黑料不打烊 welcomes university and college educators to the聽17th Annual Teaching & Learning Conference听辞苍听Thursday, June 10, 2021聽(please note the new early summer date to allow for conference ideas to percolate all summer long). This free,听fully-virtual conference聽is sponsored jointly by聽黑料不打烊鈥檚聽Center for the Advancement of Teaching and Learning (CATL)听补苍诲听Teaching and Learning Technologies (TLT).听Proposal submissions are now open.

Conference Theme:聽Teaching & Learning Beyond the Pandemic

As we look beyond the impact of the COVID-19 pandemic on our institutions and classrooms, we envision a world that has both changed in radical ways and also still retains many longstanding challenges. Our collective and personal experiences during this past year and a half, as educators and human beings, may leave us better positioned to reimagine that future world together. In what ways might we and our students cultivate meaning, purpose, and connection that reignite our passion for teaching and learning after the widespread burnout of COVID? How can we leverage the momentum of 2020 toward racial equity to continue to iterate toward more welcoming and just courses in which historically underrepresented or otherwise disadvantaged students can truly excel? And, as climate-related disruptions become increasingly frequent, how can we leverage our recent experience to create more resilient and more sustainable courses and institutions?

We invite proposals for two session types:

• 60-minute evidence-based, interactive virtual workshops
• 30-minute virtual presentations highlighting an innovative pedagogical strategy and evidence of its impact

Proposal submissions are now open. The submission deadline for this year鈥檚 conference is聽Wednesday, March 31聽at 11:59 p.m. EST, and presenter slots are limited. For questions, please contact Kelsey Bitting (kbitting@elon.edu).

Plenary Speaker: Professor James Lang

James M. Lang is a Professor of English and the Director of the D鈥橝mour Center for Teaching Excellence at Assumption College in Worcester, Massachusetts. He is the author of five books, the most recent of which are聽聽(Jossey-Bass, 2016)聽聽(Harvard University Press, 2013), and聽聽(Harvard UP, 2008). His latest book,听, was published by Basic Books in late 2020.

Lang writes a monthly column on teaching and learning for聽; his work has been appearing in the聽Chronicle聽since 1999.听 His book reviews and public scholarship on higher education have appeared in a wide variety of newspapers and magazines, including the聽,听, and聽.听 He edits a series of books on teaching and learning in higher education for West Virginia University Press; he co-edited the second book in the series,听聽(2018).听 He has conducted workshops on teaching for faculty at more than 100 colleges or universities in the US and abroad, and consulted for the United Nations on the development of teaching materials in ethics and integrity for college faculty.听 In September of 2016 he received a Fulbright Specialist grant to work with three universities in Colombia on the creation of a MOOC on teaching and learning in STEM education.听 He has a bachelor’s degree in English and philosophy from the University of Notre Dame, a master’s degree in English from St. Louis University, and a doctorate in English from Northwestern University.

In addition to her disciplinary research in exercise science and her extensive leadership in wellness and well-being initiatives (including co-directing the 黑料不打烊 BrainCARE Research Institute), Ketcham has actively engaged in several lines of multi-institutional, collaborative scholarship of teaching and learning (SOTL). She participated in the 2014-16 CEL research seminar on Excellence in Mentoring Undergraduate Research and served as a seminar leader for CEL’s聽2018-20 research seminar on Capstone Experiences. Ketcham also was part of a Colonial Athletic Association-funded grant to look at access to and participation in HIPs by student-athletes across the 10 participating CAA institutions.

In a highly competitive application cycle, the review committee noted that Ketcham’s proposed focus stood out both for its grounding in her own professional trajectory and for its connections to CEL鈥檚 mission and goals. Committee members noted that Ketcham’s application “draws on her strengths in her own discipline, but clearly points beyond” to develop resources for a “topic that is extremely timely, as higher education systems around the world are increasingly concerned with the issues of equity and inclusion.”

During a two-year appointment,听聽develop expertise in a specific aspect of engaged learning and create resources on that topic to be shared聽through 聽and in other scholarly venues. The CEL Scholar position is an opportunity for an 黑料不打烊 faculty member to develop and deepen a professional development trajectory that includes scholarly activity on a high-impact practice or other engaged learning topic.

