Ph.D. Requirements and Components

PhD Milestone and Requirements for Each Year of Study

The PhD Milestones helps students to better understand the time frames for when PhD students need to complete various requirements.

Typical Timeline for a 4-Year Program

1st Year

• 6-9 credits of classes each semester
• Begin thinking about and laying foundation for research practicum
• Begin thinking about graduate certificate options
• 4 CITI modules for RCR training
• 6 hours discussion-based RCR (can take place any year)
• Annual review with advisor

2nd Year

• 6-9 credits of classes each semester
• Submit program plan via Grad Plan
• Present research practicum
• Create teaching portfolio
• 3 CITI modules
• Annual review with advisor

3rd Year

• Complete rest of classes
• Complete comprehensive exams
• Present teaching portfolio at comprehensive exams
• 3 hours of RCR refresher training
• Annual review with advisor

4th Year

• Present dissertation proposal (could also take place in 3rd year) and final defense
• 3 hours of RCR refresher training
• Annual review with advisor

Notes:

1. RCR=Responsible Conduct of Research
2. Annual reviews are conducted with advisor
3. Graduate students can obtain graduate certificates in various areas (e.g., college teaching, epidemiology, community engagement, etc.) – check with advisor.

Program Plan

A Ph.D. grad plan is an electronic document that specifies the course work that the student must complete as part of his/her degree requirements. Although there are certain university, college, and departmental requirements, grad plans are personalized for individual students.

Steps in Developing a Grad Plan

1. The student develops a draft program plan to share with his/her advisor.
2. The student and advisor collaborate and reach consensus.
3. After the guidance committee fully approves of the courses selected and other timelines, the student will create their first grad plan. Go to (https://gradplan.msu.edu/).

Required Elements of a Ph.D. Grad Plan

Students should give attention to the following departmental, college, and university requirements when constructing their grad plan.

• KIN requirements
  • Minimum of 60 semester credits, including the dissertation.
  • Categories of required course work: (a) area of concentration; (b) KIN cognate/breadth requirement; (c) supporting area cognate; (d) research cognate.
    • Concentration Courses: A minimum of four courses at the 800–900 level totaling at least 12 credits in one of the six major areas of study referenced above. At least 6 of the 12 credits must be in Kinesiology courses. Courses in the student’s concentration must be approved by the student’s guidance committee. Courses that are used to satisfy the research requirements referenced may not be used to satisfy this concentration requirement.
    • Core courses: Students who have completed a previous degree in kinesiology, or similarly named program such as physical education or exercise science, must complete a minimum of 6 credits of kinesiology courses at the 800-900 level outside of the student’s major area/concentration. Students who have not completed a previous degree in kinesiology must complete a minimum of 9 credits of kinesiology courses at the 800-900 level representing at least two different disciplinary areas (adapted physical activity, athletic training, biomechanics, exercise physiology, growth and motor development, psychosocial aspects of sport and physical activity) outside of the student’s major area/concentration.
    • Cognate courses: A cognate that consists of a minimum of three courses at the 400–900 level totaling 9 credits. All 9 of the credits must be in courses outside the Department of Kinesiology and must be related to the student’s concentration. Both the cognate and the related courses must be approved by the student’s guidance committee.
    • Research requirement courses: Consists of a minimum of 9 credits at the 800-900 level research methods courses approved by the student’s guidance committee. In addition to the 9 credits mentioned above, each student must complete a 1-3 credit Research Practicum (KIN995).
  • Comprehensive examinations (written and oral).

Course-Taking Options

Ph.D. students have a variety of course-taking options when developing the grad plan. However, the selected courses must be (a) appropriate to the student’s academic program and (b) completed within the time limit for earning the Ph.D. degree at MSU, as judged by the student’s guidance committee.

• Graduate-level courses. At MSU, 900-level courses are designed specifically for doctoral students, and 800-level courses are designed for for both master’s and doctoral level students. The Ph.D. grad plan may include any 800 or 900 level graduate courses offered by any academic unit at MSU.
• Transfer credits. Graduate students may transfer up to 9 semester credits from other accredited colleges or universities. Credits will be transferred only if the student earned a grade of at least 3.0 in the course.
• Courses from earlier degrees at MSU. Doctoral students may apply graduate credits from earlier degrees at MSU to the doctoral program plan, but only if those credits were not formally included in the master’s degree program plan.

Sample Grad Plan

The following sample grad plan was approved for a doctoral student in the exercise physiology concentration whose research interests focused on the effects of exercise in pregnancy. Notice how the grad plan was personalized for this student. In fact, the student created a KIN cognate that corresponded with research interests. Also notice how courses are grouped by degree requirements. There are 77 credits in this grad plan (53 credits of course work plus 24 credits of dissertation).

Concentration: Exercise Physiology

KIN 810 – Physiology of Physical Activity – 3 credits
KIN 811 – Physiological Evaluation and Exercise Prescription – 2 credits
KIN 812 – Cardiovascular, Respiratory, and Metabolic Responses … – 3 credits
KIN 813 – Neuromuscular and Endocrine Responses to Exercise – 3 credits
KIN 890 – Independent Study: Portable Analyzer – 1 credits
KIN 890 – Independent Study: Exercise in Pregnancy – 1 credits
KIN 894 – Field Experiences: Crew Data/Paper – 3 credits
PSL 432 – Medical Physiology II – 2 credits
KIN Cognate/Breadth Requirement: Exercise Behavior
KIN 482 – Exercise Psychology – 3 credits
KIN 841 – Stress Management in Athletes – 3 credits
KIN 870 – Physical Activity and Well-Being – 3 credits

Supporting Area Cognate: Epidemiology

EPI 810- Introduction to Descriptive and Analytical Epidemiology – 3 credits
EPI 812 – Causal Inference in Epidemiology – 3 credits
EPI 815 – Epidemiology of Cardiovascular Disease – 3 credits
EPI 816 – Perinatal Epidemiology – 3 credits
LCS 829 – Design and Conduct of EPI Studies and Clinical Trials – 3 credits

Concentration: Exercise Physiology

KIN 895 – Research Ethics – 1 credits
KIN 995 – Research Practicum: Portable Analyzer – 3 credits
PHM 980 – Problems in Biostatistics – 3 credits
PSY 815 – Multivariate Statistics & Inference – 4 credits
CEP 932 – Waived by PHM 980 – – credits

Doctoral Dissertation

KIN 999 – Doctoral Dissertation Research – 24 credits

Deadline

KIN doctoral students are expected to submit an approved grad plan electronically within 24 credits following admission to the Ph.D. program.

Area of Concentration

A minimum of four graduate courses (minimum 12 credits) in the student’s area of concentration, excluding general research courses, are required. A minimum of 6 of these credits must be taken in the Department of Kinesiology.

• Athletic Training
• Exercise Physiology
• Cognitive and Motor Neuroscience
• Psychosocial Aspects of Sport and Physical Activity

Breadth Requirements

The Breadth Requirement is a minimum of 6-9 credits. Courses used to satisfy the breadth requirement must be approved by the student’s guidance committee. Courses used to satisfy requirements related to the research cognate may not be used to satisfy the breadth requirement.

• Ph.D. students who have completed a previous degree in kinesiology (or similarly named program such as physical education or exercise science) must complete a minimum of 6 credits of kinesiology courses at the 800-900 level outside of the student’s major area/concentration.
• Ph.D. students who have not completed a previous degree in kinesiology (or similarly named program such as physical education or exercise science) must complete a minimum of 9 credits of kinesiology courses at the 800-900 level representing at least two different disciplinary areas (adapted physical activity, athletic training, biomechanics, exercise physiology, growth and motor development, psychosocial aspects of sport and physical activity) outside of the student’s major area/concentration.

Supporting Area Cognate

Three or more graduate courses (minimum of 9 credits) which relate to the area of concentration must be completed. These courses should complement study in the student’s concentration and the physical education cognate, and must be taken outside the Department of Kinesiology.

Research Cognate

Students must complete the following courses or equivalent courses in educational inquiry and research:

• KIN 995 – Research Practicum
  • Research practicum. Students must complete a research practicum within the first 2 years or 36 credits of study, whichever occurs later. The practicum consists of successful completion of a 1-3 credit KIN 995 Research Practicum and a departmental presentation of the results.
• 9 credits of 800-900 level research methods courses approved by the Ph.D. program.

Research Practicum

Students must complete a research practicum within the first 2 years or 36 credits of study, whichever occurs later. The practicum consists of successful completion of a 1-3 credit KIN 995 Research Practicum and a departmental presentation of the results.

The purpose of the research practicum in the Department of Kinesiology is to provide students with an opportunity to learn and practice research skills early in the doctoral program of study. This research practicum also provides the student’s guidance committee with an opportunity to assess the student’s research knowledge and skills, with a goal of using the results to guide research mentoring efforts during the remainder of the degree program.

Requirements

1. The student must complete a KIN 995 Research Practicum of 1-3 semester credits with a grade of 3.0 or higher, and must present the results at a departmental seminar.
2. The research practicum must be supervised by a faculty mentor and must be approved by the faculty mentor and the graduate coordinator. The mentor must be a regular KIN faculty member.
3. The research practicum must be completed within the first two years or 36 credits of doctoral study, whichever occurs later. Failure to complete the research practicum within this time period may result in either remedial action or dismissal from the degree program.
4. The completed Record of KIN Ph.D. Research Practicum must be filed with the KIN Graduate Secretary by the end of the semester in which the student presents her/his work.

Responsibilities

1. Student responsibilities:
   • Seek a faculty mentor, which is often the student’s advisor. Discuss when to enroll in KIN 995, as students sometimes begin the work prior to the semester they complete the work.
   • Prepare a written proposal (including abstract; see Section 3 for further details).
   • Obtain approval of the proposal at the outset of the project – note that students do not have to be enrolled in KIN 995 when project begins.
   • During semester of enrollment, submit project abstract to advisor and Graduate Coordinator, and obtain mentor’s signature, no later than the first two weeks of semester of enrollment.
   • Conduct the project.
   • Prepare a written report (see Section 3 for further details).
   • Present the results at a departmental seminar.
   • Obtain approval of the final written report and presentation (at the conclusion of the project), including grade, from the mentor.
   • All approvals should be recorded on the Record of KIN Ph.D. Research Practicum form (see last page) AND submitted to the Graduate Coordinator (directly or via Graduate Secretary), along with the description of how learning objectives were met (see Section 4), by the last day of classes in the semester you are enrolled.
   • Complete the research practicum within the first two years or 36 credits of doctoral study, whichever occurs later.
2. Mentor responsibilities:
   • Assist the student with the development of the written proposal, conduct of the project, preparation of the written report, and preparation of the departmental presentation.
   • Mentor the student with respect to responsible conduct of research, including IRB (Human Research Protection Program), AUCAUC, and ORCBS rules and guidelines as appropriate.
   • Serve as the faculty member of record for purposes of submitting a grade in KIN 995. After Graduate Coordinator provides approval for student’s grade, enter the grade into the university system.
   • Evaluate the written proposal, conduct of the project, written report, and departmental presentation.
   • Complete, sign, and provide grade on the Record of KIN Ph.D. Research Practicum form (both for proposal and final approval). Grade is due to Graduate Coordinator by last day of classes in the semester the student is enrolled. Graduate coordinator will provide approval for grade submission
3. KIN Graduate Coordinator responsibilities:
   • Schedule departmental presentations once each fall and spring semester.
   • Solicit project abstracts for any revisions prior to department presentations.
   • Evaluate the submitted Record of KIN Ph.D. Research Practicum forms at the end of each semester to confirm the academic progress and KIN 995 grades of doctoral students.

Written Proposal

The format, length, and scope of the written KIN 995 Research Practicum proposal shall be mutually determined by the student and mentor; however, the written proposal must include the following content:

Required information:

• Information on the Record of KIN Ph.D. Research Practicum form:
  • Title/topic of the project.
  • The semester of enrollment for KIN 995 and the number of credits.
  • Name and contact information for the student and mentor
  • Learning objectives (e.g., conduct a research study, learn certain lab techniques, learn to take field notes, practice data collection procedures, conduct a pilot study in preparation for a dissertation, learn a new data analysis procedure, write a grant proposal, etc.)
  • Timeline for completion of the project, including a list of major tasks and the approximate timeline for completing each task.
• A separate, attached document that includes:
  • Abstract for the project (no more than 250 words) – which must be submitted to advisor and graduate coordinator within the first two weeks of the semester of enrollment in KIN 995. Abstract should include:
    • Brief introduction, including overview of the project, rationale for the project, and research questions and hypotheses or project objectives
    • Either: (a) research methods, including research design, participants, instrumentation, intervention (if any), procedures, and data analyses; or (b) description of the activities related to the project.

Outcomes

Three elements required: 1) Written Report, 2) Description of how learning objectives were met, 3) Departmental presentation.

1. Written report:
   • The format, length, and scope of the final written report shall be mutually determined by the student and mentor (e.g., draft of manuscript, 5-page written report, etc.) and does not need to be reviewed by the Graduate Coordinator.
2. Description of how learning objectives were met:
   • Prepare a summary no longer than 1-2 pages noting if learning objectives were met and explain why if not met. Turn this in to advisor for grading purposes and to the Graduate Coordinator, along with Record of KIN Ph.D. Research Practicum form, by the last day of the semester enrolled.
3. Departmental presentation
   • The departmental presentation will be delivered orally, and all KIN faculty members and graduate students will be invited to attend. All KIN 995 participants will be welcome to submit an updated version of the project abstract (still with 250 word limit) that will be distributed in advance of the presentations. The typical format shall be a 12-minute presentation followed by 8 minutes of questions and answers.

KIN 995 Research Practicum

The student must enroll in KIN 995 Research Practicum for 1-3 credits. As part of this course, the student shall implement the project described in the research practicum proposal and prepare a written report of the results. The student’s grade in KIN 995 will be determined by the mentor (and reviewed by the Graduate Coordinator) and shall be based on the quality of the proposal, the quality of the final written report, and achievement of the stated learning objectives.

Disputes and Appeals

Disputes about any aspect of the KIN Ph.D. Research Practicum or appeals relating to procedures such as the timeline for completion of the research practicum should be directed to the KIN Graduate Coordinator. If the Graduate Coordinator has a conflict of interest, the dispute or appeal should be directed to the KIN Department Chairperson.

Teaching Portfolio

Students are required to demonstrate the ability to teach subject matter in their concentrations or areas of support. In order to do so, it is required that doctoral students document these experiences through a teaching portfolio. Please read the MSU Ph.D Teaching Portfolio Policy document below.

Overview

Documented in the MSU Kinesiology Ph.D. Student Handbook is the requirement for doctoral students to demonstrate the ability to teach subject matter in their concentrations or areas of support. In this regard, doctoral students are required to document teaching experiences via a portfolio of teaching. The teaching portfolio will be evaluated by the advisor each year as part of the annual advisee review. Students will share their teaching portfolio with their guidance committee prior to comprehensive exams for review.

Requirements to be included:

1. Teaching Philosophy
   • Students will have a teaching philosophy completed at the time of assessment.
2. Evaluations
   • Student assessments in the form of Student Instructional Rating Surveys (SIRS) and evaluations from instructor of record, advisor, and/or another faculty member in the Kinesiology Department.
3. Descriptions of courses taught
   • A paragraph description of each course taught. In the paragraph students will include which semesters the course was taught and how many students were in each class.
4. Sample materials
   • A sample syllabus or selected syllabi.
   • A sample exam item, selected items or a complete exam.
   • A sample assignment.

Responsibilities

Students are required to initiate a teaching portfolio and develop it as they gain teaching experiences. Teaching experiences can be gained through a variety of ways including teaching assistantship, voluntary teaching internship, independent study, or through a college teaching experience at a location off-campus. Students will submit their developing portfolio to their academic advisor each year as part of the annual advisee review. They will also share their portfolio with their guidance committee prior to comprehensive exams for review. Committee feedback should be responded to and requested edits or additions should be made prior to beginning comprehensive exams. If a student is unable to meet the teaching portfolio requirements, it is his/her responsibility to meet with the faculty advisor to discuss finding opportunities to develop the portfolio.

