Recruiting and Retaining Graduate Students in Kinesiology at a Hispanic-Serving Institution

in Kinesiology Review

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Ting Liu Department of Health and Human Performance, Texas State University, San Marcos, TX, USA

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Michelle Hamilton Department of Health and Human Performance, Texas State University, San Marcos, TX, USA

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YuChun Chen School of Kinesiology, Recreation and Sport, Western Kentucky University, Bowling Green, KY, USA

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Katie Harris Department of Health and Human Performance, Texas State University, San Marcos, TX, USA

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Rushali Pandya Department of Health and Human Performance, Texas State University, San Marcos, TX, USA

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DOI:
https://doi.org/10.1123/kr.2021-0048
Keywords:
GRE removal; peer mentoring; faculty mentoring; concurrent program; student network
First Published Online:
22 Oct 2021
In Print:
Volume 10: Issue 4
Page Range:
404–409
Restricted access

Over the past decade, there has been a notable increase in interest in master’s education in the United States. However, not much attention has been paid to recruiting and retaining master’s students in the field of kinesiology. This article describes recruitment and retention strategies that have been successfully implemented in a kinesiology graduate program at a Hispanic-serving institution. Recruiting from undergraduate programs, removing use of the Graduate Record Examination (GRE) in graduate admissions, awarding graduate teaching assistantships, creating new programs that flow with the evolving workforce, actively promoting the program at other universities and conferences, and building partnership with other universities are described for recruiting quality master’s students. Establishing a peer/faculty mentorship program and building a strong student network/organization have been shown to have a positive impact on retention. Readers may pick and choose the strategies that work best with the student population, faculty, and other resources available in the program.

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