Creating a Better
Academic Degree for Our Students
Tommy Boone
Professor
and Chair
The College
of St. Scholastica
Duluth, MN
55811
“In the
public or private sector, in big business or small, we observe that there
are only two ways to create and sustain superior performance over the long
haul. First, take exceptional care of your customers…via superior service
and superior quality. Second, constantly innovate. That’s it.
There are no alternatives in achieving long-term superior performance, or
sustaining strategic competitive advantage.” -- Tom Peters and
Nancy Austin (A Passion for Excellence)
“Marty, it’s a dog-eat-dog world.
There isn’t any doubt about it. We can do better! Admit it, Marty,
we are doing better. But, if you love what your doing, or want to make
it better, and if you want to help people in the public sector, then, you
are invited to join the American Society of Exercise Physiologists.”
This is what I said to a student just a week ago after teaching a “professional
development of exercise physiology” course. I was absolutely sincere.
My comments were not casual or prompted by a personal gain. The circumstances
warrant an urgent probing into the meaning of exercise science. This
is beautifully expressed in the emails to the national office from non-PhD
exercise physiologists who have surrendered themselves to finding the job
that brings everything together.
Afflicted with
academic mis-management, weakened by lack of vision and frustration, the
students’ academic studies are patterned after decades of physical education
courses. It is not a problem for physical educators; it is a problem
for exercise science majors. In fact, it is a mess that isn’t worth
the tuition. Undoubtedly, we must look deeper for intellectual strength essential
to a change in how we think about exercise physiology. The sons and
daughters of parents leave home to enter college to hear counselors, advisors,
and faculty describe exercise science. Even with all the obvious problems
faced by so-called exercise scientists, students major in exercise science
in appalling numbers. The other day a student said to me, “With all
the students majoring in exercise science, how can you expect students to
believe you?” With mutual respect for the student, I said the exercise
science degree has become a humdrum affair. If you think about it,
I think that this comment is not unusual. Indeed, it is part of the
problem we face.
To be sure, though,
students do get the message at graduation. They, then, begin to ask
the question, “Was it worth it?” To be sure, some will always try and
correct their disillusionment. Others will take up interest in finding
jobs outside of the field. We should view their frustration as our
failure. Every student is important. As I see it, as a faculty
member, we owe it to our students to make the right connection between the
purpose of an academic degree and a job with respect and credibility.
College professors are responsible for ensuring that the academic degree
is worth the tuition. They cannot stand back any longer from the problem.
The opportunity to teach at the college level carries with it the responsibility
to do the right thing. In other words, the gift of college teaching
is earned with the struggle to do the right thing on behalf of the students.
The same thinking
holds true for exercise physiology. To refuse to learn this truth,
to keep our eyes shut to the present reality is to make impossible the realization
of exercise physiology as a healthcare profession. We have too long
stood in our own way of making life better for our students. One must
admit that this is true. We have preserved the distinctive, physical
education ideals of exercise science with a stubborn if not infantile distortion
of the truth. It is time that we admit our mistake as well as the courage
to understand that mistakes are natural.
“The
man who makes no mistakes, who does not fail, lacks the boldness of the spirit
of adventure.”
– Hyman
Judah Schachtel [1]
Who in American hasn’t made a
mistake. Everyone makes mistakes. It seems perfectly clear that
other healthcare professionals have made their share of mistakes. Please
don’t misunderstand me. This brief essay is not about putting down
academic exercise physiologists. It is precisely the opposite because
they opened the door to exercise physiology as an evolving profession.
If we want to be professionally successful, we had better become realists
enough to admit that, when properly understood, the American Society of Exercise
Physiologists is the answer to our students’ disillusionment and false standards
of success. Surely we know, by now, that every professional needs a
professional organization. Wherever we turn we see the truth in this
sense of kinship.
There is one direct
way to know the truth of victories. Look around you, study the internet,
reflect on the thousands of sites with exercise physiology in the listings,
and you will discover our huge circle of acquaintances. To be sure,
at some point in the near future, we will come together, the friendly and
the unfriendly, to stop the self-deception of our present doings. To
me, this will be a good time to partner with new ideas to support the partnership
between students and degree programs, faculty and teaching responsibilities,
professional title and credibility, and a host of other forms of gifts that
associate with professionalism. No one else can do this for us.
