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.
Adler-Kassner, Linda. 2017. "Transfer and educational reform in the twenty-first century: College and career readiness and the Common Core Standards." In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 15-26. Sterling, VA: Stylus.
Adler-Kassner, Linda, and Elizabeth Wardle, eds. 2015. Naming what we know: Threshold concepts of writing studies. Boulder, CO: Utah State UP.
Contributors define thirty-seven threshold concepts in the discipline of writing studies and examine the application of threshold concepts in specific sites of writing.
Adler-Kassner, Linda. 2014. "Liberal Learning, Professional Training, and Disciplinarity in the Age of Educational ‘Reform': Remodeling General Education." College English 76.5: 436-457.
Adler-Kassner, Linda, John Majewski, and Damian Koshnick. 2012. "The Value of Troublesome Knowledge: Transfer and Threshold Concepts in Writing and History." Composition Forum 26. http://compositionforum.com/issue/26/troublesome-knowledge-threshold.php.
Adler-Kassner, Linda, and John Majewski. 2012. "Current Contexts: Students, Their Instructors, and Threshold Concepts." Presentation at Conference on College Composition and Communication, St. Louis, MO 2012.
Amin, S., Andrea Hunt, Michael Neal, Ruth Palmer, Christin Scholz, and Brad Wuetherick. 2014. "Mentoring of undergraduate research and identity development." Presentation at Pre-ISSOTL CUR Symposium, Quebec City, Canada, October 22, 2014.
Anson, Chris A., and Jessie L. Moore, eds. 2016/2017. Critical Transitions: Writing and the Question of Transfer. Fort Collins, CO: The WAC Clearinghouse and University Press of Colorado.
Anson, Chris M. 2016. "The Pop Warner Chronicles: A Case Study in Contextual Adaptation and the Transfer of Writing Ability." College Composition and Communication 67 (4): 518-549.
Anson, Chris. 2012. "Current Research on Writing Transfer." Presentation at National Council of Teachers of English Conference, Las Vegas, NV 2012.
Baird, Neil, Alena Kasparkova, Stephen Macharia, and Amanda Sturgill. 2022. "“What One Learns in College Only Makes Sense When Practicing It at Work”: How Early-Career Alumni Evaluate Writing Success." In Writing Beyond the University Preparing Lifelong Learners for Lifewide Writing, edited by Julia Bleakney, Jessie L Moore and Paula Rosinski, 168-182. Elon, NC: Elon University Center for Engaged Learning.
The Alumni Writing Transfer Project examines the school-to-work transitions of twelve early career alumni from the United States, Kenya, and the Czech Republic and suggests a framework for supporting college students through that transition.
Baker, Vicki L., Meghan J. Pifer, Laura G. Lunsford, Jane Greer, and Dijana Ihas. 2015. "Faculty as mentors in undergraduate research, scholarship, and creative work: Motivating and inhibiting factors. ." Mentoring & Tutoring: Partnership in Learning. http://10.1080/13611267.2015.1126164.
Baker, Vicki L., Jane Greer, Laura G. Lunsford, Dijana Ihas, and Meghan J. Pifer. 2018. "Supporting Faculty Development for Mentoring in Undergraduate Research, Scholarship, and Creative Work." In Excellence in Mentoring Undergraduate Research, edited by Maureen Vandermaas-Peeler, Paul C. Miller and Jessie L. Moore, 131-153. Washington, D.C.: Council on Undergraduate Research.
Barnett, Brooke, Woody Pelton, Francois Masuka, Kevin Morrison, and Jessie L. Moore. 2017. "Diversity, global citizenship, and writing transfer." In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 59-68. Sterling, VA: Stylus.
Bass, Randall. 2017. "Coda: Writing transfer and the future of the integrated university." In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 144-154. Sterling, VA: Stylus.
Bean, Janet, Christina Beaudoin, Tania von der Heidt, David I Lewis, and Carol Van Zile-Tamsen. 2023. "Frames Definitions and Drivers: A Multidimensional Study of Institutionally Required Undergraduate Capstones." In Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning, edited by Caroline J Ketcham, Anthony G Weaver and Jessie L Moore, 27-40. Elon, NC: Elon University Center for Engaged Learning.
This chapter examines the language colleges and universities use to represent required undergraduate capstone experiences. How do institutions frame capstones, and what do these frames tell us about the goals of culminating experiences and the drivers of institutional change?
In “Making the Case for Capstones and Signature Work,” Nancy Budwig and Amy Jessen-Marshall lay out various theoretical frameworks for culminating experiences, from workplace preparation to effective citizenship to student learning. But how do institutions make use of these frames in practice? More specifically, how do institutions that are fully committed to capstones—those that require them of all undergraduate students—represent this high-impact experience?
To answer these questions, the chapter authors conducted a systematic review of 481 colleges and universities in Australia, the United Kingdom, and the United States. Based on their public-facing documents (e.g., programs of study, course catalogs, and undergraduate bulletins), fifty-five of these institutions require a capstone for all baccalaureate degrees, representing 4% of UK, 5% of Australian, and 15% of US institutions.
For these 55 institutions, the authors analyzed descriptions of required capstones to identify prominent themes—integration, communication, critical thinking, connection to future goals, application, etc. These themes provide insight into how institutions define capstones, what they hope students learn from them, and the complex forces that motivate institutions to embrace this labor-intensive practice.
Blakeslee, Ann M., Jennifer C. Mallette, Rebecca S. Nowacek, Rifenburg Michael J., and Liane Robertson. 2022. "Navigating Workplace Writing as a New Professional: The Roles of Workplace Environment, Writerly Identity, and Mentoring and Support." In Writing Beyond the University Preparing Lifelong Learners for Lifewide Writing, edited by Julia Bleakney, Jessie L Moore and Paula Rosinski, 139-153. Elon, NC: Elon University Center for Engaged Learning.
Highlighting the experiences of eight early-career alumni from five US institutions, these authors illustrate how supports in college and the workplace can prepare students for more successful transitions into workplace writing as alumni.
Bleakney, Julia, Li Li, Emily Holland, Paula Rosinski, and Jessie L Moore. 2021. "Rhetorical Training Across the University: What and Where Students and Alumni Learn about Writing." Composition Forum 47 (Fall 2021). https://compositionforum.com/issue/47/rhetorical-training.php.
The authors report on a survey of students and alumni, examining their “rhetorical training”—their writing knowledge and experiences across multiple courses, campus employment, and workplace contexts. The survey asked participants to identify their most often written genres and their most valued type of writing, the rhetorical situations in which they compose their most valued genre, and the writing processes they have developed. The authors examined the multiple sources of rhetorical training that participants believe prepared them to write their most valued genre. Multiple rhetorical training experiences prepare writers for the writing they value, and both students and alumni describe robust writing processes and appreciate feedback from others. Yet alumni continue to express challenges adapting writing for new audiences and genres.
Bleakney, Julia, Jessie L Moore, and Paula Rosinski, eds. 2022. Writing Beyond the University: Preparing Lifelong Learners for Lifewide Writing. Elon, NC: Elon University Center for Engaged Learning.
