In my previous blog, I discussed the common barriers students (including my collegiate self) encounter when considering a study abroad experience. Although, there is a growing discourse around the effective steps to address these barriers, discussion about the potential obstacles…

The Center for Engaged Learning (CEL) is pleased to invite applications from Elon faculty for the 2020-2022 Center for Engaged Learning Scholar. During a two-year appointment, CEL Scholars will develop expertise in a specific aspect of engaged learning and will…

As of the 2016-2017 academic year, approximately 1.6 percent of students enrolled in a post-secondary institution in the U.S. have completed a study abroad program (NAFSA 2019). Despite the steady gains in study abroad engagement, disparities in racial and ethnic…

by Phillip Motley As Elon University’s newest Center for Engaged Learning Scholar, I am embarking on a two-year study of what constitutes “immersive learning” in higher education. I have been interested in this topic for quite a while, although I…

by Sophia Abbot and Ketevan Kupatadze Students as Partners (SaP) had a major presence at the 2018 International Society for the Scholarship of Teaching and Learning (ISSOTL) conference in Bergen, Norway, this past October. Twenty of the 247 conference sessions,…

As I continue talking with my colleagues about student-faculty partnerships, whether in formal or more informal conversations, one recurring theme emerges: what does partnership look like in practice? My observations have taught me that a) most faculty immediately think of…

In my last post, I argued that course-based undergraduate research experiences (CUREs) can be a stepping stone for a student’s path toward mentored undergraduate research, but to yield equitable impact for historically underrepresented minority students (HURMS), CUREs must include mentorship…

Bangera and Brownell (2014) lay out a compelling list of barriers students encounter while attempting to engage in undergraduate research. The authors also argue that, given the institutional nature of some of these barriers (e.g., implicit bias or lack of…

by Ketevan Kupatadze Recently I was extremely fortunate to have a conversation with Dr. Stephen Bloch-Shulman and then undergraduate, but now graduate students, Claire Lockard and maggie castor, about their experiences with partnership in teaching and learning. Stephen, maggie, and Claire have…

Can we review the differences among diversity, inclusion, and equity work? I think we should. In blogs written by Meg Bolger and Dr. Geraldine Cochran we are given tools to work through our understanding and often mistaken conflation of these…