HomePublications Series on Engaged Learning and Teaching Share: Section NavigationSkip section navigationIn this sectionSeries on Engaged Learning and Teaching Forthcoming Books Proposal Guidelines Author Guide Promoting Equity and Justice through Pedagogical Partnership by Alise de Bie, Elizabeth Marquis, Alison Cook-Sather, and Leslie Patricia Luqueño Mind the Gap Edited by Nina Namaste, Amanda Sturgill, Neal W. Sobania, and Michael Vande Berg Key Practices for Fostering Engaged Learning by Jessie L. Moore About the Series Series Editors: Jessie L. Moore (firstname.lastname@example.org), Director, Center for Engaged Learning, Elon UniversityPeter Felten (email@example.com), Executive Director, Center for Engaged Learning, Elon University Primary Contact: Jennie Goforth, Center for Engaged Learning Managing Editor, firstname.lastname@example.org The Stylus/Center for Engaged Learning Series on Engaged Learning and Teaching features concise books (both single author and edited collections) for a multi-disciplinary, higher education audience interested in research-informed engaged learning practices. Series books are published by Stylus Publishing and supplemented by open-access resources hosted on the Center for Engaged Learning’s website. Book authors/editors who publish in the series will join a community of scholars focused on engaged learning and teaching, with series books collectively marketed to faculty, staff, and administrators across higher education institution types. The Series Editors collaborate with book authors/editors on promoting their books to a broad audience of stakeholders in higher education,offer strategies for showcasing books in conference presentations, andsupport the development of robust supplemental resources that extend readers’ use and discussion of the books. Series Audience Although individual books in the series might most appeal to those interested in a specific topic, authors/editors should “translate” their research/theories for broad audiences in higher education, including faculty, staff, faculty developers, administrators, and policy makers. Therefore, authors/editors should speak to the scholarship’s implications for higher education, including effective practices for teaching, curriculum design, and/or educational policies.