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.
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.
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.
Shawyer, S., R. Aumiller, E. E. Hall, and K. Shively. 2020. "Mentoring undergraduate research in theatre and dance: Case studies of the salient practices framework in action." PURM: Perspectives on Undergraduate Research and Mentoring 8 (1): 1-12. https://www.elon.edu/u/academics/undergraduate-research/purm/wp-content/uploads/sites/923/2020/02/Shawyer-et-al.pdf.
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.
