The Graduate School

Brief description of the non-academic unit: At the Center for Career Readiness and Life Skills our mission is to deliver comprehensive, innovative, and inclusive programs and services for all students. We cultivate connections to campus and community partners promoting opportunities for students to become contributing members of the state, national and world communities.

Campus location(s) of non-academic unit: Wilbur Cross Building, Storrs Campus

Graduate Assistant Job Title: Career Readiness & Engagement Graduate Assistants

Position Summary: The Center for Career Readiness and Life Skills at the University of Connecticut is seeking two dynamic and motivated Career Readiness & Engagement Graduate Assistants to support key initiatives across Career Everywhere, Programming, and Alumni Relations. These roles offer a unique opportunity to gain hands-on experience in career programming, event planning, curriculum development, and alumni engagement while contributing to the career readiness of UConn students. Graduate Assistants will work collaboratively and may be assigned responsibilities across both areas based on interest, experience, and Center needs.

Duration of the position:

• Summer Appointment: June – August 2025 for training and planning. (required)
• Academic-Year Appointment: August 2025 – May 2026, with the potential for renewal.

Hours: 20 hours per week per graduate assistant

Work location: Wilbur Cross Building, Storrs Campus

Name and title of individual providing supervision:

• Amelinda Rossitto, Senior Associate Director
• Steve Kligerman, Assistant Director for Programming & Career Everywhere

Three (3) Primary Career Readiness Competencies Associated with this Role Include:

• Critical Thinking
• Leadership
• Technology

Responsibilities may include, but are not limited to, the following:

• Program Planning & Scheduling
  • Manage scheduling for the Center’s requests for presentations, tabling sessions, special events, and maintain the Career Champion Programming Calendar of Events.
  • Assist in coordinating the planning and facilitation of both in-person and virtual annual and special events for Career Champions, students, and alumni.
  • Design and deliver training sessions for Career Readiness staff and working learners on programming operations, new presentation content, and advanced presentation skills.
• Career Readiness Resource Development
  • Collaborate with the team to develop new career readiness modules and assignments for the UConn community, using Blackboard and Articulate 360 to design and implement modules into the curriculum.
  • Review and refine existing career modules and career videos, recommending updates for content, format, and platform, in collaboration with Career Readiness staff and campus partners.
  • Update and create presentations using PowerPoint and Canva, while preparing leader’s notes for programs and presentations.
  • Conduct benchmarking research on career-readiness programming and curriculum to identify best practices and enhance content development.
  • Develop alumni-centered resources.
  • May receive training to provide one-on-one résumé coaching to students.
• Data Collection and Analysis
  • Collect and manage data for all career-readiness programs.
  • Analyze program data and reports, making informed recommendations for the Career Everywhere and Career Champion Program.
  • Manage attendance data collection for all programs.
  • Maintain and manage the Career Champion Directory via Excel and Kuali Build.
  • Organize and document notes/projects from administrative team meetings.
  • Creating and executing marketing and retention campaigns in 12Twentry CRM
  • Act as a liaison between Career Champions and the Center's Assessment and Technology team to optimize the Center's CRM, 12Twenty's functionality for programming and engagement goals.
• Outreach & Marketing
  • Create targeted email campaign lists for Alumni Programming and programming marketing emails.
  • Develop content for the Career Everywhere Happenings and Alumni newsletters.
  • Work with alumni and Career Champions to coordinate programming, schedule meetings, and conduct interviews for spotlight blogs.
  • Write career readiness and spotlight blogs for career.uconn.edu.
• Supervision
  • May supervise projects for three student interns.

Minimum Qualifications

• Proficient in Microsoft Excel, PowerPoint, Word, Canva, and Zoom.
• Excellent organizational skills with the ability to manage multiple projects independently and simultaneously.
• Exceptional written and verbal communication skills, with experience in public speaking.
• Strong data management experience.
• Eagerness and ability to learn and utilize new technologies.

Preferred Qualifications

• Familiarity with Blackboard LMS (HuskyCT), SharePoint, and Kuali Build is preferred.

Education and Prior Experience Requirements: Currently pursuing a master’s or doctoral degree at the University of Connecticut.

