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.
Book, Connie Ledoux, and Jeffrey P Stein. 2023. "Designing a Residential Campus: Faculty Leadership in Developing Strategy, Vision, Partnerships, and Learning." In The Faculty Factor Developing Faculty Engagement with Living-Learning Communities, edited by Jennifer E Eidum and Lara L Lomicka, 71-87. Elon, NC: Elon University Center for Engaged Learning.
Although this chapter tells the story of designing and implementing a university-wide Residential Campus Initiative at Elon University, it also provides suggestions for faculty, administrators, and student affairs professionals looking to expand existing LLC programs or design new LLC initiatives. Specifically, the authors offer suggestions for how faculty can provide leadership (through collaborative partnerships with student affairs staff and administrators) to assist their campuses in developing their own distinctive mix of residential experiences and programs led by a layered cadre of talented faculty and staff working strategically to engage students to develop socially, intellectually, and interpersonally.
Dahl, Laura S, Ethan Youngerman, Christopher J Stipeck, and Matthew J Mayhew. Laura S. Dahl, Ethan Youngerman, Christopher J. Stipeck, and Matthew J. Mayhew. "Elevating Equity in LLCs: Faculty Strategies for Engaging "New Majority" Students." In The Faculty Factor Developing Faculty Engagement with Living-Learning Communities, edited by Jennifer E Eidum and Lara Lomicka, Elon, NC: Elon University Center for Engaged Learning.
College-going student demographics are shifting. This chapter outlines new directions for faculty-student engagement initiatives in LLCs that support non-white, first gen, transfer, older students, and veterans. Authors use data from the Assessment of Collegiate Residential Environments and Outcomes (ACREO), a multi-institutional study of residential experiences and programs, to illustrate how the literature has played out practically at three universities.
Dahl, Laura S, Ethan Youngerman, Christopher J Stipeck, and Matthew J Mayhew. 2023. "Elevating Equity in LLCs: Faculty Strategies for Engaging "New Majority" Students." In The Faculty Factor: Developing Faculty Engagement with Living-Learning Communities, edited by Jennifer E Eidum and Lara Lomicka, 19-33. Sterling, VA: Stylus Publishing.
Eidum, Jennifer E, and Lara Lomicka. 2023. The Faculty Factor: Developing Faculty Engagement with Living-Learning Communities. Sterling, VA: Stylus Publishing.
This edited collection examines how colleges and universities foster sustainable faculty involvement in living learning communities (LLCs). More specifically, chapter authors contemplate the question: Why do faculty in LLCs matter, now and in the future? We argue that faculty are an essential component of LLC success. This volume delivers evidence-based research, as well as practical examples and voices from the field, to guide and support faculty serving in different capacities in LLCs, to serve as a resource for student affairs practitioners collaborating with faculty in residential environments, and to offer guidance to administrators developing new and revising existing LLC programs.
Learn more: The Faculty Factor – Center for Engaged Learning
Erck, Ryan W, Leia Duncan, and Terri Garrett. 2023. "Starting with a Shared Approach: Fostering Student Affairs–Academic Affairs Collaboration in LLCs." In The Faculty Factor Developing Faculty Engagement with Living-Learning Communities, edited by Jennifer E Eidum and Laura L Lomicka, 93-109. Elon, NC: Elon University Center for Engaged Learning.
This chapter offers the foundational steps of collaboration for the success and longevity of LLCs. A model of shared vision, resources, and oversight between student affairs and academic affairs highlights practical approaches for partnering for the future. Collaboration on LLCs can be challenging but when approached as a truly shared experience, it can be invigorating, inspiring, and remind those in higher education of how our passion for serving students began.
Grabsch, Dustin K, Jennifer E Eidum, James C Penven, and Jennifer B Post. 2023. "Who? What? Where? Why? Understanding Faculty-in-Residence Programs." In The Faculty Factor Developing Faculty Engagement with Living-Learning Communities, edited by Jennifer E Eidum and Lara L Lomicka, 185-200. Elon, NC: Elon University Center for Engaged Learning.
This chapter provides an overview of Faculty-in-Residence programs, including demographics, FIR program structures, and the benefits to FIR, to students, and to the institution. Authors focus specifically on these FIR faculty, and the contributions and challenges of FIR programs to present the who, what, and where of FIR programs, which show us the why underscoring the increasing popularity of FIR programs in the United States, with data gleaned from a nationwide survey of FIRs themselves, as well as current statistics on FIR programs.
Jessup-Anger , Jody E, and Mimi Benjamin. 2023. "Fostering Faculty-Student Engagement in LLCs." In The Faculty Factor Developing Faculty Engagement with Living-Learning Communities, edited by Jennifer E Eidum and Lara L Lomicka, 164-179. Elon, NC: Elon University Center for Engaged Learning.
Living-learning communities offer a unique structure for faculty to engage with students in novel ways. In this chapter, the authors provide an overview of current research on faculty and student engagement in LLCs, offer a framework for considering how faculty might shape their engagement with students, and advance strategies for developing capacity for faculty-student interaction. In closing, the chapter offers ways to assess meaningful interactions between faculty and students.
