Editor Note
Highlighting new article types in this issue
Dr. Elizabeth Norell and Megan Robertson
2026-05-06 Volume 45 • Issue 1 • 2026 • Spring 2026
Research
“[A] little bit of this, a little bit of that”: Faculty-centric approaches to implementing wellbeing strategies in the classroom
Virginia Stormer and Josie Andrews
2026-05-18 Volume 45 • Issue 1 • 2026 • Spring 2026
Driven to assist: Analyzing motivations and skill growth in undergraduate learning assistants at a minority-serving institution
Alex Renee Paine, Brian Sato and Josh Arimond
2026-05-18 Volume 45 • Issue 1 • 2026 • Spring 2026
Navigating Change: Using Needs Assessment to Enhance Programming in Centers for Teaching and Learning
Susan Anderson, Nicole Weinberg and Gabriel Huddleston
2026-05-18 Volume 45 • Issue 1 • 2026 • Spring 2026
Understanding queer faculty of color’s time and values
Steven Feldman and Christen Priddie
2026-05-18 Volume 45 • Issue 1 • 2026 • Spring 2026
From inquiry to insight: Cultivating local conversations on GenAI
Chad Rohrbacher, Amy Cicchino, Alyssa DeNaro and Joshua Caulkins
2026-05-18 Volume 45 • Issue 1 • 2026 • Spring 2026
Towards Inclusive Excellence: Building an Anti-racist, Equity-oriented Community of Practice for STEM Faculty
Monica Brown, Angelina Castagno, Anita Antoninka and Catherine Propper
2026-05-18 Volume 45 • Issue 1 • 2026 • Spring 2026
UDL Takes a Village: University Faculty Reflections on Accountability and Infrastructure
Amy L. Accardo, Brie W. Morettini and Erin B. Hedges
2026-05-18 Volume 45 • Issue 1 • 2026 • Spring 2026
Faculty Writers as Learners: How Assessment Can Enrich Outcomes, Build Community, and Demonstrate the Value of Faculty Writing Programs
Jennifer Ahern-Dodson and Jennifer Hill
2026-05-18 Volume 45 • Issue 1 • 2026 • Spring 2026
Reflection & Analysis
AI professional development that centers faculty expertise
Sarah Katherine Fisher, Shelley Koch, Kelly Bremner and Ruth Castillo
2026-05-18 Volume 45 • Issue 1 • 2026 • Spring 2026
ReSysting toward Transformative Connections: Envisioning a Relationship-Systems Pedagogy
Julia McGuire, Liliana Herakova, Jennifer Lynn Newell-Caito and Karen Nicole Pelletreau
2026-05-18 Volume 45 • Issue 1 • 2026 • Spring 2026
Theoretical & Conceptual
Welcome to the Institution Age: A Narrative of Change and the CTL
Jamie White-Farnham
2026-05-18 Volume 45 • Issue 1 • 2026 • Spring 2026
Expanding Access to and Enriching Experiences of High-Impact Practices: The Promise of Embracing a Partnership Mindset
Alison Cook-Sather, Adriana Signorini, Tracie Addy, Aimee Fleming, Anneris Coria-Navia, Jacques Safari Mwayaona and Anna Santucci
2026-05-18 Volume 45 • Issue 1 • 2026 • Spring 2026
Issue Archive
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Volume 45 • Issue 1 • 2026 • Spring 2026
Volume 44 • Issue 2 • 2025 • Fall
Volume 44 • Issue 1 • 2025 • Spring 2025
Volume 43 • Issue 2 • 2024 • Fall
Volume 43 • Issue 1 • 2024 • Spring
Volume 42 • Issue 2 • 2023 • Fall
Volume 42 • Issue 1 • 2023 • Spring
Volume 41 • Issue 2 • 2022 • Fall
Volume 41 • Issue 1 • 2022 • Spring | Special Issue: What's the Problem Now?
Volume 40 • Issue 2 • 2021 • Winter
Volume 40 • Issue 1 • 2021 • Fall