Writing Beyond the University: Preparing Lifelong Learners for Lifewide Writing extends the burgeoning scholarly conversation regarding the role of writing in lifelong and lifewide learning. The collection introduces higher education faculty, staff, and administrators to research on how all members of a campus community can prepare learners to be effective writers beyond the university, in personal, professional, and civic contexts.
The collection also discusses how to teach writing and teach with writing across the academic disciplines and in a variety of co-curricular spaces, such as student life, student employment, and career services, and in internship, co-ops, and work-integrated learning opportunities.
Chapters include the perspectives of faculty/staff, learners, and alumni from a variety of international contexts, and chapter authors in our collection study and report on:
Available as an Open Access book at: https://doi.org/10.36284/celelon.oa5
Bloch-Schulman, Stephen, and maggie castor. 2015. "I Am Not Trying to Be Defiant, I Am Trying to Be Your Partner: How to Help Students Navigate Educational Institutions That Do Not Value Democratic Practice." Partnerships: A Journal of Service-Learning and Civic Engagement 6 (1): 161-180.
Bloch-Schulman, Stephen, Donna Engelmann, and maggie castor. 2010. "Teaching Democratic Thinking." American Association of Philosophy Teachers Biennial Conference, Myrtle Beach, South Carolina, August 2010.
Bloch-Schulman, Stephen, J. F. Humphrey, Spoma Jovanovic, Hollyce “Sherry” Giles, Dan Malotky, and Audrey Campbell. 2015. "What Kind of Community? An Inquiry into Teaching Practices that Move beyond Exclusion." Partnerships: A Journal of Service-Learning and Civic Engagement 6 (1): 25-50.
Bloch-Schulman, Stephen, Elizabeth Minnich, Donna Engelmann, Mark Cubberley, and Ed Whitfield. 2010. "Teaching Democratic Thinking." Association of American Colleges and Universities Annual Meeting, Washington, D.C., January 2010.
Bloch-Schulman, Stephen, Patricia Rogers, and maggie castor. "Partnerships: A Journal of Service-Learning and Civic Engagement." 6 (1).
Bloch-Schulman, Stephen, and . 2010. "When the ‘Best Hope’ Is Not So Hopeful, What Then?" 24 (4): 399–415.
Bloch-Schulman, Stephen , Elizabeth Minnich, Ed Whitfield, Desirae Simmons, Wesley Morris, Michele Leaman, Spoma Jovanovic, Kathleen Edwards, and Maggie Castor. 2012. "Teaching Democratic Thinking." Presentation at Association of American Colleges and Universities Annual Meeting, Washington, D.C., January 2012.
Bloch-Shulman, Stephen, Maggie Castor, and Jessie L Moore. 2012. "Exploring Radical Research." International Society for the Scholarship of Teaching and Learning, Milwaukee, Wisconsin, October 2012.
Bloch-Shulman, Stephen, and Maggie Castor. 2015. "I Am Not Trying to Be Defiant, I Am Trying to Be Your Partner: How to Help Students Navigate Educational Institutions That Do Not Value Democratic Practice." Partnerships: A Journal of Service-Learning and Civic Engagement 6 (1): 161-180.
Bloch-Shulman, Stephen, J. F. Humphrey, Spoma Jovanovic, and Hollyce Giles. 2015. "What Kind of Community? An Inquiry into Teaching Practices that Move beyond Exclusion." Partnerships: A Journal of Service-Learning and Civic Engagement 6 (1): 25-50.
Bloch-Shulman, Stephen, Donna Engelmann, and Maggie Castor. 2010. "Teaching Democratic Thinking." Presentation at American Association of Philosophy Teachers Biennial Conference, Myrtle Beach, SC 2010.
Bloch-Shulman, Stephen, Elizabeth Minnich, Donna Engelmann, Mark Cubberley, and Ed Whitfield. 2010. "Teaching Democratic Thinking." Presentation at Association of American Colleges and Universities Annual Meeting, Washington, DC 2010.
Bloch-Shulman, Stephen. 2010. "When the ‘Best Hope’ Is Not So Hopeful, What Then?: Democratic Thinking, Democratic Pedagogies, and Higher Education." The Journal of Speculative Philosophy 24 (4): 399–415.
Bloch-Shulman, Stephen, Elizabeth Minnich, Ed Whitfield, Desirae Simmons, Wesley Morris, Michele Leaman, Spoma Jovanovic, Kathleen Edwards, and Maggie Castor. 2012. "Teaching Democratic Thinking." Presentation at Association of American Colleges and Universities Annual Meeting, Washington, DC 2012.
Bloch-Shulman, Stephen, Maggie Castor, and Jessie L. Moore. 2011. "Exploring Radical Research." Presentation at International Society for the Scholarship of Teaching and Learning, Milwaukee, WI 2011.
Blythe, Stuart. 2012. "Prompting Student Reflection Through Audio-video Journals." Presentation at Conference on College Composition and Communication, Computer Connect Session, St. Louis, MO, March 2012.
Boone, Stephanie, Sara Biggs Chaney, Josh Compton, Cristiane Donahue, and Karen Gocsik. 2012. "Imagining a Writing and Rhetoric Program Based on Principles of Knowledge ‘Transfer': Dartmouth’s Institute for Writing and Rhetoric." Composition Forum 26. http://compositionforum.com/issue/26/dartmouth.php.
Boyd, Diane E. 2017. "Student drafting behaviors in and beyond the first-year seminar." In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 103-112. Sterling, VA: Stylus.
Boyd, Diane E. 2014. "Bottleneck Behaviours and Student Identities: Helping Novice Writers Develop in the First Year Seminar and Beyond." Presentation at Threshold Concepts in Practice, Durham, UK 2014.
Bringle, Robert, Patti Clayton, and Kathryn E. Bringle. 2015. "From Teaching Democratic Thinking to Developing Democratic Civic Identity." Partnerships: A Journal of Service-Learning and Civic Engagement 6 (1): 51-76.
Bringle, Robert, Patti Clayton, and Kathryn E Bringle. 2015. "From Teaching Democratic Thinking to Developing Democratic Civic Identity." Partnerships: A Journal of Service-Learning and Civic Engagement 6 (1): 51-76.
Chiu, Scott C., Stacey Cozart, Ketevan Kupatadze, and Tine Wirenfeldt Jensen. 2014. "Opportunities and Challenges of Writing in a Second Language." Presentation at Writing Reseach Across Borders III, Paris, FR 2014.
Clark, Irene. 2014. "Fostering Transfer Across Writing Contexts: Genre Awareness as a Threshold Concept." Presentation at 12th International Writing Across the Curriculum Conference, Minneapolis, MN, July 12, 2014.
Clark, Irene. 2012. "Students’ Awareness of Genre and Rhetoric." Presentation at National Council of Teachers of English Conference, Las Vegas, NV, November 16, 2012.
Clark, Irene. 2012. "Academic Writing and Transferability: Print and New Media." Presentation at Council of Writing Program Administrators Conference, Albuquerque, NM, July 2012.
Clark, Irene. 2012. "Rhetorical Knowledge and Genre Awareness as Gateway to Transfer." Presentation at Conference on College Composition and Communication, St. Louis, MO, March 2012.
Clark, Irene, and Andrea Hernandez. 2011. "Genre Awareness, Academic Argument, and Transferability." The WAC Journal 22: 65-78. https://wac.colostate.edu/journal/vol22/clark.pdf.