Note:

Listed above are minimum requirements for the teaching portfolio. Additional materials are recommended and students may also consider enrolling in transcript-visible courses about teaching and earning the Certificate in College Teaching offered by the MSU Graduate School.

Comprehensive Exams

Students are required to pass a comprehensive examination with both written and oral components that pertains to the student’s area of concentration, as well as the related areas of study described on the student’s program plan. Students are eligible to take the examination after completion of at least 80% of prescribed course work listed on the student’s program plan.

University regulations require that all doctoral candidates take comprehensive examinations. The purpose of the comprehensive examination in the Department of Kinesiology is to provide students with the opportunity to integrate and apply knowledge acquired through various readings, courses and practice. The exam is an assessment of a candidate’s understanding of knowledge considered by the Department faculty to be necessary for doctoral level scholarship, as well as the candidate’s ability to communicate ideas in a clear, coherent, and organized manner.

General Information

1. Eligibility. The doctoral student is eligible to take the comprehensive examinations when 80 percent of the prescribed course work listed on his/her program plan has been completed.
2. Registration. The student must be registered during the semester in which the comprehensive examinations are taken.
3. Types. The comprehensive examinations shall consist of a written examination and an oral examination. Neither may be substituted for the other.
4. Responsibility. It is the responsibility of the doctoral student to request the comprehensive examinations. The request should be directed to the student’s major advisor.
5. Scheduling. The comprehensive examinations may be taken during any semester, or during the summer by special arrangement. The dates of the examinations are scheduled by the student’s advisor after consultation with the student.
6. Deadline. The comprehensive examinations must be passed within five years of the student’s first enrollment. The date on which the oral portion of the comprehensive examinations is passed is the date used to designate successful completion of the comprehensive examinations.
7. Certification. Upon completion of the written and oral comprehensive examinations, the Record of Comprehensive Examinations must be signed by the doctoral student’s major advisor and by the Department Chairperson, then submitted to the Kin Graduate Secretary. The KIN Graduate Secretary will log the information and forward the Record of Comprehensive Examinations to the Student Affairs Office to be filed with the student’s official records.
8. Dissertation proposal. The comprehensive examinations must be passed before defense of the dissertation proposal.
9. Deviations. Deviations from the regulations in this document will be permitted only if requested by the doctoral student and approved, as appropriate, by his/her guidance committee, the Student Affairs Office, and the Graduate School.
10. Availability. A copy of this document shall be posted on the department website.

Written Comprehensive Examination

1. Content and format
   • The written comprehensive examination should cover:
     • Concentration. This section of the examination should consist of questions pertaining to the core content of the doctoral student’s concentration.
     • Research focus. This section should cover principles of research design, data analyses, and research ethics. A question (or questions) related to research in the area of specialization should be included.
     • Related KIN courses. This section should cover coursework from the student’s internal cognate area or breadth requirement within the department.
     • Related area of study. This section should cover coursework from the student’s cognate area outside of the department.
     • General professional kinesiology. This section of the examination should consist of a question pertaining to the general field of kinesiology. This section may be included within another section of the examination be agreement of the guidance committee.
   • The written examination should consist of four to five sections. The time limit for any section conducted according to the standard written format shall not exceed three hours. A take-home format may be used for any section at the discretion of the guidance committee member writing that section, with a time limit not to exceed one calendar week from receipt of the take-home questions.
2. Preparation
   • The doctoral student shall not have prior access to the written examination questions. However, upon the student’s request, general information about the form and content of the examination, such as reading lists and/or sample questions, as well as any specific conditions under which the examination is to be taken, shall be given to the student at least two months prior to the examination. The student is responsible for soliciting this information from the individual guidance committee members.
   • The student’s advisor has the responsibility of soliciting questions for the written examination from the members on the student’s guidance committee at least three weeks prior to the time the examination is to be taken.
3. Scheduling and Procedures
   • The written examination shall be scheduled by the student’s advisor, at a time that is mutually acceptable to the student, the student’s advisor, and the guidance committee.
   • The conduct of the written examination should be supervised by the student’s major advisor.
   • The written examination must be taken under secure conditions as defined by the student’s guidance committee.
   • All sections of the written examination should be administered and completed within a period not to exceed three weeks.
4. Evaluation and Certification
   • The guidance committee member who provides a set of questions for the written examination shall be responsible for evaluating the student’s responses to that set of questions, and for notifying the student’s major advisor regarding the results of the evaluation. Such notification ordinarily should be made within one week following completion of the examination.
   • Each set of questions shall be graded on a scale of 1 to 10, with 10 being the maximum score. A minimum score of 7 is required to pass a set of questions. Evaluation of a student’s responses should be based on the accuracy, comprehensiveness, and documentation (if appropriate) of the content, and on the quality and organization of the writing.
   • The student’s advisor should notify the student about the results of the written examination within two weeks following completion of the examination.
   • The results of the doctoral student’s performance on the written examination must be filed in his/her permanent folder. Both questions and answers for the written examination must be kept on file in the department office for a minimum of three years after the student has either graduated or left the program.
5. Re-Examination. If the student fails one or more sets of questions:
   • It is the student’s responsibility to request a second written examination and to have the advisor schedule that examination at a time that is mutually acceptable to the student and the appropriate members of the student’s guidance committee.
   • The second written examination should be taken within four months of the initial attempt if the student is to continue in the doctoral program.
   • The second written examination should cover subject matter and/or competencies relevant to the failed set(s) of questions.
   • The conditions for the conduct and evaluation of the second written examination shall be the same as those for the initial examination.
   • Failure of any portion of the second written examination shall result in termination of the student’s doctoral program.

Oral Comprehensive Examination

1. Content and Format. The purposes of the oral comprehensive examination shall be:
   • To extend the evaluation of the student’s knowledge and understanding of subject matter covered in the written examination. Emphasis may be placed on topics in which the student’s responses are judged to be weak.
   • To evaluate the student’s knowledge and understanding of related subject matter not included in the written examination.
   • To evaluate the student’s ability to respond, in a scholarly and professional manner, to a variety of verbal questions.
2. Preparation The student shall not have prior access to specific oral examination questions. However, upon the student’s request, general information about the type of questions to be asked may be given to the student by members of his/her guidance committee.
3. Scheduling and Procedures
   • The oral examination should be conducted during the four-week period immediately following the date the student is notified by his/her advisor that all portions of the written examination have been successfully completed. The oral examination shall be scheduled by the student’s advisor, at a time that is mutually acceptable to the student, the student’s advisor, and the guidance committee. The student’s advisor shall notify the graduate program secretary of the date, time and place of the oral examination. The secretary shall relay this information to department faculty and students through appropriate channels.
   • The oral examination shall be chaired by the student’s major advisor. This examination shall be open to any interested person, but the student shall be examined only by the members of his/her guidance committee.
   • The duration of the oral examination generally should not exceed two hours.
4. Evaluation and Certification
   
   • Evaluation of the student’s performance during the oral examination shall be conducted, in closed session, by the members of the student’s guidance committee immediately after the examination is concluded. The evaluation shall consist of verbal deliberation chaired by the student’s advisor. An affirmative vote by a majority (but no less than three) of the committee members present is required for the student to pass the oral examination.
   • The student shall be notified by his/her advisor of the decision of the guidance committee immediately after the committee has completed its deliberations.
   • Successful completion of the oral comprehensive examination must be certified by signature and date of the student’s major advisor on the Record of Comprehensive Examination form.
5. Re-Examination. If the student fails the oral comprehensive examination:
   
   • It is the student’s responsibility to request a second oral examination, and to have the advisor schedule that examination at a time that is acceptable to all members of the guidance committee.
   • The second oral examination should be taken within fours months of the initial attempt if the student is to continue in the doctoral program.
   • The conditions for the conduct and evaluation of the second oral examination shall be the same as those for the initial examination.
   • Failure of the second oral examination shall result in termination of the student’s doctoral program.

Dissertation

The culminating scholarly experience for KIN doctoral students is a publishable research study completed as part of KIN 999 Doctoral Dissertation Research (minimum of 24 credits and no more than 30 credits). The dissertation must be based upon original research and represent a contribution to the scientific knowledge in the student’s concentration.

General Information

1. The dissertation is the culminating experience of the PhD program. The dissertation is a demonstration of the student’s ability to conceptualize, conduct, and communicate independent, original research focused on physical activity kinesiology. Original research is research that adds new knowledge to the discipline of kinesiology. A dissertation shall consist of a written report of original research. The format of the dissertation is prescribed by the Graduate School (http://grad.msu.edu/format.htm).
2. A traditional dissertation includes: (a) front matter – title page, acknowledgments, table of contents, list of tables, list of figures, and abstracts (see description below); (b) introduction; (c) review of literature; (d) methods; (e) results; (f) discussion; (g) recommendations; (h) references; and (i) appendices with information such as human subjects approval, copies of instruments, and raw data.
3. A multiple manuscripts presentation of the dissertation may be used for the written dissertation if approved by the dissertation committee at the time of the dissertation proposal defense. A multiple manuscript presentation of the dissertation needs to adhere to the following criteria:
   • The publishable manuscripts need to be related (e.g., a common theme, qualitative and quantitative reports from the same study, different sets of variables from the same study, the same general population group, etc.).
   • Each of the manuscripts stands on its own – i.e., the manuscripts must be discrete – each with its own Introduction, Literature Review, Methods, Results, and Discussion sections, Figures, Tables, and References, as appropriate.
   • The manuscripts must be tied together with a general Introduction chapter that introduces the general theme and overview of the dissertation, and a Summary/Discussion chapter that integrates the major findings of the manuscripts.
   • At most ONE of the manuscripts can be a critical review of the literature (a systematic or integrated review) that is broader than the literature review provided for each article (i.e. a state of the field type of article).
   • If a manuscript has already been published, the manuscript must include a preface that:
     • Contains the complete citation for publication with a list of all authors
     • Explains contribution of each author to article, including if this paper has been included as a part of another dissertation
     • Contains a copy of the written permission from the publisher (who generally holds the copy right) to reprint the article
4. Abstracts. Two abstracts are required regardless of traditional or multiple manuscript presentation of the dissertation. In addition to the scientific/ technical abstract, an abstract targeting a lay audience is required and must be approved by the dissertation committee prior to submission of the dissertation to the graduate school.
5. The dissertation committee shall consist of at least four regular faculty members, at least three of whom, including the dissertation director, possess an earned doctoral degree. Two members of the committee must be regular faculty members with appointments in the Department of Kinesiology.
   • Additional voting or non-voting members may be selected in addition to the four regular faculty members required by University policy. Additional members could include, for example, a faculty member from another university or research center or an off-campus professional involved in the planning and/or execution of the project.
   • The membership of the dissertation committee may be different from the membership of the student’s guidance committee, and the dissertation director may be a different person than the student’s advisor.
6. The student shall prepare, present, and defend a dissertation proposal that includes the title page and introduction, literature review, and methods chapters of the proposed dissertation research (in case of the multiple manuscript format, an outline of the manuscripts will be included as part of the proposal). The completed written proposal must be provided to all committee members at least two weeks in advance of the scheduled proposal defense date. Approval of the proposal by the committee is required before the final dissertation defense can be scheduled.
7. Generally, the dissertation proposal presentation should consist of a 15-30 minute talk in which the student briefly outlines the rationale and proposed methods for the study. After the presentation, the audience may address a brief period of questions to the student. After the question/answer period, the dissertation committee will meet privately with the student to engage in scholarly inquiry and discussion about the dissertation and to address any specific concerns. The student will then be asked to leave the room while the committee deliberates on the outcome of the defense of the proposal. The committee shall decide on one of four outcomes: approved with no changes, approved with changes (student’s dissertation director to be the final arbiter of the revised proposal), approved with changes (revision to be resubmitted to all committee members for re-evaluation), or rejected. Following these deliberations, the student will be apprised of the committee’s decision.
8. If the project will involve research using human subjects, laboratory animals, or hazardous substances, an application must be submitted to the appropriate university review board. Approval by the appropriate university review board is required before any data collection begins.
9. Upon conclusion of the research, the student shall prepare, present, and defend the written dissertation. The final defense meeting serves as the student’s final certifying examination. This final presentation and defense shall follow the same procedures outlined above for the proposal defense, with the addition of a brief oral summary of the results, discussion, and recommendations.
10. The proposal defense presentation and the defense of the completed dissertation shall be open to the public. The dissertation director shall notify the Graduate Studies Secretary at least 14 days in advance of defense, and the Graduate Studies Secretary shall notify KIN faculty and graduate students within 7 days in advance of the defense. Notification shall be via email and written notices posted on the Graduate Studies bulletin board by the Graduate Studies Secretary.
11. Remote Participation in a Dissertation Proposal and/or Defense – A majority of the members of a Dissertation Examining Committee must be present either remotely or physically in the examination room during the entire dissertation proposal and/or defense and during the committee’s private deliberations following the examination. Participation by telephone/video conference/Skype is permitted for 2 of the 4 committee members. Remote participation by either telephone/video conferencing/Skype is permitted under the following circumstances, although all parties should be present if possible:
    • Permission to conduct a telephone/video conference/Skype proposal and/or defense must be obtained from the dissertation chair in advance.
    • All parties involved should make sure that the technology needs are in place and working prior to the start of the proposal and/or defense.
    • The candidate must request permission from the dissertation chair to participate remotely in the examination.
    • The dissertation chair may be at a remote site, however another on-site committee member must assume role of facilitator during the candidates oral presentation and questions from the guests.
    • If costs are involved, the Department will assume responsibility.
    • It is the responsibility of the candidate to inform the Graduate Secretary as to the date and time and to initiate the procedure to obtain electronic signatures from all participants.
12. Electronic copies of the completed dissertation must be filed with the Graduate School and the Department of Kinesiology. More information about submitting the dissertation can be found on the graduate school website. Electronic (bound, if requested) copies of the completed dissertation should be provided to the dissertation director and all members of the dissertation committee.
13. The student and dissertation committee must comply with MSU guidelines on Research Data: Management, Control, and Access. According to those guidelines, research data for projects conducted at MSU or under the auspices of MSU are the property of MSU. Therefore, students must insure that dissertation data remain at MSU. The student may take a copy of the data when s/he leaves the university. The Research Data: Management, Control, and Access guidelines provide additional information on this topic, including procedures for requesting transfer of data to a different institution.

The following information was provided by the MSU Graduate School in May 2007.

• Full time status for doctoral students is defined as a minimum of 1 credit for those students who: (a) have successfully completed all comprehensive examinations and are actively engaged in dissertation research or (b) are doing department-approved off-campus fieldwork related to preparation of their dissertation.
• The new publishing agreement for thesis/dissertations with ProQuest now provides an “Open Access Publishing Option” as an alternative to the traditional publishing option available to our students. The Open Access option gives ProQuest the authorization to make the electronic version of the document accessible to all via the internet, including the selling of the document by commercial retailers and the accessibility to the work via search engines. A student selecting the Open Access option will not be eligible to receive royalties. The pros and cons of selecting this new option differ significantly across disciplines and the graduate handbook could be a way to inform students of benefits and problems associated with each option.

The following information was provided by the MSU Graduate School in May, 2011.

