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Three Â鶹ÊÓƵ students serve on the editorial board of a Reinvention special issue, developed with the University of Warwick, that asks how generative AI is changing final-year research.

As the Faculty Fellow for Wellness and Well-Being, Iselin helps faculty explore how pedagogical wellness can support faculty, staff, and students, strengthen teaching and foster a culture of well-being at Â鶹ÊÓƵ.

Twenty-one departmental teams and 88 faculty members kicked off the inaugural FIELDS initiative, a yearlong program supporting departments as they explore teaching and learning in the age of artificial intelligence.

Marna Winter, teaching professor of education and associate director of the Center for Teaching and Learning, will present two projects at the 2026 Scholarship of Teaching and Learning Summit hosted by Kennesaw State University.

The annual conference brought together educators at Â鶹ÊÓƵ and online to explore how teaching today can prepare students with the skills and adaptability they need for the future.

The daylong workshop, co-sponsored by the Isabella Cannon Global Education Center and the Center for the Advancement of Teaching and Learning, was designed for faculty and staff who teach or lead study away programs, though it was open to anyone interested in strengthening global learning.

The presentation demonstrated how the study of literature can contribute to wellness education while strengthening critical thinking and enhancing students’ analytical, cultural, and interpersonal skills.

Two Â鶹ÊÓƵ faculty members, George Talbert and Sarah Bunnell, were invited to deliver an international keynote on the Scholarship of Teaching and Learning, sharing how evidence-based inquiry into teaching and student learning can transform both individual practice and institutional culture.

Tracey Thurnes, professor and academic operations coordinator of physician assistant studies, has been selected as the inaugural CATL Pedagogy Fellow for Teaching and Learning in Graduate and Professional Programs.

Faculty and staff across campus units collaborate on a new publication that makes the case for intentional faculty development centered on the unique needs of first-year students.