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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Ting Liu, Michelle Hamilton, YuChun Chen, Katie Harris, and Rushali Pandya
Stacy M. Warner, Sarah Stokowski, Alison Fridley, and Kibaek Kim
impact student learning ( Ng, 2002 ), and recently researchers have highlighted how sport management faculty mentoring of undergraduate students led to more positive student experiences ( Baker et al., 2019 ; Stokowski et al., 2020 ). Consequently, it is important to further explore faculty perceptions
Duane Knudson, Ting Liu, Dan Schmidt, and Heather Van Mullem
his or her professional development and advancement for the betterment of the department and the field of kinesiology ( Knudson, 2016 )? Faculty mentoring in teaching and service roles is also important ( Knudson, 2016 ). This is particularly relevant in departments at universities that emphasize
Windy Dees and Todd Hall
Experiential learning (EL) is a pedagogical approach in which students are given the opportunity to apply conceptual knowledge to practical situations (Muir & van der Linden, 2009; Rogers, 1969). Experiential learning opportunities are one way that sport management programs are preparing graduates for employment in the industry. Southall et al. (2003) suggest the creation of a metadiscrete EL model in which sport management programs provide out-of-classroom learning opportunities under the guidance of faculty mentors, which are offered throughout the entire college experience. Grand Slam Marketing (GSM) at Georgia Southern University is a prime example of the metadiscrete EL model prescribed by Southall. GSM is a faculty-guided, student organization at Georgia Southern University (GSU) that is comprised of undergraduate and graduate students from a variety of majors including sport management. A plethora of implications for professors and students can be formulated from evaluating the GSM model and are discussed in the manuscript.
Jennifer J. Waldron
, faculty act as gatekeepers of information and of processes. That is, faculty mentors may willingly withhold pertinent information; employ arbitrary rules; or simply not have the proper knowledge about policy, procedures or processes, to prevent what becomes in effect a weeding out of graduate students
Jared A. Russell
and Mathematics. These scholars participated fully in FS-SRBP activities, but their core experience with research and faculty mentors was in nonkinesiology units. Currently, the School of KINE has partnered with nine institutions whose students have participated in the FS-SRBP. They are Langston
James A. Carson, John K. Petrella, Vanessa Yingling, Mallory R. Marshall, Jenny O, and Jennifer J. Sherwood
quality of the mentoring received is critical to a successful experience ( Craney et al., 2011 ; Hunter et al., 2007 ). While the faculty mentor plays a vital role, most faculty receive little preparation or support for the responsibility. In addition, graduate students often provide the majority of the
Isabel Valdez and Ting Liu
-impact practices with research-based learning to enhance the undergraduate research experience. Linn et al. ( 2015 ) stated that the vast variety of programs and models currently used has a limitation in clearly defining benefits seen both for students and faculty mentors. This is due in large part to the academic
Amy Baker, Mary A. Hums, Yoseph Mamo, and Damon P.S. Andrew
literature through the development of a conceptual framework that describes mentorship between senior faculty mentors and junior faculty protégés. More importantly, we explored and evaluated the factors affecting mentoring relationship effectiveness, trust, and job satisfaction. In this study, first, we
Terry L. Rizzo, Penny McCullagh, and Donna Pastore
activities, and service (see McCullagh, 2016 ). Newly hired faculty members should work with colleagues in their department and their department chair to see how they can maximize their efforts. In addition, faculty mentoring can assist in this process as long as senior faculty members support the concept
