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CELT's vision is to be the center of faculty development that supports faculty in their quest for excellence in teaching, research, and leadership through every phase of their career.

Guided by this vision statement, CELT is committed to fulfill it's mission:

Through collaboration with other university entities and serving as a nexus of information, CELT provides services and programs for faculty to encourage engagement in the Tulane community through exploration of pedagogy, participation in interdisciplinary dialogues, and formation of support networks. In addition, CELT assists faculty in providing students with opportunities to participate in engaged learning experiences that complement their career and academic goals.


CELT is committed to supporting all Tulane faculty, staff, postdocs, and graduate students, as they prepare or continue to teach. With this aim in mind, we offer pedagogy workshops, guest lecturers, book clubs, one-on-one consultations, a lending library, peer observations, and myriad other resources, services, and programs available for all teaching focused professionals. 

In partnership with other University offices, CELT assists in providing faculty with information on personnel management (for PIs of research grants), family leave, retirement planning, and work-life balance. 

Although CELT will now be emphasizing Faculty Development, we are still dedicated to enhancing the student experience at Tulane not only through engaged teaching techniques but also through the creation of small intellectual communities. These communities bring faculty and students together outside of the classroom, providing support for continued, individual learning. 

Our History

​The Center for Engaged Learning and Teaching (CELT) was formed as a result of Tulane University‘s 2008 “What’s Your Big Idea” initiative and Quality Enhancement Plan (QEP) to enrich student learning at Tulane.

In planning the QEP, Tulane recognized that engaged learning can take many forms. When we officially opened our doors in spring 2011, we offered students opportunities to participate in engaged learning experiences that complemented their academic and career goals through two core areas Research Engagement (RE) and Social Innovation Engagement (SI). Our third core, Classroom Engagement (CE) empowered faculty to reflect on pedagogy specific to their disciplines and provided resources to create an atmosphere of engagement both in and out of the classroom. In fall 2012, Experiential Engagement (EE), our fourth core was added to provide informational and pragmatic support for students to encourage them to go beyond the classroom and become involved in career-related activities such as internships and externships.

In the last six years CELT as undergone some notable and exciting changes. In 2014-15, a generous donation to the University resulted in the creation of the Phyllis M. Taylor Center for Social Innovation and Design Thinking. At the end of that academic year, CELT’s Social Innovation programming and personnel moved to the Taylor Center. This allowed the Taylor Center to become the locus for social innovation programming.

In July 2015, the Final Report of the President’s Task Force on the Undergraduate Experience was published and CELT was mentioned as key factor to strengthening the quality of academic instruction. The report noted that “[w]e can address the need for more purposeful undergraduate pedagogy with two fairly substantial institutional changes.” The first of the two recommended changes was to reshape CELT as a faculty center for teaching. Based on this and our self-assessment as part of the Fifth Year Impact reporting for 2017-18, we have shifted our focus to training faculty and providing faculty-student program as the most effective way of achieving the goals set out in the original QEP plan.