Kennedy , Kirsten . 2023. "Keys to Faculty-In-Residence Success: Balancing Work and Life." In The Faculty Factor: Developing Faculty Engagement with Living Learning Communities, edited by Jennifer E Eidum and Lara L Lomicka, 220-236. Elon. NC: Center for Engaged Learning.
This chapter provides some concrete guidelines for how faculty in residence (FIR) can balance work in residence while they live-in. When the workplace and home life are in the same building, it can be a challenge to find time for home life, family and self. This chapter takes a deeper look at how a faculty in residence can overcome the challenge of work-life balance and provides practical steps for others who may be facing a challenge such as this one.
Learn more: Chapter 12 – Center for Engaged Learning
Krieger, Carl . 2023. "Laying the Foundation for a Living-Learning Community: Building Strong Faculty-Residential Life Partnerships." In The Faculty Factor Developing Faculty Engagement with Living-Learning Communities, edited by Jennifer E Eidum and Lara L Lomicka, 112-126. Elon, NC: Elon University Center for Engaged Learning.
Intended as a how-to guide for faculty and their residence life counterparts as they work together, this chapter offers opportunities to define their roles separately and create spaces for collaboration. This chapter begins by exploring the professional roles and context of faculty and residential life professionals outside of their partnership within LLCs. In addition, the chapter guides readers through key challenges to lay the groundwork for productive relationships with open communication and sets up collaboration models that faculty and RL partners might consider for their specific relationship. Finally, the chapter discusses assessment of the LLC and how metrics can be used to guide the success of the program.
Lundeen, Shannon B, and James C Penven. 2023. "A Model for Faculty Engagement in RLCs." In The Faculty Factor Developing Faculty Engagement with Living-Learning Communities, edited by Jennifer E Eidum and Lara Lomicka, 53-68. Elon, NC: Elon University Center for Engaged Learning.
This chapter describes common models of faculty involvement within residential learning communities (RLCs). It covers some of the advantages and disadvantages of the various types of faculty engagement in RLCs, recognizing different institutional needs. The authors then introduce a conceptual model of faculty engagement in RLCs, which organizes factors influencing faculty engagement in RLCs into four spheres: institutional context, organizational structure, professional motivations, and personal motivations.
Manz, Jonathan W, Mark Daniel Ward, and Ellen Gundlach. 2023. "“Mine” the Gap: Connecting Curriculum, Courses, and Community." In The Faculty Factor Developing Faculty Engagement with Living-Learning Communities, edited by Jennifer E Eidum and Lara L Lomicka, 147-161. Elon, NC: Elon University Center for Engaged Learning.
A learning curriculum and linked courses are key elements of LLCs and faculty play an important role in the visions and/or design of these elements. This chapter provides guidance for faculty and residence life leadership as they create courses and develop LLC curricula, as well as for faculty teaching residentially-linked courses. Authors share their experience creating and leading The Data Mine—a large-scale LLC, featuring a curriculum that weaves classroom instruction with hands-on learning—as a case study of a comprehensive curricular design of LLCs.
Post, Jennifer B. 2023. "It Takes a Village: Strengthening Campus Partnerships and Developing a Faculty Handbook." In The Faculty Factor Developing Faculty Engagement with Living-Learning Communities, edited by Jennifer E. Eidum and Lara L Lomicka, 129-144. Elon, NC: Elon University Center for Engaged Learning.
This chapter looks across campus to describe the role campus partnerships beyond student affairs and academic affairs can play in creating successful LLCs. From working with HR and Title IX to campus police and facilities and dining, this chapter provides a checklist of offices to work with, advice for guiding these relationships, and samples from faculty handbooks. This chapter provides general guidelines that will help readers adjust to meet the needs, structure, and culture of their campus.
Shushok, Frank Jr, and C.L. Bohannon. 2023. "Campus Cultures that Attract and Sustain Faculty Leadership in Living Learning Communities." In The Faculty Factor Developing Faculty Engagement with Living-Learning Communities, edited by Jennifer E Eidum and Lara L Lomicka, 36-50. Elon, NC: Elon University Center for Engaged Learning.
This chapter describes the many ways institutions can incentivize sustained faculty involvement in LLCs, ranging from budgetary resources (such as stipends and dining credits) to professional support (such as working with Deans, support for promotion and tenure, etc.). The authors provide personal reflections and practical insights into fostering an institutional culture that prioritizes the educational potential of living-learning programs and incentivizes faculty to explore and embrace this new venue for teaching and learning.
Sriram, Rishi . 2023. "The Hidden Helpers: Engaging Families-in-Residence as Resources for Student Success." In The Faculty Factor: Developing Faculty Engagement with Living Learning Communities, edited by Jennifer E Eidum and Lara L Lomicka, 203-217. Sterling, VA: Stylus Publishing.
This chapter looks at faculty with families who live in residence on campuses. Issues such as balancing work and family, children growing up on a university campus, the importance of community for college students, student-faculty interaction, and spouse/partner integration will be discussed. The chapter also explores how families-in-residence influence the campus environment and then provides recommendations pertaining to the people, policies, programs, and places associated with FIR.
Learn more: Chapter 11 – Center for Engaged Learning
