Artificial intelligence is rapidly changing the landscape of teaching and learning. As students increasingly encounter AI in and beyond the classroom, faculty are asking an important question: how can we integrate these tools in ways that support personalization, engagement, and efficiency without diminishing critical thinking, originality, or meaningful learning?

Beyond the Prompt: Personalize Learning with AI Bots is a collaborative, hands-on faculty learning community designed to help participants explore that question together. In this supportive environment, colleagues will examine the pedagogical possibilities of AI bots as collaborative thinking partners—tools that can scaffold student learning, support academic inquiry, and provide timely, conversational guidance. Participants will not only discuss the implications of AI for teaching and learning, but also build and test their own classroom “Syllabus Q&A” bot.

This learning community is especially focused on practical experimentation. Participants will leave with a working “Syllabus Q&A” bot and the foundational skills to create additional AI-supported classroom resources, such as study guides, writing coaches, brainstorming assistants, research guides, or reflection prompts. No coding experience or paid subscription is required—just curiosity, a willingness to experiment, and a commitment to innovative student-centered teaching.

What to Expect

Over the course of the learning community, participants will:

· Explore the pedagogical opportunities and limitations of AI in higher education.

· Discuss strategies for using AI to personalize learning while preserving academic rigor.

· Build and refine a “Syllabus Q&A” bot designed to assist students with common syllabus questions.

· Share prototypes, troubleshoot challenges, and learn from colleagues across disciplines.

· Consider how AI tools can be used responsibly, transparently, and ethically in the classroom.

Who Might This Apply To

This learning community is ideal for faculty members who are interested in:

• Generative AI and emerging educational technologies.
• Student engagement, scaffolding, and active learning.
• Course design that balances innovation with academic integrity.
• Practical tools that save time while enhancing communication and support.

Outcomes

By the end of the learning community, participants will have:

• Developed a custom classroom bot.
• Gained hands-on experience with AI bot creation.
• Built strategies for integrating AI into teaching in thoughtful, pedagogically sound ways.
• Joined a collegial network of instructors exploring the future of teaching with AI.

What is a Faculty Learning Community?

A faculty community learning community is a cross-disciplinary group of 10-12 faculty who work together over an extended period of time to explore a specific topic related to their professional teaching practice. In this supportive environment, faculty explore best practices, engage in deep discussion about the topic, and then share their work with the faculty community at large in support of their colleagues in this area.

Faculty Commit To:

• Attend meetings on Fridays from 9:00 am-10:30 am on the following dates: 
  • September 18, 2026
  • October 2, 2026
  • October 16, 2026
  • October 30, 2026
  • November 13, 2026
  • December 4, 2026
• Complete readings, activities, and assignments between meetings. 

• Contribute to a rich and meaningful dialogue centered on using AI tools in the classroom without diminishing students' critical thinking.

• Fully realize the AI bot that will be developed during and outside of sessions.

• Reflect on the community discussions, the experience of developing a bot, and reflect on ways this has informed your AI use in the classroom to personalize student learning.

• Share the knowledge gained in the faculty learning community with a larger faculty audience by sharing the bot and any written insight into the use of bots in academia.

Benefits

Enhance the ability to develop meaningful learning experiences using AI tools and gaining insight into other disciplines and how they might approach AI in a variety of ways.

Network with an interdisciplinary group of colleagues.

Receive a $500 faculty stipend at the completion of the sessions.

To Apply:

Please respond to each of the following questions in 250 words or less per question (copy the questions into your document editor and submit that document once complete, please be sure to include your name and school in the document label).

1. Why does exploring AI for personalized learning excite you, and what do you hope to gain from this learning circle?

2. What specific teaching challenges (e.g., syllabus questions, student feedback, assignment scaffolding) would you ideally like to design an AI bot to address?

3. How might AI bots enhance learning or problem-solving in your discipline (e.g., lab simulations for sciences, text analysis for humanities)? Submit your application online. The deadline for submission is April 30, 2026.

Questions?

Please contact Jennifer Zaylea at the Center for the Advancement of Teaching.

