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What are our graduates doing after they complete their degree? Where are they working? Here's a sample. Click on a name below to expand.
I graduated from the M.S. Exercise Physiology program at St. Scholastica in 2011. The professors' teaching styles and availability to the students were paramount to my wonderful educational experience. The class settings and lab experiences allowed for open dialogue to address questions on anything that was not fully understood.
I am the coordinator of the High Energy Advanced Training program at St Cloud Orthopedics, which affords me the opportunity to work with young athletes ranging in ages from 12 through college age. The program is dedicated to athletic performance enhancement and I am responsible for creating and adjusting programs to suit the athletes’ needs. I also work with older adults who would like to improve their fitness levels to become healthier.
My education at St. Scholastica provided me with the confidence and ability to answer questions the athletes may have and to adapt to their specific needs. Without the classes, lab experiences and testing I experienced at St. Scholastica, I would not be able to be in the position I hold.
The professors and intimate class sizes at the College of St. Scholastica helped me to excel through the program and become a successful Clinical Exercise Physiologist. The education and internship hours built directly into the master's program have led to my positions working as a Cardiac Rehab therapist for Fairview Hospitals and a Cardiac Exercise Physiologist in Stress Testing for North Memorial Hospitals.
As a Cardiac Rehab therapist, I enjoy teaching others about the process and effects of heart disease. I see patients post stent-placement, heart transplant and valve replacement and help them to understand the physiology behind their heart disease and how lifestyle improvements may keep them from having to see me again! I monitor them as they exercise, create exercise prescriptions and aid in the development of a home program specific to each patient that will allow them to live a longer, healthier life with known heart disease.
As a Cardiac EP in Stress Testing, I am responsible for assessing the appropriateness of a test based on a patient's history and physical as well as running the test to determine the likelihood of obstructive heart disease in each patient. To do this, I use graded exercise protocols and medications to stress the cardiovascular system and I am responsible for using 12-lead EKG, blood pressure response, heart rate response, oxygen saturation and the patient's symptoms to determine when and why to end the test.
Without the education I received from the MS program in Exercise Physiology at The College of St. Scholastica, I could not even dream of performing the tasks I do as a Clinical Exercise Physiologist. My time at St. Scholastica has given me the ability to do what I enjoy and to use my education on a daily basis.
I graduated from The College of St. Scholastica in 2009 with a Bachelor of Science in Exercise Physiology. My education at CSS has led me to a Master's of Education in Applied Kinesiology at the University of Minnesota, with an emphasis in sport and exercise science. My undergraduate degree from CSS has helped be very successful in my pursuit of a master's degree. The University of Minnesota has just revitalized their human and sports performance laboratory. With the extensive laboratory experience I gained at CSS I have been able to make a significant contribution to this process. At a large research institution there is much less time for instruction on protocols and how to use the equipment so my previous knowledge has been very useful.
While going to school I founded Superior Performance by Kask. It is a small endurance coaching business that works with a variety of athletes. Through this I coach athletes in many endurance sports as well as run summer programs for Nordic skiers in college and high school. My undergraduate degree coupled with what I have learned recently in my graduate program allows me to help my clients reach their performance goals. With so many coaches relying on only their training experience to coach others having a physiology background has made it possible for me to a be a much more versatile and successful coach.
My education at The College of St. Scholastica has led to great opportunity and growth working with medical devices. I am a Product Specialist for Exercise and Gas Exchange Testing at a company called Medical Graphics Corp. I work with some of the same devices that are used in the undergraduate and graduate labs by Exercise Physiology students at CSS!
The overall function of my position is to support those products that have helped build the company I work for, but also explore, design, implement, and test new product ideas specifically related to exercise testing at organizations like hospitals, clinics, universities, and health and fitness facilities.
The professors at CSS helped provide me with an education that turned me into a well-versed and credible Exercise Physiologist. I take great pride in helping our customers treat their patients/clients with our current equipment, while at the same time working hard to develop new ideas that will take exercise testing and the field of Exercise Physiology to the next level!