We must do it on our own, and once we do, we will have achieved a personal
and professional security. It is part of my job, as Chair of a Department
of Exercise Physiology, to teach anyone interested in exercise physiology
its distinction from exercise science. Perhaps, equally so, the greatest
single step forward is to wholeheartedly agree that, with serious changes
in title, curriculum, and philosophy, exercise science can rise to the expectation
of the exercise physiologist. No doubt, there is much to be said for
all these ideas.
My belief is that
the essence of the greatness of the college teacher is the willingness to
give to the welfare of the students. Those of you who have kept up
with the articles I’ve published in the PEPonline journal must be impressed,
if for no other reason, my absolute persistence and determination to give
life to exercise physiology. Having said this, I would be grossly misunderstood
if the reader thought that I had the final word. There is nothing more
difficult to achieve than sharing one’s passion and shaping new ideas.
Thus it is not surprising that the sense of what I’ve written may be misinterpreted.
I, for one, feel that we would be more successful if more exercise physiologists
would speak up and write about exercise physiology. I wish to stress
this, because I don’t think enough of my writing to appreciate that it will
make the difference in how we eventually come to think collectively about
what we do. The future is our students. Surely most of us would
agree on this point. Whatever we can do to help them understand that
the future is not decades down the road but now, today, is important.
And, one of the most significant facts is that college teachers can mold and
form a new future today!
Here, it is important
to stop delegating responsibilities to others. Leaving our problems
with someone else to solve isn’t the answer. What a tragedy that we
have allowed ourselves to become so involved in the politics of college teaching
that we have forgotten our most precious obligation to our students.
What I’m saying is simply this: The potentialities of our students
are directly correlated with the academic degree. Students can expect
to make it very well in society today if their education lacks a sense of
purpose and responsibility to the public sector. The same principle
holds for other healthcare professions. Their arrival and acceptance
by the public at large is a glowing example of their faithful understanding
of what constitutes the path to professionalism. Unless we are able
to set the same high standards in our academic programs, our students will
succumb to the troubles that await them outside of college. To neglect
our students by neglecting the deficiencies in the exercise science curriculum
is to neglect and to reject our major responsibility toward the future of
exercise physiology.
Let college teachers
resolve to give more of themselves to their students, to learn how to make
changes in the academic curriculum, and to conduct themselves with a mastery
of professionalism. The more I think about “making exercise science
worth the tuition” the more I know that we must get totally involved in reading,
thinking, and discussing the issues and concerns in the academy. It
is related to this, of course, that a more balanced perspective of ourselves
and of our problems that we will demonstrate greater compassion, empathy,
and awareness of the emotional problems in the life of our students.
If you don’t have this same sense of urgency, then find it. All of us
can learn to laugh at how we got to this point. Now, though, nothing
is more important than learning how to correct it. We can still break
the ice of yesterday’s poor decisions by recording positive steps in dealing
with our issues. We exercise physiologists, especially during these
very beginning days of the 21st century, have the greatest opportunity to
advance our ideas and beliefs. Academic justice, respectability, and
quality for all students should be our verse to share with colleagues.
I submit that now it is a matter of dignity, if not an ethical and legal concern.
During a conversation
with an English professor I consider a great writer, I asked him what he
thought I could do to get my point across to the reader. He replied
that he would write on the importance of the academic degree. He said
that we should emphasize the professional title and career opportunities.
Interestingly, this, above all, has been my message for several years now.
Having faith in our ability to live our dream is the basis of my message.
Not only is faith important to succeed, self-confidence and the willingness
of the individual to work out his destiny are also self-evident (or should
be). It cannot be stressed too often, or too much, that dignity and
authority of a professional organization is based upon the belief that they
can protect, maintain, and build on the talents, strengths, and lifestyle
considerations that all members of society face. It is therefore not
enough to understand fitness or to create a good weight reduction program,
problems are widespread and complex. The moment that we forget that
our academic education and hands-on skills allow for powerful influences on
many integrated human functions, we will dis-enable ourselves and render others
less qualified in our place.
It goes without
saying, then, that we must reject the exercise science education of
yester-year for a genuinely new education for exercise physiology students.
It is ridiculous, illogical not to embrace this point. So, let us rejoice
in the “ASEP perspective” and the real meaning of the findings of exercise
physiology (which are more than about jumping higher and running faster).
Let us find ourselves speaking with chairs, directors, and deans about curriculum
reform to demonstrate evidence of our greatness and the nobility of our profession.
To think, and to act, like this may be considered contrary to some colleagues
and to our tradition. The reason for this is that, in essence, such
an attitude marks the abdication of an individual from his/her own rights
and responsibilities. Well, long ago, I knew that I did not have the
answers for most problems. However, exercise physiology is not about
one person or even dozens of individuals. Like most things in life,
it is about you and me, and our responsibility to be true to our own self.
