Category: inclusive teaching

Celebrating Faculty Strengths and Differences: A Positive Strategy for Thriving Academia – Faculty Focus

In today’s complex academic landscape, fostering environments where faculty feel seen, valued, and celebrated is not merely ideal—it is essential. I consider myself truly blessed to work in a setting where individual strengths are not only recognized, but embraced and uplifted. This culture of respect and inclusion inspires innovation, deepens collaboration, and models the professionalism we strive to instill in our students.

The culture within my field of nursing education is a powerful determinant of its success. When faculty are encouraged to bring their full identities, skills, and experiences to their roles, they are more likely to thrive—and so are the students they teach. The National League for Nursing (NLN, 2016) identifies inclusive excellence as a foundational element in achieving the mission of nursing education. In practice, this means creating an academic environment where diversity of thought, background, and expertise is actively celebrated rather than merely tolerated.

This article explores the transformational power of celebrating faculty strengths and differences. From building psychological safety to driving innovation, supporting faculty development, modeling professional behavior, and addressing harmful dynamics where strengths go unrecognized—every facet of this conversation underscores a simple but profound truth: when we uplift the unique contributions of every faculty member, we all rise. Grounded in current literature and lived experience, this discussion offers both reflection and practical strategies for cultivating inclusive, dynamic academic cultures where educators and students alike can thrive.

The Power of Celebrating Faculty Strengths and Differences

Building an Inclusive Culture Where Everyone Thrives

The National League for Nursing (NLN) highlights inclusive excellence as a foundational element in nursing education’s mission (NLN, 2016). When academic environments honor individual faculty identities, skills, and experiences, they foster a genuine sense of belonging. Faculty feel valued and safe to share their ideas and perspectives, which enriches teaching, scholarship, and service.

Psychological safety—the confidence to speak up and contribute without fear—is a hallmark of strong, high-functioning teams (Cote, 2023) Celebrating differences nurtures this safety, allowing faculty to learn from one another, co-create solutions, and remain deeply engaged. In such environments, faculty report higher satisfaction, motivation, and commitment to institutional success.

Driving Innovation and Excellence Through Diverse Perspectives

Diversity in faculty expertise—including clinical specialties, research interests, cultural backgrounds, and pedagogical styles—fuels creativity and adaptability. The American Organization for Nursing Leadership (AONL) emphasizes that inclusive leadership and diverse teams produce superior outcomes by expanding problem-solving capabilities and preventing groupthink (AONL, 2023).

Similarly, the Center for Creative Leadership (CCL) underscores cognitive diversity as a key driver of innovation and organizational agility (CCL, 2022). When faculty leverage their varied knowledge and strengths, they develop curricula and scholarship initiatives that meet the complex demands of evolving academic systems. This diversity enhances student learning and better prepares graduates for collaborative, interdisciplinary practice.

Supporting Faculty Growth and Retention

Faculty development tailored to individual strengths is both empowering and practical. The American Association of Colleges of Nursing (AACN) 2021 Essentials stress the importance of recognizing diverse faculty roles and competencies in clinical practice, teaching, leadership, and scholarship (AACN, 2021).

Acknowledging unique talents and providing personalized development opportunities fosters professional growth and job satisfaction. Celebrating differences also promotes equity by valuing non-traditional faculty roles and diverse backgrounds, helping address ongoing faculty shortages and turnover challenges.

Impact on Students and Professional Role Modeling

Students learn far more than nursing content – they learn how to be professionals by observing the academic environment around them. When faculty celebrate their differences and collaborate respectfully, students witness positive professional behaviors: openness to diverse ideas, willingness to seek expertise, and mutual respect.

This modeling is critical for preparing my students to succeed in diverse healthcare teams. It teaches them to appreciate colleagues’ strengths, seek guidance when needed, and cultivate lifelong learning and collaborative leadership (AACN, 2021). A faculty culture that honors difference sends a powerful message: diversity is a strength, and teamwork grounded in respect is essential for success.

When Neglecting Differences Undermines Success

It is important to recognize that environments where faculty strengths go uncelebrated can become draining and disengaging. When faculty feel pressured to “know everything” or risk being undervalued, collaboration and growth are stifled. This dynamic, often cunning and unspoken, quietly drains enthusiasm and reduces institutional effectiveness.

Similarly, the absence of respect for diverse perspectives may lead to isolation or frustration, diminishing individual and group performance. Such environments can become a toxic vacuum, pulling down morale, creativity, and innovation if left unaddressed.

The good news is that this cycle is reversible. Intentional efforts to create a culture that celebrates differences enable academic nursing programs to avoid these pitfalls and cultivate thriving, dynamic communities of faculty and learners.

