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Kim C. Graber, Wojtek Chodzko-Zajko, Jamie A. O’Connor, and Jenny M. Linker

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.

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Stuart A. McErlain-Naylor

According to the National Union of Students, “partnership is about investing students with the power to co-create.” 3 One common way of facilitating staff–student partnerships is through undergraduate involvement in research projects, which has been called the pedagogy for the 21st century. 4 While staff

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Isabel Valdez and Ting Liu

Enhancing undergraduate student involvement in research has been a major goal of American universities since the release of the Carnegie Foundation’s College: The Undergraduate Experience in America ( Boyer, 1987 ). Since the Carnegie Foundation report, American universities have placed a greater

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James A. Carson, John K. Petrella, Vanessa Yingling, Mallory R. Marshall, Jenny O, and Jennifer J. Sherwood

Research and discovery are long-standing hallmarks of higher education. Over the past several decades, the value of conducting and participating in research has expanded from a primary focus for graduate students to include undergraduate students ( Linn, Palmer, Baranger, Gerard, & Stone, 2015

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Shannon Kerwin and Kirsty Spence

transformative activities within their undergraduate experiences. Rather than producing “technicist administrators,” Zakus et al. ( 2007 ) advocated for sport management educators to develop students’ critical thinking toward innovative leadership. Many sport management programs offer placements or internships

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David R. Bassett, Jeffrey T. Fairbrother, Lynn B. Panton, Philip E. Martin, and Ann M. Swartz

the formation of the American Kinesiology Association (AKA) in 2006 and the transformation of the American Academy of Kinesiology and Physical Education to the National Academy of Kinesiology (NAK) in 2010. The undergraduate curriculum in kinesiology proposed by AKA in 2014 includes the following

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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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Jessica L. Kutz, Melissa Bopp, and Lori A. Gravish Hurtack

education across most disciplines highlights the importance of planning for evolving trends and different demographics within the student body. With the increasing financial costs of not only undergraduate studies but also the heightened rise of graduate school tuition rates, students and their families are

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Molly Hayes Sauder, Michael Mudrick, and Jaime R. DeLuca

management programs were estimated to have a total of 30,000 students, with 80% being at the undergraduate level ( King, 2009 ). As of July 2017, 572 sport management programs existed worldwide, with 488 of them in the United States ( NASSM, 2017 ). Although enrollment in sport management programs is robust

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Jörg Vianden and Elizabeth A. Gregg

). The lack of diverse sport management undergraduates and alums perpetuates the underrepresentation of sport industry leaders from different races, genders, and sexual orientations at all levels of sport. Heterosexual white men who dominate sport management programs perpetuate opportunities to lead and