I am the Fitness Coordinator for the Rehabilitation Institute of Chicago Center for Health and Fitness. The Rehabilitation Institute of Chicago (RIC) has been the No. 1 rehab hospital in the United States for the past 15 years. The Health and Fitness Center is a 4,000-square-foot facility specifically created for people with physical disabilities, spinal cord injuries, multiple sclerosis, cerebral palsy, amputees, stroke and blind individuals. Its purpose is to provide an arena for individuals to develop, maintain, and improve their physical well being. My duties at the Rehabilitation Institute of Chicago consist of managing the staff, interns, and fitness center, evaluating patients, designing exercise prescriptions, teaching educational sessions to staff, interns, patients, doctors, and therapists, teaching Arthritis and Parkinson's aerobic classes, developing at home exercise video's for persons with physical disabilities through the National Center on Physical Activity and Disability (NCPAD), being a lead investigator in two grant studies, along with several other miscellaneous duties.
My Master's in Exercise Physiology from St. Scholastica has allowed me to give my patients the best possible analysis, treatment delivery, rehabilitation, and professional guidance possible.
I am a strength and conditioning coach in Duluth, Minn., and founded Impact Sports Training in 2006, a business dedicated to the performance enhancement of athletes. We work with local high school and college teams as well as with many other high school and collegiate athletes. Personal training is another element that has evolved into a key component of the business. Before coming back to Duluth, I served for two years as the director of Strength and Conditioning at PerformanceONE Athletic Development in Columbus, Ohio, as well as the head Strength and Conditioning Coach for the Columbus Destroyers of the Arena Football League.
In 2003, I was offered an internship and worked for the U.S. Olympic Committee at the Olympic Training Center in Lake Placid, N.Y., and trained athletes from both winter and summer sports. In addition to Olympic athletes, I've had the opportunity to train athletes from the NHL, NFL, NFL-Europe, and MLB, and serve as a lecturer and strength coach for USA Hockey.
I am certified by the National Strength and Conditioning Association as a Certified Strength and Conditioning Specialist (CSCS), and certified by USA Weightlifting as a Club Coach (USAW).
The M.A. in Exercise Physiology I earned from St. Scholastica has certainly helped in my career advancement. I realized, however, that I did not want to spend my career in a clinical setting, so I took my degree and went a different way. I got to know as many people as I could in the field of strength and conditioning, got as much experience as I could regardless of what the pay was, and made things happen. There were many times when I volunteered my time to develop relationship and gain a little experience. What it did was open a lot of doors for me. Not long after graduating I was offered a position as a director of a large facility. I was offered the job mostly because of who I knew. Networking is very important and can certainly create opportunities. One piece of advice for those about to graduate, don't expect people to start offering you jobs just because you have a degree. You need to work for it, and it might take a while. Just like a tool, a degree is worthless unless you use it.
I am an Exercise Science instructor at Winston-Salem State University, N.C. I teach several courses including functional anatomy, kinesiology, biomechanics, sports nutrition, and a few others. I am also responsible for health promotion in regards to Phase III and IV cardiac rehabilitation as well as the application of physiological training principles to cardiac rehabilitation, adult fitness clients and athletes.
My EXP degree has helped me reach my goal of teaching exercise physiology in a collegiate setting by giving me a strong background in the exercise physiology field. It has given me the ability to extend my knowledge of the effects of exercise on the body to my students, whom I hope will use that knowledge to improve the uniqueness and need for the exercise physiologist profession.
Soon after completing my graduate degree, I was hired as a consultant for an occupational wellness company. My duties include group presentations and one-on-one interventions with high-risk employees relating to cardio-pulmonary disease, obesity and diabetes. My coverage area includes the Duluth area and central Minnesota, and may expand into the Twin Cities metro area in the near future. My credential as a registered dietitian enabled me to get this position, but my graduate degree increased my hourly contract rate by $10-15 per hour. Also, when it was discovered that my M.A. was in exercise physiology, I was asked to participate in planning exercise challenges. My career interests lean toward chronic disease, and since most of the high risk employees I work with are at least 35 years old, I'm able to work with the types of health issues which interest me most. These include chronic joint pain and neuropathy related to diabetes and obesity, and other limitations caused by cardiac and pulmonary disease.
