BPKICKOFF PASSPORT

2015

Biomedical Physiology & Kinesiology Student

Association

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CONTENTS

2 About BPKSA

3 Schedule

4 Peer Health

5 SFU Recreation

6 Strength & Conditioning

7 SFU Physiotherapy

8 Campus Map

10 Study Tips

13 Advising

14 Co-op

15 Faculty Trivia

ABOUT BPKSA

2We’re the BPK Student Association.

Like you, we’re undergraduate students in the department

of Biomedical Physiology and Kinesiology at Simon Fraser

University. At some point or another we made the decision

that we want to be more involved in the department and

in the school. We want to do what we can to make being in

BPK a more enjoyable experience academically and socially.

Each semester, some of your student fees are paid to SFSS,

the Simon Fraser Student Society. Some of that money is

then disbursed to clubs and departmental student unions

(DSUs). That’s us. We use that money to further our goals

of creating a vibrant community in BPK by holding events

for students.

Visit our website, bpksa.org, and join us our Facebook group, Biomedical Physiology & Kinesiology Student Association.

BIOMEDICAL

& KINESIOLOGYSTUDENT ASSOCIATION

PHYSIOLOGY

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SCHEDULE

11:55 - 12:05 Commute to BPK Co-op office to meet

new registrants and assign to groups

12:05 - 12:25 Lab Tour 1

12:25 - 12:30 Rotate Groups

12:30 - 12:50 Lab Tour 2

12:50 - 13:15BBQ

10:45 - 10:55 Registration in Convo Mall

10:55 - 11:05 Commute to Lorne Davies Complex

for SFU Recreation and Physiotherapy

11:05 - 11:25 Presentation 1

11:25 - 11:35 Rotate Groups

11:35 - 11:55 Presentation 2

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PEER HEALTH

The Peer Health Educators work with the Health Promo-

tion team at SFU to create healthy campus environments

and support the SFU community in achieving health and

wellness. The educators provide health education outreach-

es on topics such as sexual health, responsible partying, so-

cial connectedness, stress management, healthy eating, ac-

tive living, healthy settings and positive body image.

Peer health educators also coordinate and deliver semester

long programs designed to enhance the health and well-be-

ing of SFU students. Peer Health is not included on our tour

but it provides students great opportunities, so check it out!

SFUHealthPeers

@sfuhealthpeers

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SFU RECREATION

Volunteering in the weight room, becoming a lifeguard or

fitness instructor and more are the opportunities that SFU

Recreation has to offer. You can gain valuable experience

here by working one-on-one with clients!

Visit their website at:

rec.sfu.ca

Or follow them on social media:

SFURecreation

@SFURecreation

STRENGTH & CONDITIONING

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Work with multiple teams by supervising and instructing

athletes on training and developing in their sport. Time

spent in the classroom will also help develop knowledge on

athlete development and performance. Strength & Condi-

tioning is not included on our tour but you may want to

check their apprenticeship program:

If you are interested in being a part of their apprenticeship

program, please send Strength & Conditioning your resume

and/or CV to our Director of Athletic Performance, Derek

Hansen at dhansen@sfu.ca. Please include a short message

indicating your career goals and what you would like to get

out of the apprenticeship program.

Visit their website at:

athletics.sfu.ca

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SFU PHYSIOTHERAPY

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At SFU Physiotherapy, you can become a student trainer

and assist in injury management of varsity athletes. Roles of

a Kinesiology Student Trainer include, but are not limited

to:

* Preventative and supportive taping.

* Assist in the athletic injury rehabilitation in clinic

and field settings

* Provide First Aid and assist with Emergency Care

* Help to ensure that varsity athlete population can

compete in a safe environment.

* Help with athletic injury assessments and observe

treatments.

* Help keep the clinic organized and stocked.

Visit their website at:

athletics.sfu.ca

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CAMPUS MAP

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STUDY TIPS

How is high school different from university?

Following Rules in High SchoolYour time is structured by others

You need permission to participate in extracurricular activities

You are not responsible for knowing what it takes to graduate

Guiding Principle: You will usually be told what to do and corrected if your behavior is out of line

Going to High School ClassesYou may study outside class as little as zero to two hours/week, and this may be mostly last-minute test preparation

You seldom need to read anything more than once, and sometimes listening in class is enough

You are expected to read short assign-ments that are then discussed, and often re-taught, in class

Guiding Principle: You will usually be told what you need to learn from as-signed readings

Grades in High SchoolGrades are given for most assigned work

Consistently good homework grades may raise your overall grade when test grades are low

Guiding Principle: Effort counts. Courses are usually structured to reward a “good-faith effort.”

