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The Center for Engaged Learning brings together international leaders in higher education to develop and to synthesize rigorous research on central questions about student learning.

 

The Center for Engaged Learning fosters research about engaged learning and high-impact practices.

 

The Center for Engaged Learning brings together international leaders in higher education to develop and to synthesize rigorous research on central questions about student learning.

 

The Center for Engaged Learning hosts multi-institutional research and practice-based initiatives, conferences, and seminars.

  • Student-Faculty Interaction: What the Research Tells Us

    Decades of research indicates that close interaction between faculty and students is one of the most important factors in student learning, development, engagement, and satisfaction in college (Astin, 1993; Kuh, Kinzie, Schuh, and Whitt, 2005). Indeed, frequent and meaningful student-faculty contact is a central characteristic of all high-impact educational practices (Kuh, 2008). Emerging scholarship highlights the power of approaching this interaction as a form of partnership. Such an orientation often is unusual in higher education because of the real (and important) distance between the roles of faculty and of students. However, partnership does not require participants to be the same; instead, it is a reciprocal relationship where partners each make significant contributions toward a common aim. Continue Reading
  • Students Can Transfer Knowledge – Additional Resources

    This week’s Chronicle of Higher Education includes Dan Berrett’s story, “Students Can Transfer Knowledge if Taught How” (subscription required), which features research from participants in the Center’s 2011-2013 Elon Research Seminar on Critical Transitions: Writing and the Question of Transfer. To learn more about writing transfer research, see the Elon Statement on Writing Transfer and our showcase of the participants’ presentations and publications. … Continue Reading
  • Scaffolding Students’ Use of Prior Writing Knowledge in Writing Intensive Courses

    by Jessie L. Moore As described in last week’s post, the Elon Statement on Writing Transfer highlights teaching practices that promote writing transfer. These include: Constructing writing curricula and classes that focus on the study of and practice with concepts that enable students to analyze expectations for writing within specific contexts. These include rhetorically-based concepts (such as genre, purpose, and audience); Asking students … Continue Reading

Video

Video Poster
Ashley Finley on High Impact Practices

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