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School of Health Sciences

Marisa Hastie, Ed.D.

Marisa Hastie

Office: STC 104X

Tel: 617-243-2421


Pronouns: She/Her


  • Ed.D. Exercise Science/Foundations of Education & Leadership, George Fox University, Newberg, OR, 2013
  • M.S. Exercise & Sport Science, University of Oregon, Eugene, OR, 2003
  • B.S. Exercise Science, Gonzaga University, Spokane, WA, 2001


  • EXSC 302 ExercisePhysiology
  • EXSC 302L Exercise Physiology Lab
  • EXSC 410/420/425 Exercise Science Field Experience
  • EXSC 340 Research Methods
  • EXSC 405 Organization & Administration of Health and Fitness Facilities
  • EXSC 430 Exercise Science Capstone
  • EXSC 430 Exercise Science Capstone
  • NHP 711 Advanced Nutrition & Metabolism
  • NHP 714 Health Education & Communication through Social Media
  • NHP 715 Dietary Supplements

Dr. Marisa Hastie is a professor of exercise science and serves as the program chair for exercise science (CoAES accredited) and fitness management. Dr. Hastie is also currently serving as the faculty fellow for the RoseMary B. Fuss Center for Research on Intergenerational Education and Aging. Having served in a multitude of professional roles, she has worked as a fitness director, a personal trainer, a group exercise instructor, and an educator at the community college and university levels.

Dr. Hastie is a fellow of the American College of Sports Medicine (ACSM) and is an ACSM certified exercise physiologist. Dr. Hastie has served in several leadership roles at the regional and national level of the ACSM, which include her current roles on the Professional Education Committee at the national level and as the president elect for the New England chapter.

Her research interests have included exploring the connection between lifelong physical activity and long-term health outcomes, the relationship between exercise training and cognition, and the effects of discrimination experiences on health-related coping behaviors. Dr. Hastie has presented regionally and nationally on these topics and on successful pedagogical practices in the exercise sciences and has been published in the ACSM's flagship journal, Medicine and Science of Sports and Exercise.

Dr. Hastie became an educator because she strongly believes that the development of the whole student is a crucial responsibility of higher education institutions. In addition to vocational knowledge, skills, and abilities, it is inherent that we work to support and cultivate caring, ethical, critically thinking individuals in the educational system. Engaging students in their field of study using collaborative, active, and inclusive learning fosters self-confidence, professional engagement, civic and social responsibility, and a lifelong love of intellectual exploration.

What is important for your students to take away from your classes?
“I always hoped my students will leave my courses more excited and even more inquisitive about the field of Exercise Science. I view my role in the classroom as a 'trail guide' -- I’ve been on the trail before, I’ve scouted our route, I know where some of the most difficult parts will be, and I know where some of the greatest views are to stop and appreciate! I will share all of my knowledge, tools, resources, and the experiences I have had, but each journey is unique! I want my students to connect with our work in a meaningful, applicable, and very personal way. My role is to guide them on this journey – to celebrate their peaks and to help them through the rocky parts. My goal is to provide them with an experience where they can develop their own 'tools' so that they become active, inquisitive learners that are passionate exercise science professionals. The journey has just begun!”