools after hurricane Katrina in New Orleans.

Many schools have opened since he returned from his visit, Sigal says, largely because of the political activism by teacher’s union and a legal injunction where they forced the Department of Education to give a tally of which schools not open and why. He explains that schools were remaining closed because officials said there was infrastructure damage, but people had been using the cafeterias and schools as relief centers and were holding up well in that capacity. “Saying that the schools are not in condition to reopen didn’t make sense,” Sigal said of the situation.

Around 100 schools are still not open 70 days after the hurricane and so the work continues to save those schools and get them reopened to the students.

Sigal noted that most teachers still decided to go to their closed schools and help families in the buildings in order to maintain a connection with the community and continue to work.

“ I was amazed by the teachers and others I met. In the face of having to deal with their own personal crises of not having housing or food or electricity, they were also battling political issues with the school,” Sigal recounted. “The ability to do all that incredible.”

 

 

Stoffregen and colleagues publish in Aerospace Medicine and Human Performance

School of Kinesiology professor Tom Stoffregen, Ph.D., and co-authors Chih-Hui Chang, Wei-Ching Kung, and Fu-Chen Chen, have published an article in Aerospace Medicine and Human Performance. The article, “Effects of Physical Driving Experience on Body Movement and Motion Sickness During Virtual Driving,” studied body movement and motion sickness reactions of individuals, separated by age/experience driving physical automobiles, during driving of virtual automobiles in a video game.

Dr. Chen and Dr. Chang are both School of Kinesiology Ph.D. graduates, and Dr. Change was a visiting scholar in the School in 2012.

 

 

Lewis and McAvoy are featured in December 2017 issue of Connect

Connect, the magazine of the College of Education and Human Development, features two School of Kinesiology faculty/emeritus faculty in the December 2017 issue.

Beth Lewis, Ph.D., School director and professor, is featured in “Healthy Moms,” a story about her research in the areas of motivational interventions for physical activity and the relationship between exercise and mental health, and her pivotal studies focused on the role of exercise in preventing postpartum depression. She is also working on a new research project on postpartum depression prevention beginning during pregnancy and continuing through the postpartum phase.

Leo McAvoy, Ph.D., professor emeritus of recreation, park, and leisure studies in the School, was presented the Outstanding Achievement Award last July, the highest honor presented to a University alumnus.  “Everybody outside!” recounts his many years as an inspiring, involved, and beloved professor and scholar, driven by deep commitment to and respect for the power of nature and his belief in the value of hands-on education.

East African Mother-Daughter study participants celebrate “graduation”

image of Muna Mohamed and Chelsey Thul
Muna Mohamed and Chelsey Thul

On December 1, the study, “Impact of an East African Mother-Daughter Physical Activity Program and Co-Designed Activewear” (a follow-up to Thul and colleagues’ 2013-15 study, “Impact of Culturally Sensitive Apparel Co-Design on the Physical Activity of East African Adolescent Girls”), held a “graduation party” at the Cedar Riverside Community School in Minneapolis to celebrate the completion of their year-long, ground-breaking study.  The study introduced young East African girls and their mothers to ways to engage in healthy living and included the design and production of culturally sensitive activewear.

The study was conducted by:

  • Chelsey Thul, Ph.D., lecturer in the School of Kinesiology, together with:
  • Muna Mohamed, kinesiology graduate student;
  • Elizabeth Bye, Ph.D., professor and department head of the Apparel Design Program in the College of Design;
  • Robin Carufel, apparel design graduate student;
  • Jennifer Weber, community partnership coordinator and student activities director, Cedar Riverside Community School; and
  • Mary Marczak, director of Urban Family Development and Evaluation, U of M Extension.

Beginning last January, East African daughters and their mothers in the Cedar-Riverside neighborhood met every Monday evening for 10 weeks at the People’s Center to participate in physical activities (e.g., basketball, yoga, strength training), learn about healthy eating, prepare and eat a healthy snack together, and design their own culturally appropriate physical activity outfit. They also learned sewing basics, including how to sew on a button, use sewing machines, and sew a bag to carry their activewear. After the weekly programming ended and while the activewear was being produced, the program facilitated every other month field trips to the Science Museum, Minnesota Zoo, and YWCA that continued to incorporate physical activity and healthy eating.