DasBender, Gita. 2012. "Reflective Writing and Knowledge Transfer of Multilingual Students." Presentation at New Jersey College English Association (NJCEA) Conference, South Orange, NJ, April 14, 2012.
DasBender, Gita. 2012. "Explicit Teaching, Mindful Learning: Writing Knowledge and Skills Transfer of Multilingual Students in First-Year Writing." Presentation at Conference on College Composition and Communication, St. Louis, MO, March 24, 2012.
Davis, Shannon N., Duhita Mahatmya, Pamela W. Garner, and Rebecca M. Jones. 2015. "Mentoring undergraduate scholars: A pathway to interdisciplinary research?" Mentoring & Tutoring: Partnership in Learning DOI: 10.1080/13611267.2015.1126166.
DePalma, Michael-John, Lilian W Mina, Kara Taczak, Michelle J Eady, Radhika Jaidev, and Ina Alexandra Machura. 2022. "Writing Across Professions (WAP): Fostering the Transfer of Writing Knowledge and Practices in Work Integrated Learning." In Writing Beyond the University Preparing Lifelong Learners for Lifewide Writing, edited by Julia Bleakney, Jessie L. Moore and Paula Rosinski, 91-107. Elon, NC: Elon University Center for Engaged Learning.
The chapter authors offer Writing Across Professions as a curricular model that faculty and administrators in higher education can utilize to facilitate students’ transfer of writing knowledge and practices in the context of work-integrated learning.
Donahue, Christiane. 2014. "WAC, International Research, and ‘Transfer': Waves of Troublesome Knowledge." Presentation at 12th International Writing Across the Curriculum Conference, Minneapolis, MN, June 12, 2014.
Driscoll, Dana L. 2014. "Clashing Values: A Longitudinal, Exploratory Study of Student Beliefs about General Education, Vocationalism, and Transfer of Learning." Teaching & Learning Inquiry 2 (1): 21-37. http://tlijournal.com/tli/index.php/TLI/article/view/67/66.
Driscoll, Dana, Ed Jones, Carol Hayes, and Gwen Gorzelsky. 2013. "Promoting Transfer through Reflection: A Cross-Institutional Study of Metacognition, Identity, and Rhetoric." Presentation at Conference on College Composition and Communication, Las Vegas, NV, March 16, 2013.
Driscoll, Dana L., and Jennifer H. M. Wells. 2012. "Beyond Knowledge and Skills: Writing Transfer and the Role of Student Dispositions in and beyond the Writing Classroom." Composition Forum 26. http://compositionforum.com/issue/26/beyond-knowledge-skills.php.
Eady, Michelle J., Ina Alexandra Machura, Radhika Jaidev, Kara Taczak, Michael-John Depalma, and Lilian W. Mina. 2021. "Writing transfer and work-integrated learning in higher education: Transnational research across disciplines." International Journal of Work-Integrated Learning 22 (2): 183-197. https://www.ijwil.org/files/IJWIL_22_2_183_197.pdf.
From the published abstract: “This article explores ways that work-integrated learning (WIL) scholarship and the field of writing studies can benefit from intentional engagement in the context of transfer research. This conceptual paper foregrounds writing in WIL contexts, introduces writing transfer and its relationship to writing in WIL contexts, discusses conceptual overlaps of writing transfer research and WIL, and suggests what writing transfer can mean for WIL practitioners. Overall, we argue that intentional engagement with writing transfer can enrich both WIL research and pedagogy.”
Farrell, Alison, and Sharon Tighe-Mooney. 2015. "Recall, Recognise, Re-Invent: The Value of Facilitating Writing Transfer in the Writing Centre Setting." Journal of Academic Writing 5 (2): 29-42.
Farrell, Alison, Sandra Kane, Steven P. Salchak, and Cecilia M. Dube. 2015. "Empowered empathetic encounters: Building international collaborations through researching writing in the context of South African higher education and beyond." South African Journal of Higher Education 29 (4): 96-113.
Farrell, Alison, Sandra Kane, Cecilia Dube, and Steve Salchak. 2017. "Rethinking the role of higher education in college preparedness and success from the perspective of writing transfer." In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 81-92. Sterling, VA: Stylus.
Felten, Peter. 2017. "Writing high-impact practices: Developing proactive knowledge in complex contexts." In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 49-58. Sterling, VA: Stylus.
Garnder, Pamela W., Duhita Mahatmya, Rebecca M. Jones, and Shannon N. Davis. 2018. "Undergraduate Research Mentoring Relationships: A Mechanism for Developing Social Capital for Underrepresented Students." In Excellence in Mentoring Undergraduate Research, edited by Maureen Vandermaas-Peeler, Paul C. Miller and Jessie L. Moore, 77-103. Washington, D.C.: Council on Undergraduate Research.
Gebauer, Richard, Samantha Kramer, Margaret Leary, Tina Muller, John Sopper, and Mary Ellen Wade. 2019. "Exploring Integrative Learning Within Learning Communities." Presentation at Annual First-Year Experience Conference, Las Vegas, NV, February 2019.
Goldschmidt, Mary. 2017. "Promoting cross-disciplinary transfer: A case study in genre learning." In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 122-130. Sterling, VA: Stylus.
Goldschmidt, Mary. 2014. "Teaching Writing in the Disciplines: Student Perspectives on Learning Genre." Teaching & Learning Inquiry 2 (2): 25-40. http://tlijournal.com/tli/index.php/TLI/article/view/66/37.
Gorzelsky, Gwen, Carol Hayes, Ed Jones, and Dana Lynn Driscoll. 2017. "Cueing and adapting first-year writing knowledge: Support for transfer into disciplinary writing." In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 113-121. Sterling, VA: Stylus.
Gresham , Morgan, Caroline Boswell, Olivia S Anderson, Matthew J Laye, and Dawn Smith-Sherwood. 2023. "Understanding Faculty Needs in Capstone Experiences." In Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning, edited by Caroline J Ketcham, Anthony G Weaver and Jessie L Moore, 167-178. Elon, NC: Elon University Center for Engaged Learning.
This chapter shares results from a mixed-method, multi-institutional study gauging the type of faculty who teach capstone experiences, their intrinsic and extrinsic motivations, and the type of support they receive at their institutions. Henscheid (2000) found that almost half of 707 regionally accredited colleges and universities use capstones as part of their institution’s assessment program and the 2010-2011 HERI Faculty Survey indicated that 35.8% of respondents had taught a Capstone course. The 2016–2017 HERI Faculty Survey indicated that just half of undergraduate teaching faculty participated in teaching-related professional development opportunities and that a majority of faculty surveyed (69.2%) agree that there is adequate support for faculty development. The results shared in this chapter paint a different picture of faculty desire for resources and support in teaching capstone experiences. In a survey of 138 faculty, less than half found the availability of resources “good” or “excellent,” with 14% of those surveyed saying that resources were not even available to them. It is vital that faculty members preparing to develop and teach capstone experiences have access to the resources they need to help them be successful. To that end, this chapter provides a common support needs checklist; a set of heuristics that help faculty identify what resources may be most helpful for them at the particular moment and guided by the tensions/pressures/motivations they experience in their particular context; and a how to guide to structure a significant conversation.