Many faculty are encountering a new layer of difficulty in getting students to do the reading, and to do it in ways that actually support learning. Today’s undergraduates often arrive with uneven preparation in vocabulary, fluency, and comprehension, so even when they “do the reading” they may only capture the gist or get lost in complex structures and discipline-specific language. At the same time, distractions, heavy workloads, and low intrinsic motivation mean that reading is frequently approached as a hurdle to clear rather than as a space for inquiry, connection, and critical thinking.

This faculty learning community will bring instructors from across disciplines together to explore practical, research-informed strategies for making reading more engaging and more learnable in their courses. Participants will examine common comprehension challenges, design assignments and in-class activities that help students build a richer mental model of texts, and experiment with approaches that connect reading more directly to authentic problems, projects, and assessments. Across the semester, members will share artifacts, troubleshoot real classroom dilemmas, and leave with concrete tools and a supportive network for reshaping how students read—and think—with course texts.

Participants in this learning community will explore questions such as: 

• How have students’ reading habits, skills, and motivations actually changed in the last decade, and what assumptions do we need to update as instructors?
• What specific barriers—cognitive, linguistic, cultural, technological—are preventing our students from understanding course texts, even when they have done the reading?
• Which concrete course designs and in-class practices (e.g., reading guides, annotation tasks, low-stakes quizzes, group work) most effectively support deep reading in our disciplines?
• How can we more transparently connect reading to assessments, participation, and authentic tasks so that students see reading as essential rather than optional?
• What kinds of feedback and metacognitive activities help students monitor their own comprehension and develop as more independent, strategic readers over time?

Throughout the semester, faculty will develop learning activities, assignments, and revised course plans to implement in the Spring of 2027. Regular meetings will include readings, discussions, collaborative working sessions, and hands-on workshops. The faculty learning community will decide as a group how best to use the expertise they gain in order to support the Temple faculty community at large. 

Facilitators

Jeff Rients, Associate Director of Teaching and Learning Innovation

Dani O’Brien, Accessible Pedagogy Specialist

What is a Faculty Learning Community? 

A faculty learning community is a cross-disciplinary group of faculty who work together over an extended period of time to explore a specific topic related to their professional teaching practice. In this supportive environment, faculty explore best practices, engage in deep discussion about the topic and then share their work with the faculty community at large so as to support their colleagues in this area. 

Faculty commit to: 

• Attend meetings in person (TECH Center 109) on Thursdays from 2:00 - 3:30 pm on the following dates: 
  • September 10th
  • September 24th
  • October 8th
  • October 22nd
  • November 5th
  • November 19th. 
• Complete any assigned readings, activities, and assignments between meetings. 
• With the cohort, share the expertise gained in the faculty learning community with a larger faculty audience. This may include giving a presentation, providing resource materials on the topic, publishing the findings of the work, or other methods agreed upon.
• Develop a new way of encouraging and/or improving student reading practices. Your write-up of this item will be made available on the CAT website. 

Benefits: 

• Enhance understanding of the role of reading in the learning process. 
• Develop new activities and materials that enhance student learning.
• Network with an interdisciplinary group of colleagues. 
• Receive a $500 stipend paid at the completion of the program. 

To Apply: 

Please respond to each of the following questions in no more than 250 words per question. 

1. Describe how reading assignments fit into the overall scheme of a typical course you teach.
2. Give an example of a reading-based learning activity or pedagogical strategy that you have tried with students. 
3. Describe your thoughts about the current state of students’ reading practices.
4. Overall, what do you hope to gain as a result of your participation in this faculty learning community? 

Save your application as a Word document or PDF file, and then submit your application online.  The deadline for submissions is Thursday, April 30th, 2026.

Questions? 

Email Jeff Rients at [click-for-email].

Spring 2026 2025 Faculty Learning Community Members

Faculty Learning Community on Teaching and Learning with A.I.

