PEPonline Professionalization of Exercise Physiologyonline An international electronic journal for exercise physiologists ISSN 1099-5862 Vol 5 No 9 September 2002   A New Academic Paradigm for Exercise Physiology Teachers  Tommy Boone, PhD, MPH, MA, FASEP, EPC Professor and Chair Director, Exercise Physiology Laboratories The College of St. Scholastica Duluth, MN 55811 “The purpose of teaching is not, or should not be, simply to benefit from students.  Nor is it merely an opportunity to sell ideas to make money.  The promise of an education is to benefit the student’s through an uncommonly meaningful educational intervention that is creative and ethical in its application to society." THROUGHOUT the career of many college teachers, there are times when a less than favorable relationship between teachers and students exist.  Teachers are charged with the responsibility of presenting the content and ideas by whatever means that work best for them.  While many teachers “lecture” to get the message across, others may use various combinations of mini-lectures, student group work, power point slides, library assignments, and so forth.  The belief is that the “teacher’s method” is appropriate and unquestioned and, therefore, must be okay.  Naturally students are not expected (or encouraged) to argue with the method, which may conflict with individual styles of learning!  Today, despite some degree of confidence with the educational system, the feeling that the system may need improvement is a welcome event.  Why?  Because it is becoming increasingly evident that the students’ education should be career driven.  A college degree that does not set the stage for the student to find work is a product without value or, at least, this is the view of some educators.  And among the plethora of academic majors, there is Exercise Science!  Is it a meaningless major.  Often times, it is interpreted as Exercise Physiology.  Most of the time, however, after studying the curriculum, it is obvious that it is a Physical Education major.  Unfortunately, the four years it takes to complete Exercise Science in addition to the tuition and other costs often create little opportunity to compete successfully with other academic majors.  Little wonder, then, students feel like sheep to be fleeced.  This is especially true when they put 2 + 2 together and come up with less than 4, that is, some can be heard saying, "You mean that I’m not an exercise physiologist”.  Talk about teaching students to mistrust the system. Unfortunately, this problem continues to elude many college teachers.  Yet the no-nonsense, common-sense approach to the 21st century view of “students as customers” is critical to sustaining growth in academic programs and, in particular, the professional development of exercise physiology.  Members of other professions have already recognized this point and, indeed, it is time that exercise physiologists should take note.  A new relationship based on a student-focused outcomes requires a new paradigm in college today.  Because the idea and the required thinking are both a hard sell, and because some teachers don’t appear to have a clue that there is a problem, professional development of exercise physiology continues to be an upstream battle. Professionalism is a painstaking work in progress.  It requires a commitment that is both bold and magical, yet necessary.  The new paradigm is based on the belief that without customers (students) satisfied by linking the academic degree to a professional career, there is no academic major.  This is a new academic paradigm for exercise physiology teachers.  It is philosophically based on the idea that any academic program should be designed to benefit the students.  It is a win-win situation whereby the relationship between teachers and students is one of trust and collaboration to ensure that students get exactly what they need (a job). “If one advances confidently in the direction of his dreams, and endeavors to live the life which he has imagined, he will meet with a success unexpected in common hours.” – Henry D. Thoreau (1817-1862) Think about it for a moment.  Past iterations of educational approaches have given the teachers power over the students.  The emerging education ethic empowers students by placing emphasis on their needs and the way in which the needs should be met.  Imagine a teacher/student relationship in which there is immediate trust and belief in the outcome.  Imagine the teacher and the student working as a team; both taking responsibility for excellence in the emerging profession.  This is the great challenge of exercise physiologists who have been one-sided in their work as college teachers.  Before reading further, why not take a few minutes and answer the following questions. Is there a difference between the job opportunities in exercise physiology and physical therapy?  If so, what is the difference? Is there a discrepancy in a nursing education and employment opportunities?  By comparison, is there a discrepancy in an exercise physiology education and employment? To offer an effective exercise physiology educational program, what changes should be put into place?  What is stopping the college teachers? Do you believe that it is possible for college teachers to change their thinking, if not their behavior?  How would their teaching be different?  What benefits would students expect to get? Answers to these questions should help in understanding the need for the new academic paradigm.  A paradigm that does not preclude doing research and publishing, but one that that is more congruent and consistent with facilitating the employment needs of students.  This new thinking is built on the foundation of several important principles. 1. Academic departments can’t exist if there are no students. Today’s departments are college products (i.e., something that is purchased) written for students who will buy into a specific academic major.  