Study Abroad Course Development: Pre-Departure Sessions

Study abroad is a highly encouraged component of the undergrad business program at Bella Lake University, with the large majority of undergraduate students choosing to study and live in a foreign country to expand on their international experiences. Currently, there is no learning structure or learning outcome expectation for students that will participate in the study abroad experience. This project focuses on the development of a course that supports students in the pre-departure phase of their study abroad journey and prepares them to set goals, understand the learning process and the practices of experiential learning to encourage students to achieve both personal and professional goals, and encourage the development of intercultural competence. The discourse surrounding the perceptions and efficacy of the course development is based on a self-assessment survey completed by 121 undergraduate business students that participated in the pre-departure sessions prior to leaving for study abroad in March 2016. The self-assessment results overall showed that the course achieved its aims with the majority of students rating that they were more likely to understand and engage in experiential learning, set goals for their study abroad experience and felt more prepared for study abroad after attending the pre-departure sessions. The project concludes that in order for the pre-departure course to maintain its value, the conversation with students surrounding experiential learning in study abroad needs to continue with further course development focusing on both during and post-study abroad. Further exploration can also be done to find varying ways to motivate different students to engage in the learning potential of study abroad.

Changing Attitudes And Expectations In A University Setting: A Case Study

First and second year students enrolled in a four-year movement education based university Physical Education program completed a questionnaire regarding their expectations on entering university. In addition, graduates of the program were interviewed, one year after graduation, with regard to their understanding of and attitude towards movement education and how these had developed relative to their overall degree program. Most students had no knowledge of movement education prior to entering the program and the selection of this particular program was simply coincidental with their desire to pursue physical education. Whereas the students did participate in an activity course and a theory course in Year 1, it was only when participating in a Year 2 movement course which combined theory and practice within the same course that students recognized the movement base of the content. The progress of the students through the program reflects distinct declarative and procedural stages in knowledge development followed by an ability to generalize that knowledge a conceptual stage. The real understanding of movement education came as the students were required to teach movement education to students, children, and other groups.

An integrative case study of positive youth development in a recreational community sport program

Participation in organized activities is associated with many markers of positive youth development (PYD) such as improved self-esteem, social competence, and academic achievement (Mahoney et al., 2009). Sport is an extra-curricular activity that is particularly popular among youth, as nearly three quarters of Canadian children and adolescents are engaged in organized sport or physical activity (CFLRI, 2012). Much of the research in this area has examined sport programs which are explicitly structured to promote life skills or PYD outcomes; however, the sustainability of such programs has recently been called into question (Turnnidge, Hancock, & Côté, 2014). The purpose of this program of research was to conduct an in-depth case study of a successful, sustainable community youth basketball league. Study 1 was a qualitative descriptive exploration of coaches’ perceptions of the basketball league. This study provided a general overview of the structure and perceived benefits of the league, from the perspective of current coaches. Coaches highlighted the unique emphasis that the league places on fun and positive immediate sport experiences. Study 2 expanded on selected themes from Study 1, namely, the salience of the league’s culture and tendency for former players to return to the league as volunteers. This study used an ethnographic approach wherein the first author volunteered as an assistant coach on a basketball team over the course of a six-month season. This approach enabled him to gain considerable first hand insight into the organizational culture of the basketball league. The third and final study adopted a quantitative approach using both systematic observation and questionnaires to investigate the relationship between PYD outcomes and observed athlete behaviour during basketball games. A cluster analysis revealed the presence of two distinct groups of athletes characterized by relatively high and low perceptions of PYD outcomes, which were also associated with varying behavioural characteristics during competition. The results of these three studies provide a detailed blueprint of a successful youth sport program that has been sustained over 60 years. While not without limitations, many characteristics of the league should prove useful in structuring youth sport programs in other contexts.