Hall, Eric E, Helen Walkington, Maureen Vandermaas-Peeler, Jenny Olin Shanahan, R. K. Gudiksen, and M. M. Zimmer. 2018. "Enhancing short-term undergraduate research experiences in study abroad: curriculum design and mentor development." PURM: Perspectives on Undergraduate Research and Mentoring 7 (1): 1-17. http://blogs.elon.edu/purm/files/2018/10/Hall_Walkington_VandermaasPeeler_Shanahan_Gudiksen_Zimmer_main.pdf.
Hall, Eric E., Helen Walkington, Jenny Olin Shanahan, Elizabeth Ackley, and K. A. Stewart. 2018. "Mentor perspectives on the place of undergraduate research mentoring in academic identity and career development: An analysis of award winning mentors." International Journal of Academic Development 23 (1): 15-27. https://doi.org/10.1080/1360144X.2017.1412972.
Hill, Jennifer, and Helen Walkington. 2016. "Developing Graduate Attributes through Participation in Undergraduate Research Conferences." Journal of Geography in Higher Education 40 (2): 222-237. https://doi.org/10.1080/03098265.2016.1140128.
This article examines students’ experiences at a national undergraduate research conference in an effort to understand the development of graduate attributes, which are the framework of skills, attitudes, values and knowledge that graduates ought to have developed by the end of their degrees. The research takes a largely qualitative approach, using semi-structured interviews to collect data. The authors explain that research on graduate attributes is relevant because there is a growing, international conversation about the purpose and characteristics of higher education, and that it is becoming ever more important for institutions to justify their social roles to students. This article focuses on a case study of 22 Geography, Earth and Environmental Science (GEES) graduates, and forms part of a larger study on interdisciplinary graduate attributes. Additionally, the authors split the attributes they analyzed into five categories: communication; research and inquiry skills; personal and intellectual autonomy; ethical, social, and professional understanding; and information literacy. Notably, the authors found that the conference provided a safe and supportive, while also challenging, context for students to develop these skills. This research highlights the importance of opportunities to develop such skills outside of formal disciplinary curricula.
Hill, Jennifer, Helen Walkington, and Derek France. 2016. "Graduate attributes: implications for higher education practice and policy." Journal of Geography in Higher Education 40 (2): 155-163. https://doi.org/10.1080/03098265.2016.1154932.
This article offers an overview of existing higher education literature on and attitudes towards the development of graduate attributes, while introducing the papers which comprised a symposium on this research context. One issue the authors discuss is the extent of the connection between what academic staff set up for students in terms of skill development and how much students actually experience. The authors also note the importance of students accepting agency in the process of developing their own graduate attributes, rather than letting the system determine their identities. In their conclusion, the authors emphasize that regardless of inconsistencies in teaching and assessing graduate attributes, they play a valuable role in enhancing learning and connecting learning to work beyond students’ academic careers.
Hillard, Van E. 2012. "Intellectual Ethos as Transcendent Disposition." Presentation at South Atlantic Modern Language Association, Durham, NC, November 11, 2012.
Holmes, Ashley J, Kathleen Blake Yancey, Íde O'Sullivan, D. Alexis Hart, and Yogesh Sinha. 2022. "Lifewide Writing across the Curriculum: Valuing Students' Multiple Writing Lives Beyond the University." The WAC Journal 33: 32-61. https://doi.org/10.37514/WAC-J.2022.33.1.02.
Drawing on surveys, interviews, and maps collected from students at six institutions, this 2019-2021 research seminar team explores student writing lives within course-based, self-motivated, civic, internship, co-curricular, work-based, and other “spheres” of writing. Based on their analysis of students’ writing lives within and across these spheres, the authors advocate re-envisioning writing across the curriculum through a lifewide lens and fostering students’ agency as they continue to develop their lifewide writerly identities.
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.
Johnson, Brad W., Laura L. Behling, Paul C. Miller, and Maureen Vandermaas-Peeler. 2015. "Undergraduate research mentoring: Obstacles and opportunities." Mentoring & Tutoring: Partnership in Learning DOI: 10.1080/13611267.2015.1126167.
Johnson, W. Brad. 2018. "Foreword." In Excellence in Mentoring Undergraduate Research, edited by Maureen Vandermaas-Peeler, Paul C. Miller and Jessie L. Moore, ix-xii. Washington, D.C.: Council on Undergraduate Research.
Jovanovic, Spoma, Mark Congdon Jr, Crawford Miller, and Garrett Richardson. 2015. "Rooting the Study of Communication Activism in an Attempted Book Ban." Partnerships: A Journal of Service-Learning and Civic Engagement 6 (1): 115-135.
Kane, Sandra, and Cecilia Dube. 2012. "Perspectives from a South African University on Students’ Writing Apprehension, Attitudes to Writing and Performance." Presentation at International Writing Across the Curriculum Conference, Savannah, GA, June 9, 2012.
Ketcham, Caroline J., Eric E. Hall, and Paul C. Miller. 2017. "Co-Mentoring Undergraduate Research: Student, Faculty and Institutional Perspectives." Perspectives on Undergraduate Research and Mentoring 6 (1). http://blogs.elon.edu/purm/files/2017/10/final_Ketcham-Hall-Miller_main.pdf.
This article outlines the benefits and challenges of co-mentoring for students, faculty mentors, and institutions. The authors themselves have several years of experience co-mentoring undergraduate research projects, and offer insights they have gained through those projects. The authors present the co-mentoring model they have developed and a practical guide to co-mentoring, incorporating salient practices of mentoring undergraduate research. In their conclusion, the authors note that a lot of work needs to happen to foster co-mentoring relationships, but if that happens, they can be extremely beneficial to all involved parties.
Ketcham, Caroline J., Eric E. Hall, Heather M. Fitz Gibbon, and Helen Walkington. 2018. "Co-Mentoring in Undergraduate Research: A Faculty Development Perspective." In Excellence in Mentoring Undergraduate Research, edited by Maureen Vandermaas-Peeler, Paul C. Miller and Jessie L. Moore, 155-179. Washington, D.C.: Council on Undergraduate Research.
Ketcham , Caroline J, Anthony G Weaver, and Jessie L Moore. 2023. Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning. Sterling, VA: Stylus Publishing.
Cultivating Capstones introduces higher education faculty and administrators to the landscape of capstone experiences, offers research-informed models that institutions could adapt for their own contextual goals, and suggests faculty development strategies to support implementation of high-quality student learning experiences. The edited collection draws primarily from multi-year, multi-institutional, and mixed-methods studies conducted by participants in the 2018-2020 Center for Engaged Learning research seminar on Capstone Experiences; this work is complemented by chapters by additional scholars focused on culminating experiences.
The collection is divided into three sections. Part one offers typographies of capstones, illustrating the diversity of experiences included in this high-impact practice while also identifying essential characteristics that contribute to high-quality culminating experiences for students. Part two shares specific culminating experiences (e.g., seminar courses in general education curricula, capstone experiences in the major, capstone research projects in a multi-campus early college program, capstone ePortfolios, etc.), with examples from multiple institutions and strategies for adapting them for readers’ own campus contexts. Part three offers research-informed strategies for professional development to support implementation of high-quality student learning experiences across a variety of campus contexts.