Practical Steps to Celebrate Faculty Strengths

Effectively celebrating faculty strengths begins with intentionally identifying the unique talents of each member. Helping faculty recognize their individual abilities and understanding how their strengths complement those of their colleagues has great potential to promote self-confidence and foster a collaborative culture where diverse skill sets are appreciated and integrated into the team’s collective success (AONL, 2023).

Tailoring professional development to align with faculty members’ specific expertise and interests is equally important. The American Association of Colleges of Nursing (AACN) emphasizes the value of personalized development opportunities that support diverse faculty roles, helping to sustain motivation and professional growth (AACN, 2021). When faculty feel their unique contributions are acknowledged, engagement and job satisfaction improve significantly.

Promoting cross-disciplinary collaboration further enhances innovation within academia. Encouraging partnerships across different specialties broadens perspectives and enriches teaching and research initiatives (CCL, 2022). Such collaboration nurtures creativity and leads to more comprehensive solutions to the challenges faced in education and my field of nursing practice.

Recognizing faculty achievements publicly is a powerful way to reinforce the value of diverse contributions. Regular acknowledgment in faculty meetings, newsletters, emails, announcements, and award ceremonies help build a culture of appreciation and respect, motivating faculty to continue excelling (NLN, 2016). This visible celebration of success creates a positive and inclusive atmosphere that benefits the entire academic community.

Inclusive leadership plays a vital role in fostering this environment. Leaders who openly value differences and actively ensure that all voices are heard create psychological safety, encouraging faculty to express ideas and concerns freely (Cote, 2023). Such leadership models respectful behavior and promotes equity, which is foundational to a thriving academic setting.

Lastly, encouraging open communication is essential. Establishing forums where faculty can share ideas and challenges without fear of judgment strengthens relationships and builds trust (AONL, 2023). This openness facilitates problem-solving, supports mutual respect, and cultivates a dynamic and engaged faculty culture.

Personal Reflection: A Blessing to Work Where Strengths are Celebrated

I feel deeply fortunate to work in a setting where individual strengths are truly recognized and celebrated. The atmosphere is refreshing, inspiring, and uplifting. Faculty members collaborate with genuine respect, knowing their unique contributions are valued.

This type of environment not only enhances job satisfaction and professional growth but also creates a vibrant academic culture that students can see, learn from, and aspire to become part of. It models the very professionalism and respect for diversity that we seek to instill in future nurses, professionals, and leaders.

Conclusion

Celebrating faculty strengths and differences is more than a feel-good initiative—it is a strategic, evidence-based approach to building thriving academic communities. As this article has explored, when faculty are encouraged to bring their authentic selves to the table, they contribute more meaningfully to teaching, research, service, and institutional success. An inclusive culture that values diversity of thought, background, and expertise not only promotes professional growth and innovation but also serves as a powerful model for students preparing to enter diverse and dynamic professional settings.

The consequences of neglecting faculty strengths are real and damaging—leading to disengagement, frustration, and diminished outcomes. But the good news is that these challenges are not insurmountable. With intentional leadership, open communication, and genuine appreciation for each individual’s contributions, academia can cultivate environments where all faculty feel respected, empowered, and inspired.

I am deeply grateful to work in such an environment where strengths are celebrated, collaboration is encouraged, and every faculty member is seen as a valued contributor to our shared mission. What makes this especially meaningful is that I was also educated in a similarly supportive academic culture—one that emphasized respect, inclusion, and the importance of honoring individual strengths. Although the institution where I earned my nursing degrees differs from the one I serve today, both share a commitment to uplifting others and fostering environments where faculty and students alike can thrive.

This continuity of values has been both inspiring and affirming. It reinforces my belief that when we prioritize celebrating differences, we not only build stronger teams—we shape the future of education for the better. It is my sincere hope that more academic programs will adopt this mindset, ensuring that faculty across all institutions can experience the same sense of belonging, purpose, and possibility.

Ultimately, when we recognize and celebrate the strengths each person brings, we build a future for education that is inclusive, resilient, and ready to meet the complex demands of tomorrow’s world—with confidence, compassion, and unity.

Dr. Maureen Hermann earned her BSN (1995), MSN (2011), and DNP (2016), with an emphasis in leadership, from Saint Francis Medical Center College of Nursing in Peoria, IL. Dr. Maureen Hermann is an Associate Professor at Creighton University, Omaha, Nebraska.