This is probably what Shakespeare had in mind, “…or he could not have followed
the instruction to be true to the self by claiming that by so doing you could
not then be false to anybody” [1].
The truth is that
we have not learned or developed as professionals until coming to understand
our innate goodness and place in society. How brilliantly we have come
so far to leave the impression of our lack of daring, boldness, and self-sufficiency.
Sometimes I think we are doomed only to not know it. Tell me, my friends,
where are you on this subject? Have you begun the intellectual and
emotional journey to find yourself and what it means to be an exercise physiologist?
It is high time that we turn the leaf on yesterday and start living in the
moment.
“Know
thyself.” – Socrates
It is always amusing, even interesting
to meet a healthcare professional who has turned the corner. Their points
of view are interesting. First, they have some difficulty understanding
why we got to be the way we are? They recognize our scientific publications,
laboratories, and other usual marketing factors. But what they miss
(as well as many exercise physiologists) is our lack of total and absolute
respect for nurturing professional growth. Surely no one believes that
a profession can be defined simply by a publication record. Our opinions,
likes, and toys are all centered somewhere else, missing the target of power
that associates with professionalism. I do not know of any competent
authority in physical therapy, occupational therapy, nursing, and other healthcare
programs who denies the importance of professional development courses.
We have been deceiving ourselves for years. The power invested in professional
development is realized in actions that direct, bind, and provide choices
to students. Why exercise science never got out of the starting blocks
is interesting? Why introductory books about exercise science continue
to be written and published is a mystery? By this, I mean why write
yet another book when the impression of exercise science is little more than
physical education without K-12 certification?
The problems we
face and, therefore, our students face are directly a function of our lack
of professional guidance. And, the college environment, given its traditional
history from which exercise science programs of study have evolved, has done
little to revive the memory of something different. The power of the
environment has crippled the exercise physiology professors because they
have failed to impress upon the administration the need for change.
Some would say, “We were born physical educators, and we will die physical
educators.” While this thinking isn’t true for all of us, it is true
for most of us. Instead of shaping the academic setting, its curriculum
and professional expectations and beliefs, we have allowed the setting to
shape us. If you will, we are exercise physiologists within a kinesiology
department, or we are exercise physiologists in an exercise science department.
Both ideas are common to me, but strange as well. As an example, physical
therapists work in physical therapy departments and, similarly, nurses work
in nursing departments. Obviously, as a collective work of “x” exercise
physiologists, we either don’t know what to believe about ourselves or fear
the consequences of trying.
This reminds me
of a statement made many years ago by a friend in the Department of Physical
Education, where I also taught. Yes, I understand the omnipotence of
the traditional influence all too well. The colleague said, “You are
not an exercise physiologist. You are a physical educator”. On
one level, he was right when viewed from a technical level. By this,
I mean that my PhD degree is in physical education with an emphasis in exercise
physiology. Technically speaking, I am a physical educator if one’s
professional title is defined by the person’s academic degree (of which I
believe it does). The academic curriculum at Florida State University
at that time was an exercise physiology curriculum. The exercise physiologists
who worked in the department apparently did not request a change from physical
education to exercise physiology. Or, more obvious, it was not a consideration
at that time to advertise a new degree since the inertia of physical education
ruled the department. As it turned, I’m comfortable with the title exercise
physiologist. I have always worked as an exercise physiologist.
The academic program, particularly under the mentoring of Dr. Ron Byrd, an
exercise physiologist, made an impression on my very soul.
Why is it so important
for us to recognize the power of tradition or the power of inertia?
Well, for a number of reasons. To begin with, it ought to give us a
means to change. It ought to help us emotionally to figure out what
went wrong. And, it ought to force us to think more critically about
our decisions without the academy. Our uncritical acceptance of the
inertia of the infrastructure of the college environment is wrong.
Surely, we owe more to our students and the public than one more publication
or a national meeting! In short, we must be willing to see the truth
and be willing to do something about it. Why? Because we are
ultimately held responsible for our actions. We should realize that
we haven’t grown at the pace of other healthcare professionals. Certifications
that aren’t specific to all academic-prepared exercise physiologists are conditioned
reflex responses of individuals without the desire to see the big picture.
Either we learn how to grow within the context of professionalism or understand
that our growth has been stunted by the power of inertia and/or groupthink.
