Improving the Health of Cape Breton Island: Experiential and Community-engaged Learning
Notice bibliographique
Résumé
Abstract This case study documents experiential learning opportunities for students and faculty from Sport and Human Kinetics (SPHK) courses at Cape Breton University (CBU). We explore ways in which learning opportunities created an impact on student learning and leadership. Students created sessions for a university-led, community engagement program called ‘Youth in Motion’ (YiM). The program involves grade four students from every school on Cape Breton Island engaging in a half-day of physical activities. The university students were responsible for conducting thirty-minute sessions with each school group five times over the course of the half-day. First year course programming was more faculty structured, while third year programming was more student directed. Four students from each class, a fourth-year undergraduate teaching assistant, and the two professors involved in YiM were interviewed after the completion of the courses. Interviews were on average 15-30 minutes long and asked a series of questions that delved into the learning experiences of students and faculty involved in this initiative. Students were impacted by their YiM experiences in ways that influenced their understanding and leadership of developing fundamental movement skills and outdoor programming. Further, they learned unexpected lessons about communication, patience, and they noted that learning is fun! The professors noted that they could push the students’ learning further than they would in traditional pedagogies and that it was fun for them to be involved in too. There were also several stakeholder benefits. This case study has value for academic and non-academic audiences. Firstly, it provides examples of ways in which students benefit from community-engaged and experiential learning situations. It provides a model for how these experiences can be jointly organized by professors, community organizations, and the university. Further, for non-academic audiences interested in healthy leisure opportunities for children, this chapter illustrates how programs organized by trained and educated young adults may promote fun and motivating, physically active, and outdoor-friendly activities. VIU logo WLCE logo Information Vancouver Island University World Leisure Centre of Excellence © B. Callary and P. Maher, 2015
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,004 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».