Development and Organization of a Student-Operated Sport Management Cocurricular Club: Partners in Sports

2013 ◽  
Vol 7 (1) ◽  
pp. 43-50 ◽  
Author(s):  
Robin Hardin ◽  
James Bemiller ◽  
Joshua Pate
Keyword(s):  
Experiential Learning ◽  
Work Experience ◽  
Sport Management ◽  
College Education ◽  
Learning Model ◽  
Practical Applications ◽  
Hands On ◽  
Sport Industry ◽  
The University ◽  
Industry Experience

Experiential learning is a critical component to a college education in the area of sport management as students must enter the workforce with hands-on industry experience. One experiential learning tool is a cocurricular club that offers volunteer work experience for sport management majors. The University of Tennessee’s Partners in Sports is an example of a sport management cocurricular club that prepares students for working in the sport industry through volunteer experiences. The purpose of this study was to provide a governance and organizational framework of a student-operated sport management cocurricular club and explore how it fits into the Foster Five-Step Experiential Learning Model (Foster & Dollar, 2010). This study examines the governance, student involvement, leadership, opportunities, financials, and yearly activities of Partners in Sports and offers practical applications for each area. The exploration revealed that a cocurricular club fits on the Volunteer Exploration step of the Foster Five-Step Experiential Learning Model as it introduces students to the sport industry by offering experiential learning opportunities. Providing a cocurricular club allows sport management programs to maximize initial industry exposure to students.

scholarly journals Experiential learning in engineering education: The role of student design competitions and a case study

2017 ◽  
Vol 47 (1) ◽  
pp. 3-22 ◽  
Author(s):  
M Gadola ◽  
D Chindamo
Keyword(s):  
Experiential Learning ◽  
Work Experience ◽  
Team Work ◽  
Effective Learning ◽  
Formula Sae ◽  
Engineering Theory ◽  
Hands On ◽  
The University ◽  
First Time

Student competitions can play an important role in education: they promote interest and engagement of the students, as well as of the teachers. In the case of engineering, one of the most challenging contests in Europe is the Motostudent event, joined by the University of Brescia (UniBS) in 2016 for the first time. It is a typical implementation of Kolb’s theory of experiential learning, where engineering theory and application meet in an intensive, ‘hands-on’ team work experience, resulting in a very effective learning process that involves the so-called soft skills as well. The paper aims at briefly reviewing the scope of competitions like the Formula SAE and sharing the authors’ experience in a similar event, the Motostudent contest.

Experiential Learning in Graduate Archival Education at the University of Botswana

Mousaion ◽  
2019 ◽  
Vol 37 (1) ◽  
Author(s):  
Olefhile Mosweu
Keyword(s):  
Experiential Learning ◽  
Work Experience ◽  
Real Life ◽  
Opportunity To Learn ◽  
Theory And Practice ◽  
Records Management ◽  
Archival Theory ◽  
Snowball Sampling ◽  
The Real ◽  
The University

Most curriculum components of archival graduate programmes consist of contextual knowledge, archival knowledge, complementary knowledge, practicum, and scholarly research. The practicum, now commonly known as experiential learning in the global hub, is now widely accepted in library and information studies (LIS) education as necessary and important. It is through experiential learning that, over and above the theoretical aspects of a profession, students are provided with the opportunity to learn by doing in a workplace environment. The University of Botswana’s Master’s in Archives and Records Management (MARM) programme has a six weeks experiential learning programme whose purpose is to expose prospective archivists and/or records managers to the real archival world in terms of practice as informed by archival theory. The main objective of the study was to determine the extent to which the University of Botswana’s experiential learning component exposes students to real-life archival work to put into practice theoretical aspects learnt in the classroom as intended by the university guidelines. This study adopted a qualitative research design and collected data through interviews from participants selected through purposive and snowball sampling strategies. Documentary review supplemented the interviews. The data collected were analysed thematically in line with research objectives. The study determined that experiential learning does indeed expose students to the real world of work. It thus helps to bridge the gap between archival theory and practice for students without archives and records management work experience. For those with prior archival experience, experiential learning does not add value. This study recommends that students with prior archives and records management experience should rather, as an alternative to experiential learning, undertake supervised research, and write a research essay in a chosen thematic area in archives and records management.

scholarly journals Development and delivery of a work experience week programme for mechanical engineering

2020 ◽  
pp. 030641902098104
Author(s):  
A Gonzalez-Buelga ◽  
I Renaud-Assemat ◽  
B Selwyn ◽  
J Ross ◽  
I Lazar
Keyword(s):  
Work Experience ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Impact Analysis ◽  
Legal Term ◽  
Stage 4 ◽  
Engineering Design Problem ◽  
Hands On ◽  
University Of Bristol ◽  
The University