Electronic Submissions of Theses and Dissertation

• Graduate handbooks must indicate that MSU only accepts electronic theses and dissertations submitted via ProQuest. The instructions for electronic submissions are available from http://grad.msu.edu/etd/.
• The target date for the FINAL APPROVAL of an electronic Thesis or Dissertation to the Graduate School for graduating the semester of that submission is FIVE working days prior to the first day of classes for the next semester (see future target dates below). Be aware that a submission via ProQuest does not mean that the document has been ACCEPTED. The review process is interactive and final approval can take anywhere from a few hours to weeks, depending upon the extent of the necessary revisions and how diligent the author is when making the necessary revisions.
• Graduation on the semester of the electronic submission is only guaranteed if the document is APPROVED on or before the target date for that semester

Exit Surveys

A short online exit survey for all students graduating with a Plan A or Plan B masters or with a Doctoral degree was introduced May 9th of 2011. Only students who have applied for graduation will have access to the survey. The survey asks questions about educational experiences in MSU graduate programs, as well as about immediate professional plans. The Graduate School uses data from this survey when reviewing graduate programs and to guide decisions about services and initiatives for graduate students. The identity of all respondents will be kept confidential and only aggregate (group) information will be made available to faculty and administrators. The students will receive an e-mail message from the dean of the graduate school with a link to the survey.

However, students do not need to wait for that e-mail message to complete the survey after applying for graduation. It takes about 5-10 minutes to complete the online survey. Instructions for completing the survey are available on the graduate school website.

Responsible Conduct of Research (RCR) Requirements

Michigan State requires that all graduate students be trained in the Responsible Conduct of Research (RCR) as part of their Research I University Experience. See the College of Education Training for more information on how to complete training and meet RCR Requirements.

Advising and Guidance Committees

Advising and Mentoring

Advisor

Students who are admitted to the Ph.D. Program in kinesiology will be assigned to an advisor, who is a regular faculty member with at least a 25% appointment in the Department, based upon the student’s goal statement (submitted with admission materials) and any communication between the student and a particular faculty member prior to admission.

The student and advisor should collaborate to develop the student’s proposed program plan, as well as any necessary changes to the program plan. In addition, the student should meet regularly with his/her advisor to discuss academic progress, expectations, professional development, and preparation for the research practicum, comprehensive exam, and dissertation. The advisor is responsible for preparing a written annual review of academic progress.

Guidance Committee

The KIN academic progress guidelines specify that doctoral students should form a guidance committee within the first 24 credits of study. The committee must consist of at least four MSU regular faculty members. At least three members of the committee (including the chairperson) must possess an earned doctoral degree and at least one member must be from outside the Department of Kinesiology. Further, at least two members must be from the Department of Kinesiology. Further information can be found in the doctoral programs section of the MSU Academic Programs catalog.

Guidance committee members serve as mentors to the doctoral student. Their responsibilities include reviewing and approving the student’s proposed program plan, contributing to annual reviews of academic progress, assisting with the research practicum and comprehensive exam, and assisting with the student’s professional development, especially the student’s development as a researcher. Because research mentoring is such an important function, students should select guidance committee members who collectively can help them to develop expertise in the discipline and related areas of study and acquire research skills.

Dissertation Committee

The KIN dissertation policy indicates that the dissertation committee must consist of at least four MSU regular faculty members. At least three members of the committee (including the chairperson) must possess an earned doctoral degree, and at least two members must be from the Department of Kinesiology. Often the members of the guidance committee also serve on the dissertation committee, but this is not required. The student should select dissertation committee members who can provide the necessary guidance to enable successful completion of the research.

One of the members of the dissertation committee must be identified to serve as the dissertation director. The student’s advisor often fulfills this role; however, a different faculty member may be selected. The dissertation director is responsible for ensuring that all required dissertation forms are submitted in a timely way.

Changes in Advisor or Committee Members

MSU has established procedures for changes in advisor or of guidance committee members. KIN graduate students should check with the graduate studies coordinator or secretary about those procedures if changes become necessary. Of course, it is always appropriate and courteous to discuss concerns with the current advisor before requesting a change.

Extension of Time to Complete Degree

An extension of time to complete degree requirements is needed when the student cannot complete all requirements within the eight-year time period specified by MSU policies. Such requests are not granted automatically. Students must present a compelling rationale for the extension of time, accompanied by a detailed plan for completing the degree. The form for requesting an extension of time to complete degree requirements can be found here.

Conflict Resolution

Nationwide, many students do not complete graduate education programs. Unfortunately, sometimes the reason for leaving a graduate program is conflict between the graduate student and advisor. The MSU Graduate School offers a Conflict Resolution Program that helps students prevent and resolve such conflicts. In addition, students may consult with the KIN graduate studies coordinator or the KIN department chairperson for assistance.

Choosing a Guidance Committee

Authors: Candace “Cooker” Perkins (Ph.D. 2004) and & Paul Nagelkirk (Ph.D. 2005)

The following suggestions were written for Ph.D. students, but most of the ideas are equally applicable to M.S. students.

• Choosing guidance committee members should begin with a discussion with your major professor (committee chair). This discussion should include: Establish the student’s internal and external cognate areas of study and brainstorm about faculty members who might represent these areas on your committee.
• Determine the roles to be fulfilled by committee members, i.e., represent all areas of study, including someone strong in research design, statistics, etc.
• Discuss the expected/desired personality and professional caliber of each potential committee member.
  Sample Guidance/Dissertation Committee:
  Major Area: Exercise Physiology (exercise and pregnancy)
  Internal Cognate: Exercise Behavior
  External Cognate: Epidemiology Guidance Committee:
  Dr. SoandSo (KIN faculty, exercise physiology)
  Dr. ThatGuy (KIN faculty, pediatrics and pregnancy)
  Dr. HocusPocus (KIN faculty, sport psychology)
  Dr. PublicHealth (epidemiology, research, and statistics)

• Both the major professor and graduate student should independently determine a list of possible committee embers to fulfill desired roles.
  Suggestions for the graduate student:
  • Remember that the selection of a guidance committee (and also selection of the internship, project, thesis, and dissertation committees) is ultimately the student’s responsibility. Consult others.
  • Consult senior graduate students for their experiences and recommendations. The peer network can help you avoid future hassles.
  • Use the “Expertise Database” on the Committee of Science (COS) web site to search for faculty members from other departments whose research interests may match yours. They may serve as good committee members even if you have not taken any of their courses.
  • Do not simply ask the first four faculty members you meet to be on your committee. You need smart people from diverse backgrounds to ensure you have the best experience that is most beneficial to your future career.
  • Personality and professional caliber are both important. You need sound scientific advice, but want to avoid personal issues that may interfere with your progress.
• Discuss the list of possible mentors with your major professor. Work to agree on each potential member’s role on the guidance committee.
• Contact potential committee members. Provide each person with a current vita and a proposed plan of study. Ph.D. students should also provide a description of current and proposed research activities.
• Be upfront about expectations. The committee chair, graduate student, and committee members should discuss expected service on the committee and projected time commitment from each. Recognize the commitment that program committee members make when they agree to become members of your guidance committee. Make sure they understand this commitment and are willing to provide you with the necessary time and guidance. Be appreciative of their time and effort. When selecting committee members it is important that you convey your projected timeline to degree completion.
• Establish a checklist or form of these expectations for committee members to sign.

Changes of Advisor or Committee Members

Changes of Advisor or Committee Members

MSU has established procedures for changes in advisor or of guidance committee members. KIN graduate students should check with the graduate studies coordinator or secretary about those procedures if changes become necessary. Of course, it is always appropriate and courteous to discuss concerns with the current advisor before requesting a change. To request a change of advisor or guidance committee member, please use this form.

KIN Advising Changes Policy

MSU has established procedures for changes in advisor, or of guidance / dissertation committee members. In all instances, both students and advisors / committee members should engage in open and respectful communication at all times in order to allow changes and transitions to happen in a smooth and positive way. For students, it is of course always appropriate and courteous to discuss concerns with the current advisor before requesting any changes in the setup of committees, or a change of advisor. If at any time during the student’s tenure at MSU, a student’s advisor is incapable of fulfilling the role of advisor, the Graduate Coordinator will be responsible for assisting the student in finding a new advisor or finishing the student’s degree program requirements.

Change of Guidance Committee Member: Student Initiated

Should a student wish to change any of her or his guidance committee members, it is necessary for the student to propose a replacement for the member(s) to her or his advisor, and seek approval of the advisor. The student should then discuss and inform the out—going member and recruit the replacement member. Following approval, the student should inform all members of the original guidance committee about the change, and circulate the necessary forms for signatures.

Change of Advisor: Student Initiated

Should a student wish to change her or his advisor, open communication should be paramount: The student should talk to the advisor about this, and propose a new advisor. If both the old and the new advisor agree on the change, all members of the guidance committee (or the dissertation committee), and the new advisor need to sign the relevant forms. The signed modification is then submitted to the Graduate secretary, approved by the Department chair, and placed in the student’s academic file. If a disagreement arises between the parties involved that cannot be resolved through discussion, then the Graduate Coordinator should mediate the discrepancy.

Change of Ph.D. Advisor: Faculty Retirement / Leave

Faculty members should generally only accept graduate students they can, under foreseeable circumstances, mentor for the full length of the student’s graduate program; four years full—time (and multiples of that part—time) are assumed as regular duration of PhD studies.

Faculty members who retire earlier than planned, or leave the university, need to make sure that the student’s needs are being taken care of. Henceforth, in concert with the student, the out—going faculty member should consult with the Graduate Coordinator to determine the replacement advisor or replacement dissertation director. Once a new advisor has been found, and has agreed to take on the student, all members of the guidance committee (or the dissertation committee), and the new advisor need to sign the relevant forms. The signed modification is then submitted to the Graduate secretary, approved by the Department chair, and placed in the student’s academic file.

KIN graduate students should check with the graduate studies coordinator or secretary about those procedures if changes become necessary.

Expectations of Faculty Advisors

Expectations of Faculty Advisors to KIN Graduate Students

1. Establish a positive collegial relationship with the student advisee characterized by mutual respect and caring.
2. Provide effective advising services:
   • Be accessible via email, office hours, and advising meetings.
   • Provide mentoring to each student as needed using various delivery systems such as individual advising meetings, group advising, writing groups, research groups, and email correspondence.
   • Discuss expectations related to academic integrity.
   • Help the student to understand and comply with degree requirements and pertinent departmental, college, and university policies.>
   • Assist the student to develop an academic program plan.
   • Assist the student to select, design, conduct, and evaluate a capstone experience appropriate to the student’s degree program.
   • Provide prompt feedback on student scholarly papers, especially drafts of the thesis, project report, internship report, or dissertation.
   • Conduct annual written reviews of academic progress with input from the student.
   • Write letters of recommendation for scholarships, graduate assistantships, and jobs.
3. Be a role model of exemplary faculty behavior, including effective teaching, an active program of research, and professional service.
   • Help the student understand and prepare for her/his future professional responsibilities. Help Ph.D. students prepare for their roles as future members of the academy by discussing and demonstrating an appropriate balance of teaching, research, service, and advising responsibilities.
   • Help the student develop expertise in teaching, coaching, and/or professional practice by identifying appropriate opportunities, assisting and observing the student in those roles, and collaborating with the student to assess progress toward professional competence.
   • Help the student (especially research-active M.S. students and Ph.D. students) to develop research expertise by providing opportunities to observe, apprentice, and collaborate on current projects. Encourage the student to present and publish completed research, as well as seek funding for proposed research projects. Mentor the student in responsible conduct of research.
   • Help induct the student into the profession by encouraging membership in professional organizations and participation at conferences, and help the student network with colleagues in those settings. In addition, Ph.D. students should be encouraged to assume leadership roles in professional organizations and develop skills in reviewing manuscripts submitted for publication or presentation.
   • Encourage the student (especially Ph.D. students) to participate in student or academic governance organizations.
   • Help Ph.D. students to learn about advising by involving them in activities such as teaching lab techniques or research methods to novice researchers, serving as ex officio members of M.S. student guidance committees, and mentoring undergraduate student fieldwork and independent study experiences under your supervision.
   • Demonstrate the value of lifelong education by participating in professional development programs and discussing those experiences with students.

Academic Progress and Expectations

Evaluation of Academic Progress of Graduate Students

The purpose of this policy is to convey criteria associated with adequate academic progress, ways in which the academic progress of KIN graduate students is evaluated, and procedures related to academic probation and dismissal from the graduate degree programs. This policy is organized into sections on evaluations by the advisor, evaluations by the guidance committee, and evaluations by the KIN faculty. The last section on evaluations by the KIN faculty include procedures related to academic probation and dismissal.

Evaluations by the Advisor

1. Informal evaluations of academic progress. KIN graduate students are expected to consult with their advisors via scheduled individual or group advising meetings, or using email or telephone communication. The frequency of such consultations depends upon the student’s need for guidance. Minimally, students and their advisors should meet at least once a semester. Informal evaluation of the student’s progress toward the degree is an important component of advising meetings. Such evaluations should focus on: (a) progress toward completing courses on the student’s program plan; (b) progress toward designing, conducting, and defending the selected capstone experience; and (c) professional development. The only records of these informal evaluations are notes taken by the advisor and placed in the advisee’s permanent file. The student has the right to inspect the contents of his/her permanent advisee file, with the exception of documents for which the student has waived right of access.
2. Content of the Permanent Advisee File for KIN Ph.D. Students
   • Application for Admission and related materials
   • Program plan
   • Grade reports
   • Annual Reviews of Academic Progress (student and faculty forms)
   • Current resume/curriculum vita
   • All documentation related to the Ph.D. research practicum, comprehensive examination, and dissertation
   • Documentation related to academic honors, scholarships, and fellowships
   • Documentation related to academic probation or dismissal from the degree program
   • Documentation related to requests for time extensions to complete the degree
     
3. Annual written evaluation of academic progress. Per MSU and Graduate School policies, each advisor conducts an annual written review of academic progress for each of his/her advisees, usually in the latter half of the fall semester. The purpose of these reviews is to evaluate performance during the previous calendar year and to plan for the coming calendar year. Procedures are described in the policy on Annual Review of Academic Progress of Graduate Students, available under the Bylaws/Policies menu on the KIN web site. Essentially, the student compiles and submits information about academic progress and schedules a meeting with his/her advisor. At the meeting, the student and advisor discuss strengths and weaknesses in academic progress and professional growth, and establish goals and objectives for the coming year. The advisor completes a faculty form summarizing the major conclusions from the meeting. Copies of the faculty form are distributed to: (a) the student; (b) the student’s permanent advisee file; (c) the KIN Graduate Coordinator who screens for concerns related to academic progress; and (d) the KIN Department Chairperson for consideration in annual faculty productivity reviews. Concerns about academic progress based upon this review are handled by the student and advisor; however, either party may request assistance from the KIN Graduate Studies Coordinator if needed or desired.

Evaluations by Guidance Committees

• Guidance committee. The student’s guidance committee meets to consider the proposed program plan. This decision is reported on the Report of the Guidance Committee: Doctoral and Other Programs, which is submitted to the KIN Graduate Secretary.
• Qualifying examination committee. The committee consists of the student’s mentor (usually the student’s advisor) and one other faculty reviewer. This committee makes decisions about the research practicum proposal, as well as the final report and presentation of the research practicum work. These decisions are reported on the Record of KIN Ph.D. Research Practicum, which is submitted to the KIN Graduate Secretary.
• Comprehensive examination (guidance) committee. Members of the student’s guidance committee collaborate to write the examination questions, grade the student’s responses, and determine whether the student passes or fails the written portion of the exam. The committee also evaluates the student’s performance on the oral portion of the exam. The committee’s decision is reported on the Record of Comprehensive Examinations for Doctoral Degree and Educational Specialist Degree Candidates, which is submitted to the KIN Graduate Secretary.
• Dissertation committee. The dissertation committee typically meets once when the student proposes the dissertation and again when the student defends the completed research. Evaluation of academic progress consists of the committee decisions whether the student’s dissertation proposal is approved and whether the student successfully defends the completed dissertation. The decision about the proposal is reported on the Dissertation Proposal Approval form and the decision about the defense is reported on the Record of Dissertation and Oral Examination Requirements for Doctoral Degree Candidate, both of which are submitted to the KIN Graduate Secretary.