By accepting that vision precedes reality; all we need to do is humble ourselves
to a common vision.
With unity and
a common purpose, ahead of us lies hope and opportunity. Is it daring?
You bet it is. Is it hard work? Without a doubt. Is it
hazardous? It certainly could be. But, if you are willing to
make changes in your exercise science curriculum, consistent with the ASEP
accreditation procedures, all of your students will benefit from the new
exercise physiology. I can tell you, from my own personal experience,
that almost every month brings some letter, email, or conversation of encouragement.
I will never go back to the false path to success and possibilities for my
students. If you have to ask, “Isn’t your thinking a bit strong or extreme?”
Then, we are not on the same page. I wish that we were united, not divided.
You have the right to your feelings and convictions just as I do. Nothing
is further from the truth that we don’t have a right to our individualized
thinking. Moreover, it is important that we think differently but,
equally important, that we learn from our mistakes as we search for the truth.
And, the truth must be revealed, especially in our deplorable inadequacy
in allowing exercise science types of programs continued for decades without
serious purpose or academic credibility.
It seems to me
that we must reach a consensus of what is exercise physiology and who is
an exercise physiologist? Members of the Board of Directors of ASEP
have done just this. It is not a statement of prejudice, rather a statement
of clarity, fact, and truth. Whatever thought you have which crowds
out ASEP’s efforts, which isn’t helping, which is very problematic, which
does not embrace all exercise physiology students (not just the PhD candidates),
I am hopeful that you will take lessons from other healthcare practitioners.
What a better world this would be if we were to come to a common understanding
of exercise physiology. For you and for me, everyone would benefit,
especially students and their parents. Likewise, we should reject any
continuation of the same policy or doctrine of prejudice which shuts out
our undergraduates in favor of our graduates. I can’t imagine a more
devastating result than to be told that “you must now go to graduate school
and get a master’s degree and/or a doctorate degree” if you want a
job. Graduate school should be an option; it should not be a requirement
for a healthcare position in the public sector. This is obvious with
nurses. Why can’t it be the same with our students?
I believe it was
the great psychiatrist, Dr. Karl Menninger who said, “Attitudes are more
important than facts”. All of us who have been working for a long time
know that this statement is true. The right attitude can lead to promotion,
success, and a host of good things. The wrong attitude, even when a
person has otherwise excellent skills, can lead to lack of promotion, poor
success, failure, and loss of job and friends. All of us, including
me, need to constantly work on our attitudes. Life is tough in college,
and it gets even tougher after college. The right attitude helps in
unleashing the right mix to handle difficulties and challenges. This
is an important subtheme of this essay. There are many ways to realize
the academic changes that we need in our undergraduate programs. Perhaps,
the most important trigger to change in our institutions is what we decide
to do. I know you have heard the expression, “Look before you leap.”
It seems to argue that positive results associate with the right strategy.
No one is interested in wasting time or doing the wrong thing. But,
frankly, a single person with the guts and insight to speak out can be the
critical force in the redesign of our thinking to achieve success.
One way to do
this is to say, “Here’s the problem,” and get the students, faculty, and
administrators involved in both the problem and the solution. In other
words, change may originate by the faculty especially when the administration
has not anticipated the need for change. At the individual level, commitment
to change is the key to updating our thinking that drives exercise science.
Several assumptions [2] that guide this visionary process successfully are:
1. The
recipients of change must feel they own the change, that they can participate
in identifying the problems warranting the change, and must benefit from
the proposed change.
2. The recipients,
administrators and other key personnel must support the proposed change,
demonstrate trust and empathy among the participants, and provide feedback
to support and guide the change process.
Defined in this way, leadership
comes from within. Every faculty member is a leader or can be a leader;
it all begins with being responsible to our students. Leadership is
about asking the right questions and making the right choices to bring about
positive change [3]. Ask yourself the following questions:
1. Is
the undergraduate exercise science degree a credible academic program of
study?
2. Is it
the degree that you want to associate with?
3. Are you
happy with it?
4. Can our
students accomplish their goals with a major in exercise science?
5. What
do exercise science students think about an exercise physiology major?
6. Do students,
non-exercise physiologists, and administrators understand the differences
between exercise science and exercise physiology?
7. Does
exercise science have the respect of exercise physiologists?
8. Does
the exercise science degree equal the title exercise scientist or physical
education?
9. Are exercise
science majors prepared as healthcare practitioners or fitness practitioners?
10. What
does the public think about the exercise science degree?
