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Traditionally, educational environments have been framed within a heteronormative paradigm; in other words, “. . . curriculum, campus activities, and individual interactions taking place . . . assumes all individuals on campus are heterosexual” (Preston and Hoffman 2015, p. 67). Such heteronormative assumptions allow university culture, especially programs and policies targeting student success and retention, to remain unchallenged (Preston and Hoffman 2015, p. 66). Although MTSU has created several sources for supporting LGBTQIA+ students on campus (e.g., SafeZone Training and various organizations), only a handful of academic courses explicitly focus on LGBTQIA+ experiences and perspectives.

How might university campuses such as MTSU’s cultivate LGBTQIA+ students’ sense of belonging and well-being? What unique challenges do LGBTQIA+ students encounter and how might these challenges be navigated by faculty? (Martin et al. 2018) Finally, what role might faculty play in facilitating LGBTQIA+ students’ sense of well-being? (Linley et al. 2016)  

This presentation addresses these central questions and provides practical tools for faculty to help support LGBTQIA+ students in the classroom and beyo