Ketcham is the fifth 黑料不打烊 faculty member to be named a CEL Scholar. Current and past CEL Scholars include聽聽(2017-2019),听聽(2018-2020),听聽(2019-2021), and (2020-2022). A call for applications for the 2022-2024 CEL Scholar will be released in fall 2021.

Since 2011, this grant program has supported small faculty teams in developing projects focused on inclusive pedagogies, assignments, content and strategies to foster learning about human diversity. (You can explore previous Diversity and Inclusion Grants and final reports and recommendations on the CATL website.)

2020-2021 Projects include:

Diversity, Equity, & Inclusion in Exercise Science 鈥� Department of Exercise Science faculty members Professor Eric Hall, Assistant Professor Lauren Walker and Assistant Professor Aaron Piepmeier will assess the climate for Exercise Science students around issues of diversity, equity and inclusion (DEI), by specifically focusing on a course required for all majors, Sport or Exercise Psychology (SEP), which emphasizes interventions to change behavior and how to work with people, using the biopsychosocial model.

Their project responds to recent conversations within the larger field of SEP. In their proposal, Hall, Walker and Piepmeier explain it has become clear that the 鈥渟ocial鈥� part of this model has been inadequately represented in SEP, and that the field needs to consider social issues such as diversity, equity and inclusion as a lens through which topics in the field should be viewed, rather than as in a more than 鈥渃heckbox鈥� topic for coaches, athletes, patients, for example.听 or within national organizations (e.g., NCAA, AASP). Their DIG project will 1) determine where or if ES students are engaging with DEI issues; 2) bring in experts from ES and related areas to engage faculty, staff and students on issues related to DEI; and 3) implement change in ES curriculum based on findings to help students better understand DEI issues.

The Economics and Finance Gender Gap and Diversity Awareness across the Business Curriculum Stage II 鈥� Faculty from the Love School of Business, Assistant Professor Margarita Kaprielyan (Finance), Assistant Professor Adam Aiken (Finance), Assistant Professor Tonmoy Islam (Economics), Assistant Professor Brandon Sheridan (Economics) and Assistant Professor Kate Upton (Finance) will complete a stage II project that extends their initial work from a 2018-2019 grant. During Stage I, they surveyed early-颅career students in Principles sections of Economics and Finance, as well as seniors in all business majors, on their perceptions of diversity and inclusion within each major. That research shed light on areas to improve in terms of inclusion and efforts to promote diversity.

Their Stage II project will expand across other programs within the business school to construct a sustainable process for collecting and analyzing a longitudinal dataset that will allow them to track the perceptions of students over time to see if their attitudes about DEI and climate change, which will allow them to focus efforts in the areas of greatest need, and to see if the changes they implement have the intended impact. The project team plans to recommend changes at the department and LSB levels and share what they learn with the broader university community. They will work with the LSB Dean’s office to aid in the dissemination of surveys to seniors, and to coordinate efforts with each department on small, evidence-based changes they can implement at the course or department level to enhance diversity and inclusion, and use surveys to measure the effectiveness of these changes.

Revising Materials, Methods, and Resources in Education Literature Courses 鈥� Associate Professor Joan Barnatt and Allison Bryan, director of the Curriculum Resources Center, from the School of Education will suggest revisions across several courses and programs in the School of Education. Specifically, they will update the literature offerings used in the courses to include and feature Latinx culture and history, review online resources in new literacies that include and support Latinx learners, as well as identifying pedagogical strategies and resources that support language and pragmatics for a growing number of language learners.

Addressing the needs and representations of diverse students is especially critical, and representing diversity and Inclusion in and through literature are clearly stated objectives in EDU 298, Children’s Literature, EDU 325, Middle Grades Literacy, and EDU 365, Methods and Materials of TESL, courses that are requirements for various licensure programs. These courses will benefit from revisions that provide for the exploration of methods, materials and resources that explicitly address the assets and needs of the local Latinx K-12 population.

