Recently, two leading organizations on student experiences in colleges and universities (i.e., NACA and NIRSA) issued a call for increased scholarship in the area of transferable work skills (identified by NACE) in student employees within campus recreation programs. An exploratory case study was conducted to provide insight into what student employees learn and what campus recreation staff teach (in regards to these transferable skills) at a campus recreation program at a midsized regional university in the southwestern United States. Data were collected via a survey of both student employees and professional staff concerning the opportunities to learn these skills. Focus groups were also conducted. The results demonstrate that student workers learn through doing. Aquatics was one key area identified where staff clearly teach and student employees must learn transferable skills. The results suggest that student employees need to be provided with opportunities to critically reflect on skills gained.

We describe six hallmarks of high quality service-learning and explain how these considerations guided the development of a Transitional Coaching Program (TCP) during the first three years of implementation. We have demonstrated that the TCP is acceptable, feasible, and sustainable. Improvements have been seen in the degree of impact on learning objectives, but statistically significant change has not yet been achieved. This project highlights the importance of looking beyond satisfaction and engaging in rigorous assessment of learning objectives and ongoing quality improvement through attention to best practices and evidence-based, continuous quality improvement. Key words Service-Learning . Evidence-based course developmentService-learning is a teaching method whereby didactic learning in the classroom is enhanced through service to others in a structured process that guides reflection on the Innov High Educ (2011) 36:317-329 is Associate Provost, University of South Carolina, where he is currently focusing on promoting community engagement and out-of-the-classroom learning.Samuel McQuillin M.A., is a graduate student in school psychology, and he is studying brief, school-based interventions such as the Transitional Coaching Program.

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The mission of AGARD is to bring together the leading personalities of the NATO nations in the fields of science and technology relating to aerospace for the following purposes:-Exchanging of scientific and technical information; -Continuously stimulating advances in the aerospace sciences relevant to strengthening the common defence posture;-Improving the co-operation among member nations in aerospace research and development:-Providing scientific and technical advice and assistance to the North Atlantic Military Committee in the field of aerospace research and development;-Rendering scientific and technical assistance, as requested, to other NATO bodies and to member nations in connection with research and development problems in the aerospace field;-Providing assistance to member nations for the purpose of increasing their scientific and technical potential;-Recommending effective ways for the member nations to use their research and development capabilities for the common benefit of the NATO community.The highest authority within AGARD is the National Delegates Board consisting of officially appointed senior representatives from each member nation. The mission of AGARD is carried out through the Panels which are composed of experts appointed by the National Delegates, the Consultant and Exchange Program and the Aerospace Applications Studies Program. The results of AGARD work are reported to the member nations and the NATO Authorities through the AGARD series of publications of which this is one.Participation in AGARD activities is by invitation only and is normally limited to citizens of the NATO nations.The content of this publication has been reproduced directly from material supplied by AGARD or the authors.

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