CEL facilitates multi-institutional research on engaged learning topics. Participants from institutions around the world collaborate over three years, producing scholarship that shapes research and practice globally.
CEL is home to two book series. In addition, CEL research seminars and other initiatives have produced 100+ publications (to date).
CEL’s concise guides offer research-informed practices for engaged learning.
CEL’s concise guides offer practical strategies for studying engaged learning.
CEL brings together international leaders in higher education to develop, synthesize, and share rigorous research on central questions about student learning.
The CEL Scholar role and CEL Student Scholars program enable Elon faculty and students to deepen their understanding of and professional development in scholarly activity on engaged learning.
Recently, I had the privilege of taking an international trip to speak to several groups about definitions and descriptions of disabilities. I discussed teaching and learning strategies, as well. Everything that I said to these groups was, of course, communicated…
CEL research seminars facilitate multi-institutional research on engaged learning topics. Participants from higher education institutions around the world collaborate over three years, producing scholarship that shapes research and practice globally.
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As CEL Scholars, Elon faculty develop expertise in a specific aspect of engaged learning and produce resources and other scholarly activity on that topic.
CEL invites scholars to join our conversations about research-informed practices for engaged learning.
Read Our Calls for Proposals
CEL is home to two book series: the CEL Open Access Book Series and the CEL/Routledge Series on Engaged Learning and Teaching. View all CEL books.
CEL regularly produces videos featuring contemporary research and theories on engaged learning pedagogies and the scholarship of teaching and learning. Explore additional videos throughout our website, or browse the entire collection.
60-Second SoTL – Episode 51 This week’s episode focuses on a study of first-year seminars’ impact on common measures of student success in higher education: Shi, Qingmin, John R Crooker, Christina R Drum, and Brent M Drake. 2021. “Investigation of the…
In December I introduced a framework to support faculty with the complexities of incorporating generative AI into their assessments. One feature of this framework encourages the consideration of separating assessment components into AI-active and AI-inactive sections to better articulate expectations…
Making College “Worth It” – Season 1, Episode 10 In this episode, we visit with Amanda Sturgill, Associate Professor of Journalism at Elon University, who co-edited Mind the Gap: Global Learning at Home and Abroad. She shares strategies for facilitating global…
60-Second SoTL – Episode 50 This week’s episode focuses on an open-access article about beneficial outcomes of first-year seminars: Das, Rajeeb, Erika Schmitt, and Michael T. Stephenson. 2024. “A Quasiexperimental Analysis of First-Year Seminar Outcomes at a Large University.” Journal of…
In the ever-evolving landscape of education research, the approach we take toward investigating new domains can significantly influence the outcomes and insights we garner. One such approach, which we firmly advocate for, is the systematic literature review (SLR). This method…
60-Second SoTL – Episode 49 This episode features on open-access article on service-learning and leadership development in first-year seminars: Krsmanovic, Masha. 2022. “Fostering Service-Learning and Leadership Development through First-Year Seminar Courses.” Journal of Service-Learning in Higher Education 15: 54–70. View a…
Clark, David and Robert Talbert. 2023. Grading for Growth: A Guide to Alternative Grading Practices That Promote Authentic Learning and Student Engagement in Higher Education. New York: Routledge. Grades and grading have long plagued students and instructors alike. Faculty frequently…
60-Second SoTL – Episode 48 This episode highlights two articles that explore first-year experiences and what makes them high-impact: Barefoot, Betsy O. 2000. “The First-Year Experience: Are We Making It Any Better?” About Campus 4 (6): 12–18. https://doi.org/10.1177/108648220000400604. Kuh, George, Ken…
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