Programs that provide student research experiences at the undergraduate level are an impactful means of recruiting and preparing students for graduate academic programs. Notably, such programs, when combined with faculty mentorship, exposure to graduate-school-level academic curricula, and socialization experiences, are considered crucial to the effective recruitment and retention of students from diverse cultural backgrounds into science, technology, engineering, and mathematics (STEM)-oriented graduate academic programs. This work outlines the strategic efforts of Auburn University’s School of Kinesiology to enhance its graduate student diversity recruitment and retention processes. Highlighted are the School of Kinesiology’s goals and guiding principles related to diversity and inclusion initiatives. A detailed description of the centerpiece of this effort, the Future Scholars-Summer Research Bridge Program, is provided. Additionally, related Future Scholars-Summer Research Bridge Program topics are discussed, including securing donor support, aligning the program with institutional strategic goals, forming institutional or academic program partnerships, and addressing administrative and logistical challenges.
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Enhancing Graduate Student Research, Recruitment, and Retention via a Summer Research Experience
Jared A. Russell
Leadership for the Future—Vision, Values, and Practice
Jeffrey T. Fairbrother and Jared Russell
Creating a Climate of Organizational Diversity: Models of Best Practice
NiCole R. Keith and Jared A. Russell
This article describes the characteristics of diversity within academia and professional organizations in general and specifically within Kinesiology departments and Kinesiology-related organizations. While other types of diversity exist, this article refers to diversity in terms of race/ethnicity, gender, age, physical capability, socioeconomic background, and/or sexual orientation. Two Kinesiology departments, within the context of their universities, in two different regions of the United States are presented as models of best practice to improve institutional diversity. Also presented are one detailed example and several general examples of methods by which Kinesiology-related professional organizations have developed intentional strategies to improve diversity in membership and leadership. Presented models could, at least in part, be used by administrators and leaders to improve diversity within academic institutions and professional organizations.
Incorporating E-learning to Enhance Instruction and Student Experiences in Collegiate Physical Activity Courses
Jared Russell, Danielle Wadsworth, Peter Hastie, and Mary Rudisill
The purpose of this paper is to describe the precursors to and development of the School of Kinesiology's portal, which is used to deliver multimedia content to the approximately 7,000 students annually enrolled in physical activity and wellness program courses. Grounded in research, the paper addresses the initial rationale for changing the physical activity program focus, the implementation of a new delivery system of course content, and the benefits to students and instructors that have been realized. Research possibilities are also outlined. The paper concludes with an examination of issues that faculty at other institutions might consider when developing an online component within their physical activity and wellness programs.
Addressing Social Justice and Equity Imperatives: Exemplars of Inclusive Excellence
Jared A. Russell and Timothy A. Brusseau
Administrative Strategies for Delivering High-Quality Instruction in a University-Based Physical Activity and Wellness Program
Sheri J. Brock, Jared A. Russell, Brenna Cosgrove, and Jessica Richards
The School of Kinesiology at Auburn University has a large Physical Activity and Wellness Program (PAWP) that services approximately 8,000 students each academic year. The roughly 470 courses offered annually include aquatics, leisure, martial arts, fitness, and individual- and team-sport offerings taught predominantly by graduate teaching assistants. Overall, Auburn University has experienced a great deal of success in providing a PAWP program that students enjoy and often wish to repeat although these courses are not required as compulsory credit. Delivering high-quality undergraduate educational experiences is paramount to the overall instructional mission of the School of Kinesiology. This paper outlines administrative strategies to ensure that PAWP instructors are prepared and supported in their instructional responsibilities.
Demonstrating Equitable and Inclusive Crisis Leadership in Higher Education
Jared A. Russell, Leslie D. Gonzales, and Harald Barkhoff
Academic leadership faces tremendous pressure to build sustainable environments that demonstrate a commitment to the principles of inclusive excellence. Currently, the convergence of dual global crises—the COVID-19 pandemic and reckoning of systemic violence and racism toward individuals from historically marginalized and oppressed groups—has led to prioritizing impactful inclusive excellence leadership processes that address justice, equity, diversity, and inclusion. However, too often, in times of crisis, the strategic prioritizing and, more importantly, allocation of resources to support inclusive excellence initiatives are seen as secondary, tangential, or nonessential to the core operational mission of academic units. In this article, the authors discuss the unique realities, challenges, and opportunities academic leaders face when leading an equitable and inclusive academic workplace and culture during and after a crisis. The authors provide fundamental inclusive excellence and justice, equity, diversity, and inclusion terminology and definitions. In addition, the authors provide attributes, behaviors, and action steps for demonstrating equitable and inclusive crisis leadership.
Recognizing the Impact of Bias in Faculty Recruitment, Retention, and Advancement Processes
Jared A. Russell, Sheri Brock, and Mary E. Rudisill
Bias, an automatic—usually unconscious and unintentional—inclination, preference, or favoring of an individual or group over another, is an inherent aspect of an individual’s academic leadership and decision-making processes. Bias alone is not a detriment to building an inclusive and supportive environment for faculty. However, oftentimes an academic unit leader’s biases result in the justification, rationalization, and facilitation of exclusionary processes and practices toward faculty, particularly those from diverse and underrepresented backgrounds. This article discusses the impact of bias, specifically implicit bias, on academic leadership. Moreover, the impact of a leader’s biases toward diversity attributes (e.g., gender, sexual orientation/affinity, age, ethnicity, race) of faculty are highlighted. Specifically, key areas of academic leadership are explored: faculty recruitment (hiring), retention (evaluation), and advancement (promotion and tenure). Recommendations, promising practices, and strategies for minimizing the impact of implicit bias are provided.
Justice, Equity, Diversity, and Inclusion—Utilizing Student Voices During Strategic Decision-Making Processes
Jared Russell, Matt Beth, Danielle Wadsworth, Stephanie George, Wendy Wheeler, and Harald Barkhoff
Kinesiology administrators make a myriad of strategic decisions throughout their time in leadership. Effective leadership, particularly inclusive excellence leadership, is highlighted by the ability of an individual to utilize a diversity of constituent viewpoints, perspectives, and “voices” to guide their respective decision-making processes. This manuscript includes two students’ stories, as well as main points of discussion by American Kinesiology Association Diversity, Equity, and Inclusion workshop leaders. These perspectives provide not only foundational background information, including student identities, but also strategic actions that are necessary to develop all-inclusive and individualized programming that can successfully overcome systemic barriers. The main identified themes are (a) ease of access to accommodations, (b) a culture of inclusivity, (c) advocating, (d) establishing trusting relationships, (e) welcoming of Indigenous perspectives, and (f) flexible practices and community support.
Providing Access to Physical Activity: The Intersection of Teaching, Outreach, and Scholarship
Danielle D. Wadsworth, Mary E. Rudisill, Jared A. Russell, James R. McDonald, and David D. Pascoe
The School of Kinesiology at Auburn University unites teaching, research, and outreach efforts to provide access to physical activity for local, statewide, and global communities. This paper provides a brief overview of the programs as well as strategies to mobilize efforts for physical activity outreach within an academic setting. School-wide efforts include youth initiatives, physical activity assessments offered through our TigerFit program, and the United States Olympic Team Handball training center. All programs provide service-learning opportunities for undergraduate and graduate students as well as outreach outcomes. Furthermore, the programs provide a platform for scholarship in the form of publications, partnerships for grant submissions, and student research projects. Merging teaching, outreach, and scholarship has provided longevity for the programs, thereby establishing long-term social ties to the community and providing continued access to physical activity to promote public health.