• Gary Blau, Professor, Management, Fox

• Rob Faunce, Associate Professor of Teaching, First Year Writing, CLA

• Ryan McKee, Assistant Professor of Teaching, Social & Behavioral Sciences, CPH

• Ksenia Power, Assistant Professor of Teaching, Health & Rehabilitation Sciences, CPH

• Christopher Wheldon, Assistant Professor, Social & Behavioral Sciences, CPH

Spring 2025 Faculty Learning Communities Members

Integrating Advanced Digital Methods and Tools into Your Teaching

• Tamar Aldwairi, Computer and Information Science, College of Science and Technology
• Wazhmah Osman, Media Studies and Production, Klein College of Media and Communication

Ungrading and Alternative Assessments

• Tamar Aldwairi, Computer and Information Science, College of Science and Technology
• Shohreh Amini, Biology, College of Science and Technology
• Susan Connor, Occupational Therapy, College of Public Health
• Muge Durusu-Tanriover, Art History, Tyler School of Art and Architecture
• Lisa Ferretti, Social Work, College of Public Health
• May May Ho, Temple University Japan
• Micah Magee, Film and Media Art, Center for Performing and Cinematic Arts
• Erica McKenzie, Civil and Environmental, College of Engineering
• Josh Mervis, Psychology, College of Liberal Arts
• Katie Smith, Higher Education, College of Education
• Melissa Toomey, Writing Program, College of Liberal Arts

Fall 2025 Faculty Learning Communities and Teaching Circle Members

Faculty Learning Community on Meaningful Mentoring

• Shohreh Amini, Biology, College of Science and Technology
• Janelle Bailey, Science, Math and Educational Technology, Education
• Marcella Macaluso, Biotechnology, College of Science and Technology
• Carol Manhart, Chemisty, College of Science and Technology
• Ryan McKee, Social & Behavioral Sciences, College of Public Health
• Victor Rizzo, Cardiovascular Research, Lewis Katz School of Medicine
• Maryam Taheri, Biology, College of Science and Technology
• Jingwei Wu, Epidemiology & Biostatistics, College of Public Health

Faculty Learning Community on Community Based Learning

• Shohreh Amini, Biology, College of Science and Technology
• Kelly Holohan, Graphic Arts, Tyler School of Art & Architecture
• Cheryl Hyde, Social Work, College of Public Health
• Micah Magee, Emergency Medicine, Lewis Katz School of Medicine
• Erica Pugh, Occupational Therapy, College of Public Health
• Aunshul Rege, Criminal Justice, College of Liberal Arts
• Chasity Riddick, Social & Behavioral Sciences, College of Public Health
• Molly Siuty, Teaching & Learning, College of Education and Human Development
• Alissa Smethers, Social & Behavioral Sciences, College of Public Health

College of Public Health Scholarship of Teaching and Learning Circle

• Elizabeth Neil, Athletic Training
• Sara Kovacs, Kinesiology
• Ryan McKee, Social & Behavioral Sciences
• Tulay Soylu, Health Services Administration & Policy
• Melody Slashinski, Social & Behavioral Sciences 

2024 Faculty Learning Community

Sustainability and Climate Change

• Jeannette Dumas, Biology, College of Science and Technology
• Nate Ela, Deans Office, Beasley School of Law
• May May Ho, Temple University Japan
• Micah Magee, Film and Media Arts, Center for the Performing and Cinematic Arts
• Ryan McKee, Social and Behavioral Science, College of Public Health
• Juris Milestone, Anthropology, College of Liberal Arts
• Bora Ozkan, Finance, Fox School of Business
• Joy Pierce, Communications, Klein College
• Melissa Toomey, Writing Program, College of Liberal Arts
• Kristine Weatherstone, Media Studies and Production, Klein College

2024 Teaching Circles

College of Public Health Scholarship of Teaching & Learning (SoTL) Circle

• Lisa Ferretti, Social Work, College of Public Health
• Cathy Flite, Health Services Administration and Policy, College of Public Health
• Tamara Gravano, Health and Rehabilitation Science, College of Public Health
• Sara Kovacs, Health and Rehabilitation Science, College of Public Health
• Jamie Mansell, Dean for Undergraduate Studies, College of Public Health
• Michelle McGowan, Biology, College of Science and Technology
• Ryan McKee, Social and Behavioral Sciences, College of Public Health
• Elizabeth Neil, Health and Rehabilitation Science, College of Public Health

