Dr. Lindsay Masland
Director of Transformative Teaching and Learning
(828) 262-7596
maslandlc@appstate.edu
Dr. Lindsay Masland is the Director of Transformative Teaching and Learning in the Center for Excellence in Teaching and Learning for Student Success. In this role, she coordinates the Student Instructional Feedback Technique (SIFT) program, Course ReDesign, Agile Academy, the Teaching and Student Succes Lab (TASSL), as well as book clubs and Appalachian Learning Communities. She also provides teaching observations, consultations, and workshops on transformative teaching for both individuals and programs.
Lindsay came to App State in 2011 after completing a Ph.D. in Educational Psychology with a concentration in Statistics from the University of Georgia. Lindsay also earned BA and MA degrees in Experimental Psychology at Wake Forest University. While at App State, she has contributed to the undergraduate Psychology major and the graduate School Psychology MA/SSP degree program, where she has taught courses in statistics, educational psychology, and pedagogy. Past roles in CETLSS (previously called the Center for Academic Excellence) included the Early Career Programming Coordinator from 2017-2022 and the Associate Director for Faculty Professional Development from 2020-2022.
Currently, Lindsay serves as consulting editor for two journals that focus on teaching in higher ed — Teaching of Psychology and the Scholarship of Teaching and Learning in Psychology. She is also very involved in Division 2 of the American Psychological Association (Society for the Teaching of Psychology), including serving as the Director of the Annual Conference on Teaching. Lindsay is the recipient of a university-wide teaching award (the Appalachian State University Excellence in Teaching award) and a national teaching award (the Jane S. Halonen Teaching Excellence Award for Early Career Psychologists).
Lindsay's teaching and research interests lie at the intersection of student engagement, effective teaching practices, and inclusive excellence, and her passion is to help educators make sound pedagogical choices that lead to transformative educational experiences for the many types of students they find in their classrooms. She's also very interested in the positionality of teachers in higher education, including the societal and systemic pressures that conspire to devalue the role of teaching and learning in academia. In short, she's an enthusiast for equitable, transformative, and liberatory experiences for all who endeavor to teach and learn in higher ed.