Guest Editors’ Introduction

Special Issue on Innovations in Engaged Learning in Sport, Tourism, and Live Entertainment Education


  • Jessica R. Braunstein-Minkove Towson University
  • Elizabeth A. Gregg University of North Florida
  • Heather Alderman Commission on Sport Management Education



engaged learning, high-impact practices


The intention of this special issue of Sports Innovation Journal is to support academic discourse regarding engaged learning practices in sport, tourism, and live entertainment education. As a result, this work encourages thought and dialogue related to innovative practices, academic investigation, and conversations around both theory and practice to better serve all students and move these fields forward.

Author Biographies

Jessica R. Braunstein-Minkove, Towson University

Jessica R. Braunstein-Minkove, PhD, is an associate professor and the Sport Management internship coordinator in the Department of Kinesiology at Towson University. Her research interests focus on two distinct areas: consumer behavior in sport, specifically examining activities that organizations engage in to impact consumer’s perceptions of the brand, and programmatic functions and alterations that enhance the student learning experience with a focus on pre-professional preparedness.

Elizabeth A. Gregg, University of North Florida

Elizabeth A. Gregg, PhD, is a professor of sport management in the Department of Leadership, School Counseling & Sport Management and Director of the Institute for Justice, Accessibility, Inclusion, Diversity, and Equity at the University of North Florida. Her research interests focus primarily on gender equity in sport, issues in intercollegiate athletics, and branding in sport.

Heather Alderman, Commission on Sport Management Education

Heather Alderman has served as the executive director of the Commission on Sport Management Accreditation (COSMA) since 2008. Her research interests include accreditation; diversity, equity and inclusion; and organizational development in higher education.


AAC&U. (n.d.). High-impact practices.

IGA Global. (n.d.). What is engaged learning. gaged-learning/9865

Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. AAC&U. practices-what-they-are-who-has-access-to-them-and-why-they-matter

Moore, J. L. (2022, September 10). Key practices for fostering engaged learning: A guide for faculty and staff. ing-a-guide-for-faculty-and-staff

Watson, C. E., Kuh, G. D., Rhodes, T., Light, T. P., & Chen, H. L. (2016). Editorial: ePortfolios – The eleventh high impact practice. International Journal of ePortfolio, 6(2), 65–69. http://www.

Zilvinskis, J., Kinzie, J., Daday, J., O’Donnell, K., & Vande Zande, C. (Eds.). (2022). Delivering on the promise of high-impact practices: Research and models for achieving equity, fidelity, impact, and scale. Routledge. High-Impact-Practices-Research-and-Models/Zilvinskis-Kinzie-Daday-ODonnell-Zande/p/ book/9781642673616