Vanessa R. Yingling is a biomechanist, educator, and researcher focused on bone strength development and health, with a particular interest in translating her research into programs or information to benefit the public.
Yingling has a B.S. from UC San Diego; an M.S. from State University of New York, Buffalo; and a Ph.D. from the University of Waterloo. Her postdoctoral fellowship was at Washington University in St. Louis Medical School in the Department of Orthopaedic Surgery. She comes to 17³Ô¹Ï from Cal State East Bay, where she was a professor of kinesiology.
What attracted you to 17³Ô¹Ï?
The Kinesiology Department at 17³Ô¹Ï was going through a transition and working with a team to reimagine the kinesiology program at the college, which seemed to be an exciting challenge. Kinesiology is a dynamic, multifaceted discipline that works well with other departments and programs. Students benefit from an integrated multidisciplinary education in the field whether their goals are pursuing a doctorate in physical therapy or other healthcare professions, working in the community, or becoming a small business owner. The focus on undergraduate research was very important to me. Undergraduate students benefit greatly from research experience and the presenting of their work at professional conferences, and I believe the research process helps them connect their academic learning with real-world applications.
The focus on community partnerships at 17³Ô¹Ï aligns with what I believe a kinesiology program must have to translate academic knowledge into applied practice in the community. Misinformation and disinformation in health, fitness, and nutrition are increasingly pervasive, often influencing public behavior in ways that undermine health outcomes. Equipping students with the skills to critically evaluate information and distinguish reliable sources from pseudoscience is crucial for their success both in academia and beyond.
Can you talk about a favorite class you have taught (or are currently teaching) and what students can expect to take away from it?
It wasn’t a class, but engaging with students as we build a research infrastructure in the department has been rewarding and fun to watch. As I started to develop the research infrastructure, the students were involved from Day 1. This was not a class but open hours during which we inventoried the equipment in the department, purchased new equipment, revised protocols, and, at the end of the fall semester, held a Kinesiology on the Quad event. I introduced the 17³Ô¹Ï Kinesiology Research Group (Oxy KRG), modeled after a similar group at Cal State East Bay, to provide the structure as we grow research in the department with few faculty. The mission of Oxy KRG is to prepare students not just to consume science, but to create it—with integrity, curiosity, and the skills needed for graduate study, professional advancement, and lifelong engagement with the discipline of kinesiology. We now have multiple projects with student research teams with student leads. Some projects are preparing for IRB approval and others have started collecting data and submitting preregistration for the projects. I hope all students in the department are engaged in research at some level during their time at Oxy, and my goal is to build a team culture where students are onboarding new students to the projects. There is also a Science Communication group in Oxy KRG which is building the protocol to systematically research and report out on current topics that students are interested in.