Eric Hall

Eric Hall, Professor of Exercise Science

Eric’s primary research interest is in the area of exercise neuroscience and includes research and education in the area of physical activity and mental health and also explores the impact of concussions in student-athletes at the high school and collegiate levels. He has authored over 50 research articles, 6 book chapters and is the co-editor of the book: Concussion in Athletics: Assessment, Management and Emerging Issues. He currently serves as co-director for the Elon BrainCARE Research Institute ( which has concussion advocacy and positive mental wellness as the primary goals. He has received the Ward Family Excellence in Mentoring Award (2010); Japeth E. Rawls Professor for Undergraduate Research in Science, an endowed professorship for mentorship of undergraduate students (2013); Distinguished Scholar Award (2016); as well as the School of Education Excellence in Scholarship Award (2006) during his time at Elon. Dr. Hall was the 2018-2019 Center for Engaged Learning Senior Scholar, focusing on salient practices of undergraduate research mentors.

Buffie Longmire-Avital, Associate Professor of Psychology

Dr. Buffie Longmire-Avital, associate professor of psychology and coordinator of the African and African-American Studies minor at Elon University, is a critical health psychologist. Her scholarship focuses on the how the psychosocial experience of marginalized groups is linked with health behavior, well-being and other disparities. A primary focus of Dr. Longmire-Avital’s work is the exploration of how Black American young adult women cope with the stress from occupying predominately white spaces, such as colleges and universities. In 2016 Longmire-Avital served as the guest editor of PURM for a special issue on mentoring historically underrepresented minority students in undergraduate research. In 2018, Longmire-Avital was named a Center for Engaged Learning scholar. She investigated the application of critical race theory to the mentorship of historically underrepresented minority students involved in high impact practices. Longmire-Avital proposed an equity-driven critical mentoring model, which emphasizes the production of student signature work as reparative process.

Jessie Moore

Jessie L. Moore, Director of the Center for Engaged Learning and Professor of English: Professional Writing & Rhetoric

Jessie leads planning, implementation, and assessment of the Center for Engaged Learning ’s research seminars, which support multi-institutional inquiry on high-impact pedagogies and other focused engaged learning topics. Her recent research examines transfer of writing knowledge and practices, multi-institutional research and collaborative inquiry, the writing lives of university students, and high-impact pedagogies. She is the author of Key Practices for Fostering Engaged Learning: A Guide for Faculty and Staff (under contract with Stylus Publishing) and co-editor of Critical Transitions: Writing and the Question of Transfer (with Chris Anson, The WAC Clearinghouse and University Press of Colorado, 2016), Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education (with Randy Bass, Stylus, 2017), and Excellence in Mentoring Undergraduate Research (with Maureen Vandermaas-Peeler and Paul Miller, CUR, fall 2018). With Peter Felten, she edits two book series: Stylus Publishing/Center for Engaged Learning Series on Engaged Learning and Teaching and Center for Engaged Learning Open Access Book Series.