Center for the Advancement of Teaching & Learning

Elon faculty showcased a wide range of innovative teaching practices at the 2025 ISSOTL Conference, sharing new insights on student learning, inclusive pedagogy and the evolving landscape of higher education.

Kyle Atlmann and Martin Kamela have been named the 2026-2028 CATL Scholars for their research related to Standards-Based Grading in University Physics I and II.

Human rights advocate and leader of the Xinka Indigenous people from Guatemala, Sheny Lemus, along with other activists, visited Elon as part of a North Carolina tour hosted by US-based organizations Witness for Peace Southeast, the Iximché Media, and the Network in Solidarity with the People of Guatemala.

Assistant Professor Francisco "Paco" Chen-López brought fresh perspectives on Latin American identity during his visit to Elon University. Through his keynote address and classroom visits, he revealed how Chinese migration has impacted Latin American history and culture.

Associate Teaching Professor Ketevan Kupatadze delivered a keynote address at the Latin SoTL Conference in Costa Rica, emphasizing that global conversations about teaching and learning are incomplete without robust Latin American participation.

Elon University Assistant Professor Jessica Navarro and developmental theorist Jonathan Tudge co-authored a new book offering fresh insight and practical tools into one of the most influential theories of human development.

The article explores how “I Wonder” projects invite students to pursue lingering questions related to course themes while co-creating their learning pathways.

Saffie Hollingsworth '27 has created a board game to help first-year students navigate university.

This initiative exemplifies Elon’s dedication to inclusive excellence and the ongoing pursuit of equitable teaching practices that support all learners.

Professors Jessica Navarro and Tony Reyes worked with students to design, test and launch a collection of hands-on activity kits aimed at supporting community-based learning