A Faculty Learning Community (or FLC) is a group of interdisciplinary faculty who engage in an active, collaborative, year-long program. FLC’s are open to all full-time faculty via an application process. Up to eight (8) participants are accepted for each FLC and receive a stipend of $500 for their participation in the year-long cohort. Each FLC focuses on researching a scholarly and pedagogical topic that is important to the larger academic community. Each FLC also generates a deliverable by the end of the academic year that is aligned to the FLC’s goals. Deliverables could include a variety of outputs demonstrating the community’s work and impact, such as presentations, resource pages, blog posts, a white paper, changes to/implications for teaching practices, etc.
The Center for Teaching & Mentoring offers support for FLCs each academic year. The program includes a curriculum geared to enhancing educational development with regularly-scheduled meetings and activities that provide participants with opportunities pertaining to the FLC’s thematic focus and stated goals. Once the FLC begins, participants attend monthly meetings that include teaching and learning activities, development and training opportunities, and community building.
2025-2026 FLCs
This FLC supports MTSU faculty in thoughtfully integrating generative AI into their teaching practices while upholding academic integrity and enhancing student learning. As AI tools continue to evolve and become more widely used by students, it is essential that educators adapt their courses to meet the realities of this new landscape. Ignoring AI is no longer an option; instead, this FLC provides space for faculty to proactively explore how AI can enhance instruction in meaningful and responsible ways.
Throughout the academic year, faculty participants will collaboratively explore the benefits and challenges of using AI in the classroom. In Fall 2025, members will review relevant research, examine case studies, and participate in workshops focused on course design strategies, such as flipped classrooms, AI-enhanced group projects, and innovative assessment approaches. In Spring 2026, participants will pilot these strategies in their own courses and regularly reflect on their experiences to refine best practices.
Faculty participants of this FLC include:
Marcy Binkley, Accounting
Ngee Chong, Chemistry
Mauricio Gargel, Recording Industry
Jay Hinnenkamp, Psychology
Ashlee Hover, Educational Leadership
Ayaka Matsuo, World Languages, Literature, and Cultures
Lisa Swart, History
Elizabeth Whalen, Health and Human Performance
This FLC supports MTSU faculty in preparing students for career success in a changing, post-pandemic workforce. Aligned with the university’s 2025 Quality Enhancement Plan (QEP): Career Edge, this FLC explores how to holistically integrate career readiness into students’ academic experiences, beginning the moment they arrive on campus. MTSU is uniquely positioned to be a leader among peer institutions by providing campus-wide career readiness efforts that permeate every aspect of students’ lived experience at the university.
Participants of this FLC will collaborate across disciplines to design and implement strategies that build students’ professional identities and align with key NACE competencies, specifically career and self-developmentandprofessionalism (NACE, 2025). Whether teaching a general education course or a major-specific seminar, faculty will gain practical, time-sensitive tools to enhance career readiness through their instruction. Participants will also engage with campus partners and peers to ensure career readiness is not limited to isolated courses but becomes a consistent element of the MTSU student journey.
Faculty participants of this FLC include:
Angela Google, Biology
Lucy Matthews, Marketing
Pamela McCluney, University Studies
Todd O’Neill, School of Journalism and Strategic Media
Elizabeth Smith, Human Sciences
Karynne Turner, Management
Jennifer Woodward, Political and Global Affairs
In this FLC, faculty will engage with the national and international conversation around trauma in university settings, with a focus on teaching traumatic content and supporting students affected by trauma. With rising rates of sexual assault, suicide, and socioeconomic stress among college students, faculty must consider how trauma shapes the learning environment and how their teaching practices can support student well-being.
Throughout the academic year, participants will study trauma-informed pedagogy across disciplines, examine how different departments approach traumatic content, and discuss appropriate classroom responses to student trauma, whether personal or campus-wide. The group will explore strategies for teaching difficult material with care and sensitivity, while also supporting student engagement and academic success.
