Faculty Learning Communities

The Center for Teaching and Learning will be offering FLCs during the 2021-2022 Academic Year. Participating in an FLC requires a commitment to meet together several times (about every 2-3 weeks) over the course of a semester. In most cases, FLCs work over a two-semester period. In addition to the meetings, participants will read, collaborate, and make progress on individual projects between meetings. Each participant will actively contribute as responders, facilitators, peer reviewers and experts in selected areas of teaching and learning. Faculty should consider their other professional commitments before applying.

Thinking to Learn, Learning to Think (2021-2022)


The Center for Teaching and Learning invites you to participate in a new faculty learning community for the 2021-2022 academic year. Faculty learning communities (FLCs) are one opportunity for faculty to participate in sustained scholarly professional development. This FLC occurs in conjunction with the Hedrick Faculty Teaching Fellow program and is facilitated by Dr. Allyson Goodman, our 2021-2022 fellow.

As faculty members, we are mature reflective learners. We use reflection every time we plan a class, watch how students respond to a lecture or reflect on the results of student assignments or exam submissions. Marshall’s Baccalaureate Degree Profile (BDP) outcomes address this need for reflection in learning as Metacognitive Thinking. The BDP defines metacognitive thinking as a “student’s ability to evaluate the effectiveness of a project plan or strategy to determine the degree of their improvement in knowledge and skills.”

Fogarty and Pete (2020) describe metacognition as “the neglected skill” suggesting that metacognition in classrooms has often been simply implied, rather than explicitly addressed. This FLC will explore how metacognitive strategies strengthen learning and offer opportunities for participants to:

  • Meet (virtually) to learn more about metacognition and learning
  • Develop a body of scholarship to share with the university community
  • Disseminate findings through publications and presentations at local, regional and national conferences

This FLC will meet five times per semester and present workshops and papers in summer and Fall 2022. Meeting times and location will be set according to participant schedules and will be offered in a hybrid format meeting face-to-face with a virtual option for faculty that can not attend in-person.


Dr. Allyson Goodman, Associate Professor
W. Page Pitt School of Journalism and Mass Communications


Decolonization and Antiracist Teaching (2021-2022)

The mission statement and creed of Marshall University both emphasize diversity and acceptance while also discussing the importance of “remaining alert” to threats of intolerance and injustices. To achieve these ideals, it is important that the Marshall University community continues to openly discuss systemic racism, sexism, ableism, white supremacy, and the overall destructive effects colonialism continues to have on our country and on our campus. As faculty members, we have a responsibility to explore how colonialism influences pedagogy and praxis in our courses. As more faculty advocate for our university to properly addresses systemic inequalities, we must also begin working to decolonize our own courses.  .

Members of this FLC will explore scholarship on decolonization within higher education, with a focus on teaching and learning. The FLC will focus on colonialism and white supremacy within the academy and identify strategies and practices faculty members can use to combat racism across the university. Finally, members will work to make suggestions to the Marshall University community to further support diversity and inclusion. The penultimate goal of this group is to promote greater collaboration between faculty and students to address systemic issues dealing with racism, sexism, ableism, and colonization on our campus. The FLC will meet 6-8 times over the course of the academic year for an hour and a half during each meeting and offer an online component for building resources and capacity.

Participation will contribute to the achievement of the following outcomes and benefits:

  • Present at the 2022 iPED Teaching Conference
  • Create resources for faculty seeking to “decolonizing” their classrooms;
  • Develop formal recommendations for ways Marshall University can decolonize our courses and campus


Dr. Stephen Young, Assistant Professor
Department of Criminal Justice in the College of Science