Browse Title Index


Center for Engaged Learning Conferences

  • 2022 Conference on Engaged Learning

    June 19, 2022 – June 20, 2022

    The annual Conference on Engaged Learning showcases cutting-edge research on engaged learning. Each annual conference features multi-institutional research from a specific Center for Engaged Learning research seminar, invites research updates from past seminar participants and conference presenters, and encourages contributions from other scholars and practitioners studying engaged learning practices.

    We invite scholars interested in writing beyond the university and other engaged learning topics (see the theme categories below) to join the culminating conversations of the 2019-2021 Research Seminar on Writing Beyond the University at the 2022 Conference on Engaged Learning at Elon University, June 19-20, 2022. We particularly encourage proposals that attend to diversity, inclusion, and equity within or across these engaged learning practices.

    We anticipate hosting the conference in-person on Elon’s campus but will regularly assess whether a move to a hybrid or fully online format is merited. We will post updates on the conference website.

     

  • 2021 Conference on Engaged Learning

    July 11, 2021 – July 13, 2021

    The annual Conference on Engaged Learning showcases cutting-edge research on engaged learning. Each annual conference features multi-institutional research from a specific Center for Engaged Learning research seminar, invites research updates from past seminar participants and conference presenters, and encourages contributions from other scholars and practitioners studying engaged learning practices.

    We invite scholars interested in capstone experiences, writing beyond the university, and other engaged learning topics (see the theme categories listed in the full call for proposals) to join the culminating conversations of the 2018-2020 Research Seminar on Capstone Experiences and the 2019-2021 Research Seminar on Writing Beyond the University at the 2021 Conference on Engaged Learning at Elon University, July 11-13, 2021. We particularly encourage proposals that attend to diversity, inclusion, and equity within or across these engaged learning practices.

    We anticipate hosting the conference in-person on Elon’s campus but will regularly assess whether a move to a hybrid or fully online format is merited. We will post updates on this conference website.

  • 2020 Conference on Engaged Learning

    June 21, 2020 – June 22, 2020

    The annual Conference on Engaged Learning showcases cutting-edge research on engaged learning. Each annual conference features multi-institutional research from a specific Center for Engaged Learning research seminar, invites research updates from past seminar participants and conference presenters, and encourages contributions from other scholars and practitioners studying engaged learning practices.

    We invite scholars interested in capstone experiences and other engaged learning topics to join the culminating conversation of the 2018-2020 Research Seminar on Capstone Experiences at the 2020 Conference on Engaged Learning at Elon University, June 21-22, 2020.


  • 2020 CCCC Undergraduate Researcher Poster Session

    March 26, 2020 – March 27, 2020

    Since its inception at the 2012 CCCC, the Undergraduate Researcher Poster Session has served to showcase the field’s premier undergraduate researchers and their projects. In addition, the Undergraduate Researcher Poster Session aims to accomplish the following goals:

    • to encourage undergraduate participation in the annual convention by providing a site for scholarly exchange;
    • to encourage undergraduate participation in the profession from students contemplating further education and careers in rhetoric and composition and related fields;
    • to encourage undergraduate participation in CCCC, thereby cultivating the next generation of members and potential leaders of the organization;
    • to extend the organization’s diversity across various demographic categories;
    • to increase public representation of undergraduate research in rhetoric, composition, and communication, understanding UGR is a object of increasing attention and interest at members’ institutions and within national organizations (i.e., AACU).

    Recognizing that undergraduate researchers often do not have research planned far enough in advance to submit proposals by the regular CCCC proposal deadline, the organizing team sends a separate call for poster proposals in September or October, with a deadline in late November or early December. The organizing team reviews the proposals and makes selections by mid-December. From January through March, the organizing team supports the students in the development of their posters by sharing resources and facilitating a peer review process prior to the CCCC convention.