Best Practitioner Kit 鈥� Faculty from the Core Curriculum, Associate Professor Amy Johnson (History), Senior Lecturer Paula Patch (English), and Professor Naeemah Clark (Cinema and Television Arts) will create a three-part 鈥淏est Practitioner Kit鈥� intended to help deepen diversity, equity, and inclusion (DEI) content that is being offered in the Core and better communicate to students where they are encountering the content, theories, and experiential opportunities. The goal will be a three-part Best Practitioner Kit.

First will be a resource guide to help faculty communicate DEI material, teaching techniques, and intentions to students. Resources that focus on inclusive pedagogy, supportive classroom climate, and equitable teaching practice focused on the multi-disciplinary and interdisciplinary courses, with a liberal arts foundation. Second, the kit will offer language faculty could use on their syllabi and/or in the classrooms to clarify their DEI intentions. This language will be gathered from colleagues who are successfully communicating their DEI content in their classes. Third, the kit would provide the faculty with a rubric to assess how the application of these tools were formative for the student and faculty member. Once the kit is assembled, the project team will have the human and pedagogical resources to expand DEI in CCR-prefixed courses.

For questions about the Diversity and Inclusion Grant, or the Center for the Advancement of Teaching and Learning, email catl@elon.edu or visit our website.

The group is led by three seminar leaders from 黑料不打烊 鈥� Julia Bleakney, director of the Center for Writing Excellence and assistant professor of English, Paula Rosinski, director of Writing Across the University and professor of English, and Jessie Moore director of the Center for Engaged Learning and professor of English. Of the 33 participants, 10 countries are represented in 10 time zones. Heather Lindenman,听 assistant professor of English, and Amanda Sturgill, associate professor of journalism, are also representing 黑料不打烊.

Other participants represent Allegheny College, Auburn University at Montgomery, Baylor University, Boise State University, Bowling Green State University, Drake University Law School, Eastern Michigan University, Florida State University, Georgetown University, Georgia State University, Hofstra University, Indiana University of Pennsylvania, Justus Liebig University Giessen (Germany), Marquette University, Maynooth University (Ireland), Michigan State University, Singapore Institute of Technology (Singapore), Sohar University (Oman), Strathmore University (Kenya), University of Denver, University of Edinburgh (Scotland), University of Limerick (Ireland), University of Maine, University of Michigan, University of North Georgia, University of Surrey (England), University of Wollongong (Australia), VSB-Technical University of Ostrava (Czech Republic), and William Paterson University of New Jersey.

During the week-long meeting, groups of participants are working in multi-institutional teams to聽analyze data collected during their first year of research. They also continue to plan for a second year of data collection. Bleakney, Rosinski and Moore are navigating the setting change by using a variety of online platforms while maintaining a schedule attentive to different time zones from the U.S. pacific coast to eastern Australia. The seminar leaders are keeping participants working and engaged by providing asynchronous activities and deadlines, as well as synchronous meetings. For example, the seminar leaders use Microsoft Teams to communicate with all six research teams, posting writing prompts, keeping deadlines and sending reminders, and providing feedback to each team along the way.

Looking forward to the third summer, the will return to campus for a week-long meeting adjacent to the 2021 Conference on Engaged Learning. A call for proposals for the conference to be held July 11-13, 2021, will be available in August.

The hosts multi-institutional research and practice-based initiatives, conferences, and seminars. Visit for resources for faculty and faculty developers on high-impact practices for engaged learning. To learn more about CEL鈥檚 research seminars, contact CEL Director Jessie L. Moore at聽jmoore28@elon.edu.

