<?xml version="1.0" encoding="UTF-8"?><rss xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:content="http://purl.org/rss/1.0/modules/content/" xmlns:atom="http://www.w3.org/2005/Atom" version="2.0"><channel><title><![CDATA[The Scholarly Teacher]]></title><description><![CDATA[Peer-reviewed ejournal addressing contemporary issues in higher education classrooms.]]></description><link>https://www.scholarlyteacher.com/blog</link><generator>RSS for Node</generator><lastBuildDate>Fri, 10 Apr 2026 20:35:11 GMT</lastBuildDate><atom:link href="https://www.scholarlyteacher.com/blog-feed.xml" rel="self" type="application/rss+xml"/><item><title><![CDATA[Balance Is for Gymnasts: Strategies for Work-Life Harmony  ]]></title><description><![CDATA[Amy I. Cass , California State University, Fullerton   Key Statement: Navigate the challenges of both work and life by incorporating a harmony mindset as opposed to a balanced mindset. Keywords: Work-Life Balance, Work-Life Harmony, Integrative   Introduction For adults, work and family are two critical and time-consuming roles. Research into work-family issues has been around for decades, but discussions of work-family experiences have more recently gained heightened attention in scholarly...]]></description><link>https://www.scholarlyteacher.com/post/balance-is-for-gymnasts-strategies-for-work-life-harmony</link><guid isPermaLink="false">6918da9fd87a8b8976434612</guid><category><![CDATA[Resiliency]]></category><category><![CDATA[Self-Care]]></category><pubDate>Mon, 24 Nov 2025 18:47:56 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/nsplsh_8a95079228fe41608e2e49b463d813ae~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>The Scholarly Teacher</dc:creator></item><item><title><![CDATA[Refresh and Renewal: A Pilot Study Intervention for Faculty Well-Being]]></title><description><![CDATA[Jamie Adam ,  Belmont University Elisa Greene ,  Belmont University Michael Oliver ,  Belmont University Key Statement:  Faculty well-being is multidimensional, encompassing purpose, relationships, and growth. It is a critical determinant of institutional effectiveness, engagement, and long-term retention. Key Words:  Well-Being, Faculty, Intervention Faculty well-being is a critical component of a thriving academic community and the success of educational institutions. Yet, many educators...]]></description><link>https://www.scholarlyteacher.com/post/refresh-and-renewal-a-pilot-study-intervention-for-faculty-well-being</link><guid isPermaLink="false">6918cd281f276a0fa6204e3e</guid><category><![CDATA[Self-Care]]></category><category><![CDATA[Work-Life Balance]]></category><pubDate>Wed, 15 Oct 2025 14:57:08 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/nsplsh_6333c4cee47d493e8bea796d53eaa3b7~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>The Scholarly Teacher</dc:creator></item><item><title><![CDATA[Three Facets of Learning to Focus Our Choices About AI]]></title><description><![CDATA[Linda C. Hodges, Emerita Director, Faculty Development Center at the University of Maryland Baltimore County Key Statement: Framing our...]]></description><link>https://www.scholarlyteacher.com/post/three-facets-of-learning-to-focus-our-choices-about-ai</link><guid isPermaLink="false">68d6b6a74c8425dc7bf7f3f3</guid><category><![CDATA[Mindfulness]]></category><category><![CDATA[AI in Higher Education]]></category><pubDate>Fri, 26 Sep 2025 19:13:55 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/7516e7_67c4400781b3473ca9d629b21e9c2239~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>The Scholarly Teacher</dc:creator></item><item><title><![CDATA[Strategies for Navigating Ethical AI Use in College Courses]]></title><description><![CDATA[Todd Zakrajsek,  Director, ITLC Lilly Conferences on College and University Teaching   If I were asked to identify the choppiest of...]]