Choosing Responsibility in UniYou manage your own time

You must decide whether to participate co-curricular activities

You must balance your responsibilities and set priorities

Guiding Principle: You are expected to take responsibility for what you do and don’t do, as well as for the consequences

Succeeding in University ClassesYou need to study at least two to three hours outside of class for each hour in class

You need to review lecture, tutorial notes and assigned reading materials regularly

You are assigned substantial amount of reading and writing which may not be directly addressed in class

Guiding Principle: It’s up to you to read and understand the assigned material; it will be assumed that you’ve done so

Grades in UniversityGrades may not be provided for all assigned work

Grades on quizzes, exams and major papers usually provide most of the course grade

Guiding Principle: Results count. Though a “good-faith” effort is important in regards to the professor’s willingness to help you achieve good results, it will not substitute results in the grading process.

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STUDY TIPS

High School TeachersTeachers check your homeworks

Teachers remind you of your incom-plete work

Teachers approach you if they believe you need assistance

Teachers have been trained in teaching methods to assist in imparting knowl-edge to students

Teachers present material to help you understand the material in the textbook

Teachers often write information on the board to be copied in your notes

Teachers impart knowledge and facts, leading you through the thinking process

Teachers often take time to remind you of assignments and due dates

Guiding Principle: High school is a teaching environment in which you acquire facts and skills

University ProfessorsProfessors may not always check com-pleted homework, but they will assumeyou can perform the same tasks on tests

Professors may not remind you of incomplete work

Professors are usually open and helpful,but most expect you to initiate contact if you need assistance

Professors have been trained as expertsin their particular areas of research

Professors may not follow the textbook.Instead, to amplify the text, they may give illustrations, provide backgroundinformation, or discuss research aboutthe topic you are studying. Or they mayexpect you to relate the classes to thetextbook readings

Professors may lecture nonstop, ex-pecting you to identify the important points in your notes. When professors write on the board, it may be to amplify the lecture, not to summarize it

Professors expect you to think about and synthesize seemingly unrelated topics

Professors expect you to read, save, andconsult the course syllabus (outline);the syllabus spells out exactly what isexpected of you, when it is due, and how you will be graded

Guiding Principle: University is a learning environment in which you take responsibility for thinking through and applying what you have learned.

How are high school teachers different from professors?

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STUDY TIPS

Tests in High SchoolTesting is frequent and covers smallamounts of material

Teachers frequently rearrange test dates to avoid conflict with school events

Teachers frequently conduct review sessions, pointing out the most impor-tant concepts

Guiding Principle: Mastery is usuallyseen as the ability to reproduce what youwere taught in the form in which it waspresented to you, or to solve the kinds ofproblems you were shown how to solve.

Tests in UniversityTesting is usually infrequent and may be cumulative, covering large amounts of material

Professors in different courses usuallyschedule tests without regard to thedemands of other courses or outsideactivities

Professors rarely offer review sessions,and when they do, they expect you to be an active participant, one who comes prepared with questions achieve good results. It will not substitute for results in the grading process

Guiding Principle: Mastery is often seenas the ability to apply what you’ve learned to new situations or to solve new kinds of problems.

How is high school different from university?

How to make the transition to university:

• Take control of your own education: think of yourself as a scholar.

• Get to know your professors; they are your single greatest resource.

• Be assertive. Create your own support systems, and seek help when you realize you may need it.

• Take control of your time. Plan ahead to satisfy academic obligations and make room for everything else.

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BPK ADVISOR

Come visit our BPK Advisor!

Sophie DunbarUndergraduate AdvisorBiomedical Physiology & KinesiologyFor Appointments: 778-782-3573Email: bpkadvisor@sfu.caRoom: K9633

Academic advisors assist students in developing intellectual

potential and exploring educational opportunities and life

goals. For general inquiries, contact the Biomedical Physi-

ology and Kinesiology General Office (K9625) at 778-782-

3573. To schedule an appointment, visit https://bookings.science.sfu.ca/bpk/

For more information on drop-in advising and appointment

times, check the Advising page on the BPK website at sfu.ca/bpk. For questions, check the Frequently Asked Ques-

tions page before scheduling an appointment.

Please note: drop-in advising is for quick advising questions

only. If you think your appointment will take longer than 10

minutes, please book an appointment. Please print a copy

of your advising transcript from GoSFU & bring it with you

when you come to see the advisor.

