In this blog I continue to reflect on my experience with student-faculty partnership during the spring of 2018 and the lessons learnt not only in regards to partnerships, but also teaching and learning in general. Here I focus specifically on…

The Center for Engaged Learning will host two reading groups this fall for Elon University faculty, staff, and graduate students. Students as Partners 2017-2019 CEL Scholar Ketevan Kupatadze and 2018-2020 CEL Graduate Apprentice Sophia Abbot will facilitate discussions about Engaging Students…

Executive Director, Peter Felten, and Director, Jessie L. Moore, both were featured on podcasts recently. Dr. Felten spoke with Teaching in Higher Ed about research on engaging learners (episode 216). Read more about this topic on the Center’s blog. Dr. Moore…

by Lucia Maribel Craige, Erin Jenkins, and Ketevan Kupatadze In this blog post we continue reflecting on our experience with student-faculty partnership on course (re)design. Here we address some of the transformational features of student-faculty partnership and offer our thoughts…

As institutions of higher education focus more and more of their attention on student success initiatives, interventions to impact student retention, and increased graduation rates, we have all been challenged to develop innovative ways to nurture and enhance student success….

For over a decade, Kuh’s (2008) work on the critical importance of engaged learning has shaped the undergraduate college and university experience. Taking part in at least one engaged learning practice, dubbed “High Impact Practices,” at some point during a…

In this blog post we continue reflecting on our experience with student-faculty partnership on course (re)design. Here we will be responding to two reflective questions: Student-faculty partnership is a relatively new concept for faculty and for students. Those of us…

Herbert Simon, one of the most influential American academics of the 20th century, succinctly described the micro-level of student engagement: “Learning results from what the student does and thinks and only from what the student does and thinks. The teacher…

Following our recent experience with student-faculty partnership on course (re)design, we offer some thoughts on the process, its purpose, its benefits, and some of the risks involved. Throughout several future blog posts, we – Lucia, Erin, and Ketevan – reflect…

In the fall of 2015 protests erupted on many of the Nation’s elite and flagship public universities. When I think about this tumultuous time on college campuses, I immediately remember the picture of two collegiate Black males from the University…