References

American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf

American Organization for Nursing Leadership. (2023). AONL nursing leadership workforce compendium 2023. https://www.aonl.org/system/files/media/file/2023/08/AONL_WorkforceCompendium.pdf

Center for Creative Leadership. (2023, November 1). The research foundations for REAL: A framework for leadership action in equity, diversity, & inclusion. https://cclinnovation.org/realresearch/

Cote, C. (2025, May 20). How to build psychological safety in the workplace. Harvard Business School Online. https://online.hbs.edu/blog/post/psychological-safety-in-the-workplace

National League for Nursing. (2016). Achieving diversity and inclusive excellence in nursing education: A vision for the future. https://www.nln.org/docs/default-source/uploadedfiles/professional-development-programs/vision-statement-achieving-diversity.pdf

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January 19, 2026
There Are No “Shy Students”, Only Poor Learning Environments – Faculty Focus
As we learn more about how to improve classrooms in higher education, the concept of the “shy student” is a recurring one that serves as a convenient shorthand for describing students who don’t speak up. As a result, some faculty members may be frustrated with students who are less vocal in group activities and conclude that it’s part of a student’s personality.

But what if the problem is not with the student but the classroom itself? Insights in educational sciences suggest that engagement in the classroom isn’t just about a student’s innate disposition. In fact, it’s more likely to be a result of poor instructional practices or a failure to understand differences in context or culture. We can create more equitable spaces that value a broader range of student voices by rethinking how we define engagement and redesigning our learning environments.

The Research on Participation and Personality

Popular writing on the topic of education styles sometimes reinforces the idea of a “shy student”. It’s common when referring to students who are more forthcoming with answers or discussion that we use the words “extroverted” or “introverted”. However, although these traits can sometimes be visible in the actions of students, research suggests that this isn’t in fact an obstacle for all students to participate in meaningful and mutually beneficial interactions. Traditional classroom settings have often rewarded more rapid and spontaneous verbal responses, but this can unintentionally privilege extroverted communication styles.

Susan Cain’s well-known work on introversion explains how, although some students seem reserved, their presence in the classroom can complement more outgoing students. This is particularly true when conversations between the two veer between the lighthearted and the serious. “Extroverts need to know that introverts…may be only too happy to be tugged along to a more lighthearted place,” Cain writes about the variety in classroom conversations, adding that quieter students “should know that they make it safe for others to get serious.”

Analyses in educational psychology suggest that classroom participation is less about innate personality and more about whether students feel psychologically safe and intellectually respected to speak out.

Research by scholars such as Mary-Ann Winkelmes on transparency in learning and teaching (known as the TILT framework) boosts students’ motivation by showing them the purpose behind their work. Students that understand the reason and method of a given task and connect it to their learning are more inclined to invest in it fully and participate more actively.

Similarly, the concept of “academic behavioral confidence” (or ABC), explored by researchers like Paul Sander suggests that confidence in higher education is malleable and responsive to classroom environments. Rather than assuming students are shy, we must ask whether we’ve fostered a learning environment in which students feel secure in sharing their thoughts.

The Role of the Classroom Environment

The design of a classroom plays a crucial role in shaping student participation. Lecture halls at traditional universities, with imposing tiered seating, can sometimes reinforce passivity. We all remember the time when lecturers would insist on the Socratic method and ask us questions point-blank as a means to illustrate knowledge! On the other hand, an active learning environment encourages dynamic learning spaces, smaller group discussions, and alternative forms of communication (through text or anonymous participation, for example).

The use of calling on students in the lecture room can inadvertently silence students who need more time to process. Inclusive teaching practices, such as think-pair-share, anonymous polling, or discussion boards, provide multiple modalities for students to contribute.

To this end, Cognitive Psychologist Stanislas Dehaene’s four pillars of learning—attention, active engagement, error feedback, and consolidation—can help articulate the design of a better higher education classroom. By fostering environments that capture students’ attention, be it through interactive or varied teaching methods, educators can cater to diverse learning styles.

Getting students to actively engage can be encouraged through collaborative activities or real-time responses. This ensures that all students participate and learn at their own pace. Providing immediate and constructive feedback on errors will additionally bolster students in their understanding of a topic.

Lastly, creating opportunities for consolidation, such as through spaced repetition or reflection sessions, allows all learners to reinforce and retain knowledge. This makes learning accessible and effective for everyone. Educators can scaffold this participation by providing low-risk entry points into discussion, validating diverse contributions, and offering constructive feedback that encourages further exploration.

