Meet with your academic advisor to discuss any questions you may have regarding which classes you need to take, which order to take them in, or when classes may be offered in the future.
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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 began my specifically planned vacation after completion of my second internship in cardiopulmonary rehabilitation. My pre-planned six month vacation had 4 specific goals including: apply for one clinical exercise physiology job per day, review one chapter per day for the American College of Sports Medicine's — Registered Clinical Exercise Physiologist (RCEP) exam, personal train a few former personal training clients, and striving to maintain a conscious effort towards thoroughly enjoying the well earned freedom of deadlines and alarm clocks. Applying for jobs all across the United States reinforced my drive to visit and enjoy time with family and friends. I feel this combination of goals held structure and positive attitude towards my dream of finding a career within the realm of clinical exercise physiology.
I passed the RCEP and accepted a cardiac rehabilitation coordinator position at Sentara Albemarle Medical Center (Elizabeth City, NC) just three months after my completion of my graduate tenure at The College of St. Scholastica's exercise physiology program. I love my job and coworkers!
Larry, Joe, John D., and John N. did a fantastic job guiding me through the rigorous physiology. Most importantly, they helped me realize that I can accomplish anything I have the opportunity too. My future is in my hands and I'm running with it!
My name is Nichole Moody. I currently work as a Cardiac Rehab Specialist at Essentia Health – Virginia. I perform direct patient care in phase II cardiac rehabilitation, phase III cardiac rehabilitation, pulmonary rehabilitation, and pre-diabetes classes through our diabetes center. Previous experiences have also allowed me to become proficient in stress testing and fitness instructing. My career as an exercise physiologist has been very fulfilling thus far, and I have chosen to further my career by entering into the MBA – Rural Healthcare program offered at CSS. By doing this, I hope to merge the skills and knowledge I have gained as an exercise physiologist with a managerial mindset.
The College of St. Scholastica is a warm and welcoming environment filled with a multitude of successful career paths. Attaining a B.S. in Exercise Physiology and M.S. in Exercise Physiology through CSS has not only opened doors to a variety of opportunities, but it has also prepared me for a successful career in healthcare. The Exercise Physiology program encourages students to critically think and evaluate each aspect of their education through an open and engaging method. The hands on approach and dedication of the staff prove to be successful as students continually go into this field with the tools to obtain solutions to multi-faceted problems. The concept of an ever-growing knowledge base is a unique theory instilled in this extraordinary program, and it allows students to continually learn and strive for better practices and outcomes. This program sets a gold standard for exercise physiology, and the completion of the program is an undeniable achievement in itself. I highly recommend this program for any individual with a love and passion for exercise, physiology, and the challenges of the incredible combination of the two.
I graduated from the MS in Exercise Physiology program at St. Scholastica in 2012 after receiving my BS in Exercise Science in 2011 from The University of Minnesota-Duluth. The small class sizes and exceptional availability of all professors were very instrumental in my excellent education at CSS. After graduating in 2012, I was accepted into the Doctor of Physical Therapy program at St. Scholastica and expect to graduate in 2016.
The EXP program at CSS provided me with exceptional knowledge about the human body that I continue to use every day as a Student Physical Therapist, and will continue to use as a Physical Therapist when I am finished with school. This program also helped build my application and increased my opportunity to be accepted into a DPT program. I believe that having my master’s in EXP will also open up more job opportunities in my career as a PT as well. Without my education from the MS program in Exercise Physiology at The College of St. Scholastica, I would not be in the position I am today. I am very appreciative of my opportunity in the EXP program and would be more than happy to help assist anyone considering the program
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.
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.