Application Steps & Materials

Please submit all application materials by email to Amelinda Rossitto at amelinda.rossitto@uconn.edu with the Subject line: Career Readiness & Engagement GA Application

Include the following materials

1. Résumé/CV

2. Cover Letter

3. contact information for three professional references

Applications are reviewed on a rolling basis with final submission deadline for consideration: April 1, 2025

Interviews will begin the week of: April 7, 2025

Compensation and Benefits Statement

Compensation & Benefits: Stipend consistent with UConn Graduate Employee Union (GEU) rates and successful candidate’s level of education. Stipend rates can be found here. See the GEU contract for other generous benefits provided, including paid time off, tuition remission, and subsidized health insurance through the Connecticut Partnership Plan.

The University of Connecticut is an AA/EEO employer.

Questions may be directed to: Amelinda Rossitto at amelinda.rossitto@uconn.edu

University of Connecticut | Office of First Year Programs & Learning Communities
2025-26 Learning Community Graduate Assistant Job Description

The Learning Community Program is seeking current UConn graduate student applicants for Graduate Assistant positions working with one of the following Learning Communities (LC): 1. BSOUL (Black Sisters Optimizing Unity & Leadership) House; 2. EcoHouse; 3. Humanities House; 4. Innovation House; and 5. Public Health House. These are each half-GA positions, 10-hours per week, with employment dates of: August 23, 2025 to May 22, 2026.

UConn Learning Communities engage first- and second-year undergraduate students in any major who live together in a Residence Hall in courses and community building/educational activities that relate to the theme of the LC. The LC experience is designed to assist students in successfully transitioning to college life and to learn to navigate resources and opportunities on campus. LC GAs work in collaboration with the LC Program and report to the LC Faculty Director, providing administrative support for the LC.

GA Responsibilities:

1. Support the LC Faculty Director’s vision; develop positive and professional relationships with the LC leadership team, partners, and student members; communicate regularly with LC Faculty Director and LC Program staff.
2. Plan, implement, manage, and evaluate LC events, activities, and trips, including all related procedures, budgeting, scheduling, marketing, and recruitment, including developing ways to introduce and engage students in using the UConn Innovation Zone makerspace.
3. May co-instruct, instruct, and/or support credit bearing FYE (First Year Experience, UNIV 1810), service-learning (UNIV 1840), and/or sophomore courses (UNIV 3820); assist in the development of curriculum; plan/implement class activities; supervise projects, and assess student learning. Those teaching must participate in required training for FYE instructors, including attending the FY Innovation Conference (UConn Storrs, May) and training workshops throughout the year. GAs teaching LC First Year Experience courses (UNIV 1810) are highly encouraged to enroll in EDLR 5130: Teaching College Students Through Transition, a Fall 3-credit graduate course to support graduate student instructors of FYE courses.
4. Required to hold weekly office hours within the LC’s Residence Hall; mentor and advise every LC student member utilizing individual and group strategies, always maintaining appropriate/professional boundaries with students.
5. Advise LC student leaders/committees; set individual and group performance standards; manage workflow; evaluate individual and group performance, and provide regular oversight and feedback.
6. Assist in the development of LC marketing and public relations efforts; ensure that print/electronic materials are professional and collegiate-level in appearance, current, and accurate; organize/deliver presentations; write articles for university and/or program newsletters, blogs, websites; manage Instagram and LinkedIn postings about LC accomplishments.
7. Connect students with relevant faculty, programs, events, and opportunities occurring across campus relevant to the theme of the LC and individual student interests; encourage student engagement as well as professional and personal development.
8. Required to attend bi-annual LC Team Planning meetings the week before the start of each semester, regularly scheduled LC Team Meetings, other required meetings, and may be asked to represent the Faculty Director at meetings and events.
9. Required to attend LC-wide events and individual LC events and trips throughout the year; must ensure that individual LC scheduled activities do not conflict with LC-wide activities.
10. Prepare a report on responsibilities completed in this position at the end of each semester, and prepare, or contribute to, the LC Annual Report submitted to the LC Program office at end of the academic year.
11. Complete other duties as assigned.

Commitment: 10 hours per week for half-time Graduate Assistantship. Weekly work schedule will vary based on availability and programmatic needs. Weekend and evening hours are required to lead and/or attend courses, events, and activities. Information about UConn Graduate Assistant positions can be viewed here: https://grad.uconn.edu/graduate-assistantships/.

UConn GA Dates of Employment follow university guidelines which require work during Thanksgiving/Winter/Spring/Summer Break periods, including beyond the end of the Fall & Spring semesters (see https://uconngradunion.org/; GAs can take up to four weeks off during the year with pre-approval – many use this time off during part of Winter Break, December to January). Candidates must be able and willing to fulfill this obligation.

