Faculty Focus Groups: Experiences Teaching FlexSync and Online Synchronous during Fall 2020

In Fall 2020, the Center for Excellence in Teaching and Learning (CETL) recruited faculty and staff who were teaching FlexSync and online (synchronous and asynchronous) courses to participate in focus groups about their experiences. Recruitment emails were shared in the Provost Weekly Announcements twice and the CETL weekly announcements four times between October and November. A total of 19 faculty, staff, and graduate students indicated an interest in completing the focus groups, and 18 of those participated in focus groups that were scheduled in November and December. Five focus groups were conducted in total with the size of the groups ranging from two to four participants and took place via Zoom. Focus groups lasted between 75 and 90 minutes. Transcripts from the recorded sessions were analyzed for themes

Strategies to Maintain Student Engagement

This document outline 5 strategies to you help you enhance student-faculty engagement and support learning

Faculty Focus Groups: Experiences Teaching FlexSync and Online Synchronous during Fall 2020

In Fall 2020, the Center for Excellence in Teaching and Learning (CETL) recruited faculty and staff who were teaching FlexSync and online (synchronous and asynchronous) courses to participate in focus groups about their experiences. Recruitment emails were shared in the Provost Weekly Announcements twice and the CETL weekly announcements four times between October and November. A total of 19 faculty, staff, and graduate students indicated an interest in completing the focus groups, and 18 of those participated in focus groups that were scheduled in November and December. Five focus groups were conducted in total with the size of the groups ranging from two to four participants and took place via Zoom. Focus groups lasted between 75 and 90 minutes. Transcripts from the recorded sessions were analyzed for themes

Student Focus Groups: Experiences Learning in FlexSync and Online Synchronous Courses

In Fall 2020, the Center for Excellence in Teaching and Learning (CETL) recruited students who were enrolled in FlexSync and online (synchronous and asynchronous) courses to participate in focus groups about their experiences. Recruitment messages were shared via emails from departments and also on the MavLife app during October and November. A total of 26 students indicated interest and completed the focus groups. The focus groups were scheduled and conducted in November 2020. Six focus groups were conducted in total with the size of the groups ranging from two to four participants and took place via Zoom. Focus groups lasted between 30 and 40 minutes and were conducted by four students (2 undergraduate and 2 graduate; 2 female and 2 male; all identified as students of color) trained to assist with research projects in CETL. Transcripts from the recorded sessions were analyzed for themes by the CETL Director

Student Focus Groups: Experiences Learning in FlexSync and Online Synchronous Courses

In Fall 2020, the Center for Excellence in Teaching and Learning (CETL) recruited students who were enrolled in FlexSync and online (synchronous and asynchronous) courses to participate in focus groups about their experiences. Recruitment messages were shared via emails from departments and also on the MavLife app during October and November. A total of 26 students indicated interest and completed the focus groups. The focus groups were scheduled and conducted in November 2020. Six focus groups were conducted in total with the size of the groups ranging from two to four participants and took place via Zoom. Focus groups lasted between 30 and 40 minutes and were conducted by four students (2 undergraduate and 2 graduate; 2 female and 2 male; all identified as students of color) trained to assist with research projects in CETL. Transcripts from the recorded sessions were analyzed for themes by the CETL Director

The Role of Supervision in Youth Work: Perceptions of Students Preparing to be Youth Workers

Working with youth involves mentoring and guiding youth through development of their physical, emotional, intellectual, and social skills, as they become adults. One would assume a great responsibility of working with young people comes with extensive training in one particular field; however, this is not always the case (Barcelona, Hurd, & Bruggeman, 2011). The purpose of this study was to examine the perceptions expressed by undergraduate students preparing for a career in youth work regarding their knowledge and competence of supervision in a park and recreation setting. It was found in the pre- and post- surveys that future youth workers believe they are confident in supervision. There was statistically significant difference in confidence levels and abilities to take a supervisory role. In addition, students indicated significant growth in their confidence and ability to properly follow risk management procedures. Furthermore, three themes emerged: first, future youth workers welcome the challenge and responsibility of supervision duties; second, risk management is important to future youth workers; and third, future youth workers want to engage in supervision responsibilities and practices. The findings of the study suggest future youth workers may not realize the gravity of their decisions to combat issues of victimization among youth participants or may not fully understand what it looks like to be negligent as it relates to supervision responsibilities

MRPA Focus Groups: Understanding Member Needs and Expectations

From March – October 2021, the MRPA Membership Resources Committee recruited MRPA members and non-members to participate in focus groups about their needs and perceptions of ideal professional organizations

African American girls' perceptions of health, obesity and recreation

Obesity and inactivity rates of African American girls are high. However, little research has been conducted that examines how girls conceptualize health, recreation and obesity. Girls have received multiple messages about health from the media and at school. It is important to examine whether leisure service agencies have a role to play in addressing the high rates of obesity. Furthermore, because the rates of inactivity are also high, it is necessary for researchers to understand the types of activities that African American girls desire. This dissertation examined how African American girls understand and create meanings for health, obesity and recreation. Based on a constructivist framework, this research focused on the girls perceptions of themselves, their peers, and leisure service agencies. This research has implications for both practice and theory. Leisure service professionals will benefit from understanding how girls conceptualize these terms and also better understand the types of activities that they can offer to the girls. Theoretically, we can better understand cultural differences that emerge and whether concepts may have different meanings in other cultures

Strategies for Teaching Undergraduate Writing Intensive Courses

Writing-intensive courses have become part of parks and recreation undergraduate curriculum across the United States. Writing is an important skill for future parks and recreation professionals as it is an essential skill needed to develop programs and staff training, marketing and fundraising campaigns, and to conduct and disseminate research effectively. This learning activity article provides an overview of writing-intensive assignments and activities used in a Public Relations course. The purpose of these activities is to enhance students’ critical thinking skills, strategies to expand students’ opportunities, and explore the use of rubrics as an efficient teaching and learning tool for both students and instructors. While the activities described in this article a specific to this course, they can be adapted to fit a variety of other courses in parks and recreation undergraduate curriculum

Black Girls\u27 Perceptions of Health and Ideal Body Types

This study employs an opportunity sample of 18 Black girls attending after school programmes in a Mid-western US town. The girls were asked to describe health and the ideal body type for girls of their age. Previous research has noted important cultural differences in how girls define both health and their ideal body type, indicating that Black girls in this community may have differing views than other cultural groups. The purpose of this study was to better understand the connections between how Black girls define health, various body types and the ways in which they rationalise their healthy behaviours. According to the girls in this study, health is defined as exercising and eating fruits and vegetables. In addition, the girls mentioned idealising a body type that they referred to as ‘thick’ which is typically larger than Western White ideals. The girls mentioned various sociocultural factors and practices, such as peers and mothers who influence their definitions of the ideal body type. These social influences also impact their social construction of what it means to be healthy. This information can be used to gain an improved understanding of Black girls\u27 perceptions of health and body types to empower them and to expand our understanding and encouragement of various health practices