Learn more at Cultivating Capstones – Center for Engaged Learning
Kirkscey, Russell, Julie Vale, James M. Weiss, and Jennifer Hill. 2021. "Capstone Experience Purposes: An International, Multidisciplinary Study." Teaching & Learning Inquiry 9 (2). http://dx.doi.org/10.20343/teachlearninqu.9.2.19.
Kirkscey, Russell, David I Lewis, and Julie Vale. 2023. "Capstone Influences and Purposes." In Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning, edited by Caroline Ketcham, Anthony G Weaver and Jessie L Moore, 41-54. Elon, NC: Elon University Center for Engaged Learning.
This chapter provides a holistic, high-level overview of the global capstone landscape by reviewing a sampling of institutional objectives, faculty goals, and student perceptions of the outcomes of capstone. The chapter provides an inventory of capstone purposes presented in the framework of “what could a capstone be?” These purposes are gleaned from institutional documents, faculty perceptions of capstones, and student perceptions of capstone purposes.
Discussion centers around institutional decisions about capstones, such as disciplinary vs non-disciplinary, required vs elective, etc. and includes commentary on the drivers or influences on capstone purposes such as institutional, disciplinary, or accrediting body requirements. Next, the chapter includes case studies of exemplars of capstone courses.
Kneale, Pauline, Andrew Edwards-Jones, Helen Walkington, and Jennifer Hill. 2016. "Evaluating undergraduate research conferences as vehicles for novice researcher development." International Journal for Researcher Development 7 (2): 159-177. https://doi.org/10.1108/IJRD-10-2015-0026.
This paper assesses the significance of participation in undergraduate research conferences on students’ attitudes and professional development, including the development of graduate attributes. The paper positions the undergraduate research conference as an authentic learning context using the theory of situated learning. The authors interviewed 90 undergraduate students at research conferences, and analyzed their responses using the Researcher Development Framework. Students reported that paper presentations, poster presentations, and the overall conference experience were particularly valuable to their skill development. Two of these skills were public engagement and communication, which the authors note are routinely sought after by employers. The authors also offered some suggestions to conference organizers in order to maximize skill development, including providing dedicated networking time within the program.
Kupatadze, Ketevan. 2012. "The Role of Students’ Attitudes Towards Foreign Language Writing and the Problems and Opportunities of Transfer." Presentation at South Atlantic Modern Language Association, Durham, NC, November 11, 2012.
Kupatadze, Ketevan, and Scott Chien-Hsiung Chiu. 2014. "Supporting Second/Foreign Language Writing in Linguistically and Culturally Diverse Academic Environments." Presentation at 12th International Writing Across the Curriculum Conference, Minneapolis, MN, June 14, 2014.
Larson, Susan, Lee Partridge, Helen Walkington, Brad Wuetherick, and Jessie L. Moore. 2018. "An International Conversation about mentored undergraduate research and inquiry and academic development." International Journal of Academic Development 23 (1): 6-14. http://www.tandfonline.com/doi/full/10.1080/1360144X.2018.1415033.
Laye, Matthew J., Caroline Boswell, Morgan Gresham, Dawn Smith-Sherwood, and Olivia S. Anderson. 2020. "Multi-Institutional Survey of Faculty Experiences Teaching Capstones." College Teaching 68 (4): 201-213. https://doi.org/10.1080/87567555.2020.1786663.
Leary, Margaret, Tina Muller, and Richard Gebauer. 2020. "Defining Academic and Student Affairs Collaboration in Residential Learning Communities." Presentation at ACHUO-I Virtual Academic Initiatives Conference, October 2020.
Leary, Margaret, Tina Muller, Samantha Kramer, John Sopper, Richard Gebauer, and Mary Ellen Wade. 2019. "Defining Academic and Student Affairs Collaboration in Residential Learning Communities." Presentation at Annual First-Year Experience Conference, Las Vegas, NV, February 2019.
Lewis, David I., Janet Bean, Christina Beaudoin, Carol Van Zile- Tamsen, and Tania von der Heidt. 2023. "Cultivating Capstones Designing High-Quality Culminating Experiences for Student Learning." In Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning, edited by Caroline J. Ketcham , Anthony G. Weaver and Jessie L. Moore, 85-98. Elon, NC: Elon University Center for Engaged Learning.
Traditionally in the biosciences, students have undertaken laboratory-based, fieldwork, or literature review capstones. However, less than ten percent of bioscience graduates go onto careers in scientific research; the overwhelming majority leave science altogether. Traditional bioscience capstones do not provide the requisite work experience or skills development for the diverse range of career paths followed by the majority of our graduates. There is a need to provide capstone opportunities that better prepare our students for the 21st Century workplace, a focus on providing the requisite work experience or skills development for the diverse range of career paths followed by the majority of our graduates.
This chapter details the 20-year journey of taking a discipline specific capstone course and evolving it into a course with a focus on personal and professional development, and preparation for the workplace, giving students the opportunity to select from 15 different formats of capstone. This design enables students to decide what they want to achieve personally and professionally from their capstone, creating a safe space to try out different career opportunities, and choose accordingly. The chapter functions as a comprehensive source of information for colleagues, irrespective of discipline, seeking to broaden the range of capstones available to their students, or those seeking to create capstone opportunities giving students greater ownership of their educational experiences and of their personal and professional development.
Lomicka, Lara, and Jennifer Eidum. 2019. "Pathways to Thriving." Talking Stick November + December. http://read.nxtbook.com/acuhoi/talking_stick/november_december_2019/pathways_to_thriving.html.
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.
Lunsford, Laura, Meghan Pifer, Vicki Baker, Jane Greer, and Dijana Ihas. 2015. "Who are Faculty Mentors of Undergraduate Research, Scholarly, or Creative Works?" Presentation at Annual meeting of the International Mentoring Association, Phoenix, AZ, April 2015.
McGrath, Moriah McSharry, Sarah Dyer, and Trina Jorre St Jorre. 2023. "Positionality and Identity in Capstones: Renegotiating the Self through Teaching and Learning." In Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning, edited by Caroline J Ketcham, Anthony G Weaver and Jessie L Moore, 203-214. Elon, NC: Elon University Center for Engaged Learning.
This chapter argues that fostering inclusive and transformative capstone experiences requires understanding the interplay of various identities and social positions in the learning context. Diversity is generally viewed as a characteristic of the student body or a state to be pursued, camouflaging the fact that social identities are a set of power relationships that both structure social interaction, such as capstone experiences, and that are themselves restructured through social interaction. This notion is explored in relation to both student and faculty identities recognizing that faculty identities are often subsumed by their institutional role and/or the presumption that their academic training has socialized them to the milieu. Through embedded qualitative research at five English-language universities in high-income countries, we identified moments and processes where diversity, identity, and inclusion are (re)negotiated through social interactions as a strategy for our research to find “openings” where hegemonic power can be disrupted in favor of inclusive excellence. Authors conceive capstone experiences as a “project of becoming” for those involved. As the culminating experience, the capstone represents both the pinnacle of and also the cusp of transition beyond students’ university career. From these findings, salient and hidden aspects of diversity and identity are identified that affect capstones and offer a set of curricular tools to improve capstone quality through more inclusive approaches to teaching.
Moore, Jessie L., and Randall Bass, eds. 2017. Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education. Sterling, VA: Stylus Publishing.