></description><link>https://www.scholarlyteacher.com/post/strategies-for-navigating-ethical-ai-use-in-college-courses</link><guid isPermaLink="false">68b0a9adf8a40ddf7545037b</guid><category><![CDATA[AI in Higher Education]]></category><category><![CDATA[Engaging Students]]></category><pubDate>Thu, 28 Aug 2025 19:34:42 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/nsplsh_26ec6a07708c4e15847c213dda637252~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>The Scholarly Teacher</dc:creator></item><item><title><![CDATA[Death to Online Discussion Boards: How AI Is Making Discussion Boards  Obsolete]]></title><description><![CDATA[Oren Hertz , Florida International University; Scholarly Teacher Editorial Board Key Statement: Aca demic institutions must reconsider...]]></description><link>https://www.scholarlyteacher.com/post/death-to-online-discussion-boards-how-ai-is-making-discussion-boards-obsolete</link><guid isPermaLink="false">689f777f627ec51b7e7b624b</guid><pubDate>Fri, 15 Aug 2025 18:26:53 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/nsplsh_34cd7720d8244247887628d489487544~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>The Scholarly Teacher</dc:creator></item><item><title><![CDATA[On the Importance of Being There, Every Day: Teaching Through a Personalist Lens]]></title><description><![CDATA[Paul Parkison , University of North Florida Jeff Thomas , University of Southern Indiana Key Statement: When instructors commit to...]]></description><link>https://www.scholarlyteacher.com/post/on-the-importance-of-being-there-every-day-teaching-through-a-personalist-lens</link><guid isPermaLink="false">68366710c2ed710b96ccb51c</guid><category><![CDATA[Improving Teaching]]></category><category><![CDATA[Mindfulness]]></category><pubDate>Wed, 28 May 2025 01:47:40 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/nsplsh_8244890d3b654ad188dc25a42e4dc3dd~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>The Scholarly Teacher</dc:creator></item><item><title><![CDATA[Teaching Students AI Strategies to Enhance Metacognitive Processing]]></title><description><![CDATA[Todd Zakrajsek ,  UNC-Chapel Hill; ITLC-Lilly Conferences on Evidence-Based Teaching and Learning   Artificial intelligence (AI) has...]]></description><link>https://www.scholarlyteacher.com/post/teaching-students-ai-strategies-to-enhance-metacognitive-processing</link><guid isPermaLink="false">681cba50aad0a6bfe488adb4</guid><category><![CDATA[Metacognition]]></category><category><![CDATA[Generative AI]]></category><pubDate>Thu, 08 May 2025 14:20:07 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/nsplsh_454935305a44412d6c3859~mv2_d_3456_5184_s_4_2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>The Scholarly Teacher</dc:creator></item><item><title><![CDATA[Twist on a Classic: Anchoring a Course With a 3-2-1 Report]]></title><description><![CDATA[Barry Sharpe,  Western Governors University     Keywords:  3-2-1 Report, Backward Design, Elaboration   Key Statement:  Anchoring a...]]></description><link>https://www.scholarlyteacher.com/post/twist-on-a-classic-anchoring-a-course-with-a-3-2-1-report</link><guid isPermaLink="false">67ffd9c3b78c3292b8298f09</guid><category><![CDATA[Assessment]]></category><category><![CDATA[Student Learning]]></category><pubDate>Wed, 16 Apr 2025 16:55:12 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/nsplsh_5ff822feb9724f4ca8e6e69e8591bdd6~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>The Scholarly Teacher</dc:creator></item><item><title><![CDATA[Maximizing Lab Engagement With Classroom Response Systems]]></title><description><![CDATA[Katie Graves ,  University of the Pacific Michael Robinson , Howard University Julia VanderMolen , Grand Valley State University   Key...]]></description><link>https://www.scholarlyteacher.com/post/maximizing-lab-engagement-with-classroom-response-systems</link><guid isPermaLink="false">67bf660303922c5e454d6825</guid><category><![CDATA[Engaging Students]]></category><category><![CDATA[Innovative Pedogogy]]></category><pubDate>Fri, 11 Apr 2025 01:28:14 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/7516e7_66cda49e78454d08bc0d6fec68415531~mv2.webp/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>The Scholarly Teacher</dc:creator></item><item><title><![CDATA[Don’t Just Fade to Black: Ending a Course With Purpose]]></title><description><![CDATA[Todd Zakrajsek , Director, ITLC-Lilly Conferences on Evidence-Based Teaching and Learning &#38; Adjunct Associate Professor, University of...]]