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Ronald W. Quinn

This presentation will describe through lecture and video the first Urban Soccer Collaborative National Youth Leadership Institute, a weeklong residence program held at Xavier University to assist future leaders within underserved communities. This program could serve as a model for teaching sport leadership and service to children between the ages of 14-18. The weeklong program consisted of a youth soccer coaching education certification course, goal-setting sessions, personal and career development workshops, service through soccer training, and a cultural experience via a field trip to the Freedom Center on the Underground Railroad. Upon completion of the program the students made a commitment to design and implement a service-learning project within their undeserved community within the calendar year. An update of their service projects will also be presented.

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Melissa Pangelinan, Marc Norcross, Megan MacDonald, Mary Rudisill, Danielle Wadsworth and James McDonald

interpretation of the types of experiences that can be used to satisfy the 3-credit-hr minimum experiential-learning requirement. Student experiences range from more traditional practicum and internship activities to conducting research and other forms of scholarship, participating in various service-learning

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Michael J. Diacin

). Verner, Keyser, and Morrow ( 2005 ) identified two basic categories of experiential learning: discrete and nondiscrete. Discrete activities were identified as those that are self-contained, such as internships and service learning experiences. Nondiscrete activities were identified as components of a

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Leeann M. Lower-Hoppe, Liz A. Wanless, Sarah M. Aldridge and Daniel W. Jones

). Examples of experiential learning theory application to sport management curricula include field experiences, such as internships or volunteering ( Pierce, Wanless, & Johnson, 2014 ); service learning ( Bennett, Henson, & Drane, 2003 ; Judge et al., 2011 ; Whitley & Walsh, 2014 ); the use of case method

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Andrea R. Taliaferro and Sean M. Bulger

The significance of adapted physical education (APE) practicum experiences in undergraduate physical education teacher education (PETE) programs is well documented. Researchers have described these hands-on service-learning opportunities as an essential and integral component of introductory APE

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Donna L. Goodwin and Janice Causgrove Dunn

, the authors integrate thought from different disciplines (that some say cannot be done) and apply it to an extremely complex community service learning context. They reinforce the work required of instructors for students to experience high-quality and deeply informed interdisciplinarity. Danielle

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Maureen Connolly and William J. Harvey

research and instructional design and theoretical orientations in a nimble and reflective fashion. Because we work in service-learning contexts, students in our classes participate in placement experiences with our complex profile participants. Service learning has gained increased legitimacy and

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Megan B. Shreffler, Adam R. Cocco and Jacob R. Shreffler

) discussed how service learning in the online classroom facilitates the opportunity for a symbiotic educational relationship that strengthens the course. The researchers found that service learning provides students the opportunity to practice learned skills in a functional environment, whereas the online

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Carrie W. LeCrom, Brendan Dwyer and Gregory Greenhalgh

and engage learners. Learning occurs not only inside the classroom but outside as well; as a result, emerging teaching techniques have been enlisted such as service learning, online or hybrid classrooms, and practical experiences ( Allen & Seaman, 2013 ; Ferrari & Chapman, 1999 ; Kolb, 2015

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K. Andrew R. Richards and Kim C. Graber

156 5.30 .88 156 .69 Develop a sense of student camaraderie 158 5.15 .90 156 5.29 .93 156 .57 Use a cohort model 157 4.46 1.38 156 4.11 1.86 155 .62 Provide access to academic advising 157 4.93 1.03 156 5.49 .95 155 .38 Utilize service learning 156 4.47 1.09 156 4.79 1.27 154 .56 Develop a major