Many universities have limited resources yet aim to provide worthy learning opportunities to their students. This goal can be met through the offering of alternative delivery methods and service learning. Alternative delivery methods have evolved as technology has advanced. This paper addresses the benefits of blended learning for students, faculty, and universities. Through an institutional grant emphasizing innovative teaching strategies, the authors explain how a kinesiology course that includes service learning was transformed from a face-to-face class to a blended learning environment. Two flagship assignments are explained and comments from students are shared.
Jaye K. Luke and Joanna L. Morrissey
Joanna L. Morrissey, Joseph A. Beckett, Ross Sherman, and Lisa J. Leininger
As undergraduate students prepare to enter the workforce and become engaged members in their communities, it is necessary for universities to provide students with opportunities and resources to develop the knowledge, skills, and attitudes needed to be successful in their professional, personal, and social pursuits. Experiential learning is one approach that may be used to facilitate and strengthen the learning process for undergraduate students. Grounded in experiential learning, Kinesiology-specific service learning and internship programs can help students develop the skillset needed to be successful in their major and future careers. To best facilitate students’ learning, it is imperative that such academic programs build collaborative, sustainable and genuine campus-community partnerships. This paper presents a series of practical and successful partnership-building strategies from three unique institutions.