></description><link>https://www.scholarlyteacher.com/post/don-t-just-fade-to-black-ending-a-course-with-purpose</link><guid isPermaLink="false">67ef2a663fadf65d1e288fcc</guid><category><![CDATA[Improving Teaching]]></category><category><![CDATA[Metacognition]]></category><pubDate>Fri, 04 Apr 2025 00:50:48 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/7516e7_eaa04b6aa87e415b9e8cfcb5a2a2ebb4~mv2.png/v1/fit/w_654,h_590,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>The Scholarly Teacher</dc:creator></item><item><title><![CDATA[The Power of Belonging: Enhancing Student Success Through Inclusive Teaching Strategies]]></title><description><![CDATA[Stacey S. Souther , Cuyahoga Community College Introduction A student’s sense of belonging is powerful — in fact, the formation of...]]></description><link>https://www.scholarlyteacher.com/post/the-power-of-belonging-enhancing-student-success-through-inclusive-teaching-strategies</link><guid isPermaLink="false">67dad1471cb9dfa2d2f6b76e</guid><category><![CDATA[Engaging Students]]></category><category><![CDATA[Improving Teaching]]></category><pubDate>Thu, 20 Mar 2025 13:57:00 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_fa3ea7788bcf4a44950b7ac69811c19e~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>The Scholarly Teacher</dc:creator></item><item><title><![CDATA[Transparent Lab Report Templates Affect Scientific Success]]></title><description><![CDATA[Kimberly Ideus , Emporia State University Ning Sui,  North Carolina State University Key Statement:  Transparency in a lab report...]]></description><link>https://www.scholarlyteacher.com/post/transparent-lab-report-templates-affect-scientific-success</link><guid isPermaLink="false">674df18fd536db5bba883993</guid><pubDate>Thu, 06 Mar 2025 17:53:37 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_9b8a1888d9ab40e3aad9390af2ea539e~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>The Scholarly Teacher</dc:creator></item><item><title><![CDATA[Simple Strategies for Curriculum (Re)Design for the New Instructor ]]></title><description><![CDATA[Rachel Thelen , The University of Minnesota School of Dentistry Noelle Haight , Occupational Therapist and Educator Julia VanderMolen ,...]]></description><link>https://www.scholarlyteacher.com/post/simple-strategies-for-curriculum-re-design-for-the-new-instructor</link><guid isPermaLink="false">677801a2b0f454e2baa10cbf</guid><category><![CDATA[Course Design/Redesign]]></category><pubDate>Wed, 12 Feb 2025 17:39:00 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/nsplsh_a31896aad6284a3b85e134ebd7517602~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>The Scholarly Teacher</dc:creator></item><item><title><![CDATA[Engaging Community College Students Through Structured Learning Assistantships ]]></title><description><![CDATA[Paula Jakopovic,  University of Nebraska at Omaha Brigid Howard ,  Metropolitan Community College Naomi Mardock,  Metropolitan Community...]]></description><link>https://www.scholarlyteacher.com/post/learning-assistantships</link><guid isPermaLink="false">6762ffe19da3ce087ac90cd7</guid><category><![CDATA[Innovative Pedagogy]]></category><category><![CDATA[Student Preparedness]]></category><category><![CDATA[Engaging Students]]></category><pubDate>Wed, 29 Jan 2025 16:47:14 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/nsplsh_6da3628f6fa3446dba033a82637ef296~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>The Scholarly Teacher</dc:creator></item><item><title><![CDATA[Generative Artificial Intelligence: Cautiously Recognizing Educational Opportunities]]></title><description><![CDATA[Todd Zakrajsek , University of North Carolina at Chapel Hill Keywords:  Generative AI, Learning, Teaching Key Statement:  Amid widespread...]]></description><link>https://www.scholarlyteacher.com/post/generative-artificial-intelligence-cautiously-recognizing-educational-opportunities</link><guid isPermaLink="false">67892af8204ef538823a4ca4</guid><category><![CDATA[Generative AI]]></category><category><![CDATA[Innovative Pedagogy]]></category><category><![CDATA[Resiliency]]></category><pubDate>Thu, 16 Jan 2025 16:05:23 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/2266a47c83d9453893b933944f7a426a.