Health Sciences Campus Scholarship of Teaching and Learning (SoTL) Circle

• Deirdre Dingman, Social and Behavioral Sciences, College of Public Health
• Eugene Dunne, Oral Health Sciences, Kornberg School of Dentistry
• Ryan Gibbons, Emergency Medicine, Lewis Katz School of Medicine
• Nora Jones, Bioethics and Urban Health Policy, Lewis Katz School of Medicine
• Christine Mount, Grad Programs and PA Program, Lewis Katz School of Medicine

2023 Faculty Learning Communities

Integrating Advanced Digital Methods and Tools into Your Teaching

• Lynn Carroll, Center for Student Professional Development, Fox School of Business
• Graciela Jaschek, Epidemiology & Biostatistics, College of Public Health
• Kristine Weatherston, Media Studies & Production, Klein College of Media and Communication
• Douglas Schaller, Art History, Tyler School of Art and Architecture
• Matt Wray, Sociology, College of Liberal Arts
• May May Ho, Finance & Accounting, Temple University Japan
• Vyas Sreenivas, Business Administration, Fox School of Business
• Gabriella Kecskes Mazal, English & First Year Writing Program, College of Liberal Arts
• Müge Durusu-Tanriover, Art History, Tyler School of Art and Architecture
• Michael Mcglin, Classics, College of Liberal Arts

Improving Student Persistence & Retention

• Natalie Flynn, Earth & Environmental Sciences, College of Science and Technology
• Shohreh Amini, Biology, College of Science and Technology
• Norma Corrales-Martin, Spanish & Portuguese, College of Liberal Arts
• Evelyn Walters, Civil & Environmental Engineering, College of Engineering
• Tamer Aldwairi, Computer & Information Sciences, College of Science and Technology
• Laura Rauth, Nursing, College of Public Health
• Jay Lunden, Biology, College of Science and Technology

2023 Teaching Circles

The Scholarship of Teaching & Learning (SoTL)

• Amelia Duffy-Tumasz, Geography & Urban Studies, College of Liberal Arts
• Shreyasee Das, Economics, College of Liberal Arts
• Sheryl Love, Biology, College of Science and Technology
• Lin Zhu, Center for Asian Health, Lewis Katz School of Medicine
• Melody Slashinski, Social & Behavioral Sciences, College of Public Health
• Bill Egan, Physical Therapy, College of Public Health

Faculty Learning Community on Supporting Under-Prepared Students

• Andrew Mossin, Intellectual Heritage, College of Liberal ArtsMelissa Toomey, English, College of Liberal Arts
• Laura Biesiadecki, English, College of Liberal Arts
• Jing Shen, Communication Sciences and Disorders, College of Public Health
• Liz Heller Murray, Communication Sciences and Disorders, College of Public Health
• Angela Bricker, Biology, College of Science and Technology
• Jay Lunden, Biology, College of Science and Technology
• Jessica Babock, Mathematics, College of Science and Technology
• Marcella Macaluso, Biology, College of Science and Technology
• Chris Smith, Oral & Maxillofacial Surgery, Kornberg School of Dentistry
• Misty Blessley, Statistics Operations & Data Science, Fox School of Business and Management
• Aarti Patel, Oral & Maxillofacial Surgery, Lewis Katz School of Medicinie
• Gareth Jones, Sport and Recreation Management, School of Sport, Tourism and Hospitality Management

The Scholarship of Teaching and Learning (SoTL)

• Shohreh Amini, Biology, College of Science and Technology
• Abha Belorkar, Computer & Information Sciences, College of Science and Technology
• Jennifer Kowalski, Graphic Arts, Tyler School of Art and Architecture
• Ruch Ochia, Bioengineering, College of Engineering
• Steve Ryan, Advertising & PR, Klein College of Media and Communication
• Kolson Schlosser, Geography & Urban Studies, College of Liberal Arts
• Evelyn Walters, Civil & Environmental Engineering, College of Engineering
• Jun Han, Chemistry, College of Science and Technology