    The Undergraduate Researcher Poster Session is led and organized by a multi-institutional team of 3 to 4 faculty and 3 to 4 students, including  faculty members of the CCCC Committee on Undergraduate Research, the CCCC Undergraduate Research Special Interest Group and at least one student presenter from the previous year’s session. Other student members typically are engaged in active co-inquiry or undergraduate research projects with the faculty members of the team. Historically, student presenters-turned-organizers are invited to join the planning team based on their interactions with the prior year’s team (e.g., met deadlines, communicated questions and comments effectively, etc.), their professional goals (e.g., an interest in continuing to attend CCCC and to advance their studies in writing and rhetoric), their relevant experience (e.g., Writing Center consultant or comparable experience that they can draw on when working with students on in-progress poster drafts).

  • 2019 CCCC Undergraduate Researcher Poster Session

    March 13, 2019 – March 16, 2019

    Since its inception at the 2012 CCCC, the Undergraduate Researcher Poster Session has served to showcase the field’s premier undergraduate researchers and their projects. In addition, the Undergraduate Researcher Poster Session aims to accomplish the following goals:

    • to encourage undergraduate participation in the annual convention by providing a site for scholarly exchange;
    • to encourage undergraduate participation in the profession from students contemplating further education and careers in rhetoric and composition and related fields;
    • to encourage undergraduate participation in CCCC, thereby cultivating the next generation of members and potential leaders of the organization;
    • to extend the organization’s diversity across various demographic categories;
    • to increase public representation of undergraduate research in rhetoric, composition, and communication, understanding UGR is a object of increasing attention and interest at members’ institutions and within national organizations (i.e., AACU).

    Recognizing that undergraduate researchers often do not have research planned far enough in advance to submit proposals by the regular CCCC proposal deadline, the organizing team sends a separate call for poster proposals in September or October, with a deadline in late November or early December. The organizing team reviews the proposals and makes selections by mid-December. From January through March, the organizing team supports the students in the development of their posters by sharing resources and facilitating a peer review process prior to the CCCC convention.

    The Undergraduate Researcher Poster Session is led and organized by a multi-institutional team of 3 to 4 faculty and 3 to 4 students, including  faculty members of the CCCC Committee on Undergraduate Research, the CCCC Undergraduate Research Special Interest Group and at least one student presenter from the previous year’s session. Other student members typically are engaged in active co-inquiry or undergraduate research projects with the faculty members of the team. Historically, student presenters-turned-organizers are invited to join the planning team based on their interactions with the prior year’s team (e.g., met deadlines, communicated questions and comments effectively, etc.), their professional goals (e.g., an interest in continuing to attend CCCC and to advance their studies in writing and rhetoric), their relevant experience (e.g., Writing Center consultant or comparable experience that they can draw on when working with students on in-progress poster drafts).

  • Residential Learning Communities as a High-Impact Practice

    June 16, 2019 – June 17, 2019

    Conference on Residential Learning Communities as a High Impact Practice

    Sunday, June 16th and Monday, June 17th, 2019 at Elon University in North Carolina

  • 2018 CCCC Undergraduate Researcher Poster Session

    March 14, 2018 – March 17, 2018

    Since its inception at the 2012 CCCC, the Undergraduate Researcher Poster Session has served to showcase the field’s premier undergraduate researchers and their projects. In addition, the Undergraduate Researcher Poster Session aims to accomplish the following goals:

    • to encourage undergraduate participation in the annual convention by providing a site for scholarly exchange;
    • to encourage undergraduate participation in the profession from students contemplating further education and careers in rhetoric and composition and related fields;
    • to encourage undergraduate participation in CCCC, thereby cultivating the next generation of members and potential leaders of the organization;
    • to extend the organization’s diversity across various demographic categories;
    • to increase public representation of undergraduate research in rhetoric, composition, and communication, understanding UGR is a object of increasing attention and interest at members’ institutions and within national organizations (i.e., AACU).