At the graduation, the daughters and mothers had fun revealing and wearing their new outfits, enjoying a celebratory meal and cake, receiving program completion certifications, and opening their thank you gifts including an additional gym bag, athletic shoes, and a three-month family gym membership.

This project is supported by a grant from University of Minnesota Extension. Survey data was collected throughout the program. Additionally, focus groups were conducted with the daughters and mothers prior to the graduation to learn about their experiences with the program, as well as the impact the physical activity and nutrition lessons and experiences and new activewear have had on their healthy living. The data will be analyzed this spring…Stay tuned for the results!

See more photos here …

Elangovan, Konczak publish in Nature Scientific Reports

 Naveen Elangovan, Ph.D., post-doctorate researcher the Human Sensorimotor Control Laboratory (HSCL), is the first author of an article titled “A robot-aided visuo-motor training that improves proprioception and spatial accuracy of untrained movement” that is published in The Nature Scientific Reports.

The study examined to what extent a sensory training of body leads to improvements in motor function.  The study found that a short 45-min training is already sufficient to see changes in the accuracy of perceiving joint position and joint movement. This project was a collaboration with engineering colleagues at Nanyang Technological University of Singapore and Harvard University, USA. Co-authors are former HSCL member Joshua Aman, Ph.D. and lab director Jürgen Konczak,  Ph.D.

LaVoi participates in 43rd class of NCAA Women Coaches Academy

image of Nicole LaVoi and Missy Price smiling
Nicole Lavoi, Missy Price

Nicole LaVoi, Ph.D., senior lecturer in the School of Kinesiology and co-director of the Tucker Center, participated in the 43rd class of the NCAA Women Coaches Academy (WCA) and the inaugural master class of Academy 2.0 hosted by the Alliance of Women Coaches (AWC) in Englewood, CO, last week.

Forty-eight female coaches of all experience levels and sports from NCAA Divisions I, II and III gathered for four days of non-sport-specific educational training at the NCAA WCA. In response to a desire for additional growth opportunities from graduates of the NCAA Women Coaches Academy, the Alliance created Academy 2.0, a master class for WCA graduates. Class #1 of Academy 2.0 consisted of ten female coaches representing various sports across the country.

Missy Price, who received her Ph.D. from the University of Virginia in 2010 and was advised by the School of Kinesiology’s Maureen Weiss, Ph.D.,  was selected as the Cecile Reynaud Coaching Mastery Award winner for Academy 2.0 Class #1. Price is the head soccer coach at Wellesley College.

Graduate School announces Kinesiology Ph.D. Madeline Orr winner of University-wide 3MT® Competition

Madeleine Orr accepts her prize with School of Kinesiology supporters. From left, Nina Wang, graduate student coordinator; Dr. Michael Wade , DGS; Dr. Beth Lewis, director of the School of Kinesiology; Orr; and Dr. Yuhei Inoue, Orr’s adviser.

Congratulations to Madeleine Orr, Kinesiology Ph.D. student in the Sport Management emphasis,  who won the Second Annual University-wide 3MT® Competition held December 1. The competition, sponsored by the Graduate School, featured finalists from collegiate- and campus-level competitions. Orr will represent the University of Minnesota at the Midwestern Association of Graduate Schools (MAGS) 3-Minute Thesis competition in Spring 2018. She also was awarded a $500 prize.

The 3-Minute Thesis (3MT®) is a research communication competition that challenges students to communicate the significance of their projects without the use of props or industry jargon, in just three minutes. The exercise is designed to develop academic, presentation, and research communication skills along with the ability to quickly explain research in a language appropriate to a non-specialist audience.

Orr’s presentation is titled “The Rhetoric vs. the Reality of Sport Event Legacies.” She placed first in CEHD’s 3MT® Competition last spring. She is advised by sport management assistant professor Yuhei Inoue.

