Abstract

As we close another academic year, I reflect on how the UAGC Chronicle has evolved. What began as a publication designed to share faculty perspectives has grown into a community of educators sharing what they're exploring, questioning, creating, and learning.

That evolution has been both exciting and rewarding. Over the past academic year, we've seen the Chronicle become a more active and far-reaching space for shared learning. This year, we published more than 30 standalone articles, welcomed contributions from 10 Adjunct Global Campus Instructors, and celebrated the highest-viewed issue in the Chronicle's history. One article alone was viewed nearly 1,000 times.

Those numbers matter not because they reflect growth for growth's sake, but because they represent something larger: more people sharing ideas, more voices joining the conversation, and more opportunities for faculty and staff to learn from one another. Since expanding into a public-facing platform, the Chronicle has reached audiences far beyond UAGC, creating opportunities for contributors to engage in broader conversations about teaching, learning, leadership, technology, and institutional change. For example, some authors have gone on to earn doctoral degrees and continue contributing to scholarly conversations in their fields, while others have connected and collaborated with instructors at institutions beyond UAGC after sharing their work through the Chronicle. Articles published here have sparked discussions, generated meaningful engagement, and connected readers with perspectives they might not otherwise encounter.

That growth has reinforced something we've believed from the beginning: this publication exists for you.

This Spring issue reflects the breadth of conversations shaping higher education today. You'll find insights from UAGC full-time faculty member James Bond on strengthening faculty impact through strategic workload alignment, while Program Chair Naimah Qwuarels offers practical guidance for helping graduating students navigate an evolving job market. Faculty Council Co-Chairs Teresa Handy and Kelly Olson Stewart provide an update on Faculty Council's ongoing efforts to amplify faculty voices and drive meaningful progress, while Associate Director of Faculty Development Kate Johnson explores how faculty leaders can foster collaborative learning environments by integrating learning and leadership theory.

Together, these articles demonstrate exactly what makes the Chronicle valuable: educators sharing their experiences, expertise, and ideas so that others can learn from them. They reflect the innovation, leadership, and commitment that continue to move both our institution and our profession forward.

As we push into the next academic year, I encourage you to think of the Chronicle not as another obligation, but as an opportunity. This isn't about adding one more thing to your plate; it's about telling us what's already on it. Share what you're exploring, what you're questioning, what you're creating, and what you're learning. Chances are that others are eager to learn from it, too.

How to Cite:

(2026) “The UAGC Chronicle Spring Issue 25/26”, The UAGC Chronicle 11(4).