Oral Communication in GenEd Courses

• Cate Almon, English/First Year Writing, College of Liberal Arts
• Patricia Moore-Martinez, Spanish and Portugese, College of Liberal Arts
• Andrew Mossin, Intellectual Heritage, College of Liberal Arts
• Shianling Wu, Electrical and Computer Engineering, College of Engineering
• Evelyn Walters, Civil and Environmental Engineering, College of Engineering
• Robert Huber, Art History, Temple Rome
• Emilio M Salgueiro, Electrical and Computer Engineering, College of Engineering
• Mike Szekely, Intellectual Heritage/Liberal Studies, College of Liberal Arts

Online Teaching

• Jill Swirsky, Psychology, College of Liberal Arts
• Joseph Paris, Policy, Organizational, and Leadership Studies, 
• Frank Nelson, Biology, College of Science and Technology
• Melissa Toomey, English, College of Liberal Arts
• Joshua Pongan, Spanish and Portuguese, College of Liberal Arts
• Ruth Ochia, Bioengineering, College of Engineering
• Rob Brosh, Music, Boyer College of Music and Dance
• Cheryl Hyde, Social Work, College of Public Health
• Jodi Reich, Communication Sciences and Disorders, College of Public Health
• Ahmed Sarhan, Endodontology, Kornberg School of Dentistry 
• Pamela Weisberg-Shapiro, Social and Behavioral Sciences
• Cathy Flite, Health Services Administration and Policy, College of Public Health
• Ben Baker, French, German Italian, Slavic, College of Liberal Arts 
• Nicole Nathan, Spanish and Portuguese, College of Liberal Arts
• Shuchen Huang, Asian and Middle Eastern Languages and Studies, College of Liberal Arts

Green Pedagogy

• Deborah Lemieur, Intellectual Heritage Program, College of Liberal Arts
• Laurie Friedman, Social Work, College of Public Health
• Marissa Cloutier, Social and Behavioral Sciences, College of Public Health
• Jesse Thornburg, Earth and Environmental Sciences, College of Science and Technology
• Daniel Caldwell, Civil and Environmental Engineering, College of Engineering

Inclusive Teaching

• Brighid Scanlon, Center for Student Professional Development, Fox School of Business and Management
• Angela Bricker, Biology, College of Science and Technology
• Melody Slashinski, Social and Behavioral Sciences, College of Public Health
• James Getz, Intellectual Heritage Program, College of Liberal Arts
• Anne Russ, Educational Central, Lewis Katz School of Medicine
• Schaller Doug, Art History Program, Tyler School of Art and Architecture
• Jennifer Ibrahim, Office of the Dean, College of Public Health
• Jessica Babcock, Mathematics, College of Science and Technology

Digital Literacy

• Rob Faunce, First Year Writing Program, College of Liberal Arts
• Diana Wildermuth, Psychological Studies in Education, College of Education
• Marcella Macaluso, Biology, College of Science and Technology
• Amy Friedman, First Year Writing Program, College of Liberal Arts
• Amelia Duffy-Tumasz, Geography and Urban Studies, College of Liberal Arts
• Donald Wargo, Economics, College of Liberal Arts
• Carol Brandt, Teaching and Learning, College of Education
• Lorraine Porcellini, Psychological Studies in Education, College of Education
• Melissa Toomey, First Year Writing Program, College of Liberal Arts
• Silvia Boffo, Biology, College of Science and Technology

Creating an LGBTW-Inclusive Learning Environment

• Heather Clauss, Internal Medicine, Lewis Katz School of Medicine
• Jacqueline Dingman, Biology, College of Science and Technology
• Deirdre Dingman, Social and Behavioral Sciences, College of Public Health
• Michelle Histand, Strategic Management, Fox School of Business
• Rob Jennings, Biology, College of Science and Technology
• Deborah Lemieur, Intellectual Heritage, College of Liberal Arts
• Wendy Magee, Music Therapy, Boyer College of Music and Dance
• Alexandra Miller, Global Opportunities, Klein College of Media and Communications
• Nicolle Strand, Center for Bioethics, Urban Health, and Politics, Lewis Katz School of Medicine

