Center for Engaged Learning | Engaged Learning

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Lessons from Peer Tutoring Towards Mentoring Undergraduate Research

by Sophia Abbot As I’ve reflected on the findings of my recent collaborative research and subsequent blog post on peer tutoring, I’ve begun to consider ways lessons from that work might inform practices in other student-instructor relationships. What I mean …

Writing Beyond the University in Self-Sponsored Writing Contexts

by Paula Rosinski My first blog post examined broadly the role rhetorical considerations—like audience, writer, genre/text, and context—might play in writing beyond the university research. In this second blog post, I focus on the kinds of writing that happen in …

Diversity, Inclusion, and Equity, Oh My!

by Buffie Longmire-Avital 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 …

What Happens if Disagreement in Partnership is Unevenly Experienced?

by Sophia Abbot This past January and February, my colleague and I launched research exploring the ways students and faculty in partnership can experience disagreement in generative ways that ultimately enhance their partnered relationship along with the broader goals of …

Dan Bernstein on student-faculty partnership

by Ketevan Kupatadze Recently I was fortunate enough to have a conversation with Dr. Daniel Bernstein about his experience on partnering with students in the field of teaching and learning. In this blog, I summarize some of the most salient points …

Seven Potential Barriers to Engaging in Undergraduate Research for HURMS

by Buffie Longmire-Avital There is no shortage of evidence celebrating the advantages of engaging in undergraduate research or its firm position as one of the 11 high-impact educational practices, such as the building of confidence and efficacy in students, being cited …

Relationships & Positionality in Undergraduate Peer Tutoring

by Sophia Abbot As a former student partner in Bryn Mawr College’s Students as Learners and Teachers program (see: Kupatadze, 2018), when I began my professional staff position in educational development following graduation, I sought out students occupying similar in-between …

Rhetoric in Writing Beyond the University Research

by Paula Rosinski At the 2018 Conference on College Composition and Communication, I heard a few speakers wonder if the research on knowledge generalization and transfer had given enough attention to the role rhetoric might play in such learning situations. …

Need for institutionalizing student-faculty partnership

by Ketevan Kupatadze Student-faculty partnership as an institutional practice is an integral part of (higher) education systems and, in my opinion, essential for student-faculty partnership success. It is very difficult to engage in student-faculty partnership in an environment in which it is …

The Writing Center as a Site of Transfer for Consultants

by Julia Bleakney For researchers seeking to understand more about the transfer of learning about writing beyond the university, former writing center consultants are important alumni to study. In their work in the writing center, undergraduate peer consultants have opportunities …

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