Engaged Learning Archives - Page 4 of 21 - Center for Engaged Learning

Two light-skinned young people are shown from behind as they sit at a table at the back of a classroom. They look behind themselves, to something beyond the visible image. In front of them, toward the front of the classroom, many other young people of varying gender and skin tone sit at rows of tables and face the front of the classroom. A medium-skinned woman stands at the front of the classroom, gesturing out toward the rows of young people. Behind her is a projected image that is not discernable from this distance. The same image is projected in multiple locations on every wall of the classroom.

December 19, 2022

PowerPointers: Making the Most of Slide Decks

by Matt Wittstein and Dhvani Toprani

Limed: Teaching with a Twist – Episode 4 Dr. Sarah Morrison-Smith is a new faculty member at Hamilton College, where the institutional culture leans away from PowerPoint in the classroom. Our panel of Jill McSweeney, Scott Spurlock, and Christina Wyatt…

A man wearing a face mask stands at the front of an outdoor theatre that's covered with a tent. Other people, also wearing face masks, are sitting, socially distanced, on 5 rows of a brick and stone seating area. Many appear to be writing; others are holding tablets. Over the image is the text, "Rethinking Student Engagement Post-COVID. Limed: Teaching with a Twist."

October 17, 2022

Rethinking Student Engagement, Post-COVID

by Matt Wittstein

Limed: Teaching with a Twist – Episode 2 Dr. Chris Trimby from the University of Delaware wants to rethink how to engage his physiology students as we emerge from COVID. Panelists Derek Bruff, Ellery Ewell, and Jen Uno discuss how…

Two young students sit on a bench outside an academic building engaging in conversation. "the Black experience is not an extension of the dominate Elon narrative but interwoven and indistinguishable."

October 11, 2022

An Equitable High-Impact Practice Must Be Psychosocially Safe and Reflective of All Identities

by Buffie Longmire-Avital

My sons are growing up at Elon. Elon has been the background of my eldest son’s life since he was just a few months old. He made the drive to school with me the very first day of classes when…

A woman and a man shake hands. Overlaying the image are the words, "Mentors must consider how to mitigate risk for the student but also for the university itself."

October 4, 2022

Facilitating Safety in Work-Integrated Learning: Responsibilities of Academic/University Mentors

by CJ Fleming

The benefits of work-integrated learning (WIL) are far reaching, with overwhelmingly positive outcomes for students, employers, and university mentors alike. However, community and employer placements are not without risk to each party, as students move out of the relative safety…

Two women stand near a window, looking down at a computer. "The way that risk is assessed in the workplace is critical to the student experience."

September 27, 2022

What’s the Risk? Student Perspective on Work-Integrated Learning

by Annelise Weaver

Sonia Ferns, Matthew Campbell, and Karsten Zegwaard describe work-integrated learning (WIL) as “internationally recognized . . . as a strategy for ensuring students are exposed to authentic learning experiences with the opportunity to apply theoretical concepts to practice-based tasks, ultimately…

September 19, 2022

Critical Service Learning: Letters with Incarcerated People

by Matt Wittstein

Limed: Teaching with a Twist – Episode 1 Dr. Lucy Arnold from the University of North Carolina Charlotte shares with the show her plans for having students write letters with incarcerated people. Panelists Vanessa Drew-Branch, Phillip Motley, and Sophie Miller…

A large atrium with many windows, filled with students. A male student sits in the foreground, he wears an Elon sweatshirt and is looking down at a laptop."Creating interactive, inclusive content to engage students as they scroll through media feeds is vital to engage students and facilitate social connections."

September 13, 2022

Using Social Media to Support Student Peer Relationships

by Claire Hamshire, Sophie Miller, Ellery Ewell, Christina Wyatt, and Mimi Benjamin

As academics from a large, modern UK university (Claire) and a medium-sized public US university (Mimi), we have been working with the Center for Engaged Learning as attendees in the (Re)Examining Meaningful Learning Experiences research seminar series for the last…

August 24, 2022

Universal Design in the Classroom: Quick Tips to Try

by Caroline J. Ketcham and Alexa Darby

Universal Design applied to a classroom is the concept that structuring your course and course materials can simplify, enhance, and make accessible the learning in your classroom. It originally started with physical spaces and continues to expand into many areas…

August 12, 2022

Mentoring for Learner Success: Mentoring is not (just) having a cup of coffee, part 3

by Maureen Vandermaas-Peeler, Cynthia Fair, and Caroline Ketcham

In part 1 of this blog series, we introduced mentoring as more than (just) having a cup of coffee, and in part 2, we shared snapshots from our own experiences with mentoring relationships. In this final post in the series,…

A white woman and medium-skinned student sit at a table talking. With quote from blog post: "A common thread throughout is that mentoring is meaningful, time-consuming, and intensive, and there are always low points to navigate and overcome, and successes and achievements to celebrate."

August 10, 2022

Mentoring for Learner Success: Mentoring is not (just) having a cup of coffee, part 2

by Maureen Vandermaas-Peeler, Cynthia Fair, and Caroline Ketcham

In Part 1 of this blog series, we described mentoring as situated in a larger sociocultural context and understood holistically and longitudinally, rather than as a snapshot of a meaningful moment (e.g., having a cup of coffee). In this post,…

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