Category Archives: Engaged Learning

Mind the Gap: Global Learning at Home and Abroad

New Books on Global Learning and Partnership

If you’re looking for something to read while we practice social distancing, here are three recent books in the series I edit with Peter Felten.

Global Learning

In the Stylus Publishing/Center for Engaged Learning series on Engaged Learning and Teaching, Mind the Gap: Global Learning at Home and Abroad now is available.

Namaste, Nina, Amanda Sturgill, Mick Vande Berg, and Neal Sobania. Mind the Gap: Global Learning at Home and Abroad. Sterling, VA: Stylus Publishing, 2020.

Access the book website here and order directly from Stylus.


In the Center for Engaged Learning Open Access Book Series, we recently published two new books, available to download by the chapter or in their entirety for free.

Cook-Sather, Alison, Melanie Bahti, and Anita Ntem. Pedagogical Partnerships: A How-To Guide for Faculty, Students, and Academic Developers in Higher Education. Elon, NC: Center for Engaged Learning Open Access Books, 2019.

Open access PDF:
ISBN: 978-1-951414-00-9
December 2019
2.2 MB

Mercer-Mapstone, Lucy, and Sophia Abbot. Eds. The Power of Partnership: Students, Staff, and Faculty Revolutionizing Higher Education. Elon, NC: Center for Engaged Learning Open Access Books, 2020.

Open access PDF:
ISBN: 978-1-951414-02-3
January 2020
11 MB

It’s been a joy working with these authors, editors, and their contributors, and I’m thrilled we were able to support them in going public with their scholarship. If you have an idea for a book for either series, please be in touch.

ePortfolio Musings and Strategies

I initially developed the following material for a guest visit to an undergraduate Honors course at Elon University.

As George Kuh writes in the foreword to High-Impact ePortfolio Practice: A Catalyst for Student, Faculty, and Institutional Learning by Bret Eynon and Laura M. Gambino, the ePortfolio:

“serves as a portable, expandable, and updatable vehicle for accumulating and presenting evidence of authentic student accomplishment including the curation of specific proficiencies and dispositions at given points in time… The ePortfolio is much more than a just-in-time twenty-first-century electronic record keeping system. It is an intentionally designed instructional approach that, among other advantages, prompts students to periodically reflect on and deepen what they are learning and helps them connect and make sense of their various experiences inside and outside the classroom that – taken together – add up to more than the sum of their parts.” (2017, p. ix) 

Beyond the pedagogical value of ePortfolios, they also offer a venue for professionals to develop an online identity, showcasing their expertise with concrete examples.

An ePortfolio is more than a website… As Eynon and Gambino write, “ePortfolio practice done well supports reflection, integration, and deep learning” (2017, p. 9). ePortfolios also prompt inquiry about our current identities – “Who am I? Who am I becoming?” – and our future dreams – “Who do I dare to be?” (Eynon & Gambino, 2017, p. 11).

Room for Play in ePortfolios?

While their print ancestors can accommodate some multimedia (e.g., photos, drawings, etc.), ePortfolios can showcase a broader array of media (e.g., audio, video, hypertext, etc.). How might you use multimedia components in your portfolio? Here are a few questions to spark your brainstorming:

  • What do key aspects of my identity look like? Sound like?
  • What might my future look like? How would I visualize it?
  • What curricular, co-curricular, or extra-curricular projects have I composed or contributed to that I could showcase in a portfolio as examples of my developing identity?
  • How might an audio clip enable me to talk through my reflection on a project or my integration of lessons learned from multiple projects?
  • What could a video clip show readers/viewers that they might miss in a text-based version of the same project or idea?
  • How might I play with organization/arrangement to either guide readers/viewers through my story or offer them a choose-your-own-adventure representation of me?

Web Platforms

My students routinely use WordPress, Wix, or Weebly; Google Sites and Digication are additional options. I encourage you to select a web platform that you already are comfortable composing within or that you wish to learn for other professional development goals.

Many professionals maintain both private working portfolios and public portfolios. Working portfolios are collections of documents/projects that might be included in the public portfolio in the future (or have been in the past). If you anticipate expanding and maintaining your public ePortfolio, establish an organizational strategy for also maintaining a private working portfolio; Google Drive, Dropbox, or an external USB drive are helpful tools for organizing and archiving materials that – at some point – might be included in your public portfolio.

Digication examples:

WordPress examples:

WIX example:

Questions about ePortfolios? Have strategies for ePortfolio development? Please share them in the comments. Thank you!

Call for Proposals: Stylus Series on Engaged Learning and Teaching, in Partnership with the Center for Engaged Learning

I’m excited to partner with Peter Felten and Stylus Publishing on a new book series on engaged learning and teaching. Here are the details…

Series Editors:

  • Jessie L. Moore (, Director, Center for Engaged Learning, Elon University
  • Peter Felten (, Executive Director, Center for Engaged Learning, Elon University

Primary Contact: Jessie L. Moore,

About the Series

The Stylus/Center for Engaged Learning Series on Engaged Learning and Teaching features concise books (both single author and edited collections) for a multi-disciplinary, higher education audience interested in research-informed engaged learning practices. Series books are published by Stylus Publishing and supplemented by open-access resources hosted on the Center for Engaged Learning’s website.

Book authors/editors who publish in the series will join a community of scholars focused on engaged learning and teaching, with series books collectively marketed to faculty, staff, and administrators across higher education institution types. The Series Editors

  • collaborate with book authors/editors on promoting their books to a broad audience of stakeholders in higher education,
  • offer strategies for showcasing books in conference presentations, and
  • support the development of robust supplemental resources that extend readers’ use and discussion of the books.

Series Audience

Although individual books in the series might most appeal to those interested in a specific topic, authors/editors should “translate” their research/theories for broad audiences in higher education, including faculty, staff, faculty developers, administrators, and policy makers. Therefore, authors/editors should speak to the scholarship’s implications for higher education, including effective practices for teaching, curriculum design, and/or educational policies.

Expectations for Promoting Series Books

The Series Editors will collaborate with authors/editors to promote each book on the Center for Engaged Learning’s website, through social media, and by targeting conference sessions near publication dates. Proposals for books in this series should include a preliminary list of open-access resources (e.g., discussion questions for reading groups, videos and other multimedia resources related to the book topics, sample research materials that might otherwise appear in an appendix, etc.) that could be hosted on the Center for Engaged Learning’s website (pending final review by the Center). Submitted manuscripts must include these supplemental materials. The Series Editors will share strategies for developing and curating these materials.

Guidelines for Brief Proposal

Authors/editors should submit a brief proposal for feedback from the Series Editors before developing a full proposal. The brief proposal should include a one- to two-page summary of:

  • the book concept,
  • its potential contribution to practice and literature,
  • its appropriateness for the Stylus Publishing/Center for Engaged Learning Series on Engaged Learning and Teaching,
  • an indication of the anticipated format (e.g., authored book or edited collection, estimated number of chapters, and organizational structure),
  • brief information about the relevant qualifications of the authors/editors, and
  • a preliminary plan to promote the book at conferences, etc.


Please direct questions to Jessie L. Moore (