From a parent’s point of view,
think of it this way. “My son arrived home from college after four
years of hard work and study. After a few days of resting and enjoying
the family, he started looking for a job. The problem is that he had
absolutely no idea where to look or how to find a job. When he got
an interview at the local fitness gym, he was astonished at the salary.
At home, later that same day, he got a call from John, a friend he had not
seen since high school. After the usual topics of discussion, including
John’s new job as an exercise physiologist, my son realized that John majored
in exercise physiology and is board certified. His new job and salary
made it possible for him to purchase a new car, to rent an apartment, and
to meet other financial obligations.”
This is a true
story. What is the problem here? Both are recent college graduates.
Both took responsibility and demonstrated persistence. Why is Jake
having a tough time of it? He majored in exercise science! Majoring
in the right field of study is essential for getting you where you want to
go. From the beginning, it focuses on jobs in the public sector, professionalism,
codes of ethics, and standards of practice. Knowledgeable faculty help
mentor the students, guide their thinking about jobs and salary, and teach
a professional identity with other professionals in the field. It is
not just possible, but an absolute truth that the exercise science degree
will be updated and configured academically consistent with an academic degree
in exercise physiology. It will not be easy, and it will not be overnight.
It will happen, however. Here are 10 reasons for creating a better
academic degree for our students:
1. We
have all the information we need to make the changes.
2. We are
motivated to do exactly what is need for positive results.
3. We are
not afraid to fail.
4. We are
not afraid to dream.
5. We are
not discouraged by mistakes.
6. We are
ready to act.
7. We love
exercise physiology.
8. We have
the freedom to choose.
9. We are
risk-takers.
10. We are
persistent and determined.
While our hearts are in the right
place, marketing new ideas is always a challenge. Michael Sullivan
said it best in the Forward of Patricia Hassel and David Palmer’s book [4],
Marketing Allied Health Educational Programs.
“Deans, Department Heads, and Program Coordinators frequently carry the responsibility
for marketing their programs, but have little background or training to know
what to do.” The first question is, “Why aren’t the administrators
qualified to market exercise physiology?” The second question is, “Why
don’t they know more about “market niche” and a marketing plan?” The
third question is, “Why is it that the chairperson does not recognize students
as customers?”
The good news
is exercise physiology drives the students’ needs. The problem is that
our administrators and faculty are consistently missing their responsibility
to the students and their parents. The solution is twofold: First,
we must make the effort to become who we were meant to be. Second,
we have to be willing to make the appropriate changes in our academic setting
more quickly. As Schachtel [1] said, “Have we forgotten that ancient
definition of genius, which is, ‘The courage to make mistakes?’” Surely,
it is time that every exercise physiologist should understand that the hybrid
approach to exercise physiology is not exercise physiology, that “students”
will eventually figure it out, that administrators will not support it once
the distortion of truth is corrected. Indeed, we should know better,
and we should teach our students the right way to think if we are to free
ourselves, collectively speaking, from inertia of false conclusions, beliefs,
discussions, if not mis-guided dreams.
When we successfully
stop being hypnotized by our past, then the price of our hard work will be
a majestic organizational venture guided by professional standards, not by
trial and error. It is, of course, our responsibility to stay the course,
to advance our beliefs, and to educate the public. This is daring because
it is the Declaration of Independence from our competitors for the heart
of the exercise physiologist. And, whether we recognize it or not,
the future success of exercise physiology depends heavily upon our consensus
of responsibility for what we do. Well then, whatever thought you may
have about the content of this article, it should be obvious that I believe
“these truths to be self-evident, that all graduates from ASEP accredited
exercise physiology programs are created equal.” Ask yourself this
question: “Do exercise science graduates have the right to the professional
title, exercise physiologists?” It seems to me that the answer is obvious.
One cannot possibly fail to see the distinction between exercise science
and exercise physiology, just as it is clear that nursing is not physical
therapy, and a physician assistant is not a medical doctor. This is
painfully clear to all healthcare professionals.
References
1. Schachtel,
H.J. (1954). The Real Enjoyment of Living. New York, NY: E.P. Dutton &
Company, Inc.
2. Harper,
C.L. (1993). Exploring Social Change, 2nd edition. Englewood Cliffs, NJ:
Prentice Hall.
3. Bender,
P.U. (1997). Leadership From Within. Stoddart Publishing Company.
4. Hassel,
P.L. & Palmer, D.R. (1992). Marketing Allied Health Educational Programs.
Santa Clara, CA: Eagle Publishing & Communications.