Strategies for More Engaging Classrooms

Fostering participation among students who choose not to speak up requires careful planning and collaboration within higher education departments. As Head of Learning Innovation at Wooclap, here are several strategies that I’ve seen in action to help promote more engagement in the classroom:
1. Redefine Participation: Expand the definition of participation to include active listening, written reflections, online discussion posts, as well as creative endeavors. Make these forms of engagement visible and valued when grading a student.
1. Use Diverse Modalities: Offer students different ways to contribute. This can be done verbally, in writing, through technology, or in small groups. Digital Tools that allow for non-verbal or anonymous engagement can be leveraged to make quieter voices more audible.
1. Set Clear Expectations: Use transparent teaching methods to clarify what participation looks like and why it matters. Share examples and model respectful discourse to encourage more engaging discussions.
1. Create Psychological Safety: Cultivate an environment where students feel comfortable taking risks. This can include normalizing uncertainty, encouraging questions, and quickly intervening against microaggressions or dominance in discussions.
1. Solicit Feedback and Adapt: Regularly check in on students to see how classroom structures are working for them. Use anonymous surveys to gauge comfort levels and adjust practices accordingly.
Designing for All Voices

Higher education instructors shouldn’t be quick to judge students who are less vocal during class. In many cases, choosing not to speak up might be a rational response to a classroom design that is overbearing or limiting in its structure for more thoughtful and reflective judgment.

Designing great learning environments that adhere to the four pillars of education, as articulated by Stanislas Dehaene, can help educators support all students and not just those who are the quickest to speak. By doing so, we can shift the narrative away from having “shy students” to fixing the systems that fail to engage them. We can improve on these systems by reimagining participation, embracing diverse communication styles, and prioritizing inclusion in our pedagogy.

Arlène Botokro has a decade of experience at the crossroads of pedagogy and digital transformation, working internationally. She has played a pivotal role in shaping Wooclap’s impact in higher education since joining the company in 2020. As Senior Manager of Education Partnerships and Innovation Projects Lead, she built strategic collaborations with leading universities, ensuring Wooclap’s solutions align with research-driven best practices. Her international experience spans the U.S., France, and Ghana with projects across multiple countries, including previous roles at Sciences Po and consulting in innovation for the publishing sector. This diverse background has given her a deep understanding of how digital learning practices can be adapted across different educational and corporate environments. Arlène continues to expand her knowledge in neuroeducation through coursework at Harvard University, reinforcing her commitment to integrating cutting-edge research into EdTech solutions.

References

Susan Cain, Quiet: The Power of Introverts in a World That Can’t Stop Talking, (Penguin Books, 2012).
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October 3, 2025
When ZIP Codes Teach: How Geographic Inequity Shows Up in Our Classrooms – Faculty Focus

What if I told you the education system isn’t broken—it’s working exactly the way it was built to? That’s not just a soundbite from my TEDx Talk—it’s my lived experience.

I grew up in a historically underserved neighborhood in Houston, Texas, zoned to one of the lowest-performing elementary schools in the city. But due to a granted academic transfer, I ended up attending a top-performing public school just three miles away. Same city. Different ZIP code. Completely different resources—and trajectory.

That three-mile difference changed everything. And today, as a doctoral student and aspiring professor, I can see how those early disparities still show up in our college classrooms.

Here’s the thing: public school funding in the U.S. depends heavily on local property taxes. That means wealthier neighborhoods get better schools—often with state-of-the-art facilities, robust extracurriculars, and college prep courses—while nearby communities may struggle with crumbling infrastructure and underpaid staff (Owens-Young 2023).

Part of my dissertation, I compared two elementary schools less than three miles apart. One had a PTA raising over $100,000 annually. The other didn’t have working air conditioning. These weren’t just different schools—they were different worlds. And students from those environments bring that context with them when they walk into our lecture halls.

But what we see in higher education—missed assignments, low engagement, quiet classrooms—isn’t always a motivation issue. Often, it’s a preparedness gap. And that gap isn’t the student’s fault.

As faculty, we can’t change where our students come from. But we can shape what they experience once they’re here. Below are four strategies I use in the classroom to help level the playing field:

1. Start by Asking, Not Assuming

Instead of assuming a lack of interest, ask about their background. I use a quick, anonymous prompt on the first day of class: “What’s one thing you overcame to get here today?” One student wrote about taking two buses from the other side of town after getting their younger siblings off to school. That kind of insight changes how we teach.

2. Rethink Participation

Not everyone feels comfortable speaking up in class. Consider using written reflections, discussion boards, or tools like Jamboard and Padlet. For instance, in one of my leadership classes, I use a shared Google Doc where students add thoughts anonymously. The quieter students thrive—and the louder ones gain new perspectives.

3. Normalize Struggle

Students from under-resourced schools often view academic struggle as failure. That’s why I share my own story of nearly failing out during undergrad. I also let students revise one major assignment. One student improved from a 72 to a 90—and more importantly, realized they were capable all along.

