Over the last 15 years as an engineering educator and supporting others in their teaching, I have learned three important lessons: 1.) Students want authenticity from their teachers, 2.) Learning should be student, not content, centered with students as co-creators of their learning, and 3.) Small things have a big impact in your classroom. These lessons were the foundation on which I began to reflect on what power I have as an agent of change towards equity and inclusion in the spaces I inhabit. Being an agent of change in engineering education has meant continuous, transparent improvement, establishing authentic relationships with students, and implementing research-informed, intentional inclusive practices. This research led to our framework for inclusive classroom practices that include four salient characteristics: support student autonomy, encourage collaboration over competition, provide safe spaces for failure, and highlight diversity present within the field(s). All four of these practices are demonstrated in the literature to bolster a sense of belonging and student learning in individual courses and improve retention and progression for all students. In this session, I will share my own personal experiences implementing this framework and my experience as a faculty developer training others.