Elon Classroom

Is there a place for lecture in engaged learning?

by Peter Felten A recent scholarly analysis comparing student outcomes in lecture and “active learning” courses has re-energized debates about whether lecture is an effective, or even an ethical, teaching method in higher education. In May 2014 Scott Freeman and …


Maureen Vandermaas-Peeler

High Quality Mentoring of Undergraduate Research

What defines high quality undergraduate research mentoring? We asked participants in the Center’s research seminar on Excellence in Mentoring Undergraduate Research and other scholars focused on undergraduate research to share key characteristics of high quality mentoring. As their responses highlight, high quality mentoring …






Sparking a Cultural Shift in Higher Education

Questions about the value of higher education and governmental focus on its costs continue to filter into discussions about colleges and universities. From Our Underachieving Colleges (Derek Bok, 2006) to Academically Adrift (Richard Arum and Josipa Roksa, 2011) to news stories around the globe, higher education’s status quo is being called into question… Fortunately, a growing number of scholars are recognizing the potential of the scholarship of teaching and learning (SoTL) to change campus cultures about student learning.


Changing Higher Education One Step at a Time

Scholarship of teaching and learning can have an effect on multiple levels. While SoTL can be a source of ideas and part of an individual scholarly agenda, it also has the potential to foster change on larger levels. One person’s research can inspire a whole department to try new ways of working with students. One department’s work can serve as a template for colleagues across campus. A cluster of SoTL scholars in a single field can lead the way to transformation of teaching within a discipline. And all of that work, on all of those levels, yields insights about teaching and learning that should be part of regional, national, and international discussions about higher education policy. SoTL scholars can become public intellectuals, and together we can advocate for the importance of faculty and student voices in decision-making about the future of higher education.


Classroom Ecology, the New Voc-Ed, and Academic Writing at the Edge

What happens when you ask three scholars to explore learning spaces from their unique individual and institutional perspectives? Audience members are challenged to reconsider their understandings of physical, program-level, and online learning spaces, along with their expectations for conference plenaries. The Friday, October 4, 2013, Plenary at ISSOTL 2013 featured TED-style talks by Thomas Horejes (Gallaudet University), anthony lising antonio (Stanford University), and Siân Bayne (University of Edinburgh). More information about the speakers and their talks is provided below the video.