 

Dengel publishes article in the International Journal of Molecular Sciences

Donald Dengel, Ph.D., professor in the School of Kinesiology and director of the Laboratory of Integrative Human Physiology, is a co-author of an article recently published online in the International Journal of Molecular Sciences.

This article titled “The Carotid Intima-Media Thickness and Arterial Stiffness of Pediatric Mucopolysaccharidosis Patients Are Increased Compared to Both Pediatric and Adult Controls” examined vascular health in children with the genetic disease mucopolysaccharidoses (MPS). The data from this study suggested that children with mucopolysaccharidoses demonstrated a “structural vascular age” similar to adults who were 40 years older. Indicating the advanced development of cardiovascular disease.

 

Pope panelist at CEHD Doctoral Dissertation Fellowship workshop

Zachary Pope, Ph.D. candidate in the School of Kinesiology and advised by Kinesiology associate professor Zan Gao, Ph.D., was one of three current Doctoral Dissertation Fellowship recipients invited to speak at the CEHD Doctoral Dissertation Fellowship Workshop on November 17. Along with three CEHD faculty, Pope and the two other current Doctoral Dissertation Fellowship recipients discussed how to best construct a strong Doctoral Dissertation Fellowship application packet, with a large focus on drafting the associated research proposal to the 90 doctoral students in attendance. The workshop video is available on YouTube.

The Doctoral Dissertation Fellowship gives the University’s most accomplished Ph.D. candidates an opportunity to devote full-time effort to an outstanding research project by providing time to finalize and write a dissertation during the fellowship year. This award includes a stipend of $25,000 for the academic year (September-May), tuition for up to 14 thesis credits each semester (fall & spring), and subsidized health insurance through the Graduate Assistant Health Plan.

Gao delivers graduate course at Hunan University

Huan University graduate students participating in course lectured by Dr. Gao

Zan Gao, Ph.D., associate professor in the School of Kinesiology and director of the Physical Activity Epidemiology Laboratory, has been selected as the Foreign Outstanding Instructor by Hunan University in the People’s Republic of China in 2017. Hunan University is a top tier research university in China.

During his trip in November 2017, Gao delivered a graduate course titled “Emerging Technology in Physical Activity and Health Promotion” to approximately 30 graduate students at Hunan University (Changsha, China). This course was designed for graduate students to develop an in-depth and comprehensive understanding of what it means to introduce and apply emerging technologies in physical activity and healthcare settings. It demonstrated the important role emerging technologies play in a grand societal challenge – health/wellbeing – within the dramatically changing society. In addition, students were exposed to a variety of real-world physical activity and health care settings, as well as the related ethics, privacy, and research regulations working in the settings. They gained a user-centered understanding from the perspective of physical activity specialists, applied emerging technologies in promoting physical activity participation among various populations, and developed research skills to promote physical activity and health in these real-world settings.

Gao’s total accumulated lecture time was 32 hours, and the students received 2 credit hours toward their graduate degrees. Gao’s lectures have been well-received by the students and faculty members at Hunan University. 

 

Weiss gives invited presentation at The First Tee’s 20th anniversary network meeting

Maureen Weiss, Ph.D., professor in the School of Kinesiology, gave an invited presentation at the 20th anniversary network meeting of The First Tee on November 11 in Orlando, FL.

In her presentation titled, “How Research Informs Everything We Do,” Weiss shared findings from four years of longitudinal research that provide evidence of effectiveness of life skills learning, and how executive directors, board members, and chapter volunteers can use the data for marketing and fundraising purposes for their program.

The First Tee is a youth development organization whose curriculum and coach training program are designed to teach life skills and core values using golf as the vehicle. The organization impacts the lives of young people from all walks of life by reinforcing values like respect, integrity, confidence, and perseverance.

 

Panel discussion on challenges, future landscape of Twin Cities sports industry featured in Minneapolis Spokesman-Review

A November 8 panel discussion at TCF Bank Stadium, “Challenges and Future Landscape of the Twin Cities Sports Industry,” was covered by the Minneapolis Spokesman-Review. Lisa Kihl, Ph.D., associate professor in the School of Kinesiology and co-coordinator of the event, was quoted, along with representatives from local sports teams.

