When handled effectively, conflict provides opportunities to strengthen relationships and assist youth in developing peaceful conflict resolution skills. Sport participation is one context in which youth develop skills and encounter conflict. The purpose of this study was to develop an applied model that addresses conflict resolution in sport-based youth development programs. Using qualitative interviewing, a community-engaged approach guided the selection of participants and data analysis. We used the models of restorative practice and Teaching Personal and Social Responsibility (TPSR) through sports to guide our study. Following interviews with a variety of community partners, we found that the values of sport are often in conflict with restorative practices. However, a relational approach such as TPSR aligns well with the values of restorative practices. Based on our findings, an applied model was developed to illustrate how restorative practice can be utilized in a sport context. The Restorative Youth Sports (RYS) model recognizes that conflicts and tension are natural and inherent to all relationships. When handled appropriately, conflict provides opportunities to strengthen relationships. Youth sport provides a unique context where youth are presented with problems and conflicts to solve and promote healthy relationships among youth.
Once an institution has chosen to recognize and reward community-engaged scholarship in its universitywide promotion and tenure policy, what are some strategies for aligning unit and department policies as well? This chapter describes the path followed at The University of North Carolina at Greensboro to align policies across all units and departments. Discussed are core strategies used to generate faculty support for community-engaged scholarship in promotion and tenure policy and practice, the themes revealed as a result of a weeklong dialogue initiative, and recommendations for continued improvement.
Informed by theories of the academic plan, concurrent curricula, and situated curriculum, this chapter discusses how the content, sequence, and context of teaching assistant preparation programs may unintentionally interfere with research‐teaching integration.
“How do I get faculty and staff to record information about their community engagement and public service activities, partnerships, and contributions?” This article describes one institution’s strategies to collect comprehensive community engagement and public service data through a centralized system. Beyond what metrics to collect, we present insights about who to talk with, questions to prepare, and conversations that will increase participation from faculty and staff to report their activities annually.
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