I work for PRACS Institiute Ltd. It is the largest privately owned pharmaceutical research facility in North America. We do various types of studies for various pharmaceutical companies, and it is my responsibility to make sure these studies are completed correctly, successfully, and with high quality assurance. When completing my thesis at St. Scholastica, it was my responsibility to make sure all testing was done correctly as it was designed. In order for the findings to be deemed factual, it was imperative that every tiny detailed was observed. If not, then there can be no validation to the testing or findings. It is this learning and training that helped me understand the foundation with my current employment, and what makes me successful in all I do.
I am living in Highlands Ranch, Colo. I have started my own personal training business in which I train a variety of clients, from pro athletes to heart patients to youths. My clients have been (and will continue to be) impressed with my vast knowledge in the field of EXP I gained from my time at CSS. I am also a Certified Strength and Conditioning Specialist (CSCS) through NSCA.
I’ve developed a bit of an entrepreneurial spirit over the years and have started a couple of unique fitness-related businesses. With a couple of partners, I have been building Animal Fitness and Running Ads here in the Denver area as well as across the country. If you want to learn more check us out at www.runningads.net. I am always trying to come up with new ideas to work on. I feel confident that being in a state where fitness is the focus of many, I will find success in whatever I choose to do.
An M.A. in Exercise Physiology has provided me with a sound knowledge base for a career in electrophysiology. I work in the Electrophysiology Lab at Abbott Northwestern Hospital. I assist Electrophysiologists during pacemaker/ICD implantation, monitor electrograms for diagnostic data and operate the catheter stimulation system during electrophysiology studies and ablations. The EXP degree has allowed me to obtain a job that provides an opportunity for continuous learning and essentially improves the quality of life for patients with arrhythmias and cardiomyopathy.
Introduction to cell biology, intended for students who are not majoring in the natural sciences (biology majors take BIO 1110 and 1120). Topics include the study of structure and function of proteins, carbohydrates, lipids, and nucleic acids; study of the structure, function and behavior of cells; an introduction to cellular metabolism. 2 class hours. Prerequisite: CHM1020 or CHM 1110.
Introductory study of anatomy and physiology of the vertebrate body with an emphasis on the human. Topics include an introduction to cells, tissues, and systems organization, osteology, fluid compartments, gross and microscopic anatomy, physiology of the circulatory system, body defense systems and the gross anatomy of musculature. 3 class hours, 3-hour lab. Prerequisite: BIO 1110 or BIO 1036.
Continuation of BIO 2110. Topics include gross and microscopic anatomy, physiology of the renal system, respiratory system, digestive system, nervous system and endocrine system. 3 class hours, 3-hour lab. Prerequisite: BIO 2110.
Includes concepts of general, organic, and biochemistry for health science students. These topics are covered in an integrated rather than a sequential order. Topics include the structure and function of atoms, ions and compounds, the periodic table, organic functional groups, biological macromolecules, and an introduction to metabolism. This course is required for Nursing majors and can be applied to the Exercise Physiology major. There are three 65-minute lectures and one 2-hour lab each week.
The kinesiology course provides students the opportunity to engage in an advanced introduction to: (a) the study of the origins, insertions, and functions of 75 major muscles of the upper and lower extremities; (b) the brachial plexus and lumbar-sacral plexus and the role of each in muscle function and dysfunction; (c) the application of functional anatomy concepts in weight lifting and stretching exercises, human movement activities, and athletics; and (d) the blending of anatomical information with the physiology of the body to thoroughly grasp the meaning of “the science of movement.”
Fundamental principles, calculations and applications of biomechanical analysis to the human body at rest and during movement. Special attention is given to the relationship of biomechanics to kinesiology and exercise physiology in order to understand the role of physical stressors as they influence significant clinical changes in the body.
Structure, function and dietary sources of macro and micronutruients. Determination of individual nutrient requirements and diet analysis. Effect of nutrition and hydration on health and athletic performance. Efficacy and ethical considerations regarding the use of nutritional manipulation techniques, supplements and ergogenic aids to improve performance and enhance recovery. Prerequisite: CHM 1040.