Qualifications: Strong English language written and verbal communication skills; strong organization, leadership, and programming skills; commitment to student success, creativity, and innovation; demonstrated mentoring experience; ability to use Microsoft Office; an ability and willingness to be in-person on the UConn Storrs campus for this role; must be actively enrolled in a graduate program at UConn. LC Graduate Assistantships are 1-year appointments with no guarantee of re-appointment the following year.

Preferred Qualifications: More than 1 year left before graduation; at least 1 year experience supervising or mentoring college students; experience with event planning and coordination; related professional experience; teaching experience.

Application Process: Interested candidates should email a Letter of Interest; Resume/CV; and Names, Titles and Contact Information for 3 Professional References to: Taylor.Robichaud@uconn.edu. The Letter of Interest must indicate: which 1-2 LC GA positions you are interested in and how your experience relates to the theme of the LC, what month and year you plan to graduate, which graduate program you are completing; name and contact information of your graduate program advisor, and acknowledge that you understand the dates of employment and can fulfill them. Applications will be accepted until positions are filled. Please note that this office only has a small number of Graduate Assistant positions available and there is usually a lot of interest in them.

The University of Connecticut is an EEO/AA employer.

Graduate Assistant – Budget, Planning, & Institutional Research (BPIR)
2025/2026 Academic Year
Web-Based Data Analytics & Dashboard Development

The Office of Budget, Planning and Institutional Research (BPIR) at the University of Connecticut is seeking a talented and motivated graduate student to develop and maintain a website and interactive data dashboard for tracking student success, career outcomes, and economic impact. This is a fantastic opportunity to gain hands-on experience in web development, data visualization, and advanced programming while contributing to a meaningful project.

Responsibilities:

• Design and develop a user-friendly, interactive website to present labor market analytics and student success data.
• Utilize modern web frameworks such as React.js to build an intuitive front-end experience.
• Implement back-end processing to handle data queries and API requests.
• Develop interactive data dashboards creatively to visualize key metrics and insights.
• Ensure data accuracy, security, and compliance with FERPA and university policies.
• Maintain and update the website and dashboard as new data becomes available.
• Document development processes, ensuring clear guidelines for future maintenance.

Minimum Qualifications:

• Must be a currently enrolled doctoral student
• Field of study: Computer Science, Data Science, Statistics, or related disciplines.
• Proficiency in web development technologies (e.g., HTML, CSS, JavaScript, React.js, Vue.js).
• Experience with Python, R, or JavaScript for data manipulation and visualization.
• Strong problem-solving, analytical, and debugging skills.
• Ability to work independently and meet critical project milestones.
• Excellent communication and collaboration skills, with experience in team-based research projects.

Workload: 20 hours/week

Application Process:

• Interested candidates should submit the following materials to impact@uconn.edu by March 31, 2025:

o Resume or CV detailing relevant experience.
o A brief cover letter outlining your qualifications and interest in the position.
o (Optional) A portfolio or GitHub link showcasing previous web development or data visualization projects.

Technical Assessment:

• Qualified candidates will be invited to complete a coding challenge between April 16 –April 30, 2025.
• A sample dataset will be provided.
• Candidates must develop a sample webpage that presents data visualizations based on the dataset.

Start Date: August 25th, 2025

Contact: Yizhi Zhu, Ph.D. Research and Planning Analyst II (impact@uconn.edu)

UConn’ BPIR is an equal opportunity employer and values diversity. We encourage applications from all qualified candidates regardless of race, color, religion, sex, national origin, age, disability, or veteran status.

Brief description of the non-academic unit: At the Center for Career Readiness and Life Skills, our mission is to deliver comprehensive, innovative, and inclusive programs and services for all students. We provide services and resources to undergraduate and graduate students throughout the five campuses (Storrs and four regional locations) and cultivate connections with campus and community partners to promote opportunities for students to enhance their career readiness. Students work with the Career Center for major and career exploration; application materials for internships, jobs, and graduate school (résumé, cover letter, personal statement); and provide support for interview preparation, networking, and overall career readiness.

Campus location(s) of non-academic unit: Wilbur Cross Building, Storrs Campus

Graduate Assistant Job Title: Career Readiness Content Graduate Assistant

Position Summary: The Career Readiness Content Graduate Assistant will play a key role in supporting the development, management, and delivery of career-related courses and resources aimed at assisting students in their transition from college to the workforce or graduate school.

