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.
* 11 2017 6 4 303 310 10.1123/kr.2017-0026 Community Engagement Through Sport: University Partnerships to Promote Youth Development Michael A. Hemphill * Tom Martinek * 11 2017 6 4 311 316 10.1123/kr.2017-0027 Developing Leadership Skills and a Commitment to Civic Engagement During an Undergraduate
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
Michelle Pannor Silver
“other adrenaline” in civic engagement. He dedicated much of his life to the civil rights movement and to advocating for broader inclusion of women in sports. He lamented the fact that he could never replace the nervous, excited energy he had experienced as an athlete, but knew that civic engagement was
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
Margaret McGladrey, Angela Carman, Christy Nuetzman, and Nicole Peritore
framework for prevention . 2015 . https://www.cdc.gov/violenceprevention/overview/social-ecologicalmodel.html. Accessed August 10, 2018. 6. Wray L , Epstein P . Harnessing the power of community collaborations . Public Manage . 2012 ; 94 ( 2 ): 253 – 255 . 7. Kopell MR . Civic engagement