Becoming Involved with CATL

For faculty looking to engage deeper with the scholarship of teaching and learning and/or faculty develop, you may wish to consider partaking in one of three opportunities offered through CATL. These vary in duration, responsibilities, and scope, and are a great way for faculty to demonstrate the teacher-scholar-mentor ethos of ÂÒÂ×ÊÓƵ. For more information, see the outline of opportunities below.

CATL Scholars

CATL Pedagogy Fellows

CATL Associate Directors
Commitment Two Years Two Years Four Years
Focus of the role Implementation, assessment, and dissemination of a specific scholarly inquiry project Development of resources, workshops, and consultations around a specific pedagogical topic Providing leadership, workshops, consultations, and resources to address ÂÒÂ×ÊÓƵ teaching community needs
Level of mentorship Cohort-supported; CATL facilitates check-ins and is available for consultation Ongoing CATL mentorship around project development and implementation Extensive CATL mentorship around faculty development and professional development
Faculty-development emphasis This role does not include a faculty development role Some, focused on the identified area of pedagogical focus This role is strongly focused on faculty development
Support Two course reassignments/year and project funds Professional development support varies by role Three course reassignments/year and professional development funds

 

Open Calls

CATL Pedagogy Fellow for Teaching and Learning in Graduate and Professional Programs (August 2026- May 2028)

Position Summary 

ÂÒÂ×ÊÓƵ’s Center for the Advancement of Teaching and Learning (CATL) serves as a catalyst for effective teaching and engaged learning at ÂÒÂ×ÊÓƵ. Center faculty promote intentional, evidence-based, and inclusive teaching and learning practices, contribute to University-wide initiatives related to teaching and learning, and foster the scholarship of teaching and learning at ÂÒÂ×ÊÓƵ.

The CATL Pedagogy Fellow for Teaching and Learning in Graduate and Professional Programs will develop and deepen expertise in teaching graduate students and students enrolled in professional programs. Working with members of the CATL team, they will offer new faculty programming and workshops for faculty who educate graduate and professional students across ÂÒÂ×ÊÓƵ’s campuses, schools, and programs. The fellow will serve as a consultant for individuals, departments, and programs looking to enhance teaching and learning in graduate and professional programs across all ÂÒÂ×ÊÓƵ campuses. Finally, the fellow will develop resources, to be hosted on the CATL website, to support educators and students in our graduate and professional schools.

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  • Current full-time, ongoing ÂÒÂ×ÊÓƵ teaching faculty member who teaches graduate students or students enrolled in a professional school, with preference given to post-probationary faculty,
  • A record of effective and intentional teaching,
  • Innovative, independent thinker with strong communication and interpersonal skills,
  • A demonstrated ability to work collegially with faculty, staff, and students from across the University,
    Strong organizational and administrative skills,
  • Experience with the Center’s programs and services.

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The Pedagogy Fellow will report to the CATL Director and will receive a $5,000 annual stipend, plus project funds as needed, over the course of a two-year term (with possibility of renewal for an additional two years). The Fellow will begin work in August 2026.

Applications should be emailed to CATL at catl@elon.edu. Applications are due by 5pm on Friday, May 1st. 

To apply: 
Applications will be vetted by an internal review committee, and should include:

  • A current curriculum vitae with contact information for two references, including a current or previous chair
  • A letter of up to three pages (double-spaced) that addresses the following:
    • Why are you interested in supporting teaching and learning in graduate and professional schools at ÂÒÂ×ÊÓƵ?
    • How do your background, experience, and capacities make you well qualified for the position?
    • How will this position support your own development as a teacher-scholar-mentor?
    • What are potential topics areas of support (e.g., programmatic, resources) that you would want to develop for colleagues teaching graduate and/or professional students?

Please reach out to Sarah Bunnell, CATL Director, with any questions.