Duration of the position: Fall 2025-Spring 2026

Hours: 20 hours per week, over three to five days, M-F, between 8 am – 5 pm

Work location: Wilbur Cross Building, Storrs Campus

Name and title of individual(s) providing supervision:

• Kaitlyn Anderson, Career Readiness Program Designer
• Beth Settje, Associate Director

Three (3) Primary Career Readiness Competencies Associated with this Role Include:

1. Communication
2. Critical Thinking
3. Technology

Responsibilities may include, but are not limited to, the following:

• Career Center course design and implementation, as well as preparation materials related to transitioning from college to work and/or going to graduate school
  • Contribute to planning, organizing, and implementing the Career Center’s Courses: review and update course syllabi, lecture notes, slides, and content with attention to accessibility standards
  • Grade course material, track student progress, and make suggestions for course improvements
  • Integrate course into Blackboard; able to learn and use UConn technology options and course authoring platforms such as Articulate 360
  • May facilitate/instruct courses or sections as needed
• Review and/or develop content for graduate school preparation
• Write career-related blogs and other instructional materials
• Contribute to the management of web resources about career-related topics for department website
• Interact regularly with faculty, staff, undergraduate, and graduate students from a range of academic fields of study through in-person and virtual meetings, as well as written communication
• Attend and work major career center events or presence at university activities, such as career fairs, orientation, open house, and student/staff training
• Participate in training, department meetings, strategic planning, and other committees
• Other tasks as assigned

Minimum Qualifications

• Strong written and verbal communication skills demonstrated through public speaking experience
• Organized and proficient with data management
• Ability to independently manage multiple projects and meet deadlines
• Proficiency in Microsoft PowerPoint, Word, and Excel
• Knowledge of Blackboard or similar classroom management system; Surveying Tools (Qualtrics, etc.) or other educational technologies

Preferred Qualifications

• Prior experience as a mentor, teaching assistant, group facilitator or similar role
• Ability and desire to learn and understand various technologies utilized in career development
• Prior experience developing and managing course content (presentations, assignments, and assessments)

Education and Prior Experience Requirements:

• Pursuing master’s degree or doctoral degree at the University of Connecticut

Application Steps & Materials

Please submit all application materials by email to Beth Settje at beth.settje@uconn.edu with the Subject line: Fall 2025-Spring 2026 Career Readiness Content GA application

Include the following materials

1. Résumé or CV
2. Cover Letter
3. Three References

Applications are reviewed on a rolling basis with final submission deadline for consideration: March 30, 2025

First-round interviews will be held between March 26^th and April 4^th. A second round of interviews will be held the week of April 7^th.

Compensation and Benefits Statement

Compensation & Benefits: Stipend consistent with UConn Graduate Employee Union (GEU) rates and successful candidate’s level of education. Stipend rates can be found in article 21 of the current GEU contract. See the full GEU contract  for other generous benefits provided, including paid time off, tuition remission, and subsidized health insurance through the Connecticut Partnership Plan.

The University of Connecticut is an AA/EEO employer.

Questions may be directed to: Beth Settje at beth.settje@uconn.edu

Introduction
The REINVENT-PT lab (REhabilitation INnoVations & Emerging Novel Technologies in Physical Therapy, Principal Investigator (PI): Dr. Sudha Srinivasan) at the University of Connecticut (UConn) is seeking diligent, energetic, and empathetic students interested in pursuing a doctoral degree in Kinesiology beginning Fall 2025.

The REINVENT-PT lab is interested in understanding developmental trajectories of individuals with neuro-developmental disabilities such as Cerebral Palsy, Autism, Down Syndrome, and Intellectual Disability across the lifespan. We are interested in studying how infants and children with developmental disabilities explore their physical and social environment compared to typically developing peers, as well as the cascading effects of motor difficulties on a child’s social communication and cognitive development. We are also interested in assessing health-related outcomes in adolescents and young adults with developmental disabilities, including their physical activity and physical fitness levels. Based on our understanding of the developmental trajectories of individuals with disabilities, our goal is to develop multisystem, engaging, evidence-based, behavioural interventions and assistive technologies to empower the lives of people with disabilities. We are interested in developing motivating interventions that harness an individual’s intrinsic interests/preferences in positive ways to bring about sustained behaviour change.

Past work in our lab has included: (1) developing and assessing the effects of creative movement-based interventions involving music, dance, and yoga for children with autism; (2) assessing physical activity levels in youth with developmental disabilities compared to typically developing peers and understanding stakeholder perspectives related to facilitators and barriers around physical activity engagement among youth with disabilities; and (3) designing accessible and user-friendly communication aids for nonverbal and minimally-verbal children with disabilities and assessing the effects of a training program using novel assistive technologies. In addition, our lab has conducted and published multiple systematic reviews and perspectives in the areas of physical activity, equine therapies, telehealth-based interventions, and creative movement therapies.

