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
Janet C. Harris
Civil society refers broadly to processes of collective decision-making and action that entail (a) active, uncoerced involvement; (b) trust of one’s fellow citizens; (c) responsibility and care for the well-being of others; and (d) social networks featuring many horizontal relationships. There is much evidence that a robust civil society is related to a better quality of life. Unfortunately, there is also evidence that civil society is declining, squeezed by both the market and the state. Because sports and exercise are often focal points for civic engagement, these activities have the potential to become important sites its revitalization. Therefore, a crucial task is the preparation of future physical activity professionals to become change agents who recognize the need for enhancing civil society and are familiar with strategies to help bring this about. Sport sociologists should take the lead in shaping this component of professional preparation.
Jennifer E. Bruening, Rachel M. Madsen, Justin M. Evanovich and Rhema D. Fuller
Service learning and civic engagement have taken on both renewed and increased importance in sport management (Chalip, 2006; Frisby, 2005; Inglis, 2007). The following manuscript represents data collected from 10 offerings of a Sport Management Service Learning course. Ninety-one of the 131 students consented to the use of selected journals, online discussions, and group papers. Analysis was organized around the following a priori themes and subthemes that emerged from the literature: discovery (the increased knowledge of different cultures, reduction of negative stereotypes, and increased self knowledge), integration (the reward of helping others, feeling like you can make a difference, working with others, and connecting to the community), and application (leadership skills and the emotional power of service learning helps students connect intellectually with coursework) (Boyer, 1990; Eyler & Giles, 1999). Subthemes for discovery also emerged from the data and included: knowledge of classmates’ cultures, future plans and being viewed as an expert. A discussion of the findings and recommendations for future research on and application of service learning as a sport management pedagogy follows the results.
Kyoung-yim Kim and Heejoon Chung
of civic engagements, and the messages conveyed. Two sets of data were collected to analyze the dominant and parallel environmental discourses of the Winter Olympics. The first draws upon the environmental discourses and policies of the Green Games that both the Korean government and POCOG put forth
Barry Braun, Nancy I. Williams, Carol Ewing Garber and Matthew Hickey
original. Many universities, including Colorado State University, are actively reexamining and updating their focus on general education classes and an all-university curriculum with an eye toward affirming and accentuating principles of inclusion, civic engagement, leadership, team building, respectful
Melissa Pangelinan, Marc Norcross, Megan MacDonald, Mary Rudisill, Danielle Wadsworth and James McDonald
.A. , & Linker , J.M. ( 2017 ). Developing leadership skills and a commitment to civic engagement during an undergraduate community-based service learning class . Kinesiology Review, 6 ( 4 ), 317 – 322 . doi:10.1123/kr.2017-0028 10.1123/kr.2017-0028 National Society for Experiential Education . ( 1998
Scott Pierce, Jedediah Blanton and Daniel Gould
York, NY : Rand McNally . Stacey , R.D. ( 1996 ). Complexity and creativity in organizations . San Francisco, CA : Berrett-Koehler . Stanton , T.K. ( 2008 ). New times demand new scholarship opportunities and challenges for civic engagement at research universities . Education, Citizenship
Brent D. Oja, Henry T. Wear and Aaron W. Clopton
opportunities for civic engagement ( Harris, 1998 ) and community development ( Misener & Mason, 2006 ). Social capital also holds a unique connection with sport as a positive outcome stemming from participation and, thus, has seen an increased focus in policy development ( Downward & Riordan, 2007 ). Putnam
Kirstin Hallmann, Anita Zehrer, Sheranne Fairley and Lea Rossi
, & Baron, 2001 ). Social capital can be used to help understand how civic engagement may differ across groups. For example, females think morally different and place more emphasis on caring, relationships, and helping, compared with men who place more emphasis on justice ( Gilligan, 1982 ). Female
Maureen R. Weiss, Lindsay E. Kipp, Alison Phillips Reichter, Sarah M. Espinoza and Nicole D. Bolter
project revealed that Girls on the Run is successful in promoting a sense of civic engagement and positive attributes, such as character, empathy, and sympathy. Girls are given opportunities to work cooperatively, develop an awareness of other people’s circumstances, and recognize their potential to