The National Faculty Development Program

Considering Diversity, Equity, and Inclusion

Abstract

The National Academy of Higher Education at the Higher Education Commission of Pakistan conducted a faculty development program for over 500 new PhDs prior to their placement at universities. Initially envisaged as a residential, face-to-face program, the National Faculty Development Program 2020 had to pivot to a remote, online format due to the COVID-19 pandemic and lockdown. In this paper, four instructors and an administrator of the program discuss how inclusivity and equity were built into the design and delivery of this program at all stages. The paper begins with an overview and background of the program, followed by reflections on the Universal Design for Learning, active learning, engagement beyond ‘the classroom’, and the use of skill-building clinics for inclusive practices in English language development. It concludes with a discussion and some questions for further study. The authors conclude that the program built capacity for online as well as in-person delivery to support adaptability, flexibility, empathy, confidence, and the possibility of incorporating inclusive practices. An attempt is made in the paper to retain the distinctive authorial voices of the contributors, in order to support the cultural, geographical, disciplinary, experiential and other diversity in the team.