Evaluations by the KIN Faculty

• End-of-semester audit of grades. Grade report forms for graduate students are delivered to the Graduate Studies Secretary. Before those forms are forwarded to faculty advisors, the Graduate Studies Secretary will identify students who are not making adequate progress with respect to grades in courses, namely: (a) a cumulative grade point average of less than 3.0; (b) any grade of less than 3.0 in a required course; or (c) DF grades in two or more courses (exclusive of KIN 893, KIN 897, KIN 899, KIN 995, or KIN 999) for the semester. The KIN Graduate Studies Coordinator will then send email notices to those students and their advisors, reminding them of the guidelines for adequate academic progress.
• Annual audit of academic progress. Each year in January, the KIN Graduate Studies Coordinator and KIN Graduate Studies Secretary conduct an audit of the academic progress of all KIN graduate students. A spreadsheet containing academic progress data (columns) for every KIN graduate student (rows) will be prepared, and cells will be highlighted in cases where data indicate that the student is not making adequate academic progress. The annotated spreadsheet will be disseminated to all faculty members who advise graduate students for discussion at a subsequent faculty meeting. The faculty as a group will decide whether the highlighted concerns warrant academic probation or dismissal from the degree program.
  Academic progress criteria for Ph.D. students
  
  • Grade point average: Minimum cumulative GPA of 3.0
  • Grades: Successful completion of course work with: (a) no grades of less than 3.0 in required courses; and (b) DF grades in no more than two courses across the degree program (exclusive of KIN 995 and KIN 999)
  • Removal of provisional admission status (if applicable): Within the first 24 credits following admission to the Ph.D. program
  • Establish a guidance committee: Within the first 24 credits following admission to the Ph.D. program
  • Approved program plan (Report of the Guidance Committee (Doctoral and Other Programs): Within the first 24 credits following admission to the Ph.D. program
  • Ph.D. Research Practicum: Within the first 2 years or 36 credits of Ph.D. course work, whichever occurs later
  • Ph.D. Comprehensive Examination: After 80% of the course work on the program plan has been completed. The MSU deadline is within 5 years following admission to the Ph.D. program.
  • Completion of the Ph.D. dissertation and completion of all degree requirements: The MSU deadline is within 8 years following admission to the Ph.D. program. (Students may apply for an extension of the time to complete degree requirements.)
  Faculty decisions about concerns related to academic progress
  • No action. If there is a reasonable explanation for the concern related to academic progress, or if the student and advisor already are taking action about the concern, the faculty may choose to do nothing.
  • Academic probation. If the faculty are convinced that a problem can be remedied and the student can achieve adequate academic progress within one calendar year, the faculty may choose to place the student on academic probation.
    • The Graduate Studies Coordinator will send a registered letter to the student and advisor notifying them of the faculty decision and requesting that they develop a remediation plan that includes specific objectives, activities, and timeline.
    • The student and advisor must submit the remediation plan to the Graduate Studies Coordinator.
    • The Graduate Studies Coordinator must monitor implementation of the remediation plan at least once a semester.
  • Dismissal from the degree program. If the faculty are convinced that a student will be unable to achieve adequate academic progress despite intervention and/or additional time to complete the degree (an approved Request for Extension of Time to Complete Degree Requirements), the faculty may choose to dismiss the student from the degree program by a 75% vote of the faculty members in attendance at a the meeting (per the KIN Bylaws, a quorum for a KIN faculty meeting is a majority of voting faculty members).
  • Appeal of a decision to dismiss from the degree program. A graduate student who has been dismissed from a KIN graduate degree program by a vote of the KIN faculty may appeal such decision by contacting the Associate Dean for Student Affairs in the College of Education and following the procedures established by that office.

The following information was received from the Graduate School in May 2007.

DF-Deferred grades: The required work must be completed and a grade reported within 6 months with the option of a single six-month extension. If the required work is not completed within the time limit, the DF will become U-Unfinished and will be changed to DF/U under the numerical and Pass-No Grade (PN) grading systems, and to DF/NC under the Credit-No Credit (CR-NC) system. This rule does not apply to graduate thesis or dissertation work.

Expectations for Professional Growth

The majority of KIN doctoral (Ph.D.) students prepare for careers in higher education; therefore, it is important that they acquire sufficient expertise and experience in research, teaching, advising, and service to prepare for successful careers in the academy. The following expectations are designed to help achieve that goal. These expectations are individualized for students during advising and guidance committee meetings. Therefore, Ph.D. students are encouraged to discuss these expectations with their advisors early in the degree program to seek a shared understanding of personal expectations.

Progress Toward Degree Completion

The Department of Kinesiology expects full-time Ph.D. students to complete their degrees within four years, and part-time students within eight years. We strongly encourage students to become familiar with the Ph.D. degree requirements and academic progress guidelines for Ph.D. students. Students should consult with their advisors and guidance committees to develop a program plan during the first year of study to facilitate timely degree completion.

Fact: Graduation data for KIN doctoral students during the 1999-2004 academic years showed that 42% of the students completed the Ph.D. degree within four years. Most students who took a longer period of time were part-time students or students who chose to leave the East Lansing area before completing the degree. Four years was the modal number of years to degree completion.

Research

We expect all graduates of the KIN Ph.D. program to be capable researchers. Specifically, we expect doctoral students to:

• Become skillful in scholarly writing.
• Develop sufficient expertise in content knowledge, skill in laboratory methods, and knowledge of research methods and statistics to provide a platform for a line of inquiry related to the student’s concentration and research interests.
• Acquire knowledge about responsible conduct of research through mentoring, course work, workshops, and other resources, and practice ethical behaviors in research.
• Learn about and abide by the codes of conduct or ethics associated with professional organizations in their chosen disciplines.
• Participate actively in lab/disciplinary meetings, departmental seminars, thesis/dissertation proposal and defense meetings, and professional conferences.
• Participate in research endeavors consistently throughout doctoral study by assisting with faculty and graduate student research projects and by conducting one’s own research (including the research practicum and dissertation projects). Students should consider assisting with research projects in related fields of study and projects conducted by faculty members other than their academic advisors as a means of developing additional research skills.
• Present two or more research papers at professional meetings prior to graduation, and present dissertation findings within 12-18 months following the dissertation defense
• Publish two or more research papers in professional journals prior to graduation, and submit dissertation findings for publication within 12-18 months following the dissertation defense.
• Submit a research proposal to a funding agency, or assist a faculty member with a grant proposal, prior to graduation.

Teaching

All KIN doctoral students are required to demonstrate the ability to teach subject matter in their concentrations or areas of support. In this regard, doctoral students are expected to:

• Participate in courses, seminars, and workshops about teaching, including the use of technology in teaching.
• Maintain appropriate certifications to support their work in teaching assignments (e.g., lab safety training for exercise physiology laboratory courses, and first aid, CPR, and blood-borne pathogens training for athletic training courses).
• Co-teach or teach a KIN undergraduate course. This expectation could be met by teaching on a volunteer basis, participating in a graduate course that involves significant teaching experiences, or as part of graduate assistantship responsibilities.
  
• Document teaching experiences via a portfolio of teaching experiences that includes course syllabi, course materials, videotapes, course evaluations, etc. In addition, students should consider enrolling transcript-visible courses about teaching and earning the Certificate in College Teaching offered by the MSU Graduate School.
  
• Possess effective spoken and written English language skills as per current University policies (e.g., acceptable TOEFFL and SPEAK scores)
  

Advising

The Department of Kinesiology does not have specific expectations related to advising; however, doctoral students are encouraged to develop skills in advising by serving as ex-officio members of master’s student committees, supervising independent study or fieldwork experiences for undergraduate students, working in tutorial or counseling roles in Student Athlete Support Services, or by volunteering time to community or university agencies that provide academic or counseling support to students of any age.

Service

KIN doctoral students are expected to make service contributions in the areas of university citizenship, service to professional organizations, and community service prior to graduation. In addition, they are expected to engage in discussions with their advisors about an appropriate balance of research, teaching, advising, and service activities, both during doctoral study and as a future member of the academy. Examples of service contributions include, but are not limited to:

• University citizenship – provide leadership to the Kinesiology Graduate Students Organization (KGSO), participate in college and university student organizations, or serve as a graduate student representative to departmental or college committees.
• Service to professional organizations – become a member of appropriate professional organizations, assist or conduct reviews of manuscripts submitted for publication, assist with the conduct of professional meetings, or volunteer for committees of professional organizations.
• Community service – share expertise with community organizations and agencies via presentations, volunteer service, or leadership positions.

Ph.D. Professional Development Opportunities in KIN

Teaching

• Graduate students have opportunities to develop their teaching, coaching, and professional practice skills through volunteer work and course work in the Department of Kinesiology. Students should consult with their advisors about readiness for such experiences.
  • Ph.D. students may gain teaching experience by volunteering to help teach all or part of a KIN undergraduate course under the supervision of a faculty mentor.
  • KIN graduate students may engage in teaching experiences for academic credit by enrolling in fieldwork or independent study.
• Courses in Teacher Education and Special Education. Graduate students may enroll in TE and CEP courses that help them to acquire greater knowledge of teaching methods.
• Teaching Assistant Program (TAP). The purpose of TAP is to improve graduate student professional development and undergraduate instruction by providing a wide variety of resources and services in support of the teaching and learning development of all MSU teaching assistants.
• Certificate in College Teaching. This certificate is an initiative of the Graduate School, in partnership with departments and colleges, to enhance the quality of teaching of graduate students who intend to be professors in higher education.
  • View the procedures associated with getting started with this certfication
  • Application for approval to begin work on the Certificate in College Teaching
  • View an Example Electronic Portfolio
• Lilly Seminars. The Lilly seminar series focuses on innovative approaches to teaching, learning, and assessment at the university level.

Coaching

• Online Graduate Certificate in Sport Coaching and Leadership.. This program consists of three 3-semester hour online courses that address legal, administrative, psychological, sociological, and physical issues as they relate to the coaching of amateur athletes. After successful completion of all three courses, a Certificate of Completion will be awarded.
• Advanced doctoral students may help to design, deliver, and evaluate coaching education workshops and programs offered by the Institute for the Study of Youth Sports. Interested students should contact Dr. Dan Gould, Director of the Institute.
• In addition, KIN graduate students may engage in coaching experiences for academic credit by enrolling in fieldwork or independent study.

Professional Practice

• Sport psychology services. Many sport psychology graduate students work with athletes and teams who are affiliated with MSU or community agencies. These experiences are restricted to students with appropriate qualifications. Students may volunteer, or they may earn academic credit by enrolling in fieldwork or independent study.
• Student-athlete development. Students interested in this field may volunteer, intern, or seek employment with the Student Athlete Support Services program.
• Other possibilities include working with athletes from high school and community programs. Students may volunteer, or they may earn academic credit by enrolling in fieldwork or independent study.
• Sports administration. Master’s degree students in this field often complete internships or field work experiences to learn their trade from experts in the field. Students may volunteer, or they may earn academic credit by enrolling in fieldwork or independent study.
• Athletic training. Graduate students in athletic training typically are engaged in providing sports medicine services to athletes throughout their educational careers. At MSU, these students also have opportunities to assist with special events such as high school sports days and Special Olympics competitions. Students may volunteer, or they may earn academic credit by enrolling in fieldwork or independent study.

Research

KIN graduate students have many opportunities to become involved in research and outreach activities. Start your exploration with these research/outreach centers and laboratories. Continue your search by contacting the program/lab directors about specific projects that pique your interest.

• Institute for the Study of Youth Sports (ISYS)
• Center for Physical Activity and Health (CPAH)
• Human Energy Research Laboratory (HERL)
• Sports Skills Program (SSP)
• Motor Performance Study (MPS)

Service

Students are encouraged to become members of professional organizations; often student membership rates are offered. Initially, students might only be involved in attending and learning from conferences. However, opportunities also exist to become active on committees and to assume leadership positions. Here is a “short list” of professional organizations related to kinesiology:

• American Alliance for Health, Physical Education, Recreation, and Dance
• Association for Applied Sport Psychology
• National Athletic Training Association
• American College of Sport Medicine
• National Strength and Conditioning Association

Another form of professional service is reviewing scholarly works such as manuscripts submitted for publication, abstracts submitted for presentation at conferences, and grant proposals submitted to funding agencies. Often editors and conference directors will permit graduate student involvement in reviewing activities if the graduate student is directly supervised by a faculty mentor who is affiliated with the journal or conference. Advanced graduate students should ask their advisors about the possibility of assisting with reviews.

University Citizenship

University citizenship refers to contributions to student and faculty governance committees. Here are some possibilities.

• Graduate student organizations. Examples include the KIN Grad Student Organization (KGSO), the College of Education Graduate Student Organization (EGSO), and the MSU Council of Graduate Students (COGS).
• KIN committees. The KIN Bylaws describe several standing committees that include graduate student members, namely the Faculty Advisory Committee, Curriculum Committee, Special Events Committee, and Graduate Studies Committee. Usually students are nominated by KGSO and approved by the department faculty.
• College of Education. The College of Education Bylaws describe a number of standing committees, include a Student Advisory Committee that meets regularly with the Dean of the College.
• MSU committees. The Academic Governance web site describes university-level committees, some of which (e.g., UCRIHS) include graduate student members.
• Community Outreach
• Community outreach refers to using one’s professional expertise to contribute to citizens or agencies within a community. The MSU Service Learning Center provides links to numerous opportunities for community service including health services, recreation leadership, and youth mentoring. Of course, many KIN majors volunteer their time and expertise to sport and physical education programs in the community

Advising

There are no formal programs designed to help graduate students learn how to advise undergraduate students. However, PhD students may:

• Serve as an ex officio member on a M.S. students thesis or guidance committee. Interested graduate students should consult with their advisors.
• Tutor undergraduate students through campus units such as the Student Athlete Support Services program and the Office of Supportive Services.

Supervise independent study or fieldwork experiences for undergraduate students. Interested graduate students should consult with their advisors.

Other Professional Development Opportunities at MSU

• Career and Professional Development Resources at MSU (PREP) The Graduate School offers this tremendous resource tailored to students in the early, mid, and late stages of their graduate degree programs. Links are provided to a wide range of campus resources.
• English Language Center. The English Language Center provides instruction to international students who need to improve their English language skills before beginning academic course work.
• Office of International Students and Scholars. Advisors who are aware of the demands associated with studying, working and living in another country are available to assist international students and scholars and their families in matters related to their immigration status, employment, housing, health insurance, medical care, social security, income tax regulations, financial aid, and personal concerns.
• Resource Center for Persons with Disabilities. RCPD provides services and accommodations to students who have disabilities.

Annual Review of Academic Progress for KIN Graduate Students

Each Fall semester, advisors are required to conduct an annual evaluation of the academic progress of each of their graduate student advisees. This review is a multi-step process:

• Student completes Part A of this form.
• Student submits form to advisor and schedules an appointment with the advisor
• Advisor completes Part B of form.
• Student and advisor meet to discuss the evaluation.
• Student and advisor complete Part C of form.
• Student creates and uploads an electronic copy of their annual review to their GradPlan.

