Mentorship on the mind at 2025 Conference for Engaged Learning

A key part of the Elon University experience is mentorship, and Tiffanie Grant ’26 says she has found that, and more, as a Center for Engaged Learning (CEL) Student Scholar.

“It’s been a phenomenal experience,” said Grant ’26, an exercise science major. “It teaches us a lot about research and how to navigate things. Working with professors and having us learn and even create some autonomy where we write our own article and contribute to the work we’re doing has helped me build connections with people.”

Grant is part of the leadership team delivering the keynote at the 2025 Conference on Engaged Learning, from June 16 to 17, focusing on the culminating conversations of the 2023-2025 CEL Research Seminar on Mentoring Meaningful Learning Experiences.

The three-summer research seminar facilitates multi-institutional research on mentoring meaningful learning experiences. The seminar is examining what makes mentoring relationships more equitable across multiple high-impact learning experiences.

Each research seminar includes a leadership team of both faculty and students, along with participants from higher education institutions around the world. Along with CEL Student Scholars Grant and Azul Bellot ‘26, the seminar leadership team includes Ashley Finley, the vice president of research and senior advisor to the president for the American Association of College and Universities; Sabrina Thurman, associate professor of psychology; and Titch Madzima, associate professor of exercise science.

“I have been interested in scholarship on mentoring relationships since my earlier years at Elon University,” said Thurman. “As a new faculty member, I knew how much I benefited from the mentoring I had received throughout my undergraduate and graduate career, and found my colleagues’ work on mentoring inspiring. I have really appreciated the dedicated time and support this role has provided for me to build more professional connections and produce more of my own scholarship related to mentoring.”

While the seminar is multi-institutional, several Elon faculty are participating, including Olivia Choplin, associate professor of French and associate director of the Center for Advancement of Teaching and Learning; Janet Myers, professor and associate chair of English; and Matt Wittstein, associate professor of exercise science.

“This research informs teaching and learning practices on participants’ campuses and at other colleges and universities around the world,” said Jessie Moore, director of the Center for Engaged Learning. “We’ve seen instructors use the research to make changes to activities in their classes, and we’ve also seen universities pursue more comprehensive revisions to their general education curricula to incorporate research-guided engaged learning practices.”

Grant says that providing her student perspective has been crucial to the research, which includes a systematic review, particularly regarding the barriers facing underrepresented populations. According to Grant, the research emphasizes the importance of identity and how all different students may need different mentorship practices.

“Once we identify the identity, now we can navigate who needs what and how we should navigate the mentorship, recognizing that some students need more and there are some things that come with different identities,” Grant said.

Grant says her mentorship experience has primarily been with other peers in the Odyssey Program, as both a mentor and mentee. The Odyssey Program, which is part of the Center for Access and Success, is a highly selective merit-based program consisting of talented individuals who are academically strong, civically engaged, action-oriented leaders in their communities, who will benefit from an Elon education and demonstrate financial need.

“Peer mentorship emerges as a guiding beacon, illuminating the path for students like myself, offering invaluable insights and support as we navigate the multifaceted journey through higher education,” wrote Grant in a blog post for CEL. “Leaving high school, where routines and expectations are well defined, students can experience a sense of starting over—a blank canvas awaiting the brushstrokes of their collegiate journey. Peer mentorship steps into this void, offering a supportive hand to fill the gaps created by uncertainty.”

Thurman says she would not be in her role today without her mentoring relationships as a student.

“Mentoring helped me gain a sense of belonging in college, empowered me towards continuing in the direction of achieving my goals, and provided support while I developed and grew into myself personally and professionally,” Thurman said. “I still benefit from mentoring relationships, both as a faculty mentor to incredible students and in mutual mentoring relationships with my talented colleagues and friends.”