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BPK CO-OP

Career Related Work Experience

Co-operative education allows you to complement your

classroom learning through paid work experience that can

help finance your education. SFU is one of the few universi-

ties with a co-op program in every faculty. A co-op position

is 4 or 8 months in length and places students with an em-

ployer in a field directly related to their studies.

Co-op coordinators are available to provide expert advice

and support. Through co-op, you will graduate with at least

one year of related work experience and learn how to mar-

ket yourself to your ideal employers.

Come visit our BPK Co-op office to learn more!

Darleen BemisterCo-op CoordinatorBiomedical Physiology & KinesiologyRoom: K9620778-782-4541

bemister@sfu.ca

Cheri FiedlerCo-op Program AssistantBiomedical Physiology &KinesiologyRoom: K9620778-782-5712clf@sfu.ca

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FACULTY TRIVIA

Do you want to know more about some of your professors

and lecturers? Read below!

Dr. Miriam Rosin• My research has taken me to Uzbeki-stan, Egypt, India, the Philippines, and, of course, Williams Lake

• I’ve worked with mountain tribes in Luzon (former head hunters), have hel-icoptered over rebel territory in that region (previous helicopter had been shot down, even if it had a red cross on it!)

• I have also rode a home-made cat-amaran (two logs roped together with a sail on it) out into the Indian Ocean while working with fisherman in India

• In Uzbekistan I was with a Russian medical team working on collective forms – about a 100 miles from the Af-ghan war front

• I presently am engaged in collabo-rative research with the University of Heidelberg, trying to understand how human papillomavirus causes throat cancers

• One of my first Ph.D students, now ahighly successful international re-searcher and professor in South Car-olina, once was a place kicker for the SFU Clan.

Dr. Tom Claydon• I climbed the Sydney Harbour Bridge• I am a mean central defender in soccer

Dr. Victoria Claydon• I camped with baboons at an eleva-tion of 5000m and once flew in forma-tion with red arrows (birds)• I once swam with the manta rays

Dr. Richard Ward• I am British/English• I participated in intramural soccer atSFU for 25 years• I was the rugby coach for men’s teamfor 5 years and I was Tony Leyland’s best man at his wedding• I breed show llamas• I have a farm in Pitt Meadows

Prof. Stephen Brown• I did my graduate degree on tempera-ture regulation during bicycle racing• I lived in my van in the parking lot for my last undergraduate years• I celebrated my 30th year as a senior lecturer in August 2014• I am popular for the “stretch breaks” in my classes• I have practiced yoga since 1998• I commute from my home in Victoria

Dr. Peter Ruben• I once lived underwater for a week• I lived in Hawaii for 10 years• My favourite activities are climbing, surfing, and skiing• I study voltage-gated sodium channels• I am the Associate Dean for Research and Graduate Studies, Faculty Athletic Representative, a member of the Faculty Senate, and a member of the SFU Board of Governors

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FACULTY TRIVIA

Dr. Amandio Vieira• I have broad interests in science and arts, and some of my research is in the field of nutritional biochem-istry• I have a good vocabulary in five different languages, and have visited 30 out of the 50 European countries

Dr. Dave Clarke• My favorite sport is triathlon.• I have visited only 2 continents: North America and Europe. I would like to expand this list.• Ph.D. is in chemical engineering.

Dr. James Wakeling• I measured the body temperature of dragonflies during flight, when I was a grad student• One winter I skied 400 km across the mountains of Norway• I met my wife whilst playing the French Horn at an outdoor theatre

Dr. Stephen Robinovitch• I mountain bike on the North Shore toget first-hand experience in “injuryprevention”• I did my undergraduate degree inmechanical engineering at UBC• I am a fan of graphic novels

Dr. Angela Brooks-Wilson• I have a hypoallergenic cat• My favourite food is popcorn• I hiked the Chilkoot trail in 1980• Many of my research subjects are over100 years old

Diana Bedoya• I kickbox in my leisure time (just got my high blue belt)• I was obese for the greater part of my young adult life; am now 40 pounds light-er• I am of Colombian/Argentinian heritage• I am originally from Ontario, went to the University of Guelph• I speak Spanish and French• I’m a music festival and concert junkie• I have never eaten a Big Mac in mylife....and don’t plan on it!

Prof. Anne-Kristina Arnold• I have twin boys• I used to be on SFU basketball team• I research musculoskeletal injuryprevention

Don’t see your professor’s or lecturer’s trivia in this

booklet? Talk to them during our BBQ lunch to find them

out for yourself!

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NOTES