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College of Health Sciences|Division of Kinesiology & Health

Expectations & Outcomes for Graduate Students in Kinesiology &  Health

 

There are four academic knowledge goals that compose the bedrock of graduate education in the Division of Kinesiology and Health.

1.    Acquiring Knowledge of Field

We attempt to teach with depth in the student's field of interest, but always in the context of the larger existing body of knowledge (breadth).

        Goal Assessment

        a.     Retention in program is assessed by minimum standards for cumulative GPA (3.0).  If a student's GPA falls below this minimum, he/she is given one semester to raise his/her GPA to the minimum standard.

        b.     Academic quality of a student's entire program of study is assessed by way of the "program of study."  The program of study is a listing of courses the student will complete (thesis and non-thesis).  The program of study is approved by the student's advisor and the Graduate Program Director in the Division.

        c.     Specific content knowledge for each program (thesis and non-thesis) is assessed by way of satisfactory completion of the courses completed (program of study).

        d.     The knowledge appropriate to each course listed on the program of study is assessed by way of graduate faculty evaluation of specific and appropriate examinations, projects, laboratory experiments, term papers, portfolio preparations, or presentations.

        e.     The larger context of knowledge is further assessed by way of the Plan A Thesis or Plan B Paper.  For the Plan A Thesis the committee members (three graduate faculty, two from within the Division and one from outside) assess the student's thesis by way of the oral proposal, written thesis, and oral defense.  For the Plan B Paper, the committee members (three graduate faculty, two from within the Division and one from outside) assess the student's paper by way of the oral proposal and written paper.

 

2.    Applying Knowledge

        We attempt to help our students apply their knowledge to appropriate practical settings (for example, in research laboratories, teaching laboratories, schools, work sites, health centers, etc.).

        Goal Assessment

        a.     In the broadest manner, we expect students to be able to translate what they learn to settings inside and outside the academy.  This is assessed by way of experience in a variety of settings (e.g., cardiac-rehabilitation program, faculty research laboratories, course laboratories, kinesiology and/or health internships, school physical education classes, etc.).

        b.     One type of common application assessment is by way of course assignments that require students to volunteer to work with or to observe various populations, for example the aging, school children, athletes, the informed, or work site employees.

        c.     By way of their Thesis study or Plan B Paper it is expected that students will be able to explain the practical application or possible consequences/significance of their research.  This is assessed by way of the student presenting his/her thesis or Plan B Paper in an open meeting with faculty and students.

 

3.    Discovering Knowledge

        We attempt to introduce our students to the research and scholarship process, including teaching such cognitive skills as theory testing, synthesizing literature, asking significant research questions, designing studies, and analyzing data.

        Goal Assessment

        a.     All graduate students must complete the Division's research methods course (KIN/HLED 5085) and at least one course in advanced statistics to introduce them to the research process.  These courses assess our student's ability to understand and to conduct credible research.

        b.     Participating actively in research, whether it is planning and implementing the thesis study or writing the Plan B Paper, is the central experience of our graduate program.  Research proposals are developed by our students.  This takes place under the supervision of each student's graduate faculty advisor and committee members.

        c.     A further component of students completing a thesis is formal application and approval for human subjects and animal research.  Success in this step is assessed by approval of the research project by the UW Institutional Review Board housed in the Research Office.

        d.     First-hand experience in the attempt to discover new knowledge is created by way of an independent research project (KIN/HLED 5097 or 5587) under the guidance of a graduate faculty member.  This experience is assessed by successful completion of a project report.

 

4.    Displaying Imaginative Knowledge

        We attempt to impart to our students the lifelong spirit of learning that is captured through imagining alternative ideas and solutions - the very basis of the search for truth as it is sustained by the community of scholars - that will prepare our graduates to succeed in their professional careers.  As the philosopher Alfred North Whitehead once observed, imagination is contagious.  Whitehead went on to say that imagination cannot be weighed or measured; in graduate education it can only be exhibited by a faculty that is lit up with imagination.  As much as we can, we try to exhibit this learning with imagination so as to infect our own students with the same light.  Any assessment of the impact of such an influence cannot be made until well into our graduate students' careers.  Nonetheless, we believe that when our students leave us they are a carrier of this positive contagion.

        Goal Assessment

        a.     We expect our students (those studying on-campus) to attend graduate student presentations as well as invited guest lecturer presentations that are scheduled within the Division and encourage our students to attend campus-wide presentations to keep abreast of changes in related fields of study.  We believe that early immersion in active research and scholarship sessions can cultivate more imaginative research and scholarship agendas in that student's future.

        b.     We encourage our students to participate in local, state, national, or international forums in their areas of interest.  This might take the form of research presentations, poster presentations, serving as reactors, serving on committees, or organizers of meetings.  Graduate faculty members periodically inform their students of opportunities to publicly participate in the research and educational enterprise.

        c.     Graduate faculty members encourage their students to participate in the scholarly enterprise by way of informal discussion of ideas, of alternative research protocols, of new theories, of novel collaborations, of new educational research findings.  These discussions can be among the students themselves, between them and their mentors, or with invited guest lecturers. Bullet Points

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