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
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
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
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
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
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
Institutions have an impact on the value systems of their inhabitants. A university, as an institution, exerts its influence on the undergraduates’ values, in large measure through the curriculum, which has as one of its functions teaching specific ways of looking at the world. Based on these insights, certain philosophical issues are raised regarding the impact the undergraduate curriculum is likely to have on our students with regard to their understanding and appreciation of persons. Once acquired, this understanding has considerable import for their professional practice. A survey of the undergraduate curricula in Canadian universities was conducted, and the results showed the sparse offerings in the humanities when compared to the biophysical and social sciences. The branch of learning that is most concerned with a humanistic orientation is the humanities and, at times, psychology and sociology. Recommendations are made to reorder the curriculum to provide better balance.
Thomas J. Templin, Jason R. Carter and Kim C. Graber
The 2018 American Kinesiology Association (AKA) Workshop was held in Denver, CO, on January 26 and 27, 2018. Nearly 130 attendees from 80 different universities and colleges across the United States and Canada attended the meeting, which focused on “Promoting Quality Undergraduate Education in
James R. Morrow Jr.
Quality Undergraduate Programs in Kinesiology,” intrigued me, as I was an undergraduate student in HPER (Health, Physical Education, & Recreation) at the University of West Florida (UWF) 50 years ago. I’ve often considered the education foundation I received at UWF to be excellent. The faculty and
Suzan F. Ayers and Lynn D. Housner
The current study describes the nature of physical education teacher education (PETE) programs in the United States. Of the 200 institutions of higher education invited to participate, 116 PETE programs completed a comprehensive questionnaire regarding their undergraduate programs (58% response rate). Respondents reported employing an average of 3.84 (SD = 2.80) full-time and 3.07 (SD = 3.52) part-time faculty members, nearly equal in gender (females = 48%), and overly representative of Caucasians (92% of respondents reported employing a faculty of at least 60% Caucasian). First- and second-year field-based teaching experiences were provided by 77% of respondents. A majority (65.8%) of institutions provided student teaching experiences at the elementary and either middle or high school settings. These experiences typically lasted 9 weeks and were supervised by university personnel three times per setting, and 76.3% were conducted exclusively by PETE faculty. Emphasis on specific curricular models was reported by 83% of respondents, 45.3% reported electronic portfolio development as a primary technology experience, and 62% reported coursework as the primary means by which candidates received multicultural experiences.