Our work on project (1) suggests that whole-body creative movement interventions that promote playful exploration, creativity, improvisation, and self-expression are inherently more enjoyable and motivating for children with autism compared to standard-of-care interventions. Moreover, these interventions can promote multisystem development in perceptuo-motor, social communication, and cognitive domains among children with autism. Our work so far on project (2) suggests that youth with disabilities have lower levels of physical fitness, engage in lower levels of physical activity, are more sedentary, and have lower levels of motor proficiency/function compared to typically developing peers. Moreover, focus group discussions with youth with disabilities, their caregivers, special educators, and therapists indicate that youth with disabilities prefer activities that are fun, non-competitive, and that promote interactions with neurotypical peers. Families face several barriers in promoting physical activity among youth including limitations related to accessibility and affordability of adult-oriented programs, availability of trained personnel, and challenges in balancing multiple work and family-related commitments. Finally, results from project (3) suggest that a 3-month training program provided in a special school setting using a child-friendly, icon-driven communication system called Jellow, which was developed following multiple user studies, led to improvements in communication skills among 17 children with autism.

Over the last 4 years, our lab’s work has focused on exploring the utility and efficacy of using playful joystick-operated ride-on toys to promote upper extremity function and spontaneous use in children with hemiplegia. Children with hemiplegia have poor control, specifically in their upper extremity, on their affected side, which leads to significant limitations in daily activities and their ability to participate in play, at school, and within the community. Current evidence-based clinical practice guidelines suggest that children with cerebral palsy require intensive practice for several hours per week to produce meaningful improvements in function and participation. Our line of work is aimed at assessing the adjunctive value of playful training programs using joystick-operated ride-on toys in addition to conventional rehabilitation to improve arm use and function among children with hemiplegia. We are interested in exploring the feasibility of implementing such training programs within multiple settings and as part of different service delivery models, e.g., at home, clinic, school, summer camp, within the community, etc. We are also interested in comparing the efficacy of single- versus dual-joystick ride-on-toy navigation training in improving unimanual and bimanual function in children with hemiplegia. The new graduate student joining the lab will receive the opportunity to work on funded projects in the lab related to this line of research with children with hemiplegia. We have recently received funding from the National Institutes of Health (NIH) to conduct a randomized controlled trial (RCT) to assess the feasibility and preliminary efficacy of a 6-week ride-on-toy navigation training intervention compared to a dose-matched intervention standard-of-care seated intervention among 30 children with hemiplegia between 3 and 8 years.

As a graduate student, the prospective candidate will be involved in multiple related projects in the lab starting with the recently funded RCT. The student will be engaged in several aspects of the research process including preparing materials to get approval for research from the institutional review board, participant recruitment and screening, data collection and administration of standardized
tests/measures with children/youth, development and delivery of novel treatment protocols, data coding and analysis, and data dissemination through manuscript writing. The student will have the opportunity to learn technical skills (e.g., motion capture techniques, accelerometery to assess arm activity, video data-based behavioural coding software, post-processing algorithms to analyse collected data, scientific presentation and writing skills, critical review of published literature, etc.) and soft skills (e.g., time management, multi-tasking, mentoring undergraduate students, etc.). The student will also be interacting on a regular basis, under the supervision of the PI, with undergraduate and graduate students working in the lab on research projects.

The Department of Kinesiology at the University of Connecticut (UConn) is regarded as one of the best in the United States, with the doctoral program ranked #2 in the US. The faculty includes recognized leaders in the fields of exercise science, athletic training, and physical therapy. Given the nature of our work, our lab also works closely with the Psychological Sciences and Biomedical Engineering Departments at UConn. In addition, the PI is an affiliate of the Institute for Collaboration on Health, Intervention, and Policy (InCHIP; https://chip.uconn.edu/home/) and the Connecticut Institute of the Brain and Cognitive Sciences (IBACS; https://ibacs.uconn.edu/). The student may be able to work with faculty within these institutes/centres and take relevant training courses offered by these institutes/centres. As a part of their graduate curriculum, the student will receive an interdisciplinary education, which may include several courses in statistics, research methods, developmental psychology, developmental disabilities, exercise science, exercise prescription, scientific presentations, grant writing, and human development and family studies. The plan of study will be tailored based on the requirements of the topic of the student’s dissertation and in accordance with the lab’s research agenda.

