Global Engagement in the Kinesiology Classroom Through Virtual Exchange

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Pamela Beach Department of Kinesiology, Sport Studies and Physical Education, State University of New York Brockport, Brockport, NY, USA

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Melanie Perreault Department of Kinesiology, Sport Studies and Physical Education, State University of New York Brockport, Brockport, NY, USA

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Leapetswe Malete Department of Kinesiology, Michigan State University, East Lansing, MI, USA

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DOI:
https://doi.org/10.1123/kr.2021-0043
Keywords:
curriculum; collaborative online international learning, COIL; global education; intercultural competence
First Published Online:
09 Oct 2021
In Print:
Volume 10: Issue 4
Page Range:
398–403
Restricted access

As the importance of intercultural competence increases for future professionals, kinesiology faculty should consider internationalizing their curriculum. Faculty can promote intercultural competence through a variety of experiences, including studying abroad, attending international conferences, or adding a virtual exchange component to their classes. Global engagement in the classroom allows students to examine problem solving by scholars globally and enhances soft skills and career readiness skills. Because international travel through study abroad programs poses many challenges, this paper will focus upon an alternative, virtual exchange that can be implemented in any kinesiology or related course. Faculty can implement virtual exchanges with either an international class or a nonprofit organization on a large (e.g., complete course) or small scale (e.g., collaborative project). A sample design and tips for developing a collaborative project in a kinesiology course will be discussed to provide kinesiology faculty with a framework to begin a partnership around international course collaboration.

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