Moore, Jessie L. 2017. "Five essential principles about writing transfer." In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 1-12. Sterling, VA: Stylus.
Moore, Jessie L., and Chris M. Anson. 2016/2017. "Introduction." In Critical transitions: Writing and the question of transfer, edited by Chris M. Anson and Jessie L. Moore, 3-13. Fort Collins, CO: The WAC Clearinghouse and University Press of Colorado.
Moore, Jessie L. 2013. "Preparing Advocates: Service-Learning in TESOL for Future Mainstream Educators." TESOL Journal 4 (3). https://doi.org/10.1002/tesj.97.
Moore, Jessie L. 2014. "The Elon Statement on Writing Transfer and its Implications for WAC." Presentation at 12th International Writing Across the Curriculum Conference, Minneapolis, MN, June 13, 2014.
Moore, Jessie L. 2012. "Mapping the Questions: The State of Writing-Related Transfer Research." Composition Forum 26. http://compositionforum.com/issue/26/map-questions-transfer-research.php.
Moore, Jessie L. 2012. "Connecting Teacher-Scholars: Igniting Multi-Institutional Research through a Research Seminar." Presentation at National Council of Teachers of English Conference, Las Vegas, NV, November 16, 2012.
Moore, Jessie L. 2012. "A 20×20 Introduction to Writing Transfer Research." Presentation at South Atlantic Modern Language Association, Durham, NC, November 11, 2012.
Moore, Jessie L. 2012. "Connecting Localities with Multi-Institutional Research." Presentation at Council of Writing Program Administrators Conference, Albuquerque, NM, July 20, 2012.
Moore, Jessie L. 2020. "Epilogue: Global Learning as High-Quality Engaged Learning." In Mind the Gap: Global Learning at Home and Abroad, edited by Nina Namaste and Amanda Sturgill, 189-194. Sterling, VA: Stylus.
Moore, Jessie L. 2018. "Afterword." In Excellence in Mentoring Undergraduate Research, edited by Maureen Vandermaas-Peeler, Paul C. Miller and Jessie L. Moore, 215-219. Washington, D.C.: Council on Undergraduate Research.
Moore, Jessie L. 2013. "Preparing Advocates: Service-Learning in TESOL for Future Mainstream Educators." TESOL Journal 4 (3): 555-570.
Namaste, Nina B. 2017. "Designing and Evaluating Students' Transformative Learning." The Canadian Journal for the Scholarship of Teaching and Learning 8 (3). http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/5/.
Nicholson, Brittany A., Meagan Pollock, Caroline J. Ketcham, Heather M. Fitz Gibbon, Evan D. Bradley, and Michelle Bata. 2017. "Beyond the Mentor-Mentee Model: A Case for Multi-Mentoring in Undergraduate Research." Perspectives on Undergraduate Research and Mentoring 6 (1). http://blogs.elon.edu/purm/files/2017/10/Nicholson_et_al_6.1.pdf.
In this paper, the authors argue that multi-mentoring can be applied in a global, interdisciplinary context to undergraduate research, and make the case for moving beyond the traditional one-to-one model as the default for inquiry into undergraduate research practices. The paper includes descriptions of relevant multi-mentoring and co-mentoring models, and offers suggestions for implementing multi- and co-mentoring practices to advance the undergraduate experience. In their conclusion, the authors note that institutions will need to assist faculty mentors in overcoming some of the challenges that accompany starting out with multi-mentoring.
Palmer, Ruth J., Andrea N. Hunt, Michael Neal, and Brad Wuetherick. 2015. "Mentoring, undergraduate research, and identity development: A conceptual review and research agenda." Mentoring & Tutoring: Partnership in Learning DOI: 10.1080/13611267.2015.1126165.
Palmer, Ruth J, Andrea N Hunt, Michael R Neal, and Brad Wuetherick. 2018. "Mentored Undergraduate Research: An Investigation into Students' Perceptions of Its Impact on Identity Development." In Excellence in Mentoring Undergraduate Research, edited by Maureen Vandermaas-Peeler, Paul C. Miller and Jessie L. Moore, 19-42. Washington, D.C.: Council on Undergraduate Research.
Partridge, Lee, Kathy Takayama, Candace Rypisi, and Cassandra Horii. 2014. "Preparing future faculty for undergraduate research mentoring: A multi-institutional study." Presentation at Pre-ISSOTL CUR Symposium, Quebec City, Canada, October 22, 2014.
Pearl, Andrew J, Joanna C Rankin, Moriah McSharry McGrath, Sarah Dyer, and Trina Jorre de St Jorre. 2023. "Students-As-Partners and Engaged Scholarship: Complementary Frameworks." In Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning, edited by Caroline J Ketcham, Anthony G Weaver and Jessie L Moore, 137-148. Sterling, VA: Stylus Publishing.
Drawing on research with two cohorts of student co-researchers who studied capstones, this chapter offers a model to explore the complementary frameworks of students-as-partners and community-engaged scholarship. The authors explore how the principles of each framework might fulfill higher education’s tripartite missions of teaching, research, and service, and encourage full, democratic participation and civic involvement. Engaging with students-as-partners is a practice gaining momentum internationally (Mercer-Mapstone et al., 2017). In these partnerships, students and university staff collaborate and contribute to pedagogical and research projects in equal, but different ways (Cook-Sather et al., 2014) to facilitate more equitable, diverse, and inclusive educational opportunities (Rankin et al., 2020). As part of a larger research project on student diversity, identity, and capstone experiences, the authors engaged with students-as-partners in a research collaboration. While the inclusion of student co-researchers was not an initial part of the research project, it became evident as research progressed that a students-as-partners approach would allow the team to more thoroughly address the research questions.
Price, Christopher, Yael Harlap, Lorriane Gutierrez, and Elizabeth Meier. 2012. "The scholarship of teaching democratic thinking and facilitating diversity learning." Presentation at International Society for the Scholarship of Teaching and Learning, Hamilton, Ontario 2012.
Price, Christopher, Yael Harlap, Lorriane Gutierrez, and Elizabeth Meier. 2012. "The scholarship of teaching democratic thinking and facilitating diversity learning." International Society for the Scholarship of Teaching and Learning, Hamilton, Ontario, October 2012.
Qualley, Donna, Justin Ericksen, Leon Erickson, Samuel Johnson, LeAnne Laux-Bachand, Michelle Magnero, and Aimee Odens. 2013. "(Re)Aligning Expectations: Graduate Student Teachers as Agents of Integration." Presentation at Conference on College Composition and Communication, Las Vegas, NV, March 2013.
Reid, Jennifer, Matthew Pavesich, Andrea Efthymiou, Heather Lindenman, and Dana Lynn Driscoll. 2022. "Writing to Learn Beyond the University: Preparing Lifelong Learners for Lifewide Writing." In Writing Beyond the University Preparing Lifelong Learners for Lifewide Writing, edited by Julia Bleakney, Jessie L Moore and Paula Rosinski, 38-50. Elon, NC: Elon University Center for Engaged Learning.
This chapter explores how adults use writing in order to learn in contexts outside of work and school—which the authors term “self-sponsored writing to learn”—as well as how they manipulate the boundaries between these contexts.
