Civic engagement and service learning opportunities provide students with unique real-world experiences they are unable to acquire in a traditional in-class setting. Students develop a commitment to the community in which they live, exposure to other populations, leadership abilities, skills to work successfully within a team, and a chance to learn from failure. The Carnegie Foundation for the Advancement of Teaching has recognized the importance of such opportunities and has added the Community Engagement Classification to the restructured Carnegie Classifications of Institutions of Higher Education. The purpose of this paper is to provide a synthesis of the literature that addresses civic engagement and service learning opportunities and to describe a university class that was designed to provide undergraduate students with a capstone service learning experience promoting wellness for older adults in the community. Data that were collected to evaluate the success of the class are also described.
Kim C. Graber, Wojtek Chodzko-Zajko, Jamie A. O’Connor and Jenny M. Linker
K. Andrew R. Richards and Kim C. Graber
regard to engaging in retention initiatives? and (c) How do perceptions of strategies and barriers vary across institution Carnegie Classification? Method Data for this study were drawn from the PETE student retention questions included in the survey questionnaire described in Chapter 4 ( Richards
Grace Goc Karp, Kay Williamson and Bethany Shifflett
Traditionally, faculty members have had to balance three main components of their work: research, teaching, and service. This balance can be influenced by career stage, personal work orientations, and organizational climate. This study was an exploration of the work roles of physical education teacher educators (PETEs) by gender and tenure status in research or doctoral-granting institutions. A survey was devised to gather information regarding background, workload, institutional expectations, personal skills, sources of support and feedback, and job satisfaction. Respondents (N = 98) from programs cross-referenced with the Carnegie classification system (Carnegie Foundation, 1987), and the Physical Education Gold Book (1987) returned the survey (77% response rate). Frequencies, cross-tabulations, and measures of central tendency and variability for continuous variables were obtained. Results suggested dissonance existed in the areas of research and teaching. Structural ambiguity was evident between institutional values and personal skills, particularly for tenured women.
Jason R. Carter, Penny McCullagh and Rick Kreider
Over the past decade, institutions of higher education have been forced to become more innovative and entrepreneurial, seeking creative solutions to budget challenges. This has been particularly important within kinesiology programs, which represent one of the largest growing sectors of higher education over the past 10–15 years. In preparation for the 2016 American Kinesiology Association (AKA) Leadership Workshop, a survey was administered by the AKA to capture key institutional classifications (i.e., Carnegie classification, institutional size, public vs. private designation) and department chair or designated administrator perceptions on entrepreneurial issues relevant to their unit. Sixty-eight of 881 units surveyed responded, yielding a response rate of 7.7%. The majority of respondents (67%) indicated a unit funding model that was based on the previous year’s level (i.e., historical budget model). While the majority of respondents reported that their unit is provided with “adequate to plentiful” resources (59%), this varied widely based on institutional classification. Specifically, baccalaureate institutions (Chi-square 18.054, p < .001) and institutions with < 5,000 students (Chi-square 10.433, p & .015) had the least favorable perceptions of unit resource allocation. For the majority of entrepreneurial activities and partnerships (5 of 8 targeted questions), ≥ 50% of the respondents reported “no involvement.” There was a significant mismatch between actual vs. expected time spent by the department chair on fundraising activities (Chi-square 4.627, p = .031), with higher expectations than actual time spent on fundraising. In summary, the AKA survey suggests that there is tremendous heterogeneity in perceptions of and participation in entrepreneurial activities within kinesiology, and that there remains strategic areas of opportunity within the field.
K. Andrew R. Richards, Chad M. Killian, Kim C. Graber and Ben D. Kern
original database was developed using the 1994 and 2001 Carnegie Classification of Institutions of Higher Education ( 2015 ) and the UnivSource ( 2010 ) list of institutions of higher education to identify all colleges and universities in the United States ( n = 3,595) that offered initial licensure PETE
James A. Carson, John K. Petrella, Vanessa Yingling, Mallory R. Marshall, Jenny O and Jennifer J. Sherwood
university holds an “M1: Master’s Colleges and Universities—Larger Programs” designation from the Carnegie Classification of Institutions of Higher Learning. Active, collaborative, and inquiry-based forms of teaching and learning, such as occur in undergraduate research and service learning programs, result
Chad Seifried, Chris Barnhill and J. Michael Martinez
Classification of the institution(s), if in the United States. Regarding Carnegie Classification, Parks and Bartley ( 1996 ) previously examined variables that influenced productivity and found that Carnegie Classification was a significant predictor of scholarly output. With respect to the school name, we
Suzan F. Ayers and Amelia Mays Woods
group differences in study variables based on institutional Carnegie Classification. Results Survey results related to strategies employed to recruit high school students and college/university students into PETE programs are presented separately. The perceived effectiveness and extent used results are
Amelia Mays Woods and Suzan F. Ayers
. Limited differences in variables were noted across Carnegie Classifications, which is slightly different from the recruitment survey findings reported in Chapter 5. Unique to Chapter 7 is the suggestion that physical education doctoral programs should prepare future faculty members to serve in retention
Ja Youn Kwon, Pamela H. Kulinna, Hans van der Mars, Audrey Amrein-Beardsley and Mirka Koro-Ljungberg
previous studies ( Cook, Heath, & Thompson, 2000 ; Webster et al., 2016 ). Of the 144 programs reported in this study, 130 provided their institution’s name. The researchers retrieved general university information from the Carnegie Classification of Institutions of Higher Education ( http