High-Impact Educational Practices in Kinesiology: Examples of Curricular Advancements to Prepare Students for the Future of Work

in Kinesiology Review

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Wendy Wheeler Department of Kinesiology, Okanagan College, Kelowna, British Columbia, Canada

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Heather Van Mullem Division of Physical, Life, Movement and Sport Sciences, Lewis-Clark State College, Lewiston, ID, USA

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DOI:
https://doi.org/10.1123/kr.2021-0047
Keywords:
critical information literacy; collaborative learning; work-integrated learning; curriculum
First Published Online:
27 Oct 2021
In Print:
Volume 10: Issue 4
Page Range:
419–427
Restricted access

A 21st century college education should prepare students to meet workforce demands and contribute to an educated citizenry. This paper provides examples of the ways in which two institutions are adjusting kinesiology program design and delivery through the adoption of high-impact educational practices to prepare students to meet these goals. The authors describe first-year experiences to develop critical information literacy, a series of collaborative community-based health projects, and a unique internship experience for work-integrated learning. The authors reflect on the similarities between their efforts to implement high-impact teaching practices to prepare kinesiology students for the future of work. Keys to success include: (a) shifting to idea-based, learner-centered curriculum design; (b) developing strategic partnerships with college services, programs, and administrators; and (c) recognizing the significant impact of the changes on the student learning experience.

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