Robertson, Liane, Kathleen Blake Yancey, and Kara Taczak. 2014. "Shifting Currents in Writing Instruction: Prior Knowledge and Transfer across the Curriculum." Presentation at 12th International Writing Across the Curriculum Conference, Minneapolis, MN, June 14, 2014.
Robertson, Liane, and Kara Taczak. 2017. "Teaching for transfer." In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 93-102. Sterling, VA: Stylus.
Robertson, Liane, Kara Taczak, and Kathleen Blake Yancey. 2012. "Notes Toward a Theory of Prior Knowledge and its Role in College Composers’ Transfer of Knowledge and Practice." Composition Forum 26. http://compositionforum.com/issue/26/prior-knowledge-transfer.php.
Robertson, Liane. 2012. "Connecting Content and Transfer in Teaching Writing across Contexts." Presentation at South Atlantic Modern Language Association, Durham, NC, November 11, 2012.
Shanahan, Jenny Olin, Elizabeth Ackley-Holbrook, Eric Hall, Kearsley Stewart, and Helen Walkington. 2015. "Ten salient practices of undergraduate research mentors: A review of the literature." Mentoring & Tutoring: Partnership in Learning 5: 359-376. https://doi.org/10.1080/13611267.2015.1126162.
The authors conducted a literature review that focused on UR mentors’ practices. They wanted to know what effective mentorship looks like, because mentorship is the basis for successful UR. They described ten salient mentoring practices: strategic pre-planning; clear and well-scaffolded expectations; teach technical skills, method, and techniques; balance rigorous expectations with emotional support; build community among team members; dedicate time to one-on-one mentoring; increase student ownership over time; support student professional development; create opportunities for peer-mentoring; and guide students through dissemination.
Shanahan, Jenny Olin, Helen Walkington, Elizabeth Ackley, Eric E. Hall, and Kearsley A. Stewart. 2017. "Award-Winning Mentors See Democratization as the Future of Undergraduate Research." CUR Quarterly 37 (4): 4-11. https://doi.org/10.18833/curq/37/4/14.
In this article, the authors set out to identify likely future trends for undergraduate research (UR) in the next five to ten years. This research is important for the field because it can help faculty and administrators consider how they plan to allocate resources to ensure equitable and high-quality UR mentoring in the future. The authors conducted a literature review and interviews with faculty who have won awards for their commitment to and expertise of UR. Their two main findings are as follows. First, UR will likely see greater democratization in terms of greater access to opportunities for students from historically-underserved groups, students from nontraditional populations, and students with average academic performance histories. And second, mentor-mentee relationships are expected to strengthen across national and international borders as online communication capacities continue to advance. Curricula redesigns that incorporate inquiry-based learning may also facilitate greater participation in UR.
Shanahan, Jenny O., Elizabeth Ackley-Holbrook, Eric Hall, Kearsley Stewart, and Helen Walkington. 2015. "Ten salient practices of undergraduate research mentors: A review of the literature." Mentoring & Tutoring: Partnership in Learning DOI: 10.1080/13611267.2015.1126162.
Shanahan, Jenny Olin. 2018. "Mentoring Strategies that Support Underrepresented Students in Undergraduate Research." In Excellence in Mentoring Undergraduate Research, edited by Maureen Vandermaas-Peeler, Paul C. Miller and Jessie L. Moore, 43-75. Washington, D.C.: Council on Undergraduate Research.
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
Taczak, Kara. 2012. "The Question of Transfer." Composition Forum 26. http://compositionforum.com/issue/26/question-of-transfer.php.
Taczak, Kara. 2012. "The Transfer of Transfer: Moving across Institutional Contexts." Presentation at South Atlantic Modern Language Association, Durham, NC, November 11, 2012.
Vale, Julie, Karen Gordon, Russell Kirkscey, and Jennifer Hill. 2020. "Student and Faculty Perceptions of Capstone Purposes: What Can Engineering Learn From Other Disciplines?" Proceedings of the Canadian Engineering Education Association (CEEA) Conference 2020: 1-8. https://doi.org/10.24908/pceea.vi0.14149.
Van Zile-Tamsen, Carol , Janet Bean, Christina Beaudoin, David I Lewis, and Tania von der Heidt. 2023. "Where There's a Will, There's a Way: Implementing a Capstone Experience for General Education." In Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning, edited by Caroline J Ketcham, Anthony G Weaver and Jessie L Moore, 73-82. Elon, NC: Elon University Center for Engaged Learning.
In a sample of institutions from the United States, the United Kingdom, and Australia, only 9.1% of institutions with universally required capstone experiences approached the capstone from a general education or core curriculum approach. The other 91.0% were either exclusively disciplinary or combined disciplinary knowledge with more general learning across various disciplines. This chapter provides a case study analysis of a universally required general education capstone at University of Buffalo in the United States.
This particular capstone requirement is unique because it is part of the general education program (not a disciplinary capstone) and implemented at a large, research-intensive public institution where a program of such scale is typically not expected. In addition, the signature work product is an integrative portfolio based on general education coursework. Drawing on document analysis and interviews, this chapter describes the context of the institution, the structure of the capstone experience, the drivers for and conception of this program, the detailed goals of this capstone experience, and the benefits and challenges of this general education capstone course.
Vandermaas-Peeler, Maureen, Pault C. Miller, and Tim Peeples. 2015. "'Mentoring is sharing the excitement of discovery': Faculty perceptions of undergraduate research mentoring." Mentoring & Tutoring: Partnership in Learning DOI: 10.1080/13611267.2015.1126163.
Vandermaas-Peeler, Maureen, Paul C. Miller, and Jessie L. Moore. 2018. "Introduction: Considering Excellence in Mentoring Undergraduate Research in Context." In Excellence in Mentoring Undergraduate Research, edited by Maureen Vandermas-Peeler, Paul C. Miller and Jessie L. Moore, 1-18. Washington, D.C.: Council on Undergraduate Research.
Vandermaas-Peeler, Maureen, Paul C. Miller, and Jessie L. Moore. 2018. Excellence in Mentoring Undergraduate Research. Washington, D.C.: Council on Undergraduate Research.
This edited collection features multi-institutional and international research from the 2014-2016 Center for Engaged Learning research seminar on Excellence in Mentoring Undergraduate Research.
von der Heidt, Tania, Carol Van Zile-Tamsen, David I. Lewis, Janet Bean, and Christina Beaudoin. 2023. "How Two Australian Universities Achieved "Capstones for All": A Change Management Perspective." In Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning, edited by Caroline J. Ketcham , Anthony G. Weaver and Jessie L. Moore, 99-112. Elon, NC: Elon University Center for Engaged Learning.
This chapter describes the evolution of the capstone requirement at the two Australian universities, which require all students to undertake a capstone experience in their undergraduate degree. Institutional leaders with knowledge of history and practice of capstones within each of the two Australian institutions committed to capstones were interviewed. Both universities are Melbourne-based: the top-ranked, Group of Eight (sandstone) University of Melbourne and the lower-ranked, innovative research-oriented La Trobe University. Our prompt was: “Tell me the story of capstones at your institution.”