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>The Scholarly Teacher</dc:creator></item><item><title><![CDATA[Adventures in Ungrading]]></title><description><![CDATA[Kristina Rouech,  Central Michigan University JoDell Heroux,  Central Michigan University Holly Hoffman,  Central Michigan University...]]></description><link>https://www.scholarlyteacher.com/post/adventures-in-ungrading</link><guid isPermaLink="false">6759b191bef919302fcd056d</guid><category><![CDATA[Assessment]]></category><category><![CDATA[Innovative Pedagogy]]></category><category><![CDATA[Grading]]></category><pubDate>Wed, 18 Dec 2024 23:04:48 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/cf028f85a6be4c119a6d6c6cfb2fb645.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>The Scholarly Teacher</dc:creator></item><item><title><![CDATA[Using Cogenerative Dialogues for Learner-Centered Teaching]]></title><description><![CDATA[Shannon R. Dean-Scott , Texas State University Key Statement:  Cogenerative (cogen) dialogues are one learner-centered approach to...]]></description><link>https://www.scholarlyteacher.com/post/using-cogenerative-dialogues-for-learner-centered-teaching</link><guid isPermaLink="false">674df725da14b6ae7aaa3b7d</guid><category><![CDATA[Engaging Students]]></category><category><![CDATA[Course Design/Redesign]]></category><pubDate>Wed, 11 Dec 2024 15:25:04 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_9a416cd308d84619a9391bc3f64b3ec9~mv2_d_4000_2667_s_4_2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>The Scholarly Teacher</dc:creator></item><item><title><![CDATA[Strategies for Engaging Colleagues Resistant To Adapting Their Approach To Teaching ]]></title><description><![CDATA[Philip Mongan , Radford University Keywords : Mentoring, Teacher Support, Change   Key Statement : Teachers may resist adapting their...]]></description><link>https://www.scholarlyteacher.com/post/strategies-for-engaging-colleagues-resistant-to-adapting-their-approach-to-teaching</link><guid isPermaLink="false">673f443277f82feb785a0dca</guid><category><![CDATA[Metacognition]]></category><category><![CDATA[Diversity]]></category><category><![CDATA[Improving Teaching]]></category><pubDate>Wed, 04 Dec 2024 14:48:12 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/nsplsh_5513bcaf5a93424b9c60b68ba7447e77~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>The Scholarly Teacher</dc:creator></item><item><title><![CDATA[Challenging Implicit Linguistic Biases in Teaching and Learning Across Disciplines Through Student-Faculty Partnerships]]></title><description><![CDATA[Alyssa G. Cavazos , The University of Texas Rio Grande Valley Ryan McBride , The University of Texas Rio Grande Valley Key Statement: ...]]></description><link>https://www.scholarlyteacher.com/post/challenging-implicit-linguistic-biases-in-teaching-and-learning-across-disciplines-through-student-f</link><guid isPermaLink="false">673e039f901fa448e8175252</guid><category><![CDATA[Diversity]]></category><category><![CDATA[Course Design/Redesign]]></category><category><![CDATA[Improving Teaching]]></category><pubDate>Wed, 20 Nov 2024 16:16:11 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/nsplsh_3109fc1af2ad4586ba27138fbe0762e8~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>The Scholarly Teacher</dc:creator></item><item><title><![CDATA[Integrating Active Learning in Large STEM Lectures]]></title><description><![CDATA[Gabriele Pinto , Baylor University Key Statement:  Implementing elements of active learning into a large course may seem daunting task,...]]></description><link>https://www.scholarlyteacher.com/post/integrating-active-learning-in-large-stem-lectures</link><guid isPermaLink="false">6734b20717c29fb84544cfaf</guid><category><![CDATA[Active Learning]]></category><category><![CDATA[Engaging Students]]></category><category><![CDATA[Group Work ]]></category><pubDate>Wed, 13 Nov 2024 17:08:23 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/nsplsh_0ba800feab80457b96e488abc09fc8aa~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>The Scholarly Teacher</dc:creator></item></channel></rss>