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Brian D. Clocksin and Margo B. Greicar

Community engagement is commonly imbedded in the ethos of institutions of higher education and has been identified as a High Impact Practice for student learning and retention. The Sustained Engagement Experiences in Kinesiology (SEEK) program at the University of La Verne is a curriculum-wide approach that moves students through four stages of community engagement: Respect, Participating with Effort, Self-Directions, and Leadership. The stages are developmentally sequenced across the curriculum and provide opportunities for learners to move from passive participants to active engagement scholars. The engagement experiences serve to enhance students’ abilities to transfer what they learn in the classroom to real-life problems, foster an asset-based approach to community engagement, and facilitate a transition from surface-to deep-learning.

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James A. Carson, John K. Petrella, Vanessa Yingling, Mallory R. Marshall, Jenny O, and Jennifer J. Sherwood

approach leaves students with a fragmented, incoherent understanding of the field wherein the various subdisciplines of kinesiology function and, thus, are often applied, independently of one another. Outside-the-classroom learning experiences that effectively implement high-impact practices, such as

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Isabel Valdez and Ting Liu

focus on utilizing high-impact practices ( Kuh, 2008 ) to make research-based learning the standard ( Boyer Commission on Educating Undergraduates in the Research University, 1998 ). These high-impact educational practices include first-year research experiences, collaborative assignments and projects

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Wendy Wheeler and Heather Van Mullem

Kinesiology Department integrates CIL within the kinesiology curriculum. Following high-impact practices, CIL is introduced as part of the first-year experience and assignments are scaffolded to help students develop critical thinking skills and improve information literacy ( Kuh, 2008 ). Small group

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M. Melissa Gross, Kairos Marquardt, Rebecca E. Hasson, Michael Vesia, Anthony R. King, and Peter F. Bodary

 al., 2021 ). Collaborative assignments and projects are one of the high-impact practices that have been shown to have a positive impact on student learning ( Kuh, 2008 ). Some of the benefits of collaborative assignments are described on the AAC&U website ( n.d.b. ) as “learning to work and solve problems

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Mark Urtel, Sara F. Michaliszyn, and Craig Stiemsma

. Done properly, internships tend to meet both expectations. In addition, internships are considered a high-impact practice regardless of major or discipline, are positively associated with student learning and retention, and typically require out-of-classroom time, meaningful interaction with a faculty

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Alan L. Smith and Jeffrey T. Fairbrother

for higher education. She argues that educators will need to think more broadly and holistically about their roles to successfully model to students the qualities necessary to thrive in ever-changing workplaces. Wheeler and Van Mullem ( 2021 ) follow this overview by presenting high-impact practices

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Mark Urtel, NiCole Keith, and Rafael E. Bahamonde

campus’ achievement of its academic mission. From a curriculum standpoint, the department utilizes high-impact practices early and often. By nature, our students and faculty are actively engaged in many ways, particularly within the diverse community to which IUPUI is located. Additionally, our

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Barry Braun, Nancy I. Williams, Carol Ewing Garber, and Matthew Hickey

experiences are quintessential high-impact practices that can launch students into a career they may have not considered before (many of us got our start this way!). The interactions with graduate students, postdoctoral fellows, and faculty provide opportunities for strong mentoring relationships, conveyance

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Carena Winters

initiatives to contribute to the evidence. Service learning and impact on student learning and field experience Service learning is a powerful high-impact practice, and EIM-OC provides a unique opportunity for implementation. The referral program and subsequent intervention require time of students, faculty