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 Gross University of Michigan, Ann Arbor, MI, USA

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Kairos Marquardt University of Michigan, Ann Arbor, MI, USA

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Rebecca E. Hasson University of Michigan, Ann Arbor, MI, USA

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Michael Vesia University of Michigan, Ann Arbor, MI, USA

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Anthony R. King University of Michigan, Ann Arbor, MI, USA

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Peter F. Bodary University of Michigan, Ann Arbor, MI, USA

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DOI:
https://doi.org/10.1123/kr.2022-0021
Keywords:
inclusive pedagogy; course structure; transparent assignments; teamwork; problem solving
First Published Online:
26 Sep 2022
In Print:
Volume 11: Issue 4
Page Range:
343–352
Restricted access

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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