This paper focuses on the development, delivery and preliminary impact analysis of an engineering Work Experience Week (WEW) programme for KS4 students in the School of Civil, Aerospace and Mechanical Engineering (CAME) at the University of Bristol, UK. Key stage 4, is the legal term for the two years of school education which incorporate GCSEs in England, age 15–16. The programme aims to promote the engineering profession among secondary school pupils. During the WEW, participants worked as engineering researchers: working in teams, they had to tackle a challenging engineering design problem. The experience included hands-on activities and the use of state-of-the-art rapid prototyping and advanced testing equipment. The students were supervised by a group of team leaders, a diverse group of undergraduate and postgraduate engineering students, technical staff, and academics at the School of CAME. The vision of the WEW programme is to transmit the message that everybody can be an engineer, that there are plenty of different routes into engineering that can be taken depending on pupils’ strengths and interests and that there are a vast amount of different engineering careers and challenges to be tackled by the engineers of the future. Feedback from the participants in the scheme has been overwhelmingly positive.

Sport Analytics Education for Future Executives, Managers, and Nontechnical Personnel

2020 ◽  
pp. 1-7
Author(s):  
Liz A. Wanless ◽  
Michael Naraine
Keyword(s):  
Experiential Learning ◽  
Organizational Support ◽  
Business Processes ◽  
Sport Management ◽  
Technical Skills ◽  
Learning Goals ◽  
Business Analytics ◽  
Sport Industry ◽  
Approach To Teaching ◽  
Business Acumen

Successfully adopting sport business analytics to enhance organization-wide business processes necessitates a combination of business acumen, modeling expertise, personnel coordination, and organizational support. Although the development of technical skills has been well mapped in analytics curricula, informing future leadership and affiliated nontechnical personnel about the sport business analytics process, specifically, remains a gap in sport management curricula. This acknowledgment should compel sport management programs to explore strategies for sport analytics training geared toward this population. Guided by experiential learning and foundational business analytics frameworks, a seven-module approach to teaching sport business analytics in sport management is advanced with a particular focus for future executives, managers, and nontechnical users in the sport industry. Concomitantly, the approach presents learning goals and outcomes, sources for instructors to review and consider, and sample assessments designed to fit within the existing sport management curricula.

scholarly journals The Importance of School Gardens as Perceived by Florida Elementary School Teachers

2000 ◽  
Vol 10 (1) ◽  
pp. 229-231 ◽  
Author(s):  
Sonja M. Skelly ◽  
Jennifer C. Bradley
Keyword(s):  
Elementary School ◽  
Experiential Learning ◽  
Elementary School Teachers ◽  
The United States ◽  
School Gardens ◽  
School Garden ◽  
University Of Florida ◽  
Hands On ◽  
Learning School ◽  
The University

While gardening is the number one hobby in the United States, elementary schools are just beginning to explore the use of school gardens as a means to enhance classroom learning. School gardens can reinforce classroom instruction by offering opportunities for experiential learning. The benefits of experiential learning allow for a better understanding of concepts as the hands-on approach provides meaningful and tangible experiences. While many teachers have anecdotally attested to the benefits of school gardens, there is little empirical evidence documenting their impact. In Fall 1997, the University of Florida hosted a competition for the best elementary school garden in Florida. Results from a research questionnaire completed by participating teachers indicated that teachers used school gardens infrequently, with the majority using the garden as an instructional tool no more than 10% of the time. Many teachers did, however, indicate that school gardens were used for environmental education (97.1%) and experiential learning (72.9%), and 84.3 % of teachers said that related activities enhanced student learning. Findings also indicate that the teachers surveyed had relatively new gardens and teachers lacked, or were unaware of educational resources to assist with garden learning. This paper describes and interprets the results of the teacher questionnaire.

scholarly journals Accreditation Of Prior Experiential Learning As A Catalyst For Lifelong Learning: Analysis And Proposals Based On French Experiments

2013 ◽  
Vol 9 (4) ◽  
pp. 317-328
Author(s):  
Pierre-Yves Sanseau ◽  
Sandrine Ansart
Keyword(s):  
Experiential Learning ◽  
Lifelong Learning ◽  
Work Experience ◽  
Prior Learning ◽  
Individualized Learning ◽  
Societal Changes ◽  
Past Experiences ◽  
The University ◽  
Learning Analysis

