Abstract

As the Chronicle editor, I envision this publication as a reflection of the innovative teaching practices and collaborative efforts integral to the UAGC culture. We have focused the past four issues on our critical student goals because we wanted everyone in our UAGC community to clearly see how we each contribute to our institutional endeavors in student success. No matter what the role, each of us plays a part in changing the lives of our students.

With each issue, we learn more about the approaches our colleagues leverage to ensure students have a unique learning experience that enables them to progress within their own aspirations and goals. Learning about these approaches inspires our commitment to this vision by encouraging our contributors to push boundaries and discuss new and unique methods, ideas, and resources to improve teaching and engage with students. With this in mind, we considered the past four issues in which The UAGC Chronicle has actively explored the institution's critical goals. Seeing the value we can each bring to these initiatives, the final issue of the 23/24 academic year reflects on the work and progress achieved towards these critical goal initiatives and to share lessons learned.

We enthusiastically jump in with another article from Stephani Kilby reviewing our progress on the critical goals and where we are going in the 24/25 academic year. Teresa Handy and Connie Lower remind us of the evolution of GEN 101 and how it has enhanced the student experience. Meanwhile, Amy Erickson provides a year in review for our Faculty Community of Practice sessions and shows that these sessions created a network for faculty and staff to share knowledge and learn from one another.

Additional articles in this issue include an introduction of UAGC Vice Provost of Academic Affairs, Teaching, and Learning for Online Initiatives, Dr. Blake Naughton. The Research Corner introduces the 24/25 Annual Faculty Course, which offers a pathway for providing substantive feedback to students and provides resources to further explain the 24/25 Annual Faculty Curriculum. In our Building Academic Community section, Dr. Robin Dhakal shares ways faculty can incorporate economics and current affairs into the classroom experience. Knowing that adult learners are motivated by applying their learning to current events and industry, this tactic can help faculty connect their teaching to critical goal #3 of giving students marketable skills. These articles focus on the common understanding that student success is our top priority. We are constantly shifting, learning, and enhancing our objectives to give our students the most enriching experience during their journey at UAGC.

With that said, please join us in recognizing over 8600 graduates who celebrated the completion of their educational journey at the spring 2024 commencement. The guidance, feedback, flexibility, and expertise that UAGC faculty and staff have in supporting students play a crucial role in the path to graduation!

We encourage the UAGC community to reflect on these articles to support engagement in institutional initiatives and enhance the evolution of teaching practices by integrating new insights, resources, and methodologies to strengthen student preparation for life after graduation. The UAGC community continues to demonstrate tremendous support for the Chronicle. Our next issue will be published in the 24-25 academic year, and our strategy will continue to focus on engaging this community in the critical work necessary to achieve the UAGC mission and to celebrate our achievements.

 

Sincerely,

Jackie Bullis
Lead Faculty Support and Classroom Consultant, The UAGC Chronicle Editor

How to Cite:

(2025) “The UAGC Chronicle - Summer 2024”, The UAGC Chronicle 10(1).