By Amer F. Ahmed, EdD, & Shayla Herndon-Edmunds

Diversity, equity, and inclusion (DEI) continues to be an area of emphasis in higher education during turbulent social times. Over the past few years, discussions about DEI have increasingly begun to focus on student experiences (particularly with regard to their social identities) in the classroom. This has caused faculty to reconsider their pedagogy and how to best meet the needs of the rapidly diversifying students in our classrooms.

Developing inclusive pedagogical practices for the classroom is not an overnight process. It requires self-examination by faculty with regard to their own identities in relationship to their students. In addition, considering student-centered approaches that harness student experiences can deeply enrich the learning that may emerge.

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