In this paper, the researchers analyse how lifelong learning can be enriched and develop a different perspective based on the experiment involving the accreditation of prior experiential learning (APEL) conducted in France at the university level. The French system for the accreditation of prior experiential learning, called Validation des Acquis de l’Expérience (VAE), accredits prior learning from past experiences (professional and otherwise) and can lead to full university degrees or diplomas. A literature review on lifelong learning shows that worldwide, it is based on different conceptions and approaches, according to the realities of the education and labour systems and the relationship between them. The researchers note however that work experience is less valued than the acquisition of new and complementary knowledge.Studies on VAE in France in higher education show that a thorough analysis of prior experiential learning: first, improves the quality of the experience as a potential source of skills; second, may provide ways to improve the candidate's experiential learning, and third, may help define the direction for lifelong learning. Therefore, recognition of this experiential learning could be a key catalyst for lifelong learning. The findings support two main arguments advocating a central role for the recognition of prior experiential learning in the lifelong learning process particularly in France: potentially individualized learning paths, personal empowerment and shorter training times; and a focus on experience - and not just professional experience - that is in tune with today’s societal changes and the aspirations/constraints of each individual.

scholarly journals Strengthening Students Mechanics Knowledge through Instructional Videos of Hands-on Activities

2018 ◽  
Author(s):  
Chloe Gibson
Keyword(s):  
Experiential Learning ◽  
Reflective Learning ◽  
First Year ◽  
Instructional Videos ◽  
The Past ◽  
Hands On ◽  
Improving Student Learning ◽  
The University ◽  
Time Limitations ◽  
Teaching Pedagogies

The use of hands-on activities has been proven in the past to be effective in teaching pedagogies. Recognizing this need, a first year Mechanics course at the University of Waterloo has already implemented the use of seven hands-on activities. Instructors of the course have found certain time limitations which results in students only participating in two of the seven activities. To continue improving student learning, instructional videos were developed to solve this problem. The techniques used for video development incorporate learning pedagogies to foster deeper learning throughout the viewing experience. These techniques include simulating experiential learning and reflective learning. In each video, a breakdown of the activity building and experimenting process is demonstrated. This is done through people physically interacting with the models as students would in the classroom. Accompanying the demonstration is an illustration of various mistakes students often make during the activities. Errors are discussed, and their outcomes are shown using course concepts to reinforce the appropriate processes. In addition, questions are posed to the viewers throughout each of the videos.

scholarly journals Achieving National Recognition Through Experiential Learning

2006 ◽  
Vol 3 (9) ◽  
Author(s):  
Stephen R. Lucas ◽  
Norwood McMillian ◽  
Benton E. Miles
Keyword(s):  
Experiential Learning ◽  
Faculty Member ◽  
General Motors ◽  
Marketing Organization ◽  
Team Members ◽  
Hands On ◽  
The University

A student marketing organization was created as an internship project sponsored by General Motors (GM). Students gained hands-on experience in marketing the products and services of a local General Motors dealership selected by GM. The finalist team members presented the results of the project to a panel of GM representatives. The plan and its implementation which resulted in first place in a nationwide competition will be discussed. This paper will evaluate the project and determine the benefits to students, the faculty member, the University, and the community.

scholarly journals Practice Makes Perfect

2020 ◽  
Vol 3 (1) ◽  
pp. 225-228
Author(s):  
Christine Moffatt
Keyword(s):  
Professional Development ◽  
Experiential Learning ◽  
Community Of Practice ◽  
Work Experience ◽  
Theoretical Knowledge ◽  
The University ◽  
Relevant Work

Co-op placements are vital components of an LIS edcucation. Co-op programs allow students to gain relevant work experience, apply their theoretical knowledge of librarianship in the field, and identify new areas for professional development; however, one aspect is often overlooked in these programs. LIS co-op students can expand their experiential learning by proposing and pursuing new projects in the field, which will enhance their overall education and support their institution and profession at the same time. In this article, I will reflect on my co-op experience with the Collections and Content team at the University of Guelph, and I'll discuss how a group of co-op students started the first Co-op Community of Practice at Guelph.

scholarly journals Practicum and work experience in microbiology and related disciplines

2010 ◽  
Vol 31 (1) ◽  
pp. 29
Author(s):  
Kirsten Schliephake ◽  
Jennifer Mosse
Keyword(s):  
Work Experience ◽  
Learning Experience ◽  
Paid Work ◽  
Graduate Degree ◽  
Science Students ◽  
Transferable Skills ◽  
Technical Competency ◽  
Hands On ◽  
Professional Development Training ◽  
Industry Experience

Gaining hands-on experience throughout an under graduate degree is regarded as a competitive advantage by science students. At the Gippsland campus of Monash University, the Industry Placement Program (IPP) allows students to gain industry experience throughout their entire course. Science students enrolled in the IPP undertake a practicum learning experience, equivalent to a 12-point unit, whose emphasis is on identifying and building transferable skills while gaining technical competency. The combination of academic studies, relevant paid work experience and professional development training produces capable, work-ready graduates.

Sign in / Sign up

Export Citation Format

Share Document