Center for Engaged Learning

Can we teach curiosity?

by Peter Felten Curiosity might be bad for cats, but it is essential for human learning. As Eleanor Duckworth notes, “What you do about what you don’t know is, in the final analysis, what determines what you will know” (The …

Key Scholarship Identified by Writing Beyond the University Seminar Participants

Writing Beyond the University: Fostering Writers’ Lifelong Learning and Agency seminar leaders – Julia Bleakney, Paula Rosinski, and Jessie L. Moore – asked seminar participants each to share citations and brief annotations for two texts (e.g., articles, chapters, books, etc.) …

Study Abroad: A Critical Diversity, Inclusion, and Equity Issue

by Buffie Longmire-Avital 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 …

What is Immersive Learning?

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 …

Tackling Inequitable Opportunity Structures in HIPs

by Buffie Longmire-Avital As of 2017, 41- 43% of full-time undergraduates who are between the ages of 16 – 24 – and who are not considered heads of households or supporting dependents – are working. When comparing the rates of …

TLTHE Special Issue on Partnerships as Experienced by Students

by Ketevan Kupatadze In this post I focus on Teaching and Learning Together in Higher Education (TLTHE)’s recently published issue entirely dedicated to student perspectives on pedagogical partnerships. As student-faculty partnership becomes part of institutional teaching and learning cultures around …

Salient Practices of Mentoring Undergraduate Research [in Writing]

by Eric Hall, Hannah Bellwoar, and Sophia Abbot Based on an extensive review of literature on Undergraduate Research mentoring, Jenny Olin Shanahan, Elizabeth Ackley-Holbrook, Eric Hall, Kearsley Stewart, and Helen Walkington (2015) identified ten salient practices of mentoring that offer …

What’s Their Capital? Applying a Community Cultural Wealth Model to UR

by Buffie Longmire-Avital Steeped in critical race theory (CRT), Yosso’s (2005) work presents a helpful framework for recognizing the capital that HURMS bring to a mentored relationship, more specifically the undergraduate research (UR). In applying CRT, Yosso expands the default assumptions …

Recognizing Student Capital in Mentored Undergraduate Research

by Buffie Longmire-Avital There are numerous articles, studies, and discussion pieces outlining the benefits of the undergraduate research (UR) experience for students. For example, Madan and Teitge (2013) suggest that UR amplifies the knowledge gained by the student in the classroom. …

More Bang for the Buck: Concurrently Engaging Students in Multiple High Impact Practices

by Eric Hall This past fall I had the opportunity to attend and present with multiple colleagues at The Forum on Education Abroad European Conference and the International Society for the Scholarship of Teaching and Learning (ISSOTL) Conference about undergraduate …

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An International Center for Research on Engaged Learning