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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.

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.

This study examined the interaction between a skill/extraneous attentional focus and an internal/external focus of attention using a dual-task paradigm. Thirty-two low-skill participants completed a primary dart-throwing task with their dominant arm while simultaneously performing a secondary arm-stabilizing task with their nondominant arm. Two aspects of the participants’ attentional focus were manipulated: skill versus extraneous focus and external versus internal focus. Participants completed 120 trials across four conditions created by combining the dimensions of the two variables. Performance on the primary task was assessed by measuring throwing accuracy and the kinematics of the throwing action. Results indicated that accuracy improved under the external, skill-oriented condition relative to all other conditions; no differences between the remaining conditions were observed. These findings suggest that an external, skill-oriented focus of attention is needed to facilitate performance improvements in novices.

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.

Purpose: Acknowledging the growing ethnic and cultural gap in diverse teacher and student populations, this study examined the pedagogical experiences of undergraduate physical education teacher education seniors following a teaching experience at a youth development center. Method: A phenomenological case study approach was employed in which preservice teachers taught and participated in over 45 secondary physical education lessons. The primary data sources were reflective journals and semistructured interviews. Results: Two major themes were constructed that describe the journeys of the physical education teacher education seniors teaching at both the youth development center field experience and in their internship placements the following semester. Initially, the preservice teachers experienced nervousness, uncertainty, and concern but, across time, experienced a degree of change and growth that saw them becoming particularly aware of and appreciating the personal biographies of their students. Discussion: The extent to which the physical education teacher education seniors’ experiences at the youth development center were transferred into their internships is discussed in addition to implications for introducing culturally relevant pedagogies in nontraditional settings.

Purpose: This study examined the pedagogical experiences of former graduate teaching assistants following their teaching experiences at a youth development center. Method: A case study approach was utilized to investigate each participant case while a phenomenological approach was employed to analyze each case. The participants, Malik, Dante, and Ray, previously taught physical education at a youth development center as graduate teaching assistants. Results: The results of this study are presented as three cases centered on the participants and their experiences. The first case, “developing people from where they are, not where you want them to be . . .” (Malik) highlights the participants’ appreciation of their students’ culture and context. The second case, “resiliency to teach well regardless of circumstance or situation . . .” (Dante) features the participants’ ability to teach diverse learners. The third case, “uphill battles . . . you cannot learn this in a textbook . . .” (Ray) features the challenges faced while teaching at the youth development center. Discussion: Consistencies across participants’ experiences, the impact on their current careers, and implications for introducing culturally relevant and sustaining pedagogies via nontraditional settings are discussed.

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.

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.

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.