On Flagler College Week: Educators often have to do more with less, so how can we still make it work?

Ashley Ryder, assistant professor of sport management, examines one way.

Dr. Ashley Ryder is an Assistant Professor of Sport Management at Flagler College. Her teaching and research interests focus on sport ethics, sociology, and pedagogy, with a particular emphasis on reflective and experiential learning practices in higher education. She is passionate about bridging the gap between theory and application, supporting faculty development, and fostering authentic classroom engagement.

The Scholarship of Teaching and Learning, or SoTL, is the systematic study of teaching and learning processes aimed at improving student outcomes. It encourages educators to move beyond intuition and tradition by using evidence-based practices to enhance learning.

Especially at a teaching-focused institution – where faculty often have to do more with less – SoTL bridges the gap between teaching and scholarship by transforming classroom experiences into opportunities for research, growth, and innovation. At its core, SoTL invites all faculty members to be intentional and reflective educators.

In sport management, SoTL plays a particularly vital role. Our field is rooted in experiential and project-based learning, from facility management simulations to ethics debates and marketing campaigns. Because the sport industry is constantly evolving, SoTL provides a structured, research-informed way to assess and improve these teaching methods, ensuring students are prepared for the real-world challenges of the profession.

One current SoTL project takes place in a sport ethics class. This project involves collecting focus group data and reflective essays to evaluate the semester-long project of a public forum debate. This structured yet approachable format requires students to argue both sides of current ethical issues in sport, helping them explore multiple perspectives, think critically, and communicate effectively and respectfully; skills that are crucial in both sport and professional settings.

Preliminary findings demonstrate that debate-based learning strengthens collaboration as well as listening, public speaking and research skills.

By reflecting on teaching methods and listening to student feedback, I’ve chosen to introduce in-class debate training sessions to help students feel more confident and better prepared. This process of continual reflection and improvement is at the heart of SoTL. Through the study of our own teaching, we not only improve student learning but also cultivate our own development as teachers.

Read More:[World Scientific] – Innovative Pedagogical Practices in Sport Management Education[High Tops Media] – Teaching Innovations in Sport Management

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