4. Offer Flexible Assessment Options

Some students express themselves better visually or verbally. I once had a student create a narrated photo essay instead of a traditional paper—it was powerful, reflective, and demonstrated full mastery. When students see that their strengths are valued, their confidence grows.

None of these ideas require overhauling your entire course. But they do require intentionality. And that’s what makes the difference.

I’ve been the under-resourced student, and now I’m becoming the professor I wish I had—someone who saw potential beyond performance.

We don’t control our students’ ZIP codes. But we do influence how they feel in our classrooms—and whether they believe they belong there.

Lloyd Lindley Jr. is a PhD student in Educational Leadership and Organization at Texas Woman’s University, a TEDx speaker, and author of “From the Hood to Understood”. He is the co-founder of a grassroots nonprofit that advocates for equitable access to education, mentorship, and financial literacy in underserved communities. Lloyd has been featured on Good Morning Houston and KTSU Radio for his impactful community work and continues to champion culturally responsive teaching and student empowerment at all levels of education.

References

Owens-Young, Jessica. 2023. “The ZIP Code Effect.” American University.

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July 11, 2025
When ZIP Codes Teach: How Geographic Inequity Shows Up in Our Classrooms – Faculty Focus

What if I told you the education system isn’t broken—it’s working exactly the way it was built to? That’s not just a soundbite from my TEDx Talk—it’s my lived experience.

I grew up in a historically underserved neighborhood in Houston, Texas, zoned to one of the lowest-performing elementary schools in the city. But due to a granted academic transfer, I ended up attending a top-performing public school just three miles away. Same city. Different ZIP code. Completely different resources—and trajectory.

That three-mile difference changed everything. And today, as a doctoral student and aspiring professor, I can see how those early disparities still show up in our college classrooms.

Here’s the thing: public school funding in the U.S. depends heavily on local property taxes. That means wealthier neighborhoods get better schools—often with state-of-the-art facilities, robust extracurriculars, and college prep courses—while nearby communities may struggle with crumbling infrastructure and underpaid staff (Owens-Young 2023).

Part of my dissertation, I compared two elementary schools less than three miles apart. One had a PTA raising over $100,000 annually. The other didn’t have working air conditioning. These weren’t just different schools—they were different worlds. And students from those environments bring that context with them when they walk into our lecture halls.

But what we see in higher education—missed assignments, low engagement, quiet classrooms—isn’t always a motivation issue. Often, it’s a preparedness gap. And that gap isn’t the student’s fault.

As faculty, we can’t change where our students come from. But we can shape what they experience once they’re here. Below are four strategies I use in the classroom to help level the playing field:

1. Start by Asking, Not Assuming

Instead of assuming a lack of interest, ask about their background. I use a quick, anonymous prompt on the first day of class: “What’s one thing you overcame to get here today?” One student wrote about taking two buses from the other side of town after getting their younger siblings off to school. That kind of insight changes how we teach.

2. Rethink Participation

Not everyone feels comfortable speaking up in class. Consider using written reflections, discussion boards, or tools like Jamboard and Padlet. For instance, in one of my leadership classes, I use a shared Google Doc where students add thoughts anonymously. The quieter students thrive—and the louder ones gain new perspectives.

3. Normalize Struggle

Students from under-resourced schools often view academic struggle as failure. That’s why I share my own story of nearly failing out during undergrad. I also let students revise one major assignment. One student improved from a 72 to a 90—and more importantly, realized they were capable all along.

4. Offer Flexible Assessment Options

Some students express themselves better visually or verbally. I once had a student create a narrated photo essay instead of a traditional paper—it was powerful, reflective, and demonstrated full mastery. When students see that their strengths are valued, their confidence grows.

None of these ideas require overhauling your entire course. But they do require intentionality. And that’s what makes the difference.

I’ve been the under-resourced student, and now I’m becoming the professor I wish I had—someone who saw potential beyond performance.

We don’t control our students’ ZIP codes. But we do influence how they feel in our classrooms—and whether they believe they belong there.

Lloyd Lindley Jr. is a PhD student in Educational Leadership and Organization at Texas Woman’s University, a TEDx speaker, and author of “From the Hood to Understood”. He is the co-founder of a grassroots nonprofit that advocates for equitable access to education, mentorship, and financial literacy in underserved communities. Lloyd has been featured on Good Morning Houston and KTSU Radio for his impactful community work and continues to champion culturally responsive teaching and student empowerment at all levels of education.

References

Owens-Young, Jessica. 2023. “The ZIP Code Effect.” American University.

Source link

July 11, 2025