Undergraduate Research and Service-Learning Programs in a Kinesiology Program at a Teaching University

Autor/inn/en	O, Jenny; Sherwood, Jennifer J.; Yingling, Vanessa R.
Titel	Undergraduate Research and Service-Learning Programs in a Kinesiology Program at a Teaching University
Quelle	In: Quest, 69 (2017) 3, S.331-347 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yingling, Vanessa R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6297
DOI	10.1080/00336297.2016.1226908
Schlagwörter	Undergraduate Students; Student Research; Teacher Student Relationship; Partnerships in Education; Service Learning; Exercise Physiology; Medical Research; Health Related Fitness; Student Attitudes; Student Development; Professional Development; Mentors; State Universities; Majors (Students); Student Surveys; Learner Engagement; Data Analysis; Content Analysis; Critical Thinking; Skill Development; California + Suchen Sie Ihr Suchwort? Studentenforschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Hochschulpartnerschaft; Service-Learning; Sportphysiologie; Gesundheitssport; Gesundheitstraining; Schülerverhalten; Staatliche Universität; Schülerbefragung; Auswertung; Inhaltsanalyse; Kritisches Denken; Kompetenzentwicklung; Qualifikationsentwicklung; Kalifornien
Abstract	High-impact practices foster student success, but faculty faced with heavy teaching loads and lack of resources and infrastructure are challenged to implement such practices. Kinesiology faculty at California State University, East Bay collaborated to implement two student programs: Kinesiology Research Group and Get Fit! Stay Fit! The Kinesiology Research Group, a faculty-student research group, and Get Fit! Stay Fit!, a service learning experience, partnered to consolidate human and structural resources. Student-faculty mentoring circles were used to support this innovative partnership. Here, we report student perceptions of the value of these programs to their academic and professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01