Accomplishments of KIN Ph.D. Students

Completed Dissertations in KIN: 1959 – Present

2010’s

2018

Conway, Michelle (Ph.D.). Physical Activity Assessments Throughout Pregnancy and Postpartum (Pivarnik)

Hill, Chris (Ph.D.). Relational and Behavioral Outcomes of Exercisers when Working with a Personal Trainer: A Tripartite Efficacy Examination (Feltz)

Moss, Omotayo (Ph.D.). Racial Diversity in Group Exercise Settings: An Extension of the Kohler Effect (Feltz)

Nalepa, Jennifer (Ph.D.). Drop Shots or Dropouts? An Investigation of Modified 10 and Under Tennis and the Transition to Traditional Tennis (Gould)

2017

Dellipaoli, Anthony (Ph.D.). Effects of Physical Activity and Aerobic Fitness on Resoponses to Social Exclusion (A. Smith)

Gilbert, Marita (Ph.D.). Beyond the Random Brushings of Birds: Black Women on the Meaning of the Saints to the Post-Katrina Recovery of Home (Feltz)

Griffes, Katherine (Ph.D.). The Relationship Between High School Sport Participation, Sport Leadership Experiences, and Transformational Leadership in Army ROTC Cadets (Gould)

Gurleyik, Duygu (Ph.D.). The Effects of Charitable Cause on Physical Activity Motivation (Feltz)

Jerojeis, Fadya (Ph.D.). The Relationship of Motor Skills Development to Verbal and Visual Short-Term Memory of Children Aged 9-10 Years (Branta/A. Smith)

Lafevor, Meghan (Ph.D.). Examining Concurrent Validity, Reliability, and Sex and Age Normative Values of the ImPACT Quick Test-Pediatric Version (Covassin)

Max, Emery (Ph.D.). Exploring the Nature of and Commitment to Exercise Relationships (Feltz)

Mospan, Jessica (Ph.D.). The Relationship Between Participation in Campus Recreation Programs and College Student Academic Success (Pivarnik)

Parks, Andrew (Ph.D.). The Effect of an Acute Bout of Physical Activity on Inhibitory Control in Individuals with Autism Spectrum Disorder (Pontifex)

2016

Beidler, Erica (Ph.D.). Exploring Psychological Variables Between Collegiate Student-Athletes With and Without a History of Sport-Related Concussion (Covassin)

Ede, Alison (Ph.D.). Proxy Agency in Exercise: An Examination of Exercisers’ Relationships with Personal Trainers (Feltz)

Gammon, Catherine (Ph.D.). Mediators and Moderators of the Relationship BEtween Family Variables and Child Physical Activity (Pfeiffer)

Mac Intosh, Andrew (Ph.D.). Coaches’ Perspectives About the Act of Mentoring Within a Sport Coaching Context (Gould)

Martin, Eric (Ph.D.). A Longitudinal Study on the Change of Passion in Youth Sport Athletes (Ewing)

Moran, Ryan (Ph.D.). Vestibular and Ocular Motor Baseline Concussion Assessment in Youth Athletes (Covassin)

Samendinger, Stephen (Ph.D.). Exploring Exercise Motivation through Human and Virtual Partnered Exergames (Feltz)

Westfall, Robert (Ph.D.). Examining Turnaround Leadership Through the Lens of Successful High School Coaches (Gould)

2015

Cowburn, Ian (Ph.D.). The Stressors Experienced and Coping Strategies Used by the Parents of Youth Swimmers (Gould)

Crutcher, Bryan (Ph.D.). Examining the Perceptions of Wellness, Stress, and Social Support Among Colligiate Student-Athletes and Non-Athletes (Covassin)

Deere, Samantha (Ph.D.). University Fitness Center Participation and College Student Academic Success (Pivarnik)

Deitrick, Jamie (Ph.D.). Implicit Memory in High School Athletes with a History of Concussion (Covassin)

Driska, Andrew (Ph.D.). A Formative, Utilization-Focused Evaluation of USA Swimming’s Foundations of Coaching Program (Gould)

Pierce, Scott (Ph.D.). Former Youth Athletes’ Perceptions and Experiences of Life Skills Transfer from an Intensive Sport Camp (Gould)

Wallace, Jessica (Ph.D.). Exploring Differences that May Contribute to High School Athletes’ Knowledge of Concussion and Reporting Behaviors (Covassin)

Yee, Kimbo (Ph.D.). Associations Among Obesity, Physical Activity, Nutrition, and Family Environment in Adolescents (Pivarnik)

2014

Bratta, Brian (Ph.D.). The Development and Integration of Cognitive and Clinical Skills in Undergraduate Athletic Training Education Programs: A Survey of Recently Certified Athletic Trainers (Powell)

Connolly, Christopher (Ph.D.). Leisure-time Physical Activity Perceptions, Influences, and Behavior During Pregnancy (Pivarnik)

Cox, Ramona (Ph.D.). How Urban African American Adolescent Girls Survive in Sport: The Influence of Perceived Intrapersonal, Interpersonal, Environmental and Sociocultural Factors (Ewing)

Florenza, Samuel (Ph.D.). Testing the Reality of Exercise Partners as a Moderator of the Kohler Effect (Feltz)

Marshall, Mallory (Ph.D.). Effects of Maternal Physical Activity on Methylation Patterns in Offspring Blood Spots (Pivarnik)

Montoye, Alexander (Ph.D.). Use of Accelerometry and Machine Learning to Measure Free-Living Physical Activity and Sedentary Behavior (Pfeiffer)

Moore, Rebecca (Ph.D.). Longitudinal Changes in Energy Expenditure in Children and Adolescents (Pfeiffer)

True, Larissa (Ph.D.). Motor Skill Proficiency and Physical Activity in Pediatric Carriers & Non-Carriers of the BDNF VAL66 Met Polymorphism (Branta)

Tshube, Tshepang (Ph.D.). The Role of the Entourage on Elite Athletes’ Retirement Transition (Feltz)

Waite, Karen (Ph.D.). Measurement of Prosocial and Antisocial Behavior in Competitive Youth Equestrians (Ewing)

2013

Blanton, Jedediah (Ph.D.) A Use Focused Participatory Evaluation of the Implementation, Perceived Organizational Benefits, and Developmental Potential of a Student Advisory Council (Gould)

Forrester, Nicole (Ph.D.). Good to Great in Athletics: How Some Athletes Make the Leap From Good to Great and Why Others Don’t(Feltz)

Hwang, Seunghyun (Ph.D.). A Social Network of Student-Athletes and Educational Outcomes in High School (Feltz)

Nakayama, Yusuke (Ph.D.). Examination of Test-Retest Reliability of a Computerized Neurocognitive Test Battery (Covassin)

Oregon, Emily (Ph.D.). Exploring African American Mother/Daughter Dyads: Perceptions, Beliefs, Values and Parental Influence of Physical Activity and Sport (Ewing)

Osborn Sedabres, Kaitlynn (Ph.D.). The Moderating Effects of Self and Other Efficacy on Motivation Gains in Swimming Relays (Feltz)

Son, Veronica (Ph.D.). Power of We: Effects of Self-talk and Synchrony on Performance, Efficacy Beliefs, and Sense of Unity in Dyadic Exercise (Feltz)

Wright, Elizabeth (Ph.D.). Gender Role Conflict and Psychosocial Concerns Across Race and School Type as Influences on Adolescent Girls’ Sport Participation and Withdrawal (Gould)

2012

Bland, Justin (Ph.D.). Excess Post-Exercise Oxygen Consumption and Substrate Utilization in Children and Adults (Pfeiffer)

Hill Guseman, Emily (Ph.D.). Physical Activity, Stress and Metabolic Syndrome in Obese Adolescents (Pfeiffer)

Irwin, Brandon (Ph.D.). Increasing Physical Activity in Free-Living Conditions: An Examination of the Koehler Motivation Gain Effect (Feltz)

Machida, Moe (Ph.D.) Examining a Model of Career Advancement of Female and Male Assistant Coaches (Feltz)

Schlaff, Rebecca (Ph.D.). Leisure-Time Physical Activity, Gestational Weight Gain, and Postpartum Weight Retention (Pivarnik)

Voelker, Dana (Ph.D.). An Examination of the Frequency and Psychological Predictors of Disordered Eating in Female Sub-Elite Figure Skaters (Gould)

Whitley, Meredith (Ph.D.). An Exmination of the Impact of a Physical Activity-Based Service-Learning Course on Undergraduate Student Leaders (Gould)

2011

Bean, Eric (Ph.D.). An Evaluation of a Leadership Development Program for Intercollegiate Wrestling Coaches (Gould)

Dithurbide, Lori (Ph.D.). Teammate Efficacy and Teammate Trust: An Examination of Team Dynamics in Volleyball Defense (Feltz)

Drenowatz, Clemens (Ph.D.). Changes in Energy Expenditue and Dietary Intake in Response to Differences in Training Volume in Male Endurance Trained Athletes (Eisenmann)

Hayes, Heather M. (Ph.D.). Vascular Health of Children and Adolescents (Pfeiffer)

Holmes, Megan E. (Ph.D.). Physical Activity and Fitness: Moderators of the Stress-Metabolic Syndrome Relationships? (Pivarnik)

Kuffel, Erin E. (Ph.D). Associations Between Resistance Training During Pregnancy and Birth Outcomes in Exercising Women (Pivarnik)

Narvaez, Miguel (Ph.D.). Accelerations of a Hybrid III Dummy Head Resulting from Roundhouse Kick Impacts and Their Relation to the Risks of Concussions in Boys and Girls (Brown)

Wood, Jared M. (Ph.D.). An Examination of the Relationships Among Prepatory Efficacy, Practice Effort, and Performance (Feltz)

Yang, Keke (Ph.D.). Kinetic, Kinematic, and Electromyographical Analysis of Incline and Decline Push-Ups with Different Cadences (Brown)

2010

Francis, Ryan (Ph.D.). Functional MRI of Central Motor Drive and Central Motor Fatigue (Pfeiffer)

Carrington, Tracy (Ph.D.). The Experience of Becoming a New Head Coach of a Collegiate Program: A Phenomenological Investigation (Ewing)

Elbin, Robert J. (Ph.D.). Exploring Brain Activation Patterns in Asymptomatic Athletes with and without a History of Two or More Concussions (Covassin)

Fifer, Angela M. (Ph.D.). Understanding Meaning and Life Satisfaction in Recreational Female Marathon Runners (Gould)

Flett, M. Ryan (Ph.D.). Individual Feeling States and Performance during Tennis Matches (Gould)

Carson, Sarah A. (Ph.D.). Life Skills Development and Transfer through High School Sport Participation: How Life Lessons are Taught and Brought to Life During Tennis Matches (Gould)

Hughes, William (Rudy) (Ph.D.). A Comparison of High School Football Coaches American Cultural and Football Values (Smith)

Kelly, Sheila K. (Ph.D.). Relationship among Motor Skill Development, Aerobic Capacity, Body Composition, and Perceived Competence of Fourth Grade School Children (Branta)

Knous, Jeremy (Ph.D.). Physical Activity and Angiotensin-I Converting Enzyme Polymorphism Effect on Cardiovascular Disease Risk Factors in Young Adults (Pivarnik)

Santiago, Olga J. (Ph.D.). Family Social Capital, Mother’s Perception of Child’s Physical Competence, and Mother’s Acculturation, as Determinants of Children’s Physical Activity Level and Body Mass Index, A Cohort Study (Feltz)

2000’s

2009

Kietzmann, Laura Anne (Ph.D.). Athletics and Other Predictors of Educational Expectations and Attainment among High School Students (Feltz)

Blue, Kevin A. (Ph.D.). Smart Golf: An Exploratory Study of Sport Intelligence in Golf (Gould)

Bruenger, Adam J. (Ph.D.). Biomechanical Comparison of Three Methods of Back Squatting (Brown)

Murray, Kristen E. (Ph.D.). An Evaluation of the Backgrounds, Beliefs, and Attitudes of Think Detroit PAL Volunteer Youth Sport Coaches (Feltz)

Chow, Graig (Ph.D.). Social Interaction and Collective Efficacy Dispersion: A Social Network Analysis (Feltz)

Douglas, Mary M. (Ph.D.). Social Interactions of Students with Autism in General Physical Education (Dummer)

Moore, Marguerite (Ph.D.). The Effects of Migraine headache and Physical Activity on Cognitive Function (Covassin)

Mudd, Lanay (Ph.D.). Physical Activity during Pregnancy and Offspring Size (Pivarnik)

Scruton (Rilko), Dennis M (Ph.D.). Classroom Teachers? Perceptions of Students Who Participate in Daily Physical Education (Branta)

2008

Alexander, Melissa G. F. (Ph.D.). Social Skills and Sports (S3) Program: Developing the Social Skills of Young Adult Special Olympics Athletes (Dummer)

Carswell, Mercedes (Ph.D.). Predictors of Retirement Distress among Male Former Intercollegiate Athletes (Feltz)

Gilson, Todd (Ph.D.). Social Cognitive and Control Theories: A Test of Self-Efficacy and Performance in Strength and Conditioning (Feltz)

Hepler, Teri (Ph.D.). Decision-Making in Sport: An Examination of the Take the First Heuristic and Self-Efficacy Theory (Feltz)

Paule, Amanda (Ph.D.). The Good, The Bad, and The Ugly: Examining Intercollegiate Athletic Recruiting (Smith)

Roskamp, Michael (Ph.D.). The Situation of Field Supervision in Physical Education: A Personal and Empirical Investigation (Dummer and Bird)

Sarzynski, Mark (Ph.D.). Association of the PAI-1 4G/5G Polymorphism with Blood Pressure in the Quebec Family Study: Interaction with Adiposity, Physical Activity, and the ACE I/D Polymorphism (Eisenmann)

Stiller, Jennifer (Ph.D.) An Evaluation of an Educational Intervention in Psychology of Injury for Athletic Training Students (Gould)

2007

Ode, Joshua (Ph.D.). Assessing Physical Activity Behaviors in College Students (Pivarnik)

Waggener, Wesley (Ph.D.). Validation and Application of a Noninvasive Prediction of Adult Height (Haubenstricker)

2006

Barron, Mary (Ph.D.). Evaluation of an Injury Prevention Program (Branta)

Espinoza, Dorina (Ph.D.). Standards and Standard Practice of Elementary Physical Education Teachers in Northern California (Branta)

Hedstrom, Ryan (Ph.D.). The Developing Coach: A Season-Long Investigation of Efficacy, Feedback, and Practice Behaviors (Ewing)

Kesselring (Fuller), Heather (Ph.D.). Experiences of Women Who are Classified as Maintainers and Transformers for Exercise (Ewing)

Moreno, Anthony (Ph.D.). Influence of a Dexterity Training Protocol on Biomechanical Parameters of the Knee Joint Among Adolescent Female Basketball Players (Brown)

Paiement, Craig A. (Ph.D.). An Assessment of the Factors Predicting Coaching Efficacy and Coaching Satisfaction in Youth Sports (Feltz)

2005

Bauer (Sawyer), Patricia W. (Ph.D.). The Effects of Past Pregnancy Physical Activity Participation on Current Physical Activity, Barriers to Physical Activity, & Body Size, & the Validation of a Historical Physical Activity Recall Tool (Pivarnik)

Colon, Geffrey (Ph.D.) Examination of Physical Education Teachers’ Perceived Preparation and Perceived Competence to Teach (Branta/Feltz)

Coughlin, Adam (Ph.D.). Acute and Chronic Effects of Enhanced External Counterpulsation on Hemostatic Factors in CVD Patients (Womack)

Dompier, Thomas P. (Ph.D). A Non-Invasive Method of Maturity Estimation and Intrinsic Risk Factors for Injury in Youth Football Players: Analysis of the 2002 and 2003 Seasons (Powell)

Ferrara, Merissa (Ph.D.). The Effect of Self-Efficacy, Outcome Expectations, and Social Communication on Adherence to a Meal Replacement Program (Pivarnik)

Learman, Jerome (Ph.D.). Comparison of Selected Kinesthetic Performance Variables from Two Different Weight Training Methods (Brown)

Mackowiak, Thomas J. (Ph.D.). An Evaluation of Planned Change: Accredited Undergraduate Athletic Training Educational Programs (Haubenstricker)

McCann, Peggy (Ph.D.). Parent-Coach and Child Athlete Retrospective Perceptions of the Dual Role in Youth Sport (Ewing)

Moffett, Aaron C. (Ph.D.). Paving the Road to Success: Using Sport to Teach Life Skills to Children with Physical Disabilities (Dummer)

Munk, Dana M. (Ph.D.). Perceptions of Fitness Among Hispanic Female Adolescents (Ewing)

Myers, Nicholas D. (Ph.D.). Athletes’ Evaluations of Their Head Coach’s Coaching Competencies: A Multilevel Confirmatory Factor Analysis (Feltz/Wolfe)