Basic principles of human physiology and metabolic processes used to produce and store energy with direct application to acute and chronic exercise. Structure, function and measurement of the cardiovascular, pulmonary and neuromuscular systems with respect to human activity and athletic performance. Measurement of hemodynamic parameters and expired ventilatory gasses to determine energy expenditure at rest and during exercise. Prerequisite: BIO 2110.
Basic to advanced instrumentation used to evaluate aerobic capacity, flexibility, body composition, muscular strength and endurance. Pre-exercise screening, safety and legal ramifications of exercise as a therapeutic intervention. Physiological adaptation in response to acute and chronic exercise and its application to exercise prescription and training for athletic performance. Administration and application of various stress test protocols and exercise programs in developing individualized exercise prescriptions for healthy and diseased individuals. Effect of exercise on the treatment and progression of common lifestyle diseases. Prerequisite: BIO 2120.
Multi-disciplinary risk factors considered responsible for heart and vascular disease along with commonly associated diseases (obesity, diabetes) and behaviors (smoking, physical inactivity). Changes in cardiac structure, function and coronary circulation that occur in heart and vascular disease. Behavioral, surgical and pharmacological treatments used in primary and secondary prevention of heart disease. Use of diagnostic techniques to determine safe and effective exercise prescription for cardiac and pulmonary patients. Recognition of, and response to, common psychosocial issues as they relate to the post-myocardial infarction and pulmonary patients. Prerequisite: EXP 3331.
Scientific theory and practical application of strength training and aerobic exercise to enhance the function and capacity of the musculoskeletal and cardiovascular systems.
Integration of undergraduate exercise physiology classroom and laboratory experiences to illustrate how the understanding of the physiology of exercise, sport, and physical activity is applied in real world settings within the scope of practice of an exercise physiologist. Laboratory sessions focus on physical/physiological measurement and evaluation techniques while the lecture portion is centered on applied exercise physiology topics and professional development.
Foundations of research including the fundamental tenets of scientific investigation and the scientific method; the importance of objectivity and ethical behavior in research; and the ability to critically read, interpret, and discuss the content of scientific articles. The skills involved in writing a research paper according to specified guidelines will also be taught and will culminate in the writing of a research paper.
Students read electrocardiograms of individuals at rest and during exercise with special attention paid to the electrocardiograms of post-myocardial infarction patients in cardiac rehabilitation programs. Includes cardiac medications and graded exercise testing. Prerequisite: EXP 3334.
A supervised off-campus internship that allows the student to apply theoretical knowledge and hands-on laboratory skills to real-life situations. Prerequisites: EXP major and consent of the chair.
Topics include a brief review of elementary algebra, introduction to polynomial, exponential, logarithmic and trigonometric functions using both symbolic and graphic approaches. Emphasis is on applications in a variety of disciplines and solutions of real-world problems. Students planning to continue mathematics receive appropriate preparation. Prerequisite: three years of high school math or instructor's permission.
Algebra-based general physics including Newtonian mechanics (motion, force, energy, momentum) harmonic motion, waves and sound. Students must have ease and familiarity with basic algebraic and trigonometric techniques. Includes one 2-hour laboratory per week. Prerequisite: MTH 1111 or higher.
Cognitive, personality/social, and physical development from conception to death. Within a life span developmental perspective, the course examines research methods, developmental theories, and application of research findings to selected problems in the major periods of the life span: the prenatal period, infancy, early/middle/late childhood, adolescence, and young/middle/late adulthood. The developmental perspective provides an important foundation for understanding normal children and adults, while also providing the essential knowledge base for the modern view of psychological disturbances as "normal development gone awry." This approach has practical implications for individuals with interests in parenting, caregiving, education, social services, and health sciences with both normal and exceptional populations. Prerequisite: none, but sophomore standing recommended.
Covers basic statistical concepts and methods useful in conducting research and evaluating results of studies done by others. Topics include frequency distributions and graphs, measures of central tendency and variability, transformed scores, correlations, multiple regression, hypothesis testing (t test, analysis of variance, and chi square), selection of appropriate statistics, calculation with MS Excel spreadsheets and SPSS, interpretation of the "results" sections of journal articles, and numeracy (understanding and using numbers in decision-making). Prerequisite: competence in arithmetic.