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[HISTORY]
[ASKLEPIOS]
[VITRUVIAN]
[DA VINCI]
The Department of Physical Education at Willamette University initiated specific curricular changes in 1992 to begin its transformation to the present-day Department of Exercise Science. The name change signified a fundamental shift in curricular objectives, and became the launching platform for courses that critically examine the human body at rest and in motion, both in health and disease.
Following an external review in 1997, two new faculty members were hired (one in 1999 and one in 2000): Professor Stavrianeas is an exercise physiologist with training in physiology, molecular biology, and biochemistry, and Professor Abendroth-Smith is a biomechanist with expertise in physics, mathematics, and statistics. The strengths of the two new hires, combined with the expertise and experience of the existing two senior faculty (Professors Cagle and Harmer) created a cohesive group of colleagues who share a common set of educational and scientific goals. Additionally, based on the growth of the major in the early part of the 21st century and the professional activities of the faculty, the department was one of the first to receive an additional faculty position in the transition to a 3/2 teaching load for the university. Following a national search, Michael Lockard, from the University of Maryland, joined the faculty at the beginning of the 2007-08 academic year. Lockard adds a new dimension to the physiology component of the program, bringing in expertise in genetics and exercise response, and prevention of cardiovascular disease.
The Exercise Science (EXSCI) program at Willamette provides a strong scientific base for students to pursue numerous career options. The curriculum is designed to provide flexibility; it is interdisciplinary and offers electives and internships that benefit multiple areas of interest. It also provides strong and demanding classes and contains a core that includes the following courses (all taught by Exercise Science faculty): Concepts and Contemporary Issues in Exercise Science and Sport, Human Anatomy, Human Physiology, Exercise Physiology, Biomechanics, Care and Prevention of Athletic Injuries, Statistics, Research Design, and the senior capstone experience.
The second component of the Exercise Science curriculum is the elective courses, which include Epidemiology, Neuroscience in Human Movement, Motor Control and Learning, the Science of Nutrition, along with select courses from Biology, Chemistry, Physics, Psychology, Sociology, History, or Anthropology. It should be apparent that the curriculum demonstrates the interconnectedness of the various disciplines (biology, chemistry, physics, engineering, mathematics, social sciences) and reveal the continuity of knowledge (see figure below). Our students learn to appreciate the whole and its parts, and are prepared to apply their knowledge in a multitude of educational and professional fields.
We believe that the broad range of demanding foundation courses provide our students with the analytical, scientific, communication and critical-thinking skills to successfully meet any future professional or occupational objective. As a result, our students are active participants in their major, in campus life, and in the broader community. In addition to strengthening the faculty and curriculum, the University has provided the Department with a remodeled facility in Gatke Hall, in effect tripling the laboratory space. Until 2003, a space of approximately 400 square feet housed five laboratory sections per semester, an arrangement that required the shuffling of equipment for each teaching session and discouraged the initiation of research efforts. This unacceptable situation was dramatically improved when the more spacious facility became available, and it serves our students until our new, permanent laboratories are completed. In addition, the University provided the startup support for the acquisition of laboratory equipment. The faculty have also been successful in securing several large external grants (e.g., NSF-CCLI 0309546, 2003; NSF-CCLI 0511219, 2005, NIHR01ES014252, 2005), and smaller internal and external grants, that expanded our potential for teaching and research.
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