The simple truth is that most faculty members are seldom involved in the writing or editing of the information about the departments and few have direct influence over the number and/or types of course offerings.  The problem is that a Department of  Exercise Science or a Department of Exercise Physiology can’t increase the number of students majoring in the departments without students.  It is the student who is in charge of whether departments grow or eventually close.  If the student determines that the faculty is not dealing with obvious problems in the public sector, then it doesn’t matter that the student is interested in the courses or the major itself.  The apparent lack of concern for the student is a huge problem. 2. Serving students’ needs is more important than another published paper. Regardless of how important it is to do research and to publish in scientific journals, the primary responsibility of every college teacher is to serve first, research second.  Unless this basic point is understood from the beginning, the faculty will find themselves out of a job.  There is no need for faculty research if there are no students to define the department size and/or budget.  Putting research first sets the faculty and the department up for failure.  Perhaps, worst yet, it sets up the academic major to fail as well.  Students only major in academic programs of study where there is hope of getting a job.  And, the idea isn’t just any job but one with a high salary and respect.  3. The students’ welfare is important to the success of the department. Just imagine the following analogy of what it’s like when faculty and department chairs assume they have the answers for students interested in Exercise Physiology.  “So, you are interested in Exercise Physiology?” “Yes, that’s right.  I’d like to know about the job opportunities.” “You don’t need to think about that at this point.  Everything will work out. “What do you mean?” “You need to think about the course work first.” “Well, do your students get jobs pretty easy?”  “As I was saying, there are several courses I’m sure you will like.” “Well, the courses do interest me.” “Believe me, I can tell that you are athletic.”  How many times have you observed a chairperson or a faculty advisor fail to respond to the student’s concerns and questions?  It is more common that most of us want to believe.  Imagine again, “I know what you need, and what you need now is to stop thinking about a job and just do the course work.”  College teachers do it all the time.  4. Career opportunities should be linked to academic programs of study.  When a student enters college, interacts with the course work and faculty, graduates from college, and moves into the public sector, there should be the opportunity to get not just any job but a good job.  Here again, in almost every case, the purpose of college is to find a good paying job.  In many cases, this is exactly why students major in physical therapy and nursing and, it makes sense:  "What is the point of 4 years of work to get the diploma at a considerable price if there are no jobs in the field?  What is the point of the faculty teaching exercise physiology courses without marketing and developing the public’s understanding of what exercise physiologists do?  Why is it okay that many college exercise physiologists do not support their own professional organization of exercise physiologists?  Why it is assumed that teaching one course per semester is enough and that research is more important than teaching?  Why do administrators allow graduate students, as Teaching Assistants, to teach undergraduate courses?  Where are our values in all this?  Is it enough to offer the major, however poorly defined without having a direct link to the public sector?  Why has it been okay all these years to allow such chaos to exist without cleaning up the field? 5. Students major in an academic area when they think it will fill their needs. It is common for anyone to seek resources outside of their own abilities, and the college environment is a logical place to look.  The faculty is hired within colleges to build academic programs, to build professional relationships, and to enable graduates to fulfill their dreams.  Students have come to expect a trusting and comfortable relationship with the faculty.  They also think the faculty is working on their behalf in whatever way it is professionally necessary.  Students feel very uncomfortable when they realize that the product they purchased (i.e., the academic major) will not help them find a respectable and financially rewarding job. Until now, the academic setting has been faculty-centered and research-focused without taking into account the full implications of the student’s needs.  This has been true far too long, especially in exercise physiology where faculty have not taken responsibility for developing academic specific certifications and licensure.  It’s not easy, but somebody has to do it.  It is the faculty’s responsibility.  No matter how good the faculty may be at teaching, doing research, or even service in the community, the faculty is responsible for making the connection between what is taught and its application in form of a job in the public sector.  If the faculty is out of touch with what is present-day reality, then it should be corrected.  To teach on any of the subjects in exercise physiology without an understanding of the issues and challenges faced by the students is less than professional.  The faculty must make the connection between the product and the decisions that create a collaborative work opportunity.  It’s time to grow beyond the cultural beliefs of decades ago and start serving each and every student.  By building a better connection between the academic major and professional careers, the faculty grows in professional service.  This is an important objective for all college teachers.  Hence, it is time that the teacher becomes a servant to the student, to the department, and to the emerging profession of exercise physiology. “You may be disappointed if you fail, but you are doomed if you don’t try.” – Beverley Sills College teachers should, therefore, work from the assumption that it is their job and responsibility to make the connection between what they teach and diverse job opportunities.  