Student learning outcomes (SLOs) are one of the fundamental tools used to assess, improve, and guide educators in a particular field ( Frye, 1999 ; Mahajan & Singh, 2017 ). Most regional accrediting bodies, as well as most program-specific accreditors, require the inclusion of such outcomes. If
Measuring the Yard Lines: A Discussion on Student Learning Outcomes and Assessment in Sport Management
Assessment of Student Learning Outcomes: The Role of the Internship Portfolio in Sport Management Assessment
Jo Williams and Colleen Colles
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.
Creating Interinstitutional Collaboration to Enhance Student Learning Outcomes and Potential Kinesiology Professionalization
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.
Internships in Kinesiology: Reconsidering Best Practices
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
Physical Education and Sport Pedagogy: The Application of the Academic Discipline of Kinesiology
Melinda A. Solmon
) and student learning outcomes (products; Brophy & Good, 1986 ). Research on teaching in physical education followed that model, developing sophisticated teacher observation systems to quantify teacher behaviors. Identifying appropriate outcome variables in physical education has proven to be a
The American Kinesiology Association Core Content for Kinesiology Programs: From Concept to Curriculum
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
Integrating Blended Learning Within Sport Event Management Curriculum
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
Team-Based Learning in a Coaching Education Course: Impact on Student Learning
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
Integration of Experiential Learning and Leadership Development in a Sport Management Classroom
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.
Irreconcilable Differences or Vibrant Habitat? An Examination of Sport Management’s Perceived Invasion of Recreation’s Nest
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.