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Adam Cohen and Calvin Nite

been termed experiential learning ( Felicia, 2011 ; Groves, Leflay, Smith, Bowd, & Barber, 2013 ; Kayes, 2002 ; Kolb, 1984 ). This classroom teaching concept has been defined repeatedly since it has become popularized in academic literature in the early 1980s (see Kolb, 1984 ). This is not to

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John Miller and Todd Seidler

Mock trials, as experiential learning opportunities, provide important “learning by doing” activities that are particularly effective in exposing students to complex “real-world” situations ( Noblitt, Vance, & DePoy Smith, 2010 ). Important goals of a mock trial exercise are to help students

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Joanne Williams and Heidi M. Parker

Experiential learning has been widely used to impact student engagement and provide opportunities to apply theory to practice (Bower, 2013). Sport management faculty regularly use experiential learning in event management, sales classes and internships (Charlton, 2007; McKelvey & Southall, 2008). In addition, educators often include leadership development within their student learning outcomes (COSMA, 2014; MacKie, 2014). This study examines the effectiveness of leadership development activities implemented in an experiential event management course. A case study approach was selected to demonstrate in-depth development and analysis of the course and the integration of strengths-based leadership activities. Students completed the StrengthFinder assessment (Rath & Conchie, 2009), the Strengths Awareness Measure (Schreiner, 2004), and the Strengths of Self Efficacy Scale (Tsai et al., 2014). Significant increases in strengths awareness were reported along with generally high self-efficacy scores. Students reported positive perceptions of the experiential learning experience and increased levels of engagement.

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Joshua R. Pate and David J. Shonk

The purpose of this study was to explore the experiences of sport management students during an experiential learning trip to Super Bowl XLVII in New Orleans, LA. A secondary purpose of the study was to explore and describe why students were motivated to participate in the trip. The study draws from theories of student and volunteer motivation. A qualitative approach was employed using ethnography that detailed the accounts of 11 students and 2 professors from James Madison University who volunteered to work events surrounding the Super Bowl. The findings revealed three themes: learning, career empowerment, and on-site preparation. This type of experiential trip can be replicated by other sport management educators and the findings can assist in further developing the literature on experiential learning.

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

Experiential learning via internships, practicums, and research provides undergraduate students with rich opportunities to enhance their knowledge of core concepts in kinesiology. Moreover, these types of experiences increase job-related skills (e.g., leadership development, critical thinking

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Susan B. Foster and David A. Pierce

The economic disruption caused by COVID-19 is projected to force a retooling of American higher education to be quickly responsive to workforce needs ( Leblanc, 2020 ). The value proposition for experiential learning programs, designed to prepare students for the workforce, is magnified given this

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Sarah P. Shultz, Julius Moss, Lisa L. Hicks, and Robert B. Brubeck

engagement (when paired with student engagement) is an important tool within kinesiology; students can learn how to effectively generate, communicate, and utilize evidence through hands-on experiential learning opportunities within the larger community space. Kinesiology students simultaneously find meaning

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Jaime R. DeLuca and Emily Fornatora

sport management students to be better prepared as they transition from college classrooms to industry positions ( Barnes, 2014 ), and the discipline has adapted to meet industry demand. Specifically, experiential learning has become an important component of sport management programs, because it

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Michael J. Diacin

Experiential learning is a pedagogical approach that provides students the opportunity to apply conceptual knowledge to practical situations. This form of learning can consist of a broad spectrum of informal and formal educational experiences that encourage students to learn by doing ( Foster

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Molly Hayes Sauder, Donna C. Grove, and Dexter Davis

Historically, experiential learning has been an important component of sport management education. Early in the establishment of sport management programs in higher education, reference is made to professionals being practically trained in the business of sport; an internship was conceptualized as