And, in return, students will relate to the faculty with respect and trust.  They will embrace the understanding that their reason to attend college was right after all.  They will know that what they needed required a college education, and that they were not in position to call themselves “Exercise Physiologists” after obtaining a week-end warrior certification.  It is not until students come to this understanding that they begin to value and respect the faculty.  From their course work, they begin to define themselves as “professionals” and to look for the chance to apply what they have learned. Now, it is obvious (or should be) why the status quo is not okay.  The inadequacy of the existing academic relationship with the public sector needs correcting.  Unfortunately, exercise physiologists have supported, if not, created inadequate solutions to this problem.  Without highlighting the obvious ones, in this instance, it is enough to conclude that the solution is professionalism, professional development, and increased job opportunities.  And, remember, students major in exercise physiology (or academic degrees they think are exercise physiology) because they think it is impossible to fill their own needs otherwise.  It may not be too far off in the future when many of these students will figure out that they can fill their own needs.  The solution may be in the form of physical therapy, especially with their increased professional emphasis on preventive health and fitness.  Should this happen, it will not be the first time to occur in the academic setting (such as when a student majors in nursing to work in cardiac rehabilitation).  What can exercise physiologists do to keep this from happening?  The short answer is: Get involved with the professional development of exercise physiology.  “Each time a man stands up for an ideal, or acts to improve the lot of others, or strikes out injustice, he sends forth a tiny ripple of hope.”  -- Senator Robert F. Kennedy (1925-1968) Begin the thinking that leads to professionalism and notice what happens when the needs of students are placed before the faculty.  In order to do so, make the decision to read about the professionalization of exercise physiology.  Work to develop a clear understanding of the issues, especially the financial and work-related ones on behalf of the students.  Listed below are several steps (in the form of questions) that should help clarify your thinking in this area. 1. What is the #1 problem associated with exercise physiology? Is the problem the faculty’s problem?  Is it the student’s problem?  Or, is it both?  How did the problem get that way?  What could have prevented it?  What is necessary to correct the problem?  2. What is missing in the student’s education? Is there a course that teaches professionalism?  Is the faculty involved in the student’s overall education, aside from one or two courses?  Do the faculty and chair have an appreciation for the student’s needs, and do they have a plan to fix the problem?  3. What are the external issues? Is it possible to fix the problem without involving the public sector?  How does the exercise physiology faculty relate to the external system and whether the solution is congruent with the needs of the students.  Have the faculty listened to the students in the public sector, especially those who are in search for work? 4. Is an integration of professionalism with standard course work anticipated? Who is working to integrate professionalism, academic work, and the public issues?  How important is licensure?  Increasingly, more educators agree that there is no academic major with integrity without a graduate who can find a job.  There are no college jobs without students!  It is important, therefore, to find answers to the questions presented earlier.  This concern also speaks to college teachers.  When students cannot find a job in their academic major when they have been led to believe that they would, there is a serious question of "academic integrity".   It’s the teacher’s job to serve the student.  If it is not possible to do so, then either the teacher or the academic major or both are at fault.  This isn’t a conclusion reached yesterday.  From the present, you can go back several decades.  Remember, if the future isn’t planned for, there is no reason to believe it will automatically develop correctly by itself.  “The man who starts out going nowhere, generally gets there.” – Dale Carnegie (1888-1955) Where are we going?  How do we plan to get there?  Simple questions with hard answers.  What has been missing is a “professional organization of exercise physiologists for exercise physiologists.”  That has been corrected.  How did it happen?  The short answer is through a lot of hard work on behalf of dedicated exercise physiologists throughout the United States.  At this point the future looks bright.  But, because students are still under the thumbnail of the faculty (who may not have come to an understanding of their responsibility to their students, professionally speaking), serious decision-making is the order of the day.  For example, “How is your department and faculty service different from other colleges and universities?”  or, if you are in the planning stage to change the views of the faculty in your institution, “What do you plan to put in place to ensure success?” What would you consider the solution to “teaching with integrity”?  Is it enough to identify the “just-right” thinking, or is it more difficult than that?  Perhaps, you are thinking about what criteria to use to evaluate job opportunities or faculty involvement beyond the status quo?  Team building is hard enough.  Just imagine, building a department with a focus on professionalism.  It might even be harder to do, especially when some faculty have there own ideas of professionalism.  