Internship experiences are currently embedded in a multitude of academic programs to provide students a more seamless transition from university to the professional setting. Research in a variety of academic fields (e.g., business, sport marketing, public health) reveals that internships enhance students’ professional knowledge and skills as well as increase opportunities for employment. Students studying kinesiology intend to enter a variety of professions (e.g., preprofessional, fitness development, physical education teaching), and departments frequently offer students multiple opportunities to engage in field-based learning experiences (FBLEs). As kinesiology programs have evolved to provide several degree programs and grown in the number of students serviced, challenges in managing the internship program have emerged. The purpose of this paper is to share the experiences of three university kinesiology departments in regard to internship management, placement, and site visits.
Edward Hebert, Ralph Wood, Jayne M. Jenkins, and Charles E. Robison
Cole G. Armstrong, Theodore M. Butryn, Vernon L. Andrews, and Matthew A. Masucci
willingness to engage in more meaningful academic–professional partnerships, none of the organizations present had a codified practice in place. Thus, it is clear that CSR-focused sport management education should include relevant literature on athlete activism, as well as applied pedagogy designed to engage
often emphasized and even overstated ( McMains, 2010 ) to produce further persuasive narrative lines to attract mainstream audiences. So You Think You Can Dance (SYTYCD) Unlike the amateur/professional partnership of DWTS, So You Think You Can Dance (SYTYCD) portrays trained dancers who are selected