Higher education institutions in the United States (U.S.) were founded for a select segment of the population, i.e. white Christian men from upper socioeconomic classes (Thelin, 2011). Research shows the policies, pedagogies, and practices created for use within majority populations and dominant cultures are not as beneficial or effective for individuals from underrepresented backgrounds. As the U.S. becomes more diverse and college enrollment among diverse students increases, higher education institutions need to identify more holistic approaches and investigate alternative methods to better serve these populations. This dissertation is a response to that need. In order to offer other alternatives, educators must acknowledge suffering in the origins of U.S. higher education and its replication of structural oppression. Institutions of higher education have recreated the wheels of suffering in U.S. society for generations by not acknowledging suffering or detailing how it affects students and employees; we are unskilled at mindfulness and lack Ti?p Hi?n, which is translated as interbeing (Hanh, 2008). This research study employs the pedagogical tradition of the Zen Buddhist path and applies the practice of mindfulness and interbeing. Through critical Zen autoethnographic methodological approach, personal stories are shared and reflected on as a source for those who participate in the academy to potentially find alternative methods to heal. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]