These are just some of the questions that need answers.  Here is another one, “Is it important to find the answers?”  Yes, it is.  Why?  Very simply, once again, without students there are no departments, academic majors, or faculty positions. Okay, everybody agrees that students are important.  First of all, the faculty probably knew this all along.  After all, it is rather obvious that students attend classes and classes make up the primary reason doctorate-prepared individuals are hired by higher education institutions.  But what is missing is the development of strategies in every facet of why an academic degree exists, especially professional degree-programs.  Imagine you are in a physical therapy program.  Would you be expected to study professionalism and professional development issues?  Yes, of course.  Imagine you are in a nursing program.  Would your instructors lecture on board certification(s), licensure, and ethical issues and concerns?  Yes, again.  Now, imagine the exercise physiology major.  Are there any courses on professional development?  Are the students taught the Code of Ethics for exercise physiologists?  Are there responsible in-roads to the department and/or faculty’s support of board certifications and/or licensure?  The answer to the three questions is “NO”.  Why is it that the students have asked these questions of the faculty and, yet the faculty continue to turn their heads?  Talk about a stubborn acceptance of an old paradigm that was useful at one time, but not now.  In the new thinking of how to educate exercise physiologists, staying within the old structure is out while supporting the new paradigm is in.  Students are different today from years ago.  Twenty years ago it was reasonable to expect most exercise physiologists would get the doctorate degree and, therefore, become college teachers.  This is no longer true.  There are far more non-PhD exercise physiologists than there are those with the PhD.  Exercise physiology is no longer about nurturing the person with the PhD or, at least it shouldn’t be, but more about nurturing the emerging profession.  Today, it is important to develop relationships within the emerging profession.  It is about the development of a solid foundation from which our students can expect to make a financial living.  If it will help, as a faculty member, ask yourself this question,  “Why are these students in my class?”  Do you really believe they are hoping to graduate to work in a fitness facility for $8.00 an hour?  Do you really think they are in your class to attend law school after graduation?  Maybe the students are interested in being a physician assistant?  Or, maybe they are just killing time to apply to physical therapy or nursing?  Or, is it possible they want to be an exercise physiologist.  Just maybe, they want a professional career in the field as a credible exercise physiologist.  Here again, please consider the following questions that might place some light on this problem. What is the problem faced by our students? Where does the problem come from? How is the problem being reinforced? What keeps the problem from being corrected? What is the solution to the problem? Why hasn’t the solution been put into place before now? At what point will the solution bring hope and change? What are the exact changes needed to focus on student’s needs? What does fear of change have to do with the problem? How can beliefs and values be changed to support good decisions? Although answers to these questions have been slow in coming, significant progress in the professional development of exercise physiology has been made recently.  It is just a matter of time when all the questions will be answered and, then, look out!  Until then, it is okay for those exercise physiologists who do not want to embrace the new paradigm.  In fact, it is not logical or expected that everyone can be sold on the ideas in this brief article.  All a person or a group of individuals can do is to find those who support the idea.  The most difficult part is the waiting, but it is clear that: “You can’t push anyone up the ladder unless he is willing to climb himself.” – Andrew Carnegie (1835-1919)  What should exercise physiologists do in the meantime?  One suggestion is to fine-tune their communication with others.  Just because someone isn’t showing signs of listening doesn’t mean he/she isn’t thinking about change.  This point is an important one.  In the end, though, it will be necessary for all exercise physiologists interested in the new paradigm of professional development to take responsibility for the problem and work at alleviating it.  Fixing the problem is important before irreparable damage occurs.  So, what is next?  Where do we go from here?  “You must do the thing you think you cannot do.”  -- Eleanor Roosevelt (1884-1962) The best thing exercise physiologists can do is to think realistically and go about doing what it takes to professionalize the field.  Professionals from other fields of study have done it, so it can be done again.  It is a little matter of courage to ask questions and find the answers.  Call it audacity, daring, or crazy.  It is the strength to step forward and be counted when action is necessary. Look at the problem from the student’s perspective. Be exact and accurate in defining professional certifications. Put in place the components to ensure a successful future. Talk with other exercise physiologists and collaboratively search for answers. Look for professional resources to embrace and support. Determine how exercise physiology can be integrated into healthcare. Support accredited academic programs of study. Search for a consensus on who is an exercise physiologist. Integrate exercise physiology with other healthcare teams of professionals. Teach the importance and path of professionalism. “Service is the goal; teaching is our method; a professionally prepared exercise physiologist is the solution.”  Copyright ©1997-2007 American Society of Exercise Physiologists   All Rights Reserved.