Inclusive Teaching FLC

Higher education’s student population is increasingly diversifying. The increase in student diversity warrants a responsive intervention to address the changing demographics. At this time, MTSU does not require students to meet a general education requirement in historical, social, and cultural diversity; however, faculty can still make stronger efforts to focus on diversity and inclusion in the classroom. This FLC meets two goals within MTSU’s Academic Master Plan: (1) promoting engagement that supports student success, and (2) fostering an academic community that celebrates and cultivates diversity in order to meet the needs of the University and the community. The FLC also connects with MT Engage and builds on the research of the Association of American Colleges and Universities (AAC&U) for inclusive pedagogy by providing students with nontraditional teaching and learning experiences. Therefore, the FLC will follow this concept by engaging faculty in teaching and learning strategies that address MTSU’s diverse student body – for example, creation of student learning outcomes, High Impact Practices (HIP), and beyond-the-class activities that emphasize the racial and cultural diversity of students and the community.

Goals and Outcomes of FLC

  • Engage in discussions about the benefits and challenges to create a safe and inclusive environment.
  • Determine three to five student learning objectives and three to five high impact and/or beyond-the classroom assignments focused on inclusionary teaching.
  • Determine a research question on inclusionary teaching and learning to publish in a scholarly journal.
  • Create a personal diversity statement to promote inclusionary teaching.
  • Create a workshop or conference proposal to promote inclusionary teaching and disseminate learning objectives and assignments.

The FLC will meet 6-8 times during the 2019-2020 academic year.


The FLC is open to any faculty member interested in collaboration, embracing diversity/inclusion/equity in the classroom, as well as deepening their knowledge and practice with inclusive teaching methods. The FLC aims for a cross-disciplinary and culturally diverse cohort and consist of eight faculty members.


Dr. V. Nikki Jones (Social Work) and Carmelita L. Dotson (Social Work)