Results explore why and how these institutions developed a strong commitment to capstones in curriculum. In this way, the chapter aims to deepen our understanding of how institutions manage the change process for introducing and sustaining capstones. Overall, these stories reveal the complex forces driving capstone change, implementation and perceived success. The insights provided offer lessons for whole-of-institution capstone design, implementation and maintenance.
Wade, Mary Ellen, Richie Gebauer, John Sopper, Tina M. Muller, Samantha Kramer, and Margaret Leary. 2021. "Designing an Instrument to Measure Student Perceptions of Integrative Learning: Operationalizing AAC&U’s Integrative Learning VALUE Rubric." College Teaching. https://doi.org/10.1080/87567555.2021.1909525.
Walkington, Helen, Jennifer Hill, and Pauline E. Kneale. 2016. "Reciprocal elucidation: a student-led pedagogy in multidisciplinary undergraduate research conferences." Higher Education Research and Development 36 (2): 416-429. https://doi.org/10.1080/07294360.2016.1208155.
This article investigates the benefits of attending a multidisciplinary research conference as an undergraduate researcher, focusing on student voices and self-perceptions of learning and skill development. The authors conducted 90 interviews with student conference participants over the course of three years, and found that the opportunity to present research in a setting outside of institutional or disciplinary contexts bolstered student researchers’ development of skills and confidence. The authors frame the undergraduate research conference as a threshold experience for self-authorship development, and thus such conferences are much more than just a space to present research findings. They also found that students who presented at conferences often reported a sense of unfinishedness, which challenges academics to consider ways to bring comparable experiences into the classroom, to provide space for students to develop knowledge through reciprocal dialogue.
Walkington, Helen. 2015. Students as researchers: Supporting undergraduate research in the disciplines in higher education. York, UK: Higher Education Academy.
Access online at https://www.advance-he.ac.uk/knowledge-hub/students-researchers-supporting-undergraduate-research-disciplines-higher-education
Walkington, Helen, Eric E. Hall, Jenny Olin Shanahan, Elizabeth Ackley, and Kearsley Stewart. 2018. "Striving for Excellence in Mentoring Undergraduate Research: The Challenges and Approaches to Salient Practices." In Excellence in Mentoring Undergraduate Research, edited by Maureen Vandermaas-Peeler, Paul C. Miller and Jessie L. Moore, 105-129. Washington, D.C.: Council on Undergraduate Research.
Walkington, Helen, Kearsley A. Stewart, Eric E. Hall, Elizabeth Ackley, and Jenny Olin Shanahan. 2020. "Salient practices of award-winning undergraduate research mentors– balancing freedom and control to achieve excellence." Studies in Higher Education 45 (7): 1519-1532. https://www.tandfonline.com/doi/full/10.1080/03075079.2019.1637838.
Walkington, Helen, and Elizabeth A. C. Rushton. 2019. "Ten salient practices for mentoring student research in schools: New opportunities for teacher professional development." Higher Education Studies 9 (4): 133-147. https://doi.org/10.5539/hes.v9n4p133.
Wardle, Elizabeth, and Nicolette Mercer Clement. 2017. ""The hardest thing with writing is not getting enough instruction": Helping educators guide students through writing challenges." In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 131-143. Sterling, VA: Stylus.
Wardle ., Elizabeth. 2012. "Creative Repurposing for Expansive Learning: Considering ‘Problem-Exploring’ and ‘Answer-Getting’ Dispositions in Individuals and Fields." Composition Forum 26.
Weiss, James M., Russell Kirkscey, and Julie Vale. 2021. "The Boston College Capstone Program: Formation and Function of a Holistic General Education Cumulative Experience ." The Journal of General Education 70 (1-2): 50-61. https://muse.jhu.edu/article/901191.
Participants from the 2018-2020 research seminar on Capstone Experiences profile Boston College’s Capstone Program.
Wells, Jennifer, Ed Jones, and Dana Driscoll. 2012. "Opening Gateways Across the Curriculum: Writing about Writing and Transfer in High School and College Courses." Presentation at Conference on College Composition and Communication, St. Louis, MO, March 22, 2012.
Werder, Carmen M. 2017. "Telling expectations about academic writing: If not working, what about knotworking?" In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 69-78. Sterling, VA: Stylus.
Werder, Carmen. 2013. "Misaligned Expectations: How They Work as Agents of Disintegration." Presentation at Conference on College Composition and Communication, Las Vegas, NV, March 16, 2013.
Wichmann-Hansen, Gitte, Stacey Cozart, Tine Wirenfeldt Jensen, and Gry Sandholm Jensen. 2013. "Grappling with identity issues: Danish graduate student views on writing in L2 English." Presentation at The English in Europe (EiE) conference on the English language in teaching in European higher education, Copenhagen, DK, April 19-21, 2013.
Wichmann-Hansen, Gitte, Stacey Cozart, Tine Wirenfeldt Jensen, and Gry Sandholm Jensen. 2012. "Writing in English is like being married to somebody you don’t know very well: Postgraduate writing in L2 English." Presentation at The NIC Conference on Intercultural Communication, Aarhus, DK 2012.
Wuetherick, Brad, John Willison, and Jenny Olin Shanahan. 2018. "Mentored Undergraduate Research at Scale: Undergraduate Research in the Curriculum and as Pedagogy." In Excellence in Mentoring Undergraduate Research, edited by Maureen Vandermaas-Peeler, Paul C. Miller and Jessie L. Moore, 181-202. Washington, D.C.: Council on Undergraduate Research.
Yakovchuk, Nadya, Ryan Dippre, Lucie Dvorakova, Alison Farrell, Niamh Fortune, and Melissa Weresh. 2022. "Writing Transitions Between Academic and Professional Settings." In Writing Beyond the University Preparing Lifelong Learners for Lifewide Writing, edited by Julia Bleakney, Jessie L Moore and Paula Rosinski, 186-204. Elon, NC: Elon University Center for Engaged Learning.
Drawing on data from three higher education institutions in the United States, the United Kingdom, and Ireland, the authors explore how students in varied pre-placement learning contexts (a graduate-level law school, an undergraduate education program, and an undergraduate nursing, midwifery, and paramedic science program) make sense of the writing demands they will face in their placements.
Yancey, Kathleen Blake. 2017. "Writing, transfer, and ePortfolios: A possible trifecta in supporting student learning." In Understanding writing transfer: Implications for transformative student learning in higher education, edited by Jessie L. Moore and Randall Bass, 39-48. Sterling, VA: Stylus.
Yancey, Kathleen B., Liane Robertson, and Kara Taczak. 2014. Writing across Contexts: Transfer, Composition, and Sites of Writing. Boulder, CO: Utah State UP.
Yancey, Kathleen Blake, D. Alexis Hart, Ahsley J. Holmes, Anna V. Knutston, Íde O'Sullivan, and Yogesh Sinha. 2022. "“There is a Lot of Overlap”: Tracing Writing Development Across Spheres of Writing." In Writing Beyond the University Preparing Lifelong Learners for Lifewide Writing, edited by Julia Bleakney, Jessie L Moore and Paula Rosinski, 74-90. Elon, NC: Elon University Center for Engaged Learning.
Asking students who have completed first-year writing about the contexts in which they write (including classrooms, workplaces, cocurriculars, and internships) and their understandings of relationships between and across these contexts, the research team examines the complex relationships between and among these different contexts, what the authors call “recursivities.”
