Designing for Cross-Cutting Skill Development and Diversity, Equity, and Inclusion in a Foundational Kinesiology Course

in Kinesiology Review

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M. Melissa GrossUniversity of Michigan, Ann Arbor, MI, USA

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Kairos MarquardtUniversity of Michigan, Ann Arbor, MI, USA

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Rebecca E. HassonUniversity of Michigan, Ann Arbor, MI, USA

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Michael VesiaUniversity of Michigan, Ann Arbor, MI, USA

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Anthony R. KingUniversity of Michigan, Ann Arbor, MI, USA

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Peter F. BodaryUniversity of Michigan, Ann Arbor, MI, USA

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Pedagogical strategies continue to improve and evolve with the primary purpose of preparing learners for life and career challenges. The focus on discipline-specific content and individual assessment has dominated higher education practice, including those in kinesiology. Although there is a clear vision to enhance diversity, equity, and inclusion in kinesiology curricula, we also need to improve important foundational skills (e.g., quantitative literacy, information literacy, teamwork skills) that our students need to succeed in our programs and beyond. Our narrative review highlights how we tackled these two challenges in an intentional redesign of our foundational kinesiology course. In addition, we outline how we integrated our siloed content and moved to coinstruction of a large, team-based-learning class that employs a diverse set of learning assessments and is supported by near-peer learning assistants.

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