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.
This is the fourth blog post in a series featuring the ongoing scholarship of each research team participating in the CEL 2019-2021 research seminar on Writing Beyond the University: Fostering Writers’ Lifelong Learning and Agency. This blog post features research…
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.
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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.
What inspired us to write Promoting Equity and Justice through Pedagogical Partnerships? Alise: I suppose it’s most honest to say I found my way to the book through loneliness as a Mad/disabled/queer graduate student, and that it was these experiences…
I have been thinking about mentoring in some fashion from my earliest days as an athlete. I was motivated to impress teachers and coaches, listening and practicing skill-improvement that I internalized as self-improvement for much of my childhood. My skills…
One of the challenges an instructor faces when developing any collaborative project is how to assess learning. When multiple students work together to create some product, it’s not necessarily the case that the final product reflects the learning of all…
My experiences as a Mad/disabled/queer graduate student were incredibly lonely. It was these experiences of loneliness that led me to participate in pedagogical partnerships with faculty, staff, and fellow students, and that informed my contributions to the theoretical framework for…
In a previous post, I discussed factors that can guide who is listed as an author for publications stemming from collaborative projects. In this follow-up post, I share strategies for establishing author order. Different group members may take the lead…
Hopefully Extreme’s 1990 “More than Words” is starting to percolate in your head. Although you may not attach this song to inclusion and equity in higher education, the message of these lyrics is basically: Your actions are more meaningful than…
As I have transitioned out of my undergraduate institution and into an elite graduate school, I have increasingly seen and experienced first-hand the confidence-building and harm-redressing potential of pedagogical partnership. When I was an undergraduate at Haverford College, I participated…
In this accessible and informative new text, Co-creating Learning and Teaching: Towards relational pedagogy in higher education, Catherine Bovill offers readers a useful framework and scholarly context for co-creation in learning and teaching (CCLT). Faculty and staff who are curious…
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