Teaching Writing-Intensive Courses

• Edgar Bering, Mathematics, College of Science and Technology 
• Whitley Cooke, English, College of Liberal Arts
• Deirdre Dingman, Social and Behavioral Sciences, College of Public Health
• Melissa Glenn-Flemming, Marketing and Supply Chain, Fox School of Business
• Peter Jones, Criminal Justice, College of Liberal Arts
• Dominic Letarte, Computer and Information Sciences, College of Science and Technology
• Rebecca Michaels, Graphic Arts and Design: Photography, Tyler School of Art
• Carolyn P. Parks, Social and Behavioral Sciences, College of Public Health
• Joshua Pongan, Spanish and Portuguese, College of Liberal Arts
• Ajima Olaghere, Criminal Justice, College of Liberal Arts

Faculty Learning Community on Teaching International Students

• Mary Conran, Marketing and Supply Chain Management, Fox School of Business
• Seher Erdogan Ford, Architecture, Tyler School of Art
• Laurie Fitzpatrick, Marketing and Supply Chain Management, Fox School of Business
• Tish Gill, Nursing, College of Public Health
• Erica McKenzie, Civil and Environmental Engineering, College of Engineering
• Srimati Mukherjee, English/First-Year Writing, College of Liberal Arts
• Norman Roessler, Intellectual Heritage, College of Liberal Arts
• Laura Zaylea, Media Studies and Production, School of Media and Communication

Faculty Learning Community on Digital Pedagogies

• Robert Clark, Teaching & Learning, College of Education
• Anne Frankel, Social and Behavioral Sciences, College of Public Health
• Gabriella Kecskes, English, College of Liberal Arts
• Nancy Murphy, Nursing, College of Public Health
• Joshua Pongan, Spanish & Portuguese, College of Liberal Arts
• Spencer Rand, Law, Beasley School of Law
• Elizabeth Richard, Teaching & Learning, College of Education
• Kolson Schlosser, Geography and Urban Studies, College of Liberal Arts
   

Faculty Learning Community on Applying Cognitive Science to the College Classroom

• Gregg Feistman, Strategic Communication, School of Media and Communication
• Jose Gimenez, Mathematics, Science and Technology
• Geoff Keston, Electrical Engineering, College of Engineering
• Carol Harris-Shapiro, Intellectual Heritage Program, College of Liberal Arts
• Matthew Hiller, Criminal Justice, College of Liberal Arts
• Jessica Miller, Geography and Urban Studies, College of Liberal Arts
• Patricia Moore-Martinez, Spanish, College of Liberal Arts
• Ruth Ochia, Bioengineering, College of Engineering
• Colleen Shanahan, Law, Beasley School of Law

Integrative Learning Teaching Circle

• James Getz, Intellectual Heritage, College of Liberal Arts
• Jose Gimenez, Mathematics, College of Science and Technology
• Rachael Groner, English, College of Liberal Arts
• Andrew Laine, Theater, Division of Theater, Film, and Media Arts
• Pamela Monaco, Intellectual Heritage, College of Liberal Arts
• Sharon Ostrow, Criminal Justice, College of Liberal Arts
• Sheryl Sawin, Intellectual Heritage, College of Liberal Arts
• Heather Thakar, Anthropology, College of Liberal Arts
• Kristine Weatherston, Media Studies and Production, School of Media and Communication
• Thomas Wright, Strategic Communication, School of Media and Communication