Led by 黑料不打烊 faculty members Professor of Exercise Science Caroline Ketcham and Associate Professor of Sport Management Tony Weaver as well as Jillian Kinzie of Indiana University, the seminar has 21 scholars representing Australian, Canadian, U.K., and U.S. institutions. These scholars are working in four multi-institutional research teams. Using mixed methods research designs, teams are studying:

• Student diversity and identity in capstone experiences (Sarah Dyer, University of Exeter, UK; Trina Jorre de St. Jorre, Deakin University, Australia; Moriah McSharry McGrath, Portland State University; Drew Pearl, University of North Georgia; and Joanna Rankin, University of Calgary, Canada);
• The landscape of required capstone experiences in the U.S., U.K., and Australia (Janet Bean, University of Akron; Christina Beaudoin, Grand Valley State University; David Lewis, University of Leeds, UK; Carol Van Zile-Tamsen, University at Buffalo; and Tania von der Heidt, Southern Cross University, Australia);
• Capstone purposes across disciplines, countries, and institutions鈥� (Jenny Hill, University of Gloucester, UK; Russell Kirkscey, Penn State Harrisburg; Julie Vale, University of Guelph, Canada; and James Weiss, Boston College); and
• Faculty experiences in capstones (Olivia Anderson, University of Michigan; Caroline Boswell, University of Wisconsin-Green Bay; Morgan Gresham, University of South Florida St. Petersburg; Matt Laye, The College of Idaho; and Dawn Smith-Sherwood, Indiana University of Pennsylvania).

Ketcham and Weaver are navigating the change in setting by using a variety of online platforms while maintaining a schedule attentive to different time zones from the U.S. pacific coast to eastern Australia. The seminar leaders are keeping participants working and engaged by providing asynchronous activities and deadlines, as well as synchronous meetings. For example, the seminar leaders use Microsoft Teams to communicate with all four research teams, posting writing prompts, keeping deadlines and sending reminders, and providing feedback to each team along the way. In addition to their leadership work in the seminar, Ketcham and Weaver continue to conduct their own research and scholarship on Capstone Experiences.

Although the Capstone Experiences research seminar participants were not able to travel to 黑料不打烊 this year, many will return to campus next summer to present their research at the 2021 Conference on Engaged Learning (July 11-13, 2021).

The hosts multi-institutional research and practice-based initiatives, conferences, and seminars. Visit for resources for faculty and faculty developers on high-impact practices for engaged learning. To learn more about CEL鈥檚 research seminars, contact CEL鈥檚 director, Jessie L. Moore (jmoore28@elon.edu).

The issue includes four articles written by RLC seminar participants:

• by Justin B. Leibowitz, Charity Flener Lovitt, and Craig S. Seager
• by Jennifer Eidum (黑料不打烊), Lara Lomicka, Warren Chiang, Ghada Endick, and Jill Stratton
• by Rishi Sriram, Cliff Haynes, Susan D. Weintraub, Joseph Cheatle, Christopher P. Marquart, and Joseph L. Murray
• by Richie Gebauer, Mary Ellen Wade, Tina Muller, Samantha Kramer, Margaret Leary, and John Sopper

Notes from the special issue are provided by the co-editors and reference the CEL Statement on Residential Learning Communities as a High-Impact Practice written by the seminar leaders and participants:

• by Mimi Benjamin, Jody Jessup-Anger, Shannon Lundeen, and Cara Lucia

is an open-access, peer-reviewed journal that provides a forum for higher education faculty, staff, researchers, administrators, and students to share current research, effective practices, critical reflections, and resources related to student learning communities in higher education.

hosts multi-institutional research and practice-based initiatives, conferences, and seminars. for resources for faculty and faculty developers on high-impact practices for engaged learning. To learn more about CEL鈥檚 research seminars, contact CEL鈥檚 director, Jessie L. Moore (jmoore28@elon.edu).

Buffie Longmire-Avital, associate professor of psychology, on historically underrepresented minority students and high-impact practices (HIPs) at HIPs in the States on February 19th. Her presentation was titled: 鈥淭he Transformative Power of a Critical Mentor:聽Engaging and Sustaining Minority Student Participation in High-Impact Practices.鈥�

Longmire-Avital鈥檚 project focuses on Historically Underrepresented Minority (HURM) students, members of groups that have 鈥渉istorically comprised a minority of the US population鈥� (NACME, 2013). Despite an increase in racial minority populations in the last 30 鈥� 40 years, where, for example Black emerging adults (ages 18 鈥� 25) have come to represent 15 percent of college-age Americans, their presence at top-tier colleges and universities has held steady at six percent since 1980. In addition to this alarming plateau of growth is the realization that the聽racial minority population in the U.S. is also steadily increasing.

