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The COVID-19 pandemic has impacted higher education and the professoriate in unprecedented ways, heightening collective awareness of the systemic inequities and vulnerabilities of higher education. In response to these challenges, this article shows how one university redesigned its culture of teaching to center inclusive pedagogies through targeted faculty and graduate student development as well as structural shifts in teaching and learning infrastructure using cultural historical activity theory (CHAT). This paper articulates the need to re-humanize teaching and learning through inclusive pedagogies. inclusive pedagogy, an imperative to help faculty solve crises in realtime and sustain our educational promise if higher education wishes to survive in the 21st century. [ABSTRACT FROM AUTHOR]