Volume 19, Number 2 (2025)

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Letter from the Editors
Larissa Oliveira Pires, Selcuk Dogan, Hui Jin, and Joe Pellegrino

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Generative AI and the Future of the Scholarship of Teaching and Learning: What Do We Stand to Gain or Lose?
Kathryn C. Wymer

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Ethical Tensions in the Ethics Review of Scholarship of Teaching and Learning Projects: Revealing Values from a Health Faculty in Aotearoa New Zealand.
Amanda B. Lees, Rosemary Godbold, and Simon Walters

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Examining the Motivational Climate in an Anatomy Course: Instructional Practices to Engage Students in Learning
Emily M. Holt Foerst, Brett D. Jones, and Meghan Byrnes

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Purposeful Presence: Faculty Perspectives on Social Presence in Online Learning
Thomas D. Dyer

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Fostering Intercultural Competence in Healthcare: Insights from an Online Audiology Course
Lata A. Krishnan, Aparajita Jaiswal, and Sakhi Aggrawal

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A Multi-Case Study Of Peer Tutoring Programs: Program Structure, Faculty-Tutor Partnerships, and Access to Instructional Knowledge
Becky W. Packard, Amanda Xu, and Teah Shi

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Influence of a High-Impact Practice Government Course on Retention, Graduation, GPA, and Student Integration Among First-Time-in-College (FTIC) Students
Amy L. O'Dell

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The Impacts of a First-Year Seminar on Academic and Career Planning and Community Building for Geoscience Students
Elizabeth D. Crook and Julie E. Ferguson

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Community College Students' Experiences with the Syllabus: A Qualitative Study
Diego Pliego and Abby Kaplan

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Beyond the Mic: Fostering Critical Consciousness through Podcasting in a Social Foundations of Education Course
Jacob Kelley