CELT aims to make faculty members more accessible to students through student and faculty programming. Below is a list of the various programs CELT offers.
The Scholars Mixer is a student created, planned, and hosted event that provides students and faculty a forum to discuss research and scholarly engagement opportunities across disciplines.
Scholars Mixer 2018:
CELT and NTC have partnered to create Research Lunches, an informal lunchtime discussion between faculty and students about the research process. Students often only see the polished result of years of work, this is a unique opportunity for students to learn about the trials and tribulations of research. We invite faculty to discuss that time their hypothesis was wrong, or they had to start from scratch, or how they even come up with a research idea in the first place. The ultimate goal of these lunches is to create a small community of approachable faculty and interested students.
CELT and NTC will host four Research Lunches, once per month. Each Research Lunch will take place on Tuesday from 12:30 - 1:30 in the Lobby of Cudd Hall. Lunch will be provided.
Spring 2018 Research Lunch Schedule:
February: Tuesday 27 | 12:30 -1:30 | Dr. Michelle Lacey, Mathematics
March: Tuesday 13 | 12:30 -1:30 | Dr. Rick Snow, Music
April: Tuesday 10 | 12:30 -1:30 | Dr. Julie Albert, Chemical and Biomolecular Engineering
If you are interested in participating please email Emily Gatehouse, firstname.lastname@example.org for more information.
CELT hosts an annual Poster Day for recipients of CELT’s research awards to present their research.
Since 2012 CELT has supported over 100 undergraduate faculty-mentored research projects within 30 different majors.
Poster Day 2018:
4:00 - 6:00
Qatar Ballroom, LBC
The Center for Engaged Learning and Teaching Research Showcase collection features the individual research projects and supplemental materials produced by CELT Fellows, Tulane students and faculty-mentors. This project documents research projects from between the years 2015 through 2017. The collection will grow to include new projects in future years to come. Research areas highlighted in this collection include the sciences and the humanities as well as inter-disciplinary projects.
CELT collection materials consists of posters, photos, extended abstracts, papers, and data collected from CELT-funded research projects. All of the individuals who participated in submitting work and supplemental materials have agreed to have their materials hosted online, through social media, and through the Library Web site as an exhibition.
View the Research Showcase Booklet
Professors’ Picks is co-sponsored by CELT, HRL, and NTC. The purpose of the program is to provide upper class students living on campus an opportunity to meaningfully engage with Tulane faculty members in small groups of 5-10 students. The discussions will occur through one two-hour book group on a faculty book of choice early in the spring semester. Faculty may choose a book that is fiction or nonfiction and does not need to their area of study.
Faculty stipend: 2 meals at the 1834 Club.
The books will be distributed in the last week of classes of the Fall semester.
Please email Emily Gatehouse at email@example.com for more information.
Since 2002 Tulane has offered incoming freshmen the opportunity to join the Tulane community through a shared intellectual experience called the Tulane Reading Project. Since 2017 CELT has supported the Tulane Reading Project by working with faculty members to be Discussion Group Leaders.
Please check back for 2018 information
CELT Student Research Fellows are undergraduate students selected through a competitive application process and appointed to a one-year term during which they learn about CELT activities and contribute to the operations, administration, promotion, and development of CELT. While CELT Student Research Fellows will be familiar with the overall operations of the center, each Student Research Fellow will focus on their own independent research project related to the mission of CELT. In addition, Student Research Fellows are responsible for the management of three annual CELT events.
The CELT Student Research Fellowship requires a high degree of self-motivation to develop, support, and execute individual research projects focused on classroom engagement at Tulane University. Students will create a plan for their individual year-long project and will make regular progress reports to Fellows and CELT staff throughout the year. Fellows are expected to spend approximately 10 hours per week during the academic year working in the Center. While at the Center, Student Research Fellows will be engaged in their individual projects, working collaboratively on CELT events, and assisting staff as necessary.
Each year CELT Student Research Fellows produce three main events: Scholars Mixer, Poster Session, and faculty/student events. The Scholars Mixer is a social event during fall semester for faculty and students to meet and learn about each other’s research interests. This is an opportunity for students who haven’t yet engaged in research to learn about different opportunities. The Poster Session takes place in April and affords recipients of CELT’s Academic Year Research Award the opportunity to present their research. The faculty/student events are open for creation and may take place during either semester.
Each Student Research Fellow will have the ability to develop their own year-long project under the guidance of CELT staff. Student Research Fellows will be responsible for designing, managing, completing, and reporting on their projects.
Example Project 1: A former CELT Fellow created and conducted a survey to evaluate what impact CELT had on classes. He surveyed undergraduate students to see if there was a difference between professors who actively participated in CELT events versus those who did not. He then analyzed the results and wrote a final report explaining the outcomes.
Example Project 2: A former CELT fellow spent the first semester learning how to effectively conduct student focus groups and gaining IRB approval. During second semester she conducted four focus groups to find out what an engaged class looks like to students. Based on the feedback from students she then facilitated a student/faculty focus group to provide a space for students and faculty to find out “why you do what you do”. For example, why students come in late or why they leave multiple times during one class, why professors give tests over papers or why they weight assignments the way they do. Her final deliverable was an analysis and suggestions in the form of a report.