1,720,963 research outputs found
Creating a Triple Threat in Presentation Slide Design
No full textSince launching in 1989, PowerPoint in the Microsoft Suite has become common in education and business alike (Garrett, 2016). It has been approximated that over two-thirds of faculty in academia use some sort of slide software at least once per semester (Garrett, 2016). Unfortunately, despite its usefulness as a presentation tool, it has become a substitute for it (Burke, Admadi, & James, 2009). The common phrase of “death by powerpoint” is a harsh reality for many students and employees (Nagmoti, 2017). It is the aim of this paper to provide guidance to instructors on how to avoid this form of student suffering and revert to a more effective design of slides that will increase student learning and engagement. In exploring the literature and building off fifteen years of teaching in higher education, I have arrived at what I feel to be the triple threat of slide design: competing purposes of slides, the clutter of slides, and the lack of cues. Using foundations in Mayer’s multimedia design principles (Nagmoti, 2017; Kong, Liu, & Karahalios, 2017) and cognitive load theories (Cho & Lee, 2013; Berk, 2012), I will explore each of these three threats individually and offer concrete suggestions for instructors
Gendered Choices: Mascot Interactions in Minor League Baseball
No full textMost mascots are identified as male. Since the passage of Title IX, female athletes and some female mascots have entered sport. It is unclear what impact this addition of a mascot choice has had on children at sporting events. This exploratory study examined interactions between children of each gender and mascots of each gender at three minor league baseball games. Frequency of contacts from child to mascot and mascot to child were observed. Statistical analysis revealed significant gender differences in children contacting either the male or female mascot such that children were not approaching mascots in a manner similar to their gender counterpart. The mascots also demonstrated a gender bias in interactions in that there were significant differences in which gender they approached more frequently
Active Learning Strategies for Sport Sociology Classrooms
No full textEmerging research continues to show marked differences in student learning in Active Learning Classrooms (ALC) compared to traditional classroom settings. Results also indicate, not surprisingly, that these differences are impacted by faculty design, comfort with strategies, and subject matter. As sport sociology possesses an advantage in student interest compared to other subjects, even small ALC strategies can ignite that desire to engage. This session will explore the implementation of several ALC strategies used in a traditional Sport & Society classroom as well as a hybrid format Gender & Sport class. Both positive and negative outcomes will be presented as well as ALC design strategies that can be implemented in a wide range of sport sociology courses
Aligning the Classroom and the Job Through Team-Based Learning
No full textA foundational component of sport management education is to prepare students for future employment. Research surveying employers indicated that they seek graduates with three broad types of skills: applied knowledge skills, effective relationship abilities, and workplace. Unfortunately, research also indicates that current employers are finding recent college graduates lacking in communication, interpersonal, and thinking skills. To better serve sport management students, faculty need to design opportunities to help students develop these desired skills. Using the pedagogical structure of team-based learning is one way that classrooms can be designed to assist students in the development of many of these skills while also learning how to work as part of a team
Ditch Tradition...And Move to Case-Based Learning
Get PDFRecent criticisms of higher education include a lack of relevance and alignment with what employers are seeking in new hires. A lecture-based approach to teaching has proved less effective than other active learning strategies and does not adequately mimic the working environment sport professionals face. To better align the classroom and the workplace, a case-based learning approach can be used. This pedagogy blends high impact practices that have been demonstrated to assist students in knowledge acquisition and soft skill development by replacing traditional lecture and chapter readings with real-life scenarios that require student engagement with concepts in application. The technique assists students in seeing the relevance of knowledge in context which better prepares them for the workforce. Using two semesters of an undergraduate research methods course, this study explored student perceptions of the use of case-based learning. Overall findings supported the use of the approach as students felt the technique improved their knowledge of research and helped them to engage with the course materials and their peers
Constructing a Sport Management Classroom
No full textAs accountability and the nature of higher education are changing to an emphasis on teaching, it is critical for faculty to have pedagogical training to develop their classroom skills. Currently, most doctoral programs do not require pedagogical courses therefore faculty must independently seek knowledge on how to engage students and to teach the specifics of sport management. This article discusses the foundations of constructivist learning and some specific teaching strategies relevant for a sport management classroom. Drawing on educational and psychological theory, a six-element framework is outlined where instructors attempt to reach long-term learning, not just a memorization of facts. The overall framework and each element are discussed and then strategies such as the Fishbowl, Active Opinion, Talking in Circles, and group selection options are introduced. The benefit of this approach to the classroom is that it is not topic specific, and can be implemented in a variety of sport management classrooms
Assessing a Two-Pronged Approach to Active Learning in Sport Sociology Classrooms
No full textActive-learning research has explored 2 distinct areas: pedagogy and physical space. As existing research has most often explored only 1 area per study and few have been done in the area of sport sociology, additional research is needed. This research combined both areas of active learning through a quasi-experimental design. Using 2 different classes, Sport and Society and Gender and Sport, students were exposed to an unchanging physical space or manipulated physical space, as well as active-learning tasks of varying complexity. No differences in student perceptions of engagement or learning were found when comparing space variations; however, task complexity did lead to significant differences in student perceptions of engagement and learning
Update in Attitudes Towards Wage Equality in Gendered Professions
No full textEmployment research has asked diverse questions about job satisfaction, gender appropriate work, wage and compensation satisfaction and parity, and advancement. Most existing research has explored gender discrimination in traditional professions such as engineering, law, education, and medicine; notably absent is the billion dollar industry of sport. This research sought to remedy that shortcoming by exploring attitudes towards wage equality across gender for eight different professions, including coaching positions and that of a professional athlete. Survey results found that most respondents were in favor of wage equality across all professions, but the sport professions showed the greatest amount of variation. Differences in attitude were attributed to a respondent’s gender, personal sport participation, and gender majority of the profession they would be entering. Additionally, qualitative responses indicated that revenue/profit factors and outcome-based considerations were influential in making attitude determinations
The Sport Management Educator: Strategies for Teaching
No full textThe value and placement of sport in society is significant and has created an extensive need for qualified practitioners of sport. With over 800 academic programs of sport management in North America alone, there is a great demand for qualified educators in the field. As such, resources to support educational excellence are essential.
The Sport Management Educator: Strategies for Teaching provides a resource for those new to teaching and those seeking to improve instructional skills. Beginning with the fundamentals of brain-based learning, this text builds a strong foundation for teaching in sport management and enhances existing teaching practices and strategies to improve instructional elements such as planning, classroom management, course design, and student engagement.https://fisherpub.sjf.edu/bookshelf/1083/thumbnail.jp
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