Their comments and concerns ranged from how the availability of big data drives the decision-making process to how social media has made information on players and teams available to fans instantly, making games “live events.” With six professional teams in the metropolitan area, the competition for attracting fans can be challenging. The Spokesman-Review reporter asked the panelists about efforts to increase fan diversity.  All pointed to efforts to improve outreach, but “there’s room for growth” said Bryan Donaldson, Minnesota Twins Senior Community Relations director.

 

Paula Goldberg Receives OAA

Paula Goldberg, with President Eric Kaler and President Emeritus Bob Bruininks

On November 19, elementary education (1964) alumna Paula Goldberg was presented with the University of Minnesota’s Outstanding Achievement Award.

Paula is the Executive Director and co-founder of PACER Center, a nonprofit supporting families of youth with disabilities using a “parents helping parents” model. PACER Center is unique in that it serves children of all ages, with all disabilities: learning, physical, emotional, mental, and health. No other organization in Minnesota offers this broad range of services to families.

Prior to founding PACER, Paula was an elementary school teacher in Minneapolis and Chicago. In 1978, she was faced with a decision, either to attend law school or help launch a new organization to assist parents of children with disabilities. She chose to spend her time – just for a few years, she thought – building PACER Center.

It was a grassroots effort, with one grant, five staff and a 700 square foot office filled with used furniture. Her young sons helped with filing and put on puppet shows to teach schoolchildren about disability awareness.

Today, thanks to Paula’s leadership, PACER has more than 70 staff in its own 38,000 square foot building. The Center runs more than 35 programs, including bullying prevention, social events and self-advocacy resources for youth, independent housing information, an assistive technology center, and, almost 40 years later, the puppet shows.

Paula has dedicated her professional career to ensuring families of children with disabilities have access to information, resources and support. Her vision for PACER has made a difference for thousands of children and parents across the country.

The Outstanding Achievement Award is reserved for University of Minnesota alumni who have attained marked distinction in their profession or in public service; and who have demonstrated outstanding achievement and leadership on a community, state, national, or international level.

Konczak, Tseng publish article in Frontiers in Human Neuroscience

Jürgen Konczak, Ph.D., professor in the School of Kinesiology and director of the Human Sensorimotor Control Laboratory, is a co-author on an article recently published in Frontiers in Human Neuroscience.  Age-Related Decline of Wrist Position Sense and its Relationship to Specific Physical Training” examines the effects of aging on proprioception (a person’s perception of their limb and body positions necessary for motor control) by comparing wrist acuity in older and younger populations, and explores the effects of  training or regular physical activity on preserved wrist proprioception.

Konczak’s former advisee Yu-Ting Tseng, Ph.D. (2017), is also an author on the article. She is currently a post-doc at the Division of Child Health Research, Institute of Population Health Sciences in the National Health Research Institutes (NHRI) in Zhunan, Taiwan.

 

New Health and Wellness Promotion minor to be offered next spring

The School of Kinesiology is offering a new all-University undergraduate minor in Health and Wellness Promotion starting in Spring 2018. Students will study the effects of physical activity and recreation in terms of community, individual health and overall wellness. Focusing on the health, physical activity, and nutrition in the context of society, they will learn how to create and utilize programs that promote physical activity, leisure and wellness. The minor will prepare students for a variety of career paths in allied health, industry, business, teaching, and community service. 

“We are very excited to offer the new Health and Wellness Promotion Minor.  There is increased attention on promoting health and wellness as a strategy to prevent chronic disease, and our hope is that this minor will help undergraduates gain a stronger understanding of how physical activity, recreation, wellness, and nutrition can be promoted in their professional career.”  

Beth Lewis, Ph.D., professor and director in the School of Kinesiology

This interdisciplinary minor is a campus-wide program, open to all undergraduate students regardless of college or major. Detailed program information and how to apply can be found on the Health and Wellness Promotion minor’s webpage.