Required Qualifications and Attributes

1. Master’s degree in Physical Therapy/Physiotherapy/Occupational Therapy or related fields with a specialization in Neuroscience or Rehabilitation or Paediatrics, with a strong academic record. Students with a Bachelor’s degree in Physical Therapy/Physiotherapy/Occupational Therapy, with a strong academic record, may be considered for the position. (Note: Students with a Bachelor’s degree will need to get their Master’s degree at UConn prior to beginning their PhD curriculum. This requirement need not be separately satisfied - it will be integrated into the student’s PhD program.). Students from other related fields with relevant experience working with children or individuals with developmental disabilities will be considered.
2. 1-2 years of experience working with children or young adults with developmental disabilities.
3. Experience with research including designing a study, obtaining approval for human subjects research, recruitment of participants, data collection, data analyses, and data dissemination (e.g., writing manuscripts, presenting at conferences through platform and/or poster presentations, writing abstracts for submission to conferences/annual meetings, etc.).
4. Ability and willingness to learn and work hard, with great attention to detail.
5. High levels of motivation, passion for research, and academic curiosity to excel.
6. Willingness to take the initiative in designing and solving research-related problems.
7. Excellent interpersonal and time management skills and ability to work as part of an inter-disciplinary team.
8. Strong written and oral communication skills (as indicated by TOEFL scores>100/120 or IELTS score > 7/10, writing sample, and as assessed during virtual interview) and leadership qualities to work with research staff and students in the lab.
9. Proficiency in using MS-Office (Excel, Word, PowerPoint).
10. Working knowledge of statistics, research design, and quantitative skills, as assessed by GRE scores > 300. (Note: In exceptional circumstances, the GRE requirement may be waived, but this is completely at the discretion of the PI.)
11. Willingness and ability to drive a car to travel within 1.5 hour driving distance from UConn for data collections (note, mileage reimbursement will be provided for travel)

Preferred Qualifications and Attributes

1. Knowledge of motion tracking systems and their use for measuring upper and lower extremity kinematics
2. Knowledge of programming using MATLAB®
3. Experience with brain imaging tools such as fNIRS, EEG, etc.

To Apply
To apply for this position, please send the following materials via email to Dr. Sudha Srinivasan at sudha.srinivasan@uconn.edu

1. A cover letter with at least 2 references (please provide contact information and details of at least 2 of your references who can be contacted for more information);
2. Curriculum Vitae (describing educational qualifications, trainings/certifications, and relevant work/research experience);
3. A brief (1-2 pages) statement of interests (please clearly define your research interests and discuss how your interests align with the work we pursue in our lab; please add what you think you will bring to our lab and what you hope to gain from pursuing research in our lab);
4. A writing sample (thesis draft / journal article / review paper / conference paper, etc.).

Next Steps

• Upon review of your application packet by the lab PI, you may be contacted for a virtual 1.5-hour interview, if you are shortlisted for the position. The interview will help the PI learn more about your academic qualifications, career aspirations, potential fit with the lab agenda, interpersonal skills, expectations from the program and your advisor, and any other issues on which the PI would like clarification.
• Following this initial interview, the PI may schedule a second interview that will involve a presentation of your past work / research project / publication.
• If the PI selects your application, you will be requested to formally apply to UConn. Please note that you can apply to UConn BEFORE you take the TOEFL &/or GRE. Steps for completing the UConn application, along with timelines, are outlined here: https://grad.uconn.edu/admissions/requirements/
• Assistantships: Based on your interactions with the PI, you may be selected to receive a research or teaching assistantship (RA/TA). If you are on at least a 50% RA/TA (i.e., involving 10 hours of work per week), your tuition fees are waived by the university. Please note that the assistantship allows you to work as an academic assistant at UConn while still pursuing your graduate education at the university. The duties of an RA/TA are decided in conjunction with your primary advisor and the needs of the department that will hire you. More information on assistantships can be found at: https://grad.uconn.edu/assistantships/
• Other helpful links for students are as follows:
  • Prospective students: https://grad.uconn.edu/prospective-student/
  • Exercise Science (MS/PhD program overview): https://exsci.kins.uconn.edu/graduate-program-overview/
  • Graduate Studies Handbook (Department of Kinesiology): https://exsci.kins.uconn.edu/informational-guide/
  • UConn Graduate catalog: https://gradcatalog.uconn.edu/pdf-catalog/
  • Center of International Students & Scholars: https://isss.uconn.edu/