Faculty participants of this FLC include:
Vickie Harden, Social Work
Amy Harris-Aber, English
Bryanna Licciardi, English
Kristine McCusker, History
Paige Medlock, Art and Design
Shelly Salo, User Services
Hwayong Son, Health and Human Performance
Keith Sorrels, School of Music
Previous FLCs
Assessment Lisa Bass and Christina Cobb, Facilitators
Civic Learning and Democratic Engagement Lara Daniel and Mary Evins, Facilitators
Trauma Informed Pedagogy Across the Disciplines Olaf Berwald, Zabby Myers, and Ashley Valanzola, Facilitators
Best Practices for Planning and Developing a Signature Study Abroad Across Disciplines Diane Edmondson and Lucy Matthews, Facilitators
Assessment Layne Bryant and Robyn Ridgley, Facilitators
Intercultural Engagement in Short-Term Faculty-Led Study Abroad Programs Across Disciplines Priya Ananth and Seok Jeng Jane Lim, Facilitators
Affordable Access for Student Success: An OER Learning Community Ginelle Baskin, Facilitator
Study Abroad for the True Blue Core Derek Frisby, Aliou Ly, and Suzanne Sutherland, Facilitators
Creating Relationship-Rich Environments: A Student-Centered Approach to Connection, Belonging, and Success Faculty Learning Community Keri Carter, Facilitator
Raising the Bar: Elevating Teaching and Learning Research at MTSU Jennifer Caputo and Samantha Johnson, Facilitators
Preservice Training: A Humanizing Pedagogy Approach Kim Evert and Natalie Griffin, Facilitators
Foundational Themes in Liberal Arts: An Interdisciplinary Perspective Janet McCormick, Facilitator
Faculty Learning Community on Assessment Layne Bryant and Jeff Gibson, Facilitators
Connecting Online Graduate Students to the University Community Chris Dye and Bethany Wrye, Facilitators
And Then There Was COVID: Exploring Inequity and Barriers to Higher Education Identified Through a Virtual Classroom Environment Claire Cook and Ida Fadzillah, Facilitators
Connecting Online Graduate Students to the University Community Chris Dye and Bethany Wrye, Facilitators
Daring Pedagogy Faculty Learning Community Shane McCoy, Facilitator
Incorporating Experiential OER Badges and Certifications to Enhance Student Learning and Workforce Preparedness Diane Edmonson and Lucy Matthews, Facilitators
Integrating Practical Data Skills into the Classroom Ken Blake and Sally Ann Cruikshank
Motivational Interviewing as Pedagogy Deborah Lee and Liz Smith, Facilitators
Successfully Engaging Students in the Virtual Learning Environment Sandy Benson, Facilitator
Using Integrative and Reflective Thinking to Promote an Inclusive Campus Culture Christina Cobb and Chandra Story, Facilitators
Wikipedia for Scholars and Students Joan McRae, Facilitator
Failing to Learn, Learning to Fail Lando Carter, Facilitator
Gaming in the Classroom: A Look at Gamification Christina M. Cobb and Meredith Anne S. Higgs, Facilitators
Inclusive Teaching Carmelita L. Dotson and V. Nikki Jones, Facilitators
Navigating the Digital Humanities Poushali Bhadury and Dr. Eric Detweiler, Facilitators
Offering a Blended Classroom at MTSU Vishwas N. Bedekar, Facilitator
Spatial Computing in Education and Learning Andrienne Friedli and John Wallin, Facilitators
The Works-in-Progress Writer’s Collaborative Kate Pantelides, Facilitator
Best Practices for Career Preparation Courses Tom Brinthaupt, Facilitator
Incorporating Global Perspectives Laura White, Facilitator
MTSU General Education Redesign Susan Myers-Shirk, Facilitator
Seeking Community, Support, and Growth for Black Faculty Members Michelle Stevens, Facilitator
Signature Thinking: A Framework for Enhancing Creativity Lando Carter and Kevin Krahenbuhl, Facilitators
Students as Knowledge Creators Ryan Korstange and Jason Vance, Facilitators
Using a Showcase ePortfolio Dianna Rust and Carol Swayze, Facilitators
Academic Rigor and Grade Inflation William Levine, Facilitator
Open Data in Academic Teaching, Learning, and Research Mary Ellen Sloane, Facilitator
Problem-Based Learning Terry Goodin, Facilitator
Teaching Students in a STEM Major Brian Slaboch, Facilitator
Teaching Trios: Sharing Our Classrooms to Promote Faculty Reflection on Teaching and Learning Sarah Bleiler-Baxter, Facilitator
Graduate Education Tom Brinthaupt, Facilitator
Interdisciplinary Learning Community Meg Brooker and Kate Pantelides, Facilitators
MT Engage Dianna Rust, Facilitator
Principles of the Mind and Student Success Kevin Krahenbuhl, Facilitator
Sustainable Study Abroad Ric Morris, Facilitator
Teaching and Mentoring International Students Yang Soo Kim, Facilitator
