Faculty Mentors
Dr. Christina Gipson and Dr. Jessica Mutchler
Course Name
SMGT 4532: Assessment and Evaluation in Sport Development
Academic Unit
Waters College of Health Professions
Session Type
Graduate Poster Presentation
Presentation Type and Release Option
Presentation (Open Access)
Start Date
10-4-2024 12:00 AM
Description
Service-learning courses offer a new dynamic to student learning, as the relationship between students and instructors has changed, requiring shared power and equal participation rather than a hierarchical transfer of influence. Students new to service-learning courses require a new kind of support from faculty within the field. This necessitates the ability of course instructors to create an opportunity for students to become equally contributing members of a community program.
Drawing from the P.A.R.E model, the service-learning course merges students' experiences, guiding them through practice regimens, project implementation, and reflection activities to connect service experiences with course content. This reflective process fosters critical thinking, empathy, and self-awareness, enriching students' understanding of management concepts and their roles as future sport program leaders.
The presentation will delve into the course structure, highlighting key components such as project selection and assessment strategies. Moreover, it will showcase strategies for effectively supporting students of the service-learning course. Additionally, the presentation will address challenges encountered and strategies for overcoming them, offering insight for educators interested in implementing service-learning initiatives. To conclude the session, presenters will offer recommendations for graduate students in managing service-learning techniques to enhance the service learning experience for undergraduate students.
Copyright
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Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Included in
The Mind and Body Fitness Program: The Challenges and Rewards of Implementing a Service Learning Course
Service-learning courses offer a new dynamic to student learning, as the relationship between students and instructors has changed, requiring shared power and equal participation rather than a hierarchical transfer of influence. Students new to service-learning courses require a new kind of support from faculty within the field. This necessitates the ability of course instructors to create an opportunity for students to become equally contributing members of a community program.
Drawing from the P.A.R.E model, the service-learning course merges students' experiences, guiding them through practice regimens, project implementation, and reflection activities to connect service experiences with course content. This reflective process fosters critical thinking, empathy, and self-awareness, enriching students' understanding of management concepts and their roles as future sport program leaders.
The presentation will delve into the course structure, highlighting key components such as project selection and assessment strategies. Moreover, it will showcase strategies for effectively supporting students of the service-learning course. Additionally, the presentation will address challenges encountered and strategies for overcoming them, offering insight for educators interested in implementing service-learning initiatives. To conclude the session, presenters will offer recommendations for graduate students in managing service-learning techniques to enhance the service learning experience for undergraduate students.
