Nancy Hutchins

Clinical Assistant Professor & Director of Diversity & Inclusion


Dr. Nancy Hutchins earned her Ph.D. in Educational Psychology from Texas A&M University in 2014 and currently serves as a Clinical Professor in the Student Transformation Center and Director of Diversity and Inclusion for Mays Business School. She was previously the Director for the Office of Organization Development and Diversity Initiatives in the College of Education and Human Development and has more than 15 years of experience working in the public school system and in higher education to advance diversity, equity, and inclusion (DEI). She has also worked at The Center for Change and Conflict Resolution (CCCR) since 2014. As a trained mediator and difficult dialogue facilitator, Dr. Hutchins consults and facilitates workshops in the areas of effective communication, conflict management, difficult dialogues, mediation, DEI, and workplace climate. Nancy’s passion for driving change is rooted in education, motivated by compassion, and inspired by possibility. Her professional mission is to create organizational cultures that embody inclusive excellence and cultivate inclusive leaders. Dr. Hutchins\’ methods are guided by organizational development, strategic management, and inclusive pedagogy principles. A mindful administrator and advocate, she focuses on building collaborative partnerships and infusing DEI efforts throughout the existing infrastructure to develop, grow, and sustain innovative programming resulting in an environment where a diverse group of faculty, staff, and students can thrive. Through teaching, research, and service activities Dr. Hutchins seek to (1) advance inclusive pedagogy, (2) develop student success best practices for underserved populations, and (3) enhance equity in access and achievement in higher education.

Research Interests

Inclusive Pedagogy, Student Success and Achievement, Inclusion, Diversity, Equity, Conflict Management, Effective Communication and Dialogue, Organization Development, Change Management


Title Year Type

The Effects of Social Skills Interventions for Students with EBD and ASD: A Single-Case Meta-Analysis

Behavior Modification

2019 Article