Although community colleges are increasingly diverse, student outcomes across demographics are not necessarily equitable, nor does the representation of student demographics in a given class always reflect the diversity of the greater institutional student population. To achieve colleges' stated diversity and equity goals, we must broaden participation in our classrooms through inclusive teaching practices. This chapter shares the stories of four community college faculty change agents in STEM who have implemented inclusive teaching and broadening participation strategies. Specifically, the authors discuss how to build a sense of belonging, support classroom conversations on diversity, incorporate diverse perspectives into curricula, and broaden the participation and success of all students. Finally, the authors recommend actions for individual faculty, faculty communities of practice, institutions, and surrounding communities to spur culture change and help achieve diversity and equity through inclusion.

This chapter presents the experiences of adjunct faculty in the SAGE 2YC: Faculty as Change Agents project through the stories of five participants who share the influence of the project on them and their work. We describe the professional development that occurred in the project, which included learning with colleagues from across the country, implementing changes in their classroom teaching and beyond, and leading follow-on workshops in teams on campus and/or in the region. The participant stories illustrate how the project gave them agency and validated their work. Adjunct faculty make important contributions to student and faculty success, and there is power in engaging adjunct faculty as leaders and change agents and fully realizing their potential.This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.