The Sports Innovation Journal announces a call for papers for a special issue on innovations in engaged learning in sport management, tourism, recreation, live entertainment, and related fields led by guest editors Elizabeth Gregg (University of North Florida), Jessica Braustein-Minkove (Towson University), and Heather Alderman (Commission on Sport Management Accreditation).
Call for Papers
Engaged learning is an active process by which knowledge and understanding are acquired through participation, inquiry, involvement, and direct experiences (IGI dictionary). Engaged learning requires students to participate in their own learning actively and intentionally, not only in discrete moments but also as an ongoing, lifelong activity (Moore, 2022).
Learning environments that provide students with opportunities to be active, creative, and critical in the pursuit, creation, application, and dissemination of knowledge stem from designing experiences for students in the classroom, on campus, and in the community. While buzzwords and phrases might differ between universities, engaged learning experiences require a commitment on the part of students, faculty, and the institution to create practices beyond traditional methods of classroom delivery. Focusing on content that involves exploration, relevance through real-world applications, reflection, feedback, and public demonstration of competence on assignments requires a significant investment of time and effort, including expectations that must be set at an appropriately high level. In sum, students involved in engaged learning practices have the opportunity to be active participants in their learning process, with an enhanced focus on developing critical thinking skills as they approach real world problems, cases, and simulations.
Engaged learning tactics vary; however, in an attempt to broaden both the scope and impact of these practices, the AAC&U has developed and promoted the value of 11 defined high impact practices (HIPs; Kuh, 2008; Watson et al., 2016). Using data from the National Survey of Student Engagement (NSSE), Kuh (2008) found that HIPs such as learning communities, capstone courses, and undergraduate research are effective for all students, but especially for those that have been traditionally underserved. While these practices increase graduation rates and promote equity by closing achievement gaps among first-generation and racial and ethnic minority groups, these underserved populations are also the least likely to participate in these engaged learning experiences (Zilvinskis et al., 2022). This realization has amounted to a call to action for many in higher education, especially for those institutions like public colleges and universities that value access, affordability, and genuine upward mobility.
Therefore, the intention of this special issue is to support academic discourse regarding engaged learning practices in sport, tourism, and live entertainment education to encourage innovative practices, academic investigation, and conversations around both theory and practice in order to better serve all students and move these fields forward.
Topics
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- Articulating the value of engaged learning so it is valued by industry
- Broadening the definition of professional development in sport, tourism, and live entertainment education
- Challenges in teaching with engaged learning, and best practices or innovative solutions to overcome
- Capstone and/or collaborative projects and experiences
- Common intellectual experiences
- Community-engaged learning
- Conducting scholarship of teaching and learning research in engaged learning contexts
- Design thinking
- Diversity
- E-portfolio
- Experiential learning
- First-year seminars and experiences
- Gathering assessment data in engaged learning contexts
- Global learning and diversity
- High Impact Practices (holistically)
- Incorporating engaged learning in strategic planning practices
- Industry partnerships
- Innovation, entrepreneurship
- Interdisciplinary projects
- Internships
- Learning communities
- On-campus employment
- Peer mentoring
- Preparing doctoral students to teach with engaged learning
- Project-based learning
- Reimagining the Internship experience
- Research experiences
- The role of accreditation in engaged learning
- Service-learning, community-based learning
- Undergraduate research
- Work-integrated learning
- Writing intensive courses
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Timeline
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- Send 250-word abstract description of proposed work to be completed to Jessica Braustein-MInkove (jminkove@towson.edu) for preliminary feedback from guest editors. This is open from January 1 through the submission deadline date. You will receive feedback on abstract within one week of submission
- 4,000-word manuscript submission deadline – May 31
- Receive paper to review for Sports Innovation Journal
- Special issue published in December, 2023
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Submission Types
Empirical
Empirical articles involved the collection of primary data and generally fall into two types of papers:
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- Scholarship of Teaching and Learning – assessment of learning outcomes and student experience from engaged learning experiences.
- Case study – assessment of how institutions or programs applied engaged learning
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Commentary
Commentary articles are thought-provoking articles that can take a wide range of literary styles, including but not limited to:
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- Interviews with a thought leader or subject matter expert on a topic
- Dialogue between two authors with competing or differing viewpoints
- Essays on a particular topic, trend, or teaching approach and what it means for education in the field
- Research review that reviews the literature on a particular topic and how that knowledge can lead to innovation in the classroom
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Commentary articles could address areas such as:
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- Explanation of how and why engaged learning pedagogies are/should be applied
- Reimagining and challenging status quo of how sport, tourism, recreation, and live entertainment education is delivered
- Articulation of how sport, tourism, recreation, and live entertainment education might be delivered better in the future
- Historical retrospectives on sport, tourism, recreation, and live entertainment education related to engaged learning
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Successful Submissions
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- Writing supported by peer-reviewed research
- Problem framing, literature review, data collection and results (if appropriate) point readers toward best practices and innovative approaches
- Commentaries challenge readers to think differently or consider new ideas
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Publication
Submissions are published under Creative Commons Attributions 4.0 International License. This means the work you publish in Sports Innovation Journal can be re-used in future publications, such as chapters in edited books, as long as the original copyright holder is attributed.
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