Nagelkirk, Paul R. (Ph.D.). Fibrinolytic Adaptations to a Phase II Cardiac Rehabilitation Program (Womack)

Taggert (Collins), Ivy (Ph.D.). The Effect of Student Teaching on Teacher Efficacy Among Preservice Physical Educators (Smith)

Vaughn, Daniel (Ph.D.). The Effectiveness of a Prescriptive Therapeutic Exercise Program as an Intervention for Excessive Thoracic Kyphosis (Brown)

Warners, Amber (Ph.D.). Comparing Patterns of Alcohol Use in Female Athletes and their Team Captains in Intercollegiate Softball Teams (Feltz)

2004

Battista, Rebecca A. (Ph.D.). Anthropometric Characteristics and Performance of Female Collegiate Rowers (Malina)

Kaminski, Lois A. (Ph.D.). Central Nervous System Adaptations to Exercise Training (Malina)

Lee, Bomjin. (Ph.D.). Parental Values and Concerns about Participation in Physical Activity by Persons with Intellectual Disabilities (Dummer)

Lewis, Dawn K. (Ph.D.). Personal and Situational Bases for Coaches’ Causal Attributions for the Recovery Outcome of Injured Athletes (Ewing)

Perkins, Candace D. (Ph.D.). Maternal Physical Activity and Birth Weight: A Meta Analysis (Pivarnik)

Robbins, Jamie E. (Ph.D.). Expecting the Best or Settling for Less: Examining Philosophies and Expectations of Wheelchair and Stand-Up Basketball Coaches (Ewing/Dummer)

Stefanek, Kevin A. (Ph.D.). An Exploration of Participation Motives among Collegiate Taekwondo Participants (Ewing)

Tonsing (Vargas), Tiffanye M. (Ph.D.). An Examination of Pre-Game Speeches and Their Effectiveness in Increasing Athletes’ Levels of Self-Efficacy and Emotion (Feltz)

2003

Beilock, Sian L. (Ph.D.). When Performace Fails: Expertise, Attention, and Performance under Pressure (Feltz/Carr)

Coe, Dawn Podulka. (Ph.D.) The Importance of Physical Education Classes in Relation to Physical Activity Behaviors, Physical Fitness, and Academic Achievement in Middle School Children (Pivarnik)

Kim, Ji Tae. (Ph.D.). Perceived Physical and Actual Motor Competence in Korean Children with Mild Mental Retardation: Relationship to Age, Gender, and Parental Physical Activity (Branta)

Kinnunen, David A. (Ph.D.). Anthropometric Determinants of Performance in the Standing Long Jump (Branta)

McQuillan, Cathy. (Ph.D.). The Effect of Contingent Auditory Stimulation of Self-Initiated Movement on Three Quality of Life Measures in Young Children with Severe Multiple Disabilities (Dummer)

Morano, Peter J. (Ph.D.). Injury in Youth Football: Prevalence, Incidence, and Biological Risk Factors (Malina)

Waldron, Jennifer. (Ph.D.). The Effectiveness of Three Extra Curricular Program on the Psychosocial Development of Early Adolescent Girls (Ewing)

2002

Benham, Robert H. (Ph.D.). Expertise in Sport Instruction: Examining the Peadogogical Content Knowledge of Expert Golf Instructors (Branta)

Chong, A-Ran. (Ph.D.). Motor Development of Children Born Preterm and Fullterm (Branta)

Craft, Lynette L. (Ph.D.). Exercise and Clinical Depression: Exploring Psychological Mechanisms (Feltz)

Cumming, Sean P. (Ph.D.). Biopsychosocial Investigation of Participation Motivation in Youth Soccer (Ewing)

Magyar, T. Michelle. (Ph.D.). A Social Cognitive Perspective of Motivational and Self-Regulatory Mechanisms of Leadership in Female Collegiate Rowers (Feltz)

Pena Reyes, Maria E. (Ph.D.). Growth Status and Physical Fitness of Primary School Children in an Urban and a Rural Community in Oaxaca, Southern Mexico (Malina)

Tan, Swee Kheng. (Ph.D.). Anthropometry, Physique, and Physical Fitness of 6 to 11 Year Old Children from a Rural and an Urban Community in Oaxaca, Southern Mexico (Malina)

Wisner, David M. (Ph.D.). The Mechanics of the Sit-To-Stand Movement in Young Children (Brown)

2001

Afremow, James A. (Ph.D.). Good Intentions Gone Bad: Exploring Ironic Effects of Sport (Feltz)

Allor Pfeiffer, Karin (Ph.D.). Running Economy and Perceived Exertion in Adolescent Girls (Pivarnik)

Amri, Saidon. (Ph.D.). Evaluation of the Current Status and Assessment of Program Effectiveness with Regard to Students’ Motor Performance and Academic Achievement of National Sports School, Malaysia (Haubenstricker)

Angeli, Claudia A. (Ph.D.). Two-Dimensional Quasi-Static Knee Model for the Estimation of Ligament and Quadricep Forces as a Function of Knee Flexion (Ulibarri)

Ellis, Marjorie K. (Ph.D.). Factors that Influence the Physical Fitness of Deaf Children (Dummer)

Gano-Overway, Lori A. (Ph.D.). The Role of Task- and Ego- Involving Goals and Perceived Ability on Self-Regulatory Factors during a Simple Motor Task (Ewing)

Jayaraman, Roop. (Ph.D.). Magnetic Resonance Imaging Studies of Delayed Muscle Soreness and Recovery from Eccentric Exercise (Foley)

Nogle, Sally E. (Ph.D.). The Importance and Measurability of Selected NATA Educational Competencies as Perceived by Certified Athletic Trainers and Team Physicians (Dummer)

Parker, Lorenzo. (Ph.D.). Effectiveness of a Progressive Resistance Training Program on Work Productivity and Muscular Strength Among Adult Males with Mental Retardation (Dummer)

Shingles, Rene R. (Ph.D.). Women in Athletic Training: Their Career and Educational Experiences (Smith)

2000

Eisenmann, Joey C. (Ph.D.). Blood Lipids and Peak Oxygen Consumption in Young Distance Runners (Malina)

Kontos, Anthony P. (Ph.D.). The Effects of Perceived Risk, Risk-Taking Behaviors, and Body Size on Injury in Youth Sports (Feltz)

Malete, Leapetswe. (Ph.D.). Psychological Correlates of Botswana Youths Involved in Sport and Physical Activity (Feltz)

Rowe, Patricia I. (Ph.D.). Perceptions of Physical Education Teachers about the Design and Implementation of In-Service Teaching — A Case Study (Haubenstricker)

Sullivan, Philip J. (Ph.D.). The Development and Validation of the Effective Communication in Sports Scale (Feltz)

Wilson, Rodney C. (Ph.D.). Sources of Sport Confidence if Senior Adult, College, and High School Athletes (Feltz)

1990’s

1999

Jamieson, Katherine M. (Ph.D.). A Qualitative Analysis of Latinas in Collegiate Softball (Smith)

Naidoo, Reshma B. (Ph.D.). The Effects of Socioeconomic Status, Ethnicity and Nutritional Status on the Growth and Physical Fitness of 10 Year Old South African Boys (Malina)

Siegel, Shannon R. (Ph.D.). Patterns of Sport Participation and Physical Activity in Urban Mexican Youth (Malina)

Vadocz, Eva A. (Ph.D.). The Psychobiological Profile of Competitive Female Figure Skaters (Malina)

1998

Allen, Harold Ray. (Ph.D.). Content Priorities Among Representative Stakeholder Groups for Physical Education Program in Michigan: A Delphi Study (Vogel)

Al-Tawil, Hasan T. (Ph.D.). Development of an Instrument to Assess the Omplementation Fidelity of Physical Education Lessons (Vogel)

Bransdorfer, Alfred H. (Ph.D.). A Kinematic Analysis of the Developmental Sequence of Kicking Using a Direct and Angled Approach (Ulibarri)

Fitzpatrick, John M. (Ph.D.). Causal Attributions of Elite Youth Female Gymnasts: An Investigation of Types and Antecedents of Attribution (Overby)

Hayashi, Susan W. (Ph.D.). Understanding Youth Sports Participation Through Perceived Coaching Behaviors, Social Support, Anxiety and Coping (Ewing)

Moritz, Sandra E. (Ph.D.). The Effect of Task Type on the Efficacy-Performance Relationship (Feltz)

Da Silva, Rosane Carla Rosendo. (Ph.D.). Coronary Heart Disease Risk Factors and Health-Related Fitness of Adolescents in Niterol, Rio de Janeiro, Brazil (Malina)

1997

Braatz, Janelle S. (Ph.D.). The Effect of a Physical Activity Intervention Based on the Transtheoretical Model in Changing Physical Activity Related Behavior on Low-Income Elderly Volunteers (Vogel)

Carlson, Joseph J. (Ph.D.). A Comparison of Traditional and Modified Cardiac Rehabilitation Protocols on Compliance to Exercise, Patient Self-Efficacy, Cardiovascular Outcomes, and Program Cost (Feltz)

Katzmarzyk, Peter T. (Ph.D.). A Familial Study of Growth and Health-Related Fitness Among Canadians of Aboriginal and European Ancestry (Malina)

Kawano, Rika. (Ph.D.). The Effect of Exercise on Body Awareness and Mood (Ewing)

Neff, Robert S. (Ph.D.). The Causal Influences and Reduction of Learned Helpless Deficits in Adolescent Athletes (Feltz)

Simensky, Steven G. (Ph.D.). The Psychosocial and Situational Antecedents of Anabolic-Androgenic Steroid Use: A Path Analytic Approach (Ewing)

1996

Flegal, Gary L. (Ph.D.). An Analysis of Health Promotion Media Use in Organizations within the United States (Baker)

Hamilton, Michelle L. (Ph.D.). The Effects of Parent-Assisted Instruction on the Acquisition of Object-Control Skills in Preschool Children Who are At-Risk (Haubenstricker)

Lyman, Linda D. (Ph.D.). The Role of Communication in the Development of a High School Softball Team (Feltz)

Woo, Sang-Yeon. (Ph.D.). A Three-Dimensional Analysis of the Windmill Style of Softball Delivery for the Fast and Change-Up Pitching (Brown)

1995

Chapin, George K. (Ph.D.). The Interactive Effect of Learners’ Cognitive Information Style and Instructors’ Feedback on Learners’ Level of Arousal, Perceptions of Ability, and Self-Esteem (Ewing)

Chase, Melissa A. (Ph.D.). Children’s Sources of Self-Efficacy, Accuracy of Appraisal and Motivation in Sport Skills and Physical Activities (Feltz)

Holman, Margery J. (Ph.D.). Female and Male Athletes’ Accounts and Meanings of Sexual Harassment in Canadian Interuniversity Athletics (Smith)

Kim, Kihong. (Ph.D.). Acquisition of the Wheelchair Tennis Serve by Wheelchair Users : Type of Model and Frequency and Timing of Demonstrations (Dummer)

Lee, Inwha. (Ph.D.). Perceptions of Success and Failure in School and Sport for Korean and American Adolescents (Feltz)

Litherland, Martha S. (Ph.D.). Youth Sport Coaches’ Education : The Parent Perspective (Ewing)

Olrich, Tracy W. (Ph.D.). The Role of Sport in the Gender Identity Development of the Adolescent Male (Ewing)

Riemer, Brenda A. (Ph.D.). Lesbian Identity Formation and the Softball Environment (Feltz)

1994

DeJong, Glenna K. (Ph.D.). The Role of Oxygen Delivery in Limiting the Immediate Adjustment of Oxygen Uptake During the Transition from Rest to Submaximal Exercise (Heusner)

Goodway-Shiebler, Jacqueline D. (Ph.D.). The Effect of a Motor Skill Intervention on the Fundamental Motor Skills and Sustained Activity of African-American Preschoolers Who are At-Risk (Branta)

Walk, Stephan R. (Ph.D.). Information and Injury: The Experiences of Student Athletic Trainer (Feltz)

1993

Albrecht, Richard R. (Ph.D.). The Effects of Positive and Negative Cognitive Social Priming on Self-Schemata, Self-Efficacy, Mood States and Motor Performance (Feltz)

Connor, Fiona J. (Ph.D.). Teaching Language Concepts and Labels to Preschool Children in Special Education and Head Start Classes through Physical Education Lessons (Dummer)

George, Thomas R. (Ph.D.). Self-Confidence and Baseball Performance : A Causal Examination of Self-Efficacy Theory (Feltz)

Ludwig, Martha M. (Ph.D.). The Effects of a Type and Interest-Based Career Exploration Program on the Career Maturity and Goal Stability of Collegiate Student- Athletes (Smith)

VanHeest, Jaci L. (Ph.D.). The Effects of Exercise Training Prior To, and During Pregnancy on Maternal, Fetal and Neonatal Outcomes and Glucose Homeostasis in Streptozotocin-Induced Diabetic Rats (Rodgers)

Wilson, Daniel J. (Ph.D.). An Investigation of a Developmental Sequence of the Standing Long Jump Using Multidimensional Scaling (Brown)

1992

Alghamdi, Al Saad. (Ph.D.). Content Evaluation of The Physical Education Teacher Preparation Program at Umm Al-Qura University in Makkah, Saudi Arabia (Reuschlein)

Blauvelt, Joseph C. (Ph.D.). The Implementation of Physical Education Programs in Rural Honduras : A Local Perspective (Reuschlein)

Garcia, Clersida. (Ph.D.). A Fieldwork Study of How Young Children Learn Fundamental Motor Skills and How They Progress in the Development of Striking (Branta)

Garvey, Beth A. (Ph.D.). Alteration of Murine Bone Marrow B-Cell Development and Function by Physiological Concentrations of Glucocorticoids : A Role for Programmed Cell Death (Heusner)

Park, Jeong-Keun (Ph.D.). Construction of the Coaching Confidence Scale (Feltz)

1991

Ahn, Byeong Hwa (Ph.D.). A Model of The Human Upper Extremity and Its Application to a Baseball Pitching Motion (Brown)

Leutholtz, Brian C. (Ph.D.). The Effects of Exercise Training and Severe Caloric Restriction on Lean-Body Mass in the Obese (Heusner)

Lirgg, Cathy D. (Ph.D.). Effects of Same-Sex and Coeducational Physical Education on Perceptions of Self-Confidence and Class Environment (Feltz)

Meyer, Barbara B. (Ph.D.). Collegiate Athletes Who Made the Grade: Reflections of Former Division I Football and Basketball Players (Knoppers)

Robison, Jonathan I. (Ph.D.). Effects of Six-Month, Incentive-Based, Worksite Exercise Program on Adherence and Work Capacity (Heusner)

1990

Schuiteman, Jayne A. (1990). Self-Defense Training and Its Contributions to the Healing Process for Survivors of Sexual Assault (Knoppers)

Smith, Steven D. (Ph.D.). The Effects of Integration in Physical Education on the Motor Performance and Perceived Competence Characteristics of Educable Mentally Retarded and Nonhandicapped Children (Haubenstricker/Dummer)

Witten, Winifred. (Ph.D.). A Kinematic and Kinetic Analysis of the Overgrip Giant Swing on the Uneven Parallel Bars (Brown)

1980’s

1989

Painter, Mary A. (Ph.D.). Generalizability Analysis of Observational Abilities in The Assessment of Hopping Using Two Developmental Approaches to Motor Skill Sequencing (Branta)

1988

Evans, Sharon A. (Ph.D.). Biomechanical and Physiological Evaluation of Fatigue in Distance Running (Ulibarri)

Ramsby, Charles T. (Ph.D.). An Ethnographic Study of An Off-Campus Physical Education Program (Reuschlein)

1987

Kiger, Joy E. (Ph.D.). Cinematographic Analysis of the Developmental Stages of Running in Preschool Boys and Girls (Branta)