    Recognizing that undergraduate researchers often do not have research planned far enough in advance to submit proposals by the regular CCCC proposal deadline, the organizing team sends a separate call for poster proposals in September or October, with a deadline in late November or early December. The organizing team reviews the proposals and makes selections by mid-December. From January through March, the organizing team supports the students in the development of their posters by sharing resources and facilitating a peer review process prior to the CCCC convention.

    The Undergraduate Researcher Poster Session is led and organized by a multi-institutional team of 3 to 4 faculty and 3 to 4 students, including  faculty members of the CCCC Committee on Undergraduate Research, the CCCC Undergraduate Research Special Interest Group and at least one student presenter from the previous year’s session. Other student members typically are engaged in active co-inquiry or undergraduate research projects with the faculty members of the team. Historically, student presenters-turned-organizers are invited to join the planning team based on their interactions with the prior year’s team (e.g., met deadlines, communicated questions and comments effectively, etc.), their professional goals (e.g., an interest in continuing to attend CCCC and to advance their studies in writing and rhetoric), their relevant experience (e.g., Writing Center consultant or comparable experience that they can draw on when working with students on in-progress poster drafts).

  • Integrating Global Learning with the University Experience: Higher-Impact Study Abroad and Off-Campus Domestic Study

    June 11, 2017 – June 12, 2017

    The Center for Engaged Learning invites proposals for conference papers, panel presentations, posters, or roundtables related to research on integrating off-campus study with students’ broader university experiences.

    Hundreds of thousands of students study off-campus for academic credit each year, and many universities identify these experiences as high-impact practices that augment on-campus global learning. Global learning through study abroad and off-campus domestic study fits into a larger context of students’ educational experiences, but questions remain about how global experiences affect and are affected by the students and educators who participate and by the curricula and other institutional factors related to these experiences. By conceptualizing study abroad and off-campus domestic study as global learning practices that are integral components of university education, practitioners and scholars can create higher-impact off-campus study.


     

  • 2017 CCCC Undergraduate Researcher Poster Session

    March 16, 2017 – March 17, 2017

    Since its inception at the 2012 CCCC, the Undergraduate Researcher Poster Session has served to showcase the field’s premier undergraduate researchers and their projects. In addition, the Undergraduate Researcher Poster Session aims to accomplish the following goals:

    • to encourage undergraduate participation in the annual convention by providing a site for scholarly exchange;
    • to encourage undergraduate participation in the profession from students contemplating further education and careers in rhetoric and composition and related fields;
    • to encourage undergraduate participation in CCCC, thereby cultivating the next generation of members and potential leaders of the organization;
    • to extend the organization’s diversity across various demographic categories;
    • to increase public representation of undergraduate research in rhetoric, composition, and communication, understanding UGR is a object of increasing attention and interest at members’ institutions and within national organizations (i.e., AACU).

    Recognizing that undergraduate researchers often do not have research planned far enough in advance to submit proposals by the regular CCCC proposal deadline, the organizing team sends a separate call for poster proposals in September or October, with a deadline in late November or early December. The organizing team reviews the proposals and makes selections by mid-December. From January through March, the organizing team supports the students in the development of their posters by sharing resources and facilitating a peer review process prior to the CCCC convention.

    The Undergraduate Researcher Poster Session is led and organized by a multi-institutional team of 3 to 4 faculty and 3 to 4 students, including  faculty members of the CCCC Undergraduate Research Special Interest Group and at least one student presenter from the previous year’s session. Other student members typically are engaged in active co-inquiry or undergraduate research projects with the faculty members of the team. Historically, student presenters-turned-organizers are invited to join the planning team based on their interactions with the prior year’s team (e.g., met deadlines, communicated questions and comments effectively, etc.), their professional goals (e.g., an interest in continuing to attend CCCC and to advance their studies in writing and rhetoric), their relevant experience (e.g., Writing Center consultant or comparable experience that they can draw on when working with students on in-progress poster drafts).

  • Test Conference