Digital Storytelling Teaching Circle

• Jorge Ballinas, Sociology, College of Liberal Arts
• Kate Benisek, Landscape Architecture and Horticulture, School of Environmental Design
• Cheri Carter, Social Work, College of Public Health
• Gretchen Conran, Reference & Instructional Services, Paley Library
• Alesha Gayle, English, College of Liberal Arts
• Shuchen Huang, Asian and Middle Eastern Languages and Studies, College of Liberal Arts
• Heather Levi, Anthropology, College of Liberal Arts
• Gary Pratt, Intellectual Heritage, College of Liberal Arts
• Cathryn Rosen, Criminal Justice, College of Liberal Arts
• Fred Rowland, Reference & Instructional Services, Paley Library
• Kolson Schlosser, Geography and Urban Studies, College of Liberal Arts

Online Learning Teaching Circle

• Rujuta Chincholkar-Mendelia, Women's Studies, College of Liberal Arts
• Alicia Cunningham-Bryant, Intellectual Heritage, College of Liberal Arts
• Jennifer Fitzgerald, Marketing & Supply Chain Management, Fox School of Business
• Cathy Flite, Health Records, College of Public Health
• Laurie Friedman, Social Work, College of Public Health
• Ann Kriebel-Gasparro, Nursing, College of Public Health
• Joseph Mahan, School of Tourism and Hospitality, Fox School of Business
• Juris Milestone, Anthropology, College of Liberal Arts
• Gary Pratt, Intellectual Heritage, College of Liberal Arts
• Kolson Schlosser, Geography and Urban Studies, College of Liberal Arts
• Dennis Silage, Electrical & Computer Engineering, College of Engineering
   

STEM Education Teaching Circle

• James Bloxton, Chemistry, College of Science and Technology
• Boris Datskovsky, Mathematics, College of Science and Technology
• Steve Fleming, Chemistry, College of Science and Technology
• Natalie Flynn, Earth and Environmental Sciences, College of Science and Technology
• Jayakumar Gilbert, Chemistry, College of Science and Technology
• Nahed Hamid, Mathematics, College of Science and Technology
• Roy Keyer, Chemistry, College of Science and Technology
• Maria Lorenz, Mathematics, College of Science and Technology
• Ruth Ochia, Bioengineering, College of Engineering
• Ellen Panofsky, Mathematics, College of Science and Technology
• Andrew Price, Chemistry, College of Science and Technology
• Kimberly Williams, Anthropology, College of Liberal Arts

Inclusive Teaching with Technology Teaching Circle

• Marcia Bailey, Intellectual Heritage, College of Liberal Arts
• Keesha Benson, Social Work, College of Public Health
• Jean Boyer, School Psychology, College of Education
• Kathryn Brzozowski, Social Work, College of Public Health
• Marilena Downing, Mathematics, College of Science and Technology
• Cynthia Folio, Music Studies/ Music Theory, Boyer College of Music and Dance
• Jeffrey Gehris, Kinesiology, College of Public Health
• Joseph Giuffre, Intellectual Heritage, College of Liberal Arts
• Steven Kreinberg, Deans Office, Boyer College of Music and Dance
• John Noel, Physics, College of Science and Technology
• David Pasbrig, Music Studies, Boyer College of Music and Dance 
• Elizabeth Richard, Teaching and Learning, College of Education
• Sheryl Sawin, Intellectual Heritage, College of Liberal Arts
• Meredith Weber, School Psychology, College of Education

Community-Based Digital Storytelling Teaching Circle

• Sharon Ostrow, Criminal Justice, College of Liberal Arts
• Kimmika Williams-Witherspoon, Theatre, Theater Film & Media Arts
• Elizabeth Groff, Criminal Justice, College of Liberal Arts
• Cheryl Hyde, Social Work, College of Health Professions
• Carole Tucker, Physical Therapy, College of Health Professions
• Jonathan Singer, Social Work, College of Health Professions
• Peshe Kuriloff, Teaching & Learning, College of Education
• Mary Myers, Horticulture and Landscape, College of Liberal Arts
• Elizabeth Wellborn Yates, Horticulture and Landscape, College of Liberal Arts
• Aunshul Rege, Criminal Justice, College of Liberal Arts
• Lisa Grunberger, Writing Program, College of Liberal Arts
• Cheryl Irons-Guynn, Criminal Justice, College of Liberal Arts