The landscape of undergraduate introduction to exercise science courses

Introductory classes are often a student's first exposure to foundational knowledge, careers, and faculty in an academic major. The characteristics of introductory exercise science courses, as well as faculty impressions of course benefits and areas for improvement, were explored in this study. Electronic survey data from 181 universities around the United States were analyzed. A wide range of course content was reported. Institution type was related to the status of the faculty teaching the course, method of course delivery, class size, and class availability. The number of majors was related to faculty status, class availability, and class size. Specifically, private 4-year institutions were more likely to teach smaller, face-to-face classes. Introduction courses at R1, R2, and doctoral/professional institutions and programs with 300 or more majors were less likely to be taught by only tenured/tenure track faculty. Classes were more likely to be offered in various modalities as opposed to only face-to-face at community colleges, and programs with 300 or more majors were more likely to have classes with 50 or more students. Enrollment in the introductory course was more likely restricted to majors and minors at public 4-year schools and programs with 300 or more majors. Faculty perceived knowledge acquisition and relationship building as benefits of introductory classes for students and programs. The overarching themes for course improvement were modifying course content and characteristics of course delivery. Considering the varied course characteristics, we encourage faculty and administrators to be intentional when designing and implementing introductory exercise science courses.NEW & NOTEWORTHY Although introductory courses are important gateways to the exercise science major, there is a lack of consensus on content and delivery. Among institutions across the United States, introductory class size and mode of delivery varied, as well as who could enroll in and who taught the course. Course characteristics were related to institution type and major size. Relationship building and knowledge acquisition were perceived by faculty as key benefits of introductory classes for students and programs.