Undergraduate enrollments in kinesiology have grown over the past 20 years as the popularity of this major increased among students interested in the health professions. A panel discussion at the 2018 American Kinesiology Association workshop provided an overview of challenges facing kinesiology departments. Department leaders at four public universities discussed enrollment trends, faculty resources for teaching undergraduates, and budget models used at their universities. Comparisons were made with kinesiology departments at Big Ten universities to reflect more broadly on what is happening at U.S. public research institutions. At several universities, undergraduate kinesiology enrollments grew between 2008 and 2017, but at others, they leveled off or declined. In many cases, faculty resources have not kept pace with enrollments, leading to unhealthy student-to-faculty ratios. The panel discussed methods of coping with scarce resources for teaching undergraduates and how department leaders can use comparison data to stress the importance of adequate resources.
Undergraduate Enrollments and Faculty Resources in Kinesiology at Selected U.S. Public Universities: 2008–2017
David R. Bassett, Jeffrey T. Fairbrother, Lynn B. Panton, Philip E. Martin, and Ann M. Swartz
Undergraduate Research in Kinesiology: Examples to Enhance Student Outcomes
James A. Carson, John K. Petrella, Vanessa Yingling, Mallory R. Marshall, Jenny O, and Jennifer J. Sherwood
Undergraduate research is emphasized as a critical component of today’s science-based undergraduate education and widely accepted as an important part of the overall undergraduate education experience. While educators agree on the value of undergraduate research, significant challenges exist related to the design of the undergraduate research experience and the faculty member’s role in it. Additional challenges include providing high-quality research experiences that benefit the education of a large number of students while maintaining feasibility and cost-effectiveness. The scope of this review is to provide an overview of research and service-learning experiences in kinesiology departments at 3 institutions of higher learning that vary in size and mission.
Catherine Ennis Shaped My Career and My Life
Pamela Hodges Kulinna
Cathy Ennis, A Colleague and Friend
Jane E. Clark and Bradley D. Hatfield
Cathy Ennis—A Master Gardener of Plants and Scholarship
Melinda A. Solmon
Cathy Ennis: Reflections on Our Collaboration and Friendship
Creating Powerful Curricula for Student Learning in Physical Education: Contributions of Catherine D. Ennis
Haichun Sun and Tan Zhang
In this article, the authors honor Catherine D. Ennis’s legacy by highlighting her unique and significant contributions to physical education research on curriculum and instruction. First, they discuss Ennis’s curricular philosophy and her empirical work along her career path. Then they review the major school-based curricular interventions she implemented, including the Movement Education; Sport for Peace; Science, PE and Me!; and The Science of Healthful Living curricula to demonstrate Ennis’s commitment to curricular development in physical education. In this process, they share with the reader Ennis’s contributions to curriculum development theories, curriculum intervention research, and physical education practices.
Curriculum Intervention Research as a Source of Knowledge of Most Worth
Ang Chen, Bo Shen, and Xihe Zhu
A major portion of Catherine Ennis’s scholarship and career was devoted to developing culturally relevant physical education curricula for K–12 students. She held a strong conviction that the efficacy of a curriculum lies in its ability to enhance students’ knowledge and skills of most worth for their lives. The approach she adopted for curriculum development is an evidence-supported curriculum-design process through which a curriculum is put to the rigorous process of intervention research to determine its efficacy. In this article the authors reflect on the experiences they had with her in these curriculum interventions, share the ideas and practices in the research as Ennis envisioned, and discuss challenges and solutions in conducting large-scale, school-based curriculum intervention studies.
Introduction to the Special Issue: The Legacy of Catherine D. Ennis
Melinda A. Solmon and Stephen Silverman
This paper introduces the special issue of Kinesiology Review addressing the legacy of Catherine D. Ennis. The introduction first provides a brief chronology of her life and discusses her career, focusing on her many professional activities and honors. It then provides a short review of her early scholarship as a basis for understanding how her scholarly career began. This is followed by an overview of this issue, which reviews the various phases of Ennis’s career with papers by scholars who have helped produce and use her research and ends with an epilogue of personal reflections by Ennis’s colleagues and friends.