Kurowski, Thomas T. (Ph.D.). The Metabolic Assessment of Elite Male and Female Swimmers Using a Continually Adjusted Tethered Swim Protocol (Heusner)

Larkins, Clifford. (Ph.D.). A Biomechanical Analysis of the Single Arm Versus the Parallel Double Arm Takeoffs in the Triple Jump (Ulibarri)

Quinn, Timothy J. (Ph.D.). The Relationship Between Caloric Expenditure and Longevity Among Michigan State University Athletes and Non-Athletes (Van Huss)

Zelasko, Chester J. (Ph.D.). The Effects of a Moderate Progressive Aerobic Exercise Program on the Severely and Morbidly Obese (Heusner)

1986

Holland, Bernard V. (Ph.D.). Development and Validation of an Elementary Motor Performance Test for Students Classified as Non-Handicapped, Learning Disabled or Educable Mentally Impaired (Reuschlein)

Wiggins, Kathryn C. (Ph.D.). The Influence of Two Instructional Approaches on the Motor Skill Acquisition of Young Children (Reuschlein)

Wilson, Bradley R. (Ph.D.). Somatotype, Mortality, and Morbidity of Former Michigan State University Athletes and Nonathletes (Van Huss)

1985

Smoak, Bonnie L. (Ph.D.). Strength and Power in Elite Swimmers (Heusner)

Walton, Judith D. (Ph.D.). A Comparison of Attitudes Toward Women’s Participation in Sport Among Females and Males, Mexican-Americans and Anglo-Americans, and College Students and Members of the General Public (Knoppers)

1984

Smith, Bryan W. (Ph.D.). Coronary Risk Factors in Pre-Teenage Swimmers (Heusner)

Ulrich, Beverly D. (Ph.D.). The Developmental Relationship Between Perceived and Actual Competence in Motor Ability and the Relationship of Each to Motivation to Participate in Sport and Physical Activity (Seefeldt)

Van Noord, Nancy L. (Ph.D.). Development and Evaluation of a Self-Talk Assessment Instrument for Tennis Players (Knoppers)

1983

Rankin, James M. (Ph.D.). Specific Physiological Responses of Elite Runners : 100 M-10,000 M (Van Huss)

1982

Curry, Brian. (Ph.D). The Effects of Voluntary Exercise on the Ultrastructure of the Left Ventricle of the Rat Heart (Heusner)

Horn, Thelma S. (Ph.D.). The Influence of Coaching Behaviors on Young Athletes’ Perceptions of Competence and Control (Gould)

Stephens, Kenneth E. (Ph.D.). Changes in Motor Nerve Endings in Fast- and Slow-Twitch Muscles of Normal and Endurance-Exercised Rats (Van Huss)

1981

Ulrich, Dale A. (Ph.D.). The Standardization of a Criterion-Referenced Test in Fundamental Motor and Physical Fitness Skills (Wessel)

E-Lotfalian, Ardavan. (Ph.D.). A Comparison of Fractionated Reaction Time and Movement Time in Males Across Selected Age and Physical Activity Levels (Haubenstricker)

1980

Comden, Theodore K. (Ph.D.). The Effect of Value-Laden Curriculum Modules on Selected Affective Variables for Undergraduate Physical Education Majors (Reuschlein)

Evans, Richard A. (Ph.D.). Mass Movement Patterns of Proprioceptive Neuromuscular Facilitation: Stability and Phasic Relationships in the Developmental Sequence of the Forceful Overarm Throw in Children (Seefeldt)

Meacham, Sandra K. (Ph.D.). Development and Application of an Evaluation Plan Focusing on Teacher Implementation of Innovative Programs (Reuschlein)

Sampson, Thomas V. (Ph.D.). The Effects of Two Types of Field Based Inservice Training Programs for Teachers and Teacher Consultants Implementing an Objective Based Physical Education System (I CAN) with Trainable Mentally Impaired Students (Wessel)

1970’s

1979

Foss, Peggy M. (Ph.D.). Factors Related to Urban Adult Female Participation in Physical Activity Programs (Reuschlein)

Fountain, Crystal D. (Ph.D.). Physical Growth Characteristics of Early, Average, and Late Maturing Females Grouped According to Age at Peak Height Velocity (Seefeldt)

Kahledan, Asghar. (Ph.D.). The Effects of Selected Sodium Bicarbonate Supplementation and Dietary Regimens Upon Acid-Base Status and Performance Capacity During Heavy Intermittent Multi-Stage Work (Van Huss)

1978

Beach, Charles W. (Ph.D.). The Effects of Training and Detraining on Fiber Splitting in the Soleus Muscle of the Albino Rat (Heusner)

Hunter, Gary R. (Ph.D.). The Effects of Sodium Bicarbonate Ingestion on Acid-Base Parameters Associated with Exhaustive Work (Van Huss)

Marshall, Michael G. (Ph.D.). Comparison of an Estimate of Skeletal Age with Chronological Age When Classifying Adolescent Males for Motor Proficiency Norms (Seefeldt)

Serra, Paula D. (Ph.D.). The Effectiveness of Parents as Tutors for Children with Gross Motor Skill Deficiencies (Haubenstricker)

1977

Loveless, Ada L. (Ph.D.). The Utilization of Mental Practice in the Learning of Selected Tennis Skills (Wessel)

Nester, Gerald M. (Ph.D.). Development and Evaluation of Visual-Descriptor Models for the Assessment of Selected Fundamental Locomotor Skills in Trainable Mentally Impaired Children (Wessel)

Watkinson, Elizabeth J. (Ph.D.). The Effect of the Prep Preschool Play Program on the Play Skills and Free Play Patterns of Moderately (Trainable) Mentally Retarded Children (Wessel)

1976

Irwin, Ann E. (Ph.D.). The Effects of Exercise and Detraining on the Stiffness of Bone (Heusner)

Roland, Roy R. (Ph.D.). Specific Changes in a Histochemical Profile of Rat Hindlimb Muscle Induced by Two Exercise Regimens (Heusner)

1975

Green, Mary D. (Ph.D.). The Development and Formative Evaluation of a Competency Based Teacher’s Guide for Implementing the I CAN Individualized Physical Education Curriculum for the Trainable Mentally Retarded (Wessel)

Ho, Kwok-Wai. (Ph.D.). Histochemical and Histological Observations on Rat Myocardium Following Exercise (Heusner)

1974

Carmichael, D. Larry. (Ph.D.). Development and Formative Evaluation of a Procedural Model for the Selection and Refinement of Performance Objectives in Physical Education (Reuschlein)

Greenisen, Michael C. (Ph.D). Urine Osmolality and Electrolyte Responses of Anxiety Treated Male Rats to Exercise (Heusner)

Hickson, Robert C. (Ph.D.). Exercise-Induced Biochemical Alterations in Different Types of Skeletal Muscle (Heusner)

Vogel, Paul G. (Ph.D.). The Effect of Teacher Type and Instructional Time on the Achievement of Selected Fundamental Motor Skills by Elementary Age Trainable Mentally Retarded Children (Reuschlein)

1973

Gilliam, Thomas B. (Ph.D.). Specific Alterations in Motor Neuron Morphology and Nissl Substance Concentration in the Lower Lumbar Spinal Segments of the Albino Rat Following Selected Chronic Physical Activity (Heusner)

1972

Mosher, Richard E. (Ph.D.). The Effects of an Objective-Centered, Sequential Program of Physical Education on the Academic Achievement and Intelligence of Elementary School-Aged Children (Seefeldt)

Reed, Alfred T. (Ph.D.). Succinic Dhydrogenase and Motor End-Plate Cholinesterase in Chronically Exercised Rat Skeletal Muscle (Van Huss)

Tillman, Thomas N. (Ph.D.). Psychogenic Effects of Environmental Cues of Physiologic Responses to Submaximal Work Under Hypoxic Conditions (Van Huss)

1971

Evans, Mildred M. B. (Ed.D.). The Effects of a Physical Education Program on Auditory Discrimination Ability, Verbal and Non-Verbal, of Kindergarten Children (Wessel)

Fuller, David A. (Ph.D). Evaluating Motor Performance of Trainable Mentally Handicapped Boys and Girls Ages Eight Through Twenty-One (Wessel)

Haubenstricker, John L. (Ph.D.). The Relationship of Selected Measures of Proprioception to Physical Growth, Motor Performance, and Academic Achievement in Young Children (Seefeldt)

Klein, Daniel A. (Ph.D.). Effects of Exercise and a Vegetarian Diet on Carcass Composition, Organ Weights, and Serum Cholesterol and Triglycerides (Heusner)

1970

Brown, Barry S. (Ph.D.). The Effects of Exercise Upon Rat Brain Catecholamines (Van Huss)

Milne, Duane Conrad. (Ph.D.). The Relation Between Anxiety and Motor Performance in Young Children (Seefeldt)

Petrie, Brian M. (Ph.D.) Physical Activity, Games and Sport: A System of Classification and an Investigation of Social Influences Among Students of Michigan State University (Wessel)

Ruhling, Robert O. (Ph.D.). Histochemical Observation on Rat Cardiac Muscle Following Chronic Exercise (Van Huss)

1960’s

1969

Bell, Richard D. (Ph.D.). The Effect of Physical Exercise and Electrical Shock on the Production of Experimental Myocardial Necrosis (Heusner)

Koenig, Francis B. (Ph.D.). Comparative Analysis of Selected Personal and Social Background Characteristics of High School Girls at Three Levels of Participation in Basketball (Wessel)

Robinson, Paul D. (Ph.D.). Development of Tests to Measure Fine and Gross Proprioception in Children (Van Huss)

1968

Edgerton, V. Reggie. (Ph.D.). Histochemical Changes in Rat Skeletal Muscle After Exercise (Van Huss)

Edington, D. W. (Ph.D.). Pyridine Nucleotide Concentration and Ratios in Rat Muscle, Heart, and Liver in Response to Acute and Chronic Exercise (Heusner)

Stewart, Mary Lou. (Ph.D.). A Study of the Interrelationships of Selected Mechanical, Skeletal, and Anthropometric Variables, and Skilled Performance in the Standing Long Jump for Three and One Half Year Old Girls (Wessel)

1967

Blamer, William C. (Ed.D.). A Study of Physical Education in the Public Junior and Community Colleges of the Continental United States (unknown)

Coutts, Kenneth D. (Ph.D.). The Effects of Electrical Stress and/or Physical Activity on the Histology of the Heart, Thyroid, and Adrenal Medulla in Adult Male Albino Rats (Van Huss)

Shadduck, Ione G. (Ph.D.). A Philosophical Base for a Physical Education Design (Wessel)

1966

McIntyre, Jean C. (Ph.D.). A Conceptual Framework for the Humanistic Physical Education Curriculum in Higher Education (Wessel)

Weber, Jerome C. (Ph.D.). The Effects of Differing Pre-Puberty Exercise Programs on Selected Measures of Growth in the Male Albino Rat (Van Huss)

1965

Austin, Patricia L. (Ph.D.). A Conceptual Structure of Physical Education for the School Program (Wessel)

Kertzer, Robert. (Ph.D.). The Effects of Prolonged Training on the Resistance to Radiation-Induced Changes in Male Albino Rats (Heusner)

Lamb, David R. (Ph.D.). The Role of Hepatic Glucose-6-Phosphatase in Adaptation to Exercise and Electrical Stress in Adult Male Albino Rats (Van Huss)

Maksud, Michael G. (Ph.D.). The Effects of Electrical Stress and Physical Activity on Blood Cholesterol Levels, Whole Blood Coagulation Time, and Several Organ Weights of Adult Male Rats (Van Huss)

1964

Horwood, William A. (Ed.D.). A National Study of the Current Practices of Secondary Coaches in Recommending Diets for Athletes (Van Huss)

Stolberg, Donald C. (Ph.D.). The Multi-Level Step Test as a Predictor of Maximum 0xygen Intake (Van Huss)

1963

Fordham, Sheldon L. (Ph.D.). A Study of the Relationship of Selected Factors to Academic Success in Professional Physical Education at the University of Illinois (Chicago) (Van Huss)

1962

Hanson, Dale L. (Ph.D.). The Effects of Forced Exercise Upon the Amount and Intensity of Spontaneous Activity of Young Male Albino Rats (Van Huss)

Kirchner, Richard J. (Ed.D). Participation in Athletics and Its Effect on Academic Success at Central Michigan University (Van Huss)

Updyke, Wynn F.(Ph.D.). A Study of the Effects of Exercise of Various Frequencies and Intensities Upon the Swimming Ability and Physiological Well-Being of Specific Pathogen Free Male Albino Rats (Van Huss)

1961

Lowell, Walter S. (Ed.D.). The Effect of a Limited Exercise Program on the Post Exercise Pulse Rate of Male College Freshmen (unknown)

1960

Alexander, John F. (Ph.D). An Evaluation of Thirteen Brands of Football Helmets on the Basis of Certain Impact Measures (Montoye)

Johnson, Perry B. (Ph.D.). The Relative Effects of Exercise and Caloric Restriction in Controlling Blood Cholesterol in Rats (Van Huss)

LaBaw, Nye L. (Ed.D.) A Study of the Acceptance and Rejection of the Foundations of Physical Education Course by Freshmen Men at Michigan State University (unknown)

Nelson, Richard C. (Ph.D.) An Investigation of Various Measures Used in Football Helmet Evaluation (Montoye)

1950’s

1959

Harrison, Aix Barnard. (Ph.D.). The Effects of Certain Physiological and Psychological Techniques on Recovery from Fatigue and Impairment in Athletes (Montoye)

Funding

Financial Support for Ph.D. Students

Recruitment Fellowships

Several multi-year fellowships are designed to help recruit prospective doctoral students with outstanding academic credentials. Each of these highly-competitive multi-year awards includes some combination of a fellowship stipend, tuition or partial-tuition waiver, health insurance, and graduate assistantship position.

• University Distinguished Fellowships (UDF)
• University Enrichment Fellowships (UEF)
• Dean’s Scholar Awards
• Erickson Research Fellowships

Students who wish to apply for the multi-year fellowships and scholarships must submit the all materials required for admission by December 1. Students should give particular attention to the personal goals statement and the selection of a writing sample (not more than 20 pages). In addition, the department strongly recommends that students communicate with their likely departmental mentors about their qualifications for the multi-year awards.

Fellowships and Scholarships

The Department of Kinesiology, in concert with the College of Education and the MSU Graduate School, offers a variety of fellowships, scholarships, and graduate teaching and research assistantships for both entering and continuing graduate students.

Graduate Assistantship Positions

The Department of Kinesiology offers a number of graduate assistantship (GA) positions each year. Typical annual stipends for a half-time GA position are competitive and depend upon the student’s qualifications and experience. In addition, GAs receive: (a) a tuition waiver for 9 credits in the fall and spring semesters and 5 credits in the summer semester; (b) exemption from out-of-state resident tuition; and (c) health insurance. For more information, consult the GA information posted on the Office of the Registrar web site.

Other Financial Aid

The Office of Financial Aid provides information about loans, work study, scholarships and grants. etc.

Tuition Waivers/External Grants

Receipt of externally funded fellowships by students who have written their own grant applications and worth at least $20,000 (direct costs) now makes the students eligible for in-state tuition rate. The in-state tuition rate applies only to the semesters during which the student is supported by the fellowship. This policy applies only to grants funded through a competitive process by a US institution/agency/foundation. Funds obtained through non-competitive processes (e.g., need-based fellowships) or from international sources do not qualify the students for in-state tuition rates. For more information contact Melissa Del Rio (mdelrio@msu.edu) in 110 Linton Hall.

Travel Funds (KIN, COGS, Graduate School)

KIN Graduate Student Travel Fund

Each KIN graduate student may apply for up to $200 per year to attend professional conferences or $400 per year if the student is making a presentation. You must be enrolled as an MSU student at the time of the travel to qualify. To apply for funding, submit the KIN Graduate Student Travel & Authorization Request Form with necessary attachments to the Graduate Studies Secretary (kingrad@msu.edu), in Room 27J IM Sports Circle. When submitting abstracts, please include the author names on the abstracts. Requests must be on file prior to traveling. Please allow a minimum of two weeks for an approval decision.

