CEL facilitates multi-institutional research on engaged learning topics. Participants from institutions around the world collaborate over three years, producing scholarship that shapes research and practice globally.
CEL is home to two book series. In addition, CEL research seminars and other initiatives have produced 100+ publications (to date).
CEL’s concise guides offer research-informed practices for engaged learning.
CEL’s concise guides offer practical strategies for studying engaged learning.
CEL brings together international leaders in higher education to develop, synthesize, and share rigorous research on central questions about student learning.
The CEL Scholar role and CEL Student Scholars program enable Elon faculty and students to deepen their understanding of and professional development in scholarly activity on engaged learning.
For many students, attending a residential college is the first time they have lived away from home. During this time, lesbian, gay, bisexual, and queer (LGBTQ+) students may have increased opportunities to explore, and even freedom to be public about…
CEL research seminars facilitate multi-institutional research on engaged learning topics. Participants from higher education institutions around the world collaborate over three years, producing scholarship that shapes research and practice globally.
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As CEL Scholars, Elon faculty develop expertise in a specific aspect of engaged learning and produce resources and other scholarly activity on that topic.
CEL invites scholars to join our conversations about research-informed practices for engaged learning.
Read Our Calls for Proposals
CEL is home to two book series: the CEL Open Access Book Series and the CEL/Routledge Series on Engaged Learning and Teaching. View all CEL books.
CEL regularly produces videos featuring contemporary research and theories on engaged learning pedagogies and the scholarship of teaching and learning. Explore additional videos throughout our website, or browse the entire collection.
In comments sections and replies in both educator spaces and mass media articles, it’s common to see exhortations to simply return to an earlier time where students demonstrated knowledge in class. I myself recall needing to remember to stop by…
I’ve participated in several professional education opportunities this summer related to AI as a tool for higher education, and one of my biggest takeaways is that there is little agreement among faculty. Even in a tiny academic unit of fewer…
Each summer, the Center for Engaged Learning facilitates week-long meetings for three distinct international, multi-institutional, and multidisciplinary research seminars that foster collaborative scholarship of teaching and learning (SoTL) on focused engaged learning topics. During this summer’s research seminar meetings, generative…
“It’s not ethical to use a dataset without spending time getting a very good understanding of what the data means.” Heather Kraus When I started teaching an applied statistics class for undergraduates, I resolved to give my students as much practice…
Making College “Worth It” – Season 2, Episode 10 In this episode, Nolan and Jessie talk with Travis Maynard, Tim Peeples, and Paula Rosinski about their recent research on alumni perceptions of generative AI. Drs. Maynard, Peeples, and Rosinski share…
Pull up a chair. We’re glad you’re here. At this table, conversation matters, but so does who gets to speak and who gets heard. This isn’t just about having a seat—it’s about shaping the space together. In higher education, decisions…
Recently, I (Sabrina) attended a workshop hosted by our Undergraduate Research Program (URP) on “equity-centered mentoring in undergraduate research.” The workshop was led by Associate Director CJ Fleming and other URP leaders, and focused on applying the “JEDI-B” framework to…
Writing this blog post has been in the works for a while now. I have been hesitant to continue writing it, as it evokes a range of personal feelings I have towards certain professors and my university as a whole….
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