Increased accountability has led institutions of higher education to search for assessment tools that provide documentation on the achievement of specific learning outcomes. Portfolio assessment has become commonplace among many disciplines but limited work has been presented within sport management. The purpose of this research is to present an adaptable portfolio assessment framework that will allow faculty to assess student learning outcomes using the internship portfolio. Student achievement is assessed in relation to the development of broad-based skills and the application of curriculum content standards. Over 500 entries from 35 portfolios were analyzed via scoring rubrics. Data collected indicated that with appropriate support, the portfolio framework could be used to assess individual student achievement within the desired areas. A positive relationship between portfolio scores and major GPA was found; however, no significant differences in portfolio scores were identified based on job descriptions.
Jo Williams and Colleen Colles
Lara M. Duke and Cindy K. Piletic
This paper explores the use of collaboration theory and the consensus building framework to develop institutional strategic alliances at two North American postsecondary institutions. Collaboration between institutional and/or external partners offers rich opportunities to develop creative programming that provides students with opportunities for service learning situated in a well-planned curriculum. The collaboration development capitalizes on mutually beneficial outcomes for all partners and affords more informed decision making and impact than if partners were working individually. This paper highlights two successful partnerships and outlines the future direction of those collaborative alliances.
Mark Urtel, Sara F. Michaliszyn and Craig Stiemsma
the program’s overall student learning outcomes is advantageous both from the student experiential learning perspective and for programmatic review. For example, at Youngstown State University the internship student learning outcomes parallel the American College of Sports Medicine’s (ACSM) Certified
Wojtek Chodzko-Zajko, Erica M. Taylor and T. Gilmour Reeve
, the AKA continued to promote the concept of a core content for kinesiology. The core content has been adopted by academic departments, and expected student learning outcomes have been developed to allow for assessment of core knowledge development among our undergraduate students. This article
Leeann M. Lower-Hoppe, Liz A. Wanless, Sarah M. Aldridge and Daniel W. Jones
-mail, web posts). These strategies have fostered an open line of communication critical for a blended course design. Expand Student Learning Outcomes To improve students’ self-directed learning, the authors have created reading outlines aimed at guiding students through assigned readings. Reading outlines
Karen E. Collins, Catherine E. Overson and Victor A. Benassi
conditions to examine learning benefits of generating CSs completed through TBL compared with CSs completed by the same students on their own. A single instructor taught the 14-week course, and all course materials were designed by the instructor in order to meet the student learning outcomes. Students
Michael B. Edwards and Jon Welty Peachey
Throughout sport management’s history, scholars have wrestled with the discipline’s appropriate home within the academy. Sport management programs are often placed within other departments or schools, with one potential home being established parks and recreation management departments. However, one of the most prevalent issues within the parks and recreation academic field is the perceived invasion of sport management into its “nest.” In a recent article in the field’s leading education journal, a prominent scholar suggests that parks and recreation programs housing sport management run the risk of undermining their mission and may ultimately face extinction. The purpose of this paper, therefore, is to offer a response to this article, and examine the position of sport management within traditional parks and recreation departments. We argue that because of the interrelatedness of the disciplines and shared ontological and epistemological roots, fostering collaboration rather than divisiveness would enhance the scholarship, academic integrity and student learning outcomes of both fields.
David A. Pierce and Jeffrey C. Petersen
Experiential learning within sport sales is a growing component of the sport management curriculum. Assessment of student learning outcomes within these experiences is important in quantifying the effectiveness of the learning experience. This study utilized a survey to examine the change in students’ perceptions of sport sales as a result of completing an experiential, client-based sport sales program. The methodology included development and analysis of a survey instrument and application of that survey with enrolled and non-enrolled groups with pre- and post-test experiential learning assessment. Student expectations of a career in sport sales significantly decreased after program completion (t(56) = 2.33, p < .05), while their perception of skill level and preparation for a sport sales employment did not significantly change for the experimental group. These findings relate this learning experience to a realistic job preview for the students, which typically decrease an individual’s expectations toward a particular job (Premack & Wanous, 1985).
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.
Josh Trout and Eddie Vela
In 2009, California State University-Chico implemented a unique system of course redesign with the aim of improving student learning, increasing instructional efficiency, and reducing university costs. Inspired by and modeled after the National Center for Academic Transformation, the “Academy e-Learning” program involves a 3-week training covering models of course design, learning theories, assessment methods, and a host of instructional technologies. This paper summarizes data from 40 courses, across five separate cohort groups from 2009–2013, with respect to the efficacy of Academy e-Learning (re)design training. Data show improvements in student learning outcomes in over half of the course redesigns. Benefits of course redesign included increased instructional efficiency, enhanced student learning, and a reduction in university costs by offering some instruction online and increasing enrollment caps. Barriers to a successful course redesign included lack of time, technology malfunction, and workload concerns. This paper outlines the redesign process at California State University-Chico, discusses similar redesign initiatives at other institutions, and offers solutions for measuring effectiveness of a redesigned course.