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Benjamin Young

Title: Assistant Professor

Department: Kinesiology, Health Promotion and Recreation

College: College of Education

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of Texas at Arlington, 2020
    Major: Kinesiology
    Dissertation: Novel Mechanisms of Peripheral Vascular Dysfunction in Patients with Type 2 Diabetes

Current Scheduled Teaching

No current or future courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

KINE 5290.001Current Topics in Exercise PhysiologySpring 2025 SPOT
KINE 4050.401Quantitative Analysis in KinesiologySpring 3W1 2025 Syllabus SPOT
KINE 3080.004Physiological Bases of Exercise and SportFall 2024 Syllabus SPOT
KINE 3080.002Physiological Bases of Exercise and SportSummer 5W1 2024 Syllabus SPOT
KINE 3080.002Physiological Bases of Exercise and SportSpring 2024 Syllabus SPOT
PHED 1000.902Scientific Principles and Practices of Health Related FitnessSpring 2024 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Journal Article

  • Darling, A.M., Young, B.E., Skow, R.J., Dominguez, C.M., Saunders, E.F., Fadel, P.J., Greaney, J.L. (2024). Sympathetic and blood pressure reactivity in young adults with major depressive disorder.. Journal of Affective Disorders.
  • Young, B.E., Kissell, C.E., Vranish, J.R., Stephens, B.Y., Holwerda, S.W., Fadel, P.J. (2024). Sex differences in sympathetic transduction in black and white adults: implications for racial disparities in hypertension and cardiovascular disease risk.. American Journal of Physiology.
  • Plunkett, M.J., Holwerda, S.W., Young, B.E., Fadel, P.J., Fisher, J.P. (2024). Respiratory modulation of sympathetic transduction to blood pressure in health and type 2 diabetes. Journal of Physiology.
  • Giacona, J.M., Petric, U.B., Kositanurit, W., Wang, J., Saldanha, S., Young, B.E., Khan, G., Connelly, M.A., Smith, S.A., Rohatgi, A., Vongpatanasin, W. (2024). HDL-C and apolipoprotein A-I are independently associated with skeletal muscle mitochondrial function in healthy humans.. American Journal of Physiology.
  • Kissell, C.E., Young, B.E., Jarrard, C.P., Huang, M., Allen, D.R., Okuda, D.T., Smith, S.A., Fadel, P.J., Davis, S.L. (2024). Reduced resting beat-to-beat blood pressure variability in females with relapsing-remitting multiple sclerosis.
  • Bigalke, J.A., Young, B.E., Cleveland, E.L., Fadel, P.J., Carter, J.R. (2024). Aging and sympathetic transduction to blood pressure in humans: methodological and physiological considerations. American Journal of Physiology.

Contracts, Grants and Sponsored Research

    Grant - Research

  • Young, B.E. (Principal), "Sympathetic Activation and Cerebrovascular Pressure Reactivity after Traumatic Brain Injury (TBI)," sponsored by National Institutes of Health, Federal, $92610 Funded. (2024).
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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