However, the rate of growth for student enrollment for racial minorities does not come close to the general pace of population growth for these same groups. The persistent racial disparities and inequity in higher education point towards a need for a critical framework to understand and move the academy into a space that acknowledges, sustains, and thrives off equitable engagement. The production of student-driven intellectual property through collaborative and critical mentoring is paramount to dismantling participation disparities across high impact practices.

Longmire-Avital presented a synergistic framework for critically mentoring HURM students engaged in high impact practices. This reparative framework has three main components: (1) Intentional representation and recruitment, (2) inclusive critical consciousness, and (3) student-generated signature work that is transportable and capital building for future success.

To learn more about Longmire-Avital鈥檚 work as a CEL Scholar,

On Feb. 20, Jessie L. Moore (director of the Center for Engaged Learning), Paul C. Miller (assistant provost for academic operations and communications), and Danielle Lake (director of design thinking) presented 鈥淪upporting Integrative Learning Through Prompted Reflection: Developing a Mentoring Toolkit for HIPs.鈥�

黑料不打烊鈥檚 ongoing commitment to experiential learning and high-impact practices fostered questions about how to further enrich student learning and how best to facilitate integrative learning while advancing the potential of 黑料不打烊 graduates. Work by the 黑料不打烊 Experiences Advisory Committee identified mentoring excellence as an avenue to further enrich student learning. Workshop attendees learned how 黑料不打烊 developed a mentoring toolkit being piloted this spring and how it challenges students to develop their own educational mission and a plan to execute that mission.

to learn more, download their slides, and view the toolkit they created.

The book aims to break the mold of traditional and power-laden academic writing by showcasing creative genres such as reflection, poetry, dialogue, illustration, and essay. The collection has invited chapters from renowned scholars in the field alongside new student and staff voices, and it reflects and embodies a wide range of student-staff partnership perspectives from different roles, identities, cultures, countries, and institutions.

This book includes several 黑料不打烊 connections: MHE student and CEL Graduate Apprentice Sophia Abbot is one of the co-editors, and Stephen Bloch-Schulman, Peter Felten, and alumni Claire Lockard, Helen Meskhidze, Julie Phillips, and Sean Wilson collaborated on a chapter.

The book is available to read and download on the

The Center for Engaged Learning (CEL) will host two spring reading groups on student-faculty partnerships in teaching and learning, facilitated by Sophia Abbot, CEL Graduate Apprentice. The reading groups are scheduled in conjunction with the release of two books in .

Interested faculty, staff, and students are invited to join us to discuss Pedagogical Partnerships: A How-To Guide and/or The Power of Partnership: Students, Staff, and Faculty Revolutionizing Higher Education. These group conversations will be a space to learn about and reflect on this new practice in higher education. Please save the following dates if you wish to join the conversations:

February and early March: 鈥�

Feb 10, 12:15-1:30 PM, or Feb 13, 5:15-6:30 PM (Pick one)
March 2, 12:15-1:30 PM, or March 5, 5:15-6:30 PM (Pick one)

March and early April: 鈥�

March 9, 5:30-6:45 PM, or March 12, 12:15-1:30 PM (Pick one)
March 30, 5:30-6:45 PM, or April 2, 12:15-1:30 PM (Pick one)

All reading groups will be in Belk Pavilion 201, and a meal is provided for those who register.

For questions regarding our open access book or series, visit our website or email centerforengagedlearning@elon.edu.

“聽by Alison Cook-Sather, Melanie Bahti and Anita Ntem, and its accompanying resources provide step-by-step guidance to support the conceptualization, development, launch, and sustainability of pedagogical partnership programs in the classroom and curriculum. This definitive guide is written for faculty, students, and academic developers who are looking to use pedagogical partnerships to increase engaged learning, create more equitable and inclusive educational experiences, and reframe the traditionally hierarchical structure of teacher-student relationships.

Filled with practical advice,听Pedagogical Partnerships聽provides extensive materials so that readers don鈥檛 have to reinvent the wheel, but rather can adapt time-tested strategies and techniques to their own unique contexts and goals.

