Home Search results for: peter felten Search Center for Engaged Learning Submit Search The Scholarship of Teaching and Learning (SoTL) & Promotions and TenureMarch 1, 2016by Jessie L. Moore Like other types of scholarship, the scholarship of teaching and learning (SoTL) has markers of excellence. In “Principles of Good Practice in SoTL,” Peter Felten (2013) identifies five of those markers: Working in partnership with students… Tuning the Scholarship of Teaching and LearningJanuary 19, 2016by Peter Felten Inspired by European initiatives and by calls across the United States for higher education to be more accountable for student learning, the American Historical Association has coordinated a nationwide, faculty-led project on Tuning the History Discipline in… Recommendations for practitioners and advocates of residential learning communities (part 1 of 2)September 29, 2015by Peter Felten, Jessie L. Moore, and Jon Dooley In July 2015, Elon’s Center for Engaged Learning hosted a three-day think tank on residential learning communities that brought together a dozen scholars and practitioners. To learn more about the think… Recommendations for new research on residential colleges, learning communities, and other academic-residential partnershipsAugust 11, 2015by Peter Felten, Jon Dooley, and Jessie L. Moore In July 2015, Elon’s Center for Engaged Learning hosted a three-day think tank on residential learning communities that brought together a dozen scholars and practitioners (participants are listed below). Learning communities… Arts & Humanities Methodologies and SoTLJanuary 13, 2015by Jessie L. Moore Last week’s post provided an introduction to what the “habits and values and methods” of the Arts and Humanities look like when applied to the Scholarship of Teaching and Learning (SoTL). Extending that discussion, Stephen Bloch-Schulman (Elon… Collaborative Communities and Mentoring Undergraduate ResearchNovember 4, 2014by Maureen Vandermaas-Peeler Can participation in undergraduate research help to facilitate sustained, collaborative and multi-disciplinary partnerships between students and faculty mentors, as well as partnerships that extend beyond the institutional walls? At a recent workshop sponsored by the Council for Undergraduate… Is there a place for lecture in engaged learning?by Peter Felten | September 16, 2014A recent scholarly analysis comparing student outcomes in lecture and “active learning” courses has re-energized debates about whether lecture is an effective, or even an ethical, teaching method in higher education. In May 2014 Scott Freeman and colleagues published the… Student-Faculty Interaction: What the Research Tells Usby Peter Felten | April 11, 2014This post is adapted from chapter 5 of A. Cook-Sather, C. Bovill, and P. Felten, Engaging Students as Partners in Learning and Teaching (Jossey-Bass, 2014). Decades of research indicates that close interaction between faculty and students is one of the… Understanding How Students Change in Higher Educationby Peter Felten | March 14, 2014This post is adapted from C. Johansson and P. Felten, Transforming Students: Fulfilling the Promise of Higher Education (Johns Hopkins University Press, 2014), pages 5 and 13-15. Transformative learning has been the subject of considerable scholarship over the past forty… New Research on Student Experiences with High-Impact Practices: Effective and Efficient Ways to Implement, Connect, and ScaleJanuary 25, 2014Association of American Colleges & Universities, Washington, D.C., January 25, 2014 Session facilitators: Peter Felten & Jessie L. Moore, Center for Engaged Learning, Elon University (U.S.) Research panelists: Michael Reder, Connecticut College (U.S.) Luke Millard, Birmingham City University (U.K.) Jeffrey Coker and Desiree… Previous Page Page 1 … Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Next Page