• Graduate Student Travel Request Form
• Pre-Trip Authorization
• Fellowship Information Form

You will not receive any funds until after the conference. At that time, you must submit receipts for registration, travel, and lodging. If you presented a paper, also submit a photocopy of the conference program showing your presentation details. All evidence should be submitted to Graduate Studies Secretary (kingrad@msu.edu). You will be reimbursed for up to $200/$400 depending upon whether you made a presentation. These requests for graduate student travel funds will be monitored by the Graduate Studies Coordinator.

KIN Research Fellowship

The KIN Research Fellowship provides $750 of funding to students who present a scholarly paper and subsequently submit that paper for publication.

COGS Conference Funding

The MSU Council of Graduate Students operates a Conference Grant Program. Graduate students are limited to one conference grant during their MSU academic career.

Graduate School Funding

The Graduate School funding opportunities include a Travel Funding program for graduate students to present research results at a professional meeting. Graduate students are limited to one award during their MSU academic career.

Travel Abroad

Students who are traveling abroad should visit the “Travel Smart” web site at http://grad.msu.edu/travel. When students appointed as TAs or RAs travel outside the U.S. to conduct required thesis or dissertation research or to collaborate with investigators conducting research abroad, the department or research grant supporting the work is required to pay for all needed vaccinations and medications (e.g., anti-malarials) as determined by the MSU Travel Clinic. Students may include those costs in applications for funds from the Research Enhancement or Travel Grant programs administered by the Graduate School.

Important Information for All KIN Graduate Students

Who to Contact for What

• Community of Science Expertise Database
• KIN Directory
• College of Education Directory
• MSU People Directory

Who To Contact for …

Your Advisor

Your program of study, academic progress, professional development, research program, etc. plus anything related to your disciplinary area

Marlene Green

Admissions materials and procedures, required forms and procedures for the M.S. and Ph.D. degrees (e.g., program plan, certifying exam, comprehensive exam, thesis, project, internship, dissertation), graduation, general advice about navigating the university system

Dr. Nick Myers

KIN Graduate Studies Coordinator Multi-year scholarships and fellowships, suggestions for the KIN graduate program, conflicts with advisors

Andrea Childress

KIN BIP Coordinator KIN graduate teaching assistantships, questions about scheduling

Michelle Hatta or Christina Ebmeyer

KIN Department Office Graduate assistantship employment papers, course enrollment, grade reports, textbook orders, mailboxes, keys, etc.

Dr. Panteleimon Ekkekakis

KIN Department Chairperson Department operations, conflicts that cannot be resolved with faculty members or center/lab directors

MSU Ombudsman, Associate Dean for Student Affairs (in the College of Education), Dean of the Graduate School

Problems that cannot be resolved at the departmental level or concerns that you do not wish to discuss at the departmental level

University and Community Resources

MSU Services

• Spartan Life: Student Handbook and Resource Guide
• MSU – Future Students
• MSU – Current Students
• College of Education – Info for Students

Financial Resources

• Tuition, Fees, Taxes, and Housing Rates
• Tuition, Fees, and Housing Calculator
• Office of Financial Aid
• Graduate School Funding Opportunities
• College of Education Financial Support for Students
• KIN Graduate Student Awards and Scholarships
• KIN Graduate Assistantships

Student Employment

• Kin Graduate Assistantships
• Career Services and Placement
• My Spartan Career (on and off-campus jobs and internships)

Housing

• University Housing
• EastLansingRent.com
• Apartments.com

Health Care

• Student Health Insurance
• Olin Health Center

Child Care

• Spartan Child Development Center
  
• Student Parent Resouce Center

Interdisciplinary Study and Inter-campus Programs

• Dual major and interdisciplinary doctoral degree programs
• Michigan Intercollegiate Graduate Studies Program
• Big Ten Academic Alliance Traveling Scholar

Graduate Student Organizations

KIN Graduate Student Organization (KGSO)

KGSO conducts a variety of projects each year, some as community outreach, and some designed to benefit KIN graduate students. KGSO also selects graduate student representatives to department committees. Check with the graduate studies secretary to learn names of current officers. You can review the KGSO constituion here.

E-Stim

E-Stim focuses on educational, outreach, and social activities for Athletic Training students. Find out more about E-Stim here.

The Council of Graduate Students (COGS)

COGS is an authorized student government on campus representing our graduate/professional students at various levels across Michigan State University.

Graduate Student Awards

Michigan State University Awards

Excellence-in-Teaching Citation

Description

Each year, MSU recognizes six graduate teaching assistants with Excellence-in-Teaching Citations. The award is presented to teaching assistants who have distinguished themselves by the care they have given and the skill they have shown in meeting their classroom responsibilities. The essential purpose of the citation is to bring University-wide recognition to the best of the graduate teaching assistants and by so doing to underline the qualitative contribution which they are making to the undergraduate program.

Nomination Procedures

The Department of Kinesiology is permitted to nominate one or two candidates for the Excellence-in-Teaching Citation each year. Nominations are submitted by faculty or students to the Faculty Advisory Committee. Credentials for the most qualified nominee(s) are forwarded to the College of Education and subsequently to the University. Nomination forms and further information about the award is available on the Provost’s web site at http://www.msu.edu/unit/provost/awards.html.

Recipients

2015 Samantha Deere, Jessica Wallace
2014 Alexander Montoye, Kimbo Yee
2011 Erin Kuffel
2009 Sheila K. Kelly
2008 Sarah A. Carson
2005 Paul Nagelkirk, Marissa H. Ferrara
2004 Candace Perkins
2002 Jennifer Waldon
2000 Claudia A. Angeli, Lori Gano-Overway
1997 Roop Jayaraman
1994 Stephen R. Walk
1993 Fiona J. Connor
1990 Jayne A Schuiteman
1987 Mary A. Painter
1981 Brian Curry

Excellence in Diversity Award

Description

The award is presented to individuals or units who have demonstrated outstanding emerging, sustained, or lifetime commitment to the value of diversity or multiculturalism within the University or outside the University community. Specific examples can include initiatives/programs that explore a range of themes such as diversity of cultures, religions, and abilities and are programs that have become a part of the University’s infrastructure and are sustainable.

Nomination Procedures

Nomination forms and further information about the award are available on the web site of the Office for Affirmative Action, Compliance and Monitoring athttp://www.inclusion.msu.edu/eida.

Recipients

2005 Hunter Ignatoski
2002 Matthew Gerhardt

Other MSU Scholarships, Fellowships and Awards

The Graduate School

The Graduate School web site includes a comprehensive listing of funding opportunities. Go to http://www.grad.msu.edu/funding.htm.

McNair/SROP Scholars

The McNair/SROP Scholars at MSU Program is described at this web site -http://www.msu.edu/~oss/mcnair/master1.htm

MSU Scholarship Search Facility

Go to https://ntweb1.ais.msu.edu/L1104/student/ScholSearch.Asp to access a search engine that provides access to scholarship information.

College of Education Awards

Excellence in Teaching Award

The Excellence in Teaching Award presented by the College of Education is presented annually to four faculty members and four graduate students who have demonstrated that their teaching and advising practices are thoughtful and effective. The Award serves as a public reminder of the commitment by the College of Education to high quality teaching. In addition, the dissemination of innovative teaching practices and materials contributes to the quality of instruction by all faculty and teaching assistants. This award was established in 2005.

Nomination Procedures

Nomination procedures are posted on the College of Education web site at:http://education.msu.edu/about/awards/excellence-in-teaching-awards.asp

Recipients

2006 Adam J. Bruenger
2005 Craig Paiement

Scholarships and Fellowships

A variety of scholarships and fellowships for graduate students are offered through the College of Education. Go to http://www.education.msu.edu/students/graduate/financialsupport.htm for more information.

Department of Kinesiology Awards

Outstanding Doctoral Degree Student Award

Each year the Department of Kinesiology seeks nominations of doctoral degree students who have an exemplary record of scholarship, public service, and/or teaching for the Outstanding Doctoral Degree Student Award. This award was initiated in 1995.

Nomination Procedures

This award recognizes scholarship and contributions to the scholarly climate in the department. The KIN Graduate Studies Committee solicits nominations from faculty and graduate students during the spring semester.

Application Due Date: February 15th. Applicants must submit the following materials to the KIN Graduate Coordinator as email attachments (electronic copies facilitate the faculty vote).

Cover letter (one page maximum) describing the student’s intent to apply for the KIN Outstanding Doctoral Degree Student Award and highlighting the student’s most significant achievements. This letter must be co-signed by the student’s faculty advisor.
Resume that addresses all criteria for the award and that includes complete reference citations for presentations, publications, and grants.
Letter of support from a KIN faculty member.
The KIN Graduate Studies Committee then constructs a ballot that lists all nominees. KIN faculty members vote to determine the award winner, with voting status granted to faculty members who (a) advise KIN graduate students and (b) have earned the terminal degree or who have been approved by the MSU Graduate School to serve as the lead advisor for graduate students. Each faculty member will rank order the candidates, and the winner will be determined by a sum of ranks. Number of first place votes will serve as the tie-breaker. If ties still exist after this procedure, multiple awards will be presented.

Recipients

2016 Catherine Gammon
2015 Jessica Wallace
2014 Alex Montoye
2013 Samuel Forlenza
2012 Moe Machida
2011 Dana Voelker
2010 R.J. Elbin
2009 Ryan Flett
2008 Lanay Mudd
2007 Sarah A. Carson
2006 Jeong-Dae (JD) Lee
2005 Paul Nagelkirk
2004 Aaron Moffett
2003 Dawn Podulka Coe
2002 Michelle Magyar
2001 M. Kathleen Ellis
2000 Roop Jayaraman
1999 Ivy Collins
1998 Karin Allor
1997 David Wisner
1996 John Fitzpatrick
1995 Susan Walter

KIN Research Fellowship

The KIN Research Fellowship recognizes outstanding research conducted and disseminated by a KIN undergraduate or graduate student. One or more awards of $750 are presented each year during the spring semester, with the number of award depending upon available funding. The fellowship is made available through an anonymous donation and supplementary funding from the Department of Kinesiology. The KIN Research Fellowship formerly was called the KIN Student Presentation Award. Changes in the title and criteria were adopted in Fall 2006.

Nomination Procedures

Application procedures and forms (pdf) are availbe for download. The application deadline is March 15 annually.

Graduate Student Recipients

2016 Stephen Samendinger
2015 Samantha Deere
2013 Tshepang Tshube, Samuel Forlenza
2010 Ryan Flett
2009 Clemens Drenowatz
2008 Graig Chow, Lanay M. Mudd
2007 Todd A. Gilson, Lanay M. Mudd, Jennifer Stiller
2006 Adam Bruenger, Teresa Hepler, Josh Ode
2005 Ryan Hedstrom, Craig Paiement
2004 Craig Paiement, Nick Myers
2003 Aaron Moffett, Candice Perkins, Nick Myers
2002 Angela DiPasquale
2001 Dawn Podulka
1999 Karin Allor, Leapetswe Malete

KIN Policies

KIN Bylaws

KIN Mission Statement

The Department of Kinesiology will engage in disciplinary and interdisciplinary collaborative research that focuses on physical activity and sport across the lifespan, with a special emphasison youth; prepare individuals for positions of research and leadership in educational, sport, and clinical settings; and educate individuals to lead physically active, healthy lives.

Bylaws of the Department of Kinesiology

Please see the bylaws here.

Student Grievance Policy

Please see the policy here.

Research

KIN Guidelines on Student/Faculty Collaboration in Research

Please see guidelines here.

Student Conduct, Conflict Resolution, and Grievances

Student Conduct

The following information describes KIN expectations for acceptable graduate student conduct and academic progress. Students with graduate assistantship positions should also consult the GA section of this web site, and those with graduate teaching assistantship positions should be familiar with the agreement between MSU and the Graduate Employees Union.

Academic Integrity Expectations for KIN Graduate Students

Expectations related to academic integrity are published in the following documents. KIN graduate students are expected to understand and abide by these policies and guidelines. KIN faculty members are expected to discuss issues related to academic integrity with graduate students at “teachable moments” including, but not limited to, graduate student orientation meetings, advising sessions, lab/research meetings, and KIN courses.

• MSU Regulations, Ordinances and Policies Regarding Academic Honesty and Integrity. Topics include: (a) protection of
  scholarship and grades; (b) examinations; and (c) academic freedom.
• Graduate Student Rights and Responsibilities, especially Article 2. Article 2 focuses on academic rights and responsibilities for graduate
  students.
• Guidelines for Integrity in Research and Creative Activities. Topics include: (a) honesty in proposing, performing, and reporting research; (b) recognition of
  prior work; (c) confidentiality in peer review; (d) disclosure of potential conflicts of interest; (e) compliance with institutional and sponsor requirements; (f) protection of human subjects and humane care of animals in the conduct of research; (g) collegiality in scholarly interactions and sharing of resources; and (h) adherence to fair and open relationships between senior scholars and their coworkers.

Adjudication of cases involving graduate student rights and responsibilities shall be conducted according to Article 5 of Graduate Student Rights and Responsibilities (http://www.vps.msu.edu/SpLife/default.pdf), which describes judicial procedures at the department, college, and university levels. Regarding departmental procedures, Article 5.1.2 states:

“Adjudication necessitated on the department/school level may be handled informally or, at the request of a party or parties, formally through a department/school hearing board. The hearing board shall be composed of the unit administrator or designee and equal numbers of faculty and graduate students selected by their respective groups in accordance with the department/school bylaws. If the unit administrator is involved in the case, neither the unit administrator nor the designee may serve on the hearing board.”

In the Department of Kinesiology, the unit administrator is the department chairperson. If a hearing board is needed, two or more faculty members shall be selected by the KIN Faculty Advisory Committee and an equal number of graduate students shall be selected by the elected officers of the KIN Graduate Student Organization. If the KIN Graduate Student Organization is not functional, the graduate student representatives to the hearing board shall be selected at random from currently enrolled graduate students who have completed at least 18 credits of study in a KIN degree program. Hearing boards shall be appointed on an ad hoc basis to adjudicate specific cases.

Conflict Resolution

Usually the best approach to resolving a problem is through informal discussion and negotiation when the problem first arises. Discussion and negotiation amongst the parties in a conflict may not only help to resolve the original conflict, but can lead to better communication and more positive working relationships in the future. In addition, there usually are more options for solving a problem at the early stages of a conflict than later when working relationships may become seriously compromised or when the problem grows in complexity.

• Try to resolve problems through discussions with the people who are immediately involved in the issue. In the Department of Kinesiology, you should consider speaking with the course instructor (if the problem is specific to a KIN course), your supervisor (if the problem is specific to a graduate assistantship position), your advisor, the coordinator of graduate studies, and/or the department chairperson.

If your problem cannot be resolved at the departmental level or if you prefer discussing the matter with someone from outside the department, consider seeking help from the MSU Ombudsman, the Judicial Affairs Office, the Women’s Resource Center, Associate Dean for Student Affairs in the College of Education, or the Dean of the Graduate School.

The Graduate School conducts workshops on Communicating Your Message: Effective Communication Strategies That Work on Setting Expectations and Resolving Conflicts that are designed to help graduate students work effectively with their faculty mentors and to make good progress toward their degrees. Any group of students or faculty may request these programs.

Greivance Procedures

Several policy documents include procedures for the resolution of graduate student concerns, complaints, and grievances.

Department of Kinesiology

• Academic Integrity Expectations for KIN Graduate Students
• Evaluation of Academic Progress for KIN Graduate Students
• KIN Bylaws
• KIN Graduate Assistantship Policies

Michigan State University

• Academic Freedom for Students at MSU
• MSU Graduate Student Rights and Responsibilities
• MSU Judicial Affairs Office