The book is available to read and download on the

The Center for Engaged Learning (CEL) will host two spring reading groups on student-faculty partnerships in teaching and learning, facilitated by Sophia Abbot, CEL Graduate Apprentice. The reading groups are scheduled in conjunction with the release of two books in CEL鈥檚 .

Interested faculty, staff, and students are invited to join us to discuss the just released Pedagogical Partnerships: A How-To Guide and/or the forthcoming edited collection The Power of Partnership: Students, Staff, and Faculty Revolutionizing Higher Education. These group conversations will be a space to learn about and reflect on this new practice in higher education. Please save the following dates if you wish to join the conversations:

February and early March:

• Feb 10, 12:15-1:30 PM, or Feb 13, 5:15-6:30 PM (Pick one)
• March 2, 12:15-1:30 PM, or March 5, 5:15-6:30 PM (Pick one)

March and early April: Power of Partnership

• March 9, 5:30-6:45 PM, or March 12, 12:15-1:30 PM (Pick one)
• March 30, 5:30-6:45 PM, or April 2, 12:15-1:30 PM (Pick one)

is now open.

For questions regarding our open access book or series, or email centerforengagedlearning@elon.edu.

Buck鈥檚 interest in collaborative projects and assignments as a high-impact practice stems from his work as a social psychologist. His research has historically focused on intergroup conflict (e.g., prejudice and discrimination). He has recently become more involved in studying how members of different groups might better support one another. In particular, his new research examines how members of privileged social groups might best serve as allies to marginalized groups, what motivates the transition from bystander to ally, and how and when people engage in collective action.

Buck has frequently used collaborative projects and assignments in his classes for both practical and pedagogical reasons. When he started teaching one of the required research methods courses in the psychology major, he made extensive revisions to the curriculum that restructured the class around a term-long collaborative research project. By working collaboratively, students are able to take on a much larger project than the constraints of the class would otherwise allow for, the project more closely mirrors the research process in the field, and the process encourages scaffolding and rounds of peer feedback that he believes better prepare students for the senior capstone experience in the major.

Buck鈥檚 teacher-scholar identity also includes prior scholarship of teaching and learning projects. He previously has examined the impact of collaborative low-stakes writing assignments (supported by a Center for Writing Excellence grant) and developed a project to enhance a traditional student study practice (i.e., using flash cards) through gamification and small group interaction (supported by a Center for Advancement of Teaching and Learning community of practice).

Buck views the role of the CEL Scholar focused on collaborative projects and assignments as an opportunity to share his work, research, and resources with a larger audience. He writes, 鈥淚 have traditionally focused on publishing in professional journals 鈥� as is the practice in my field 鈥� but I have been wanting to do more writing that reaches out directly to audiences that could be impacted by the work, and I think the time and resources provided with this position would help me develop the skills needed to do that.鈥�

Buck also sees this project as a way to align with 黑料不打烊鈥檚 new strategic plan, with the goal of increasing 鈥渄eeply mentored undergraduate research.鈥� It is an opportunity to expand on Psychology鈥檚 mentorship in student research that psychology major students may not be involved with initially. He suggests looking into mentoring models and/or course-based mentored research experiences that focus on small groups of students working collaboratively, in order to successfully expand the number of undergraduate research opportunities available to students. To do this, his project will explore better information about how groups collaborate and learn.

The is an opportunity for an 黑料不打烊 faculty member to develop and deepen a professional development trajectory that includes scholarly activity on a high-impact practice or other engaged learning topic.

Buck is the fourth 黑料不打烊 faculty member to be named CEL Scholar. He currently joins 2018-20 Scholar, Buffie Longmire-Avital (Psychology), and 2019-2021 Scholar, Phillip Motley (Communications). Ketevan Kupatadze was the inaugural 2017-2019 Scholar. A call for applications for the 2021-23 CEL Scholar will be released in fall 2020.

Any questions regarding the CEL Scholar position or the should be directed to Jessie Moore, director of CEL, at jmoore28@elon.edu.