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.
60-Second SoTL – Episode 19 This week’s episode features an open-access article from Teaching & Learning Inquiry and examines instructors’ emotional responses when they give students assessment feedback: Hill, Jennifer, Kathy Berlin, Julia Choate, Lisa Cravens-Brown, Lisa McKendrick-Calder, and Susan Smith. 2023. “Emotions…
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/Stylus Publishing Series on Engaged Learning and Teaching.
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.
As we start the new year and new semester, it is the season of planning, and we are likely planning for the larger events of next year or years ahead—conferences, speakers, special promotions. Let’s talk about inclusion for these events….
60-Second SoTL – Episode 18 This week’s episode features an open-access article from the Journal of Higher Education Policy and Management and examines the perceptions and experiences of students with disabilities regarding work-integrated learning placements: Dollinger, Mollie, Rachel Finneran, and Rola Ajjawi. 2022….
Since releasing our call for applications for the 2023-2025 research seminar on Mentoring Meaningful Learning Experiences, we’ve received a number of questions about the research seminars and the application process, so I’m sharing the most frequently asked questions – and…
Limed: Teaching with a Twist – Episode 5 Derek O’Leary from Virginia Commonwealth University teaches advertising, a field known to require collaboration and cooperation with diverse teams, often remotely. David Buck, Gianna Smurro, and our producer Dhvani Toprani consider how…
I can hear many of you authors out there collectively groaning, or perhaps you are putting off actually formatting your manuscript as you look for advice to make it all seem easier. It’s true, formatting your manuscript for submission can…
Sense of belonging is a key predictor of student success for college students (Strayhorn 2008; 2012). This sense of belonging can be enhanced when students find peers that they can identify with and develop relationships with (Gravett and Winstone 2020;…
60-Second SoTL – Episode 17 This week’s episode features an open-access article from Scholarship of Teaching and Learning in the South and examines what reflection on authentic tasks can illuminate about student learning: Bester, Johannes, and Erica Pretorius. 2022. “Linking Reflective…
60-Second SoTL – Episode 16 This week’s episode features an open-access article from Teaching & Learning Inquiry and examines the long-term feedback literacy outcomes of supplementing written feedback with a student-instructor meeting to discuss student-led action plans for improvement: Hill, Jennifer,…
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