Inclusive Education Scholars Certificate Program: Stories from Instructors Putting Inclusion Into Practice
quote
The program challenged me to think critically about the barriers my own unspoken expectations for students might create and helped me develop strategies for clarifying those expectations in a more forthright, direct way with the class.
1
Every fall and spring semesters, UIC instructors committed to promoting student success, breaking down barriers to student learning, and fostering a sense of belonging in the classroom through the use of inclusive teaching strategies come together to participate in the Inclusive Education Scholars Certificate Program. Over the course of the semester, these instructors complete four online modules, engage in conversation with peers during learning community meetings, and attend CATE workshops to dive deeper into inclusive teaching practices.
Since its launch in the spring of 2023, more than 200 faculty, staff, instructors, graduate students, and postdocs have gone on to become Inclusive Education Scholars. These program alumni continually inspire us in the ways they put inclusive teaching strategies into action in their classrooms. In the stories that follow, we highlight two past participants who made meaningful changes in their teaching after completing the Inclusive Education Scholars Certificate Program.
Cristian Baeza: Creating Connection and Encouraging Student Voices Through Name Tents
One story comes from Cristian Baeza, from the Honors College, who fosters community and belonging in his classroom through a simple but powerful tool: name tents. Providing students with materials such as stickers and markers, Baeza asks them to decorate the outside of their name tents with their hobbies, interests, and other personal details such as their name, pronouns, major, and educational goals. He then invites students to write a question or reflection inside the tent after each class, which gives him a straightforward way to check for understanding and connect with students who might not feel comfortable speaking up or visiting office hours.
As Baeza explains, “Using nametags in my class has proven to be an effective method for handling individual student questions and concerns while also identifying common inquiries and takeaways. I utilized the nametags to jot down direct responses for individual students and, at the same time, compiled a list of shared questions, concerns, and overarching themes. This compiled list of answers and key information is subsequently shared with the whole class during the next class session.”
He also notes the importance of the design of the tents: “The information on the inside of the tent can be considered more personal and may demand greater vulnerability from the student depending on the nature of the inquiry or shared takeaway. Therefore, as the instructor, I am the only one who has access to this part of the name tent when they are collected at the end of every class.” This practice allows Baeza to check-in and connect with students in a low pressure way and on an ongoing basis.
Eve Rips: Transparency Strategies That Reduce Barriers and Foster Student Success
Another professor, Eve Rips from UIC Law, shared how she supports equity and student success in her courses by increasing transparency. She explains, “The program challenged me to think critically about the barriers my own unspoken expectations for students might create and helped me develop strategies for clarifying those expectations in a more forthright, direct way with the class.”
One small but meaningful change involved taking time to explain the purpose of office hours. Many students, including law students, are unsure how to use that time effectively. To help, she offered a list of possible topics and questions students could bring. While this practice can be beneficial for all students, it is especially helpful for first-generation or shy students.
Rips also added more transparency to her assignment guidelines. She revised them to clearly outline the assignment’s purpose, the tasks required, and the criteria for evaluation. When students understand what is expected and how the work connects to the course’s learning goals, they are more likely to engage with the assignment and stay motivated.
Building a Community of Inclusive Educators
Stories like these demonstrate the lasting impact of the Inclusive Education Scholars Certificate Program and the many ways instructors have applied what they learned to strengthen their teaching. By making intentional, student-centered changes, whether through greater transparency or new strategies for connection and belonging, program alumni continue to create more inclusive learning environments across UIC. If you would like to join this community of educators and explore inclusive teaching practices in your own courses, consider registering for the spring cohort.