In the urgent move from conventional classrooms to online learning made necessary by the COVID-19 pandemic, teachers in higher education made hard choices about pedagogy, student support, ethical responsibilities to professions and disciplines, and a host of other considerations. Equity, diversity, and inclusion (EDI) are fundamental and explicit values expressed by institutions of higher education, despite recent controversy and backlash surrounding the complex construct (Walk-Morris, 2024; Yang, 2024). This study asked whether EDI came into conscious play for higher education teachers when they moved their classes online, and if so, how EDI was expressed in course re-designs, delivery, and assessment. Findings revealed explicit tensions around EDI issues, and instructors expressed EDI values in their courses, but they identified fewer specific course design and delivery choices made to promote EDI.