Introduction


Introduction

Welcome to the Inclusive Teaching Handbook, a dynamic and evolving resource dedicated to fostering student success and a sense of belonging at the University of Illinois. This handbook is designed to be a living document, continually updated with innovative strategies and practices implemented by instructors across our campus to enhance student engagement and inclusivity.

The goal of this handbook is to provide instructors with practical, easy-to-implement examples of how these strategies can be effectively integrated into their teaching. Each section offers concise descriptions of the content by which these strategies were implemented, highlighting their impact on student experience and engagement. By sharing these insights, we aim to support instructors in creating a more inclusive and supportive learning environment where every student feels valued and connected to their peers, instructors, and the university as a whole.

Fostering a sense of belonging and embracing diverse experiences and perspectives enriches our campus culture and prepares our students to navigate and shape our complex, interconnected world. As an institution that thrives on innovation, fostering unique viewpoints and celebrating differences is key to our growth and success. Our institution’s commitment to supporting all our students, regardless of their background and ability, paves the way for us to meet future demands with empathy, creativity, and resilience.

We invite you to explore these strategies, adapt them to your unique teaching context, and contribute your own experiences to this collaborative effort. Together, we can build a more inclusive and engaging educational experience for all. Please feel free to reach out to Dr. Manny Rodriguez Rivera (mrodri33@illinois.edu), Senior Assistant Director for Inclusive Teaching at the Center for Innovation in Teaching and Learning, with ideas or suggestions on how to improve the content of this handbook.

How to Navigate This Resource

Hi! I’m excited to guide you through the Inclusive Teaching Handbook. This resource is designed to help you create more inclusive and supportive learning environments for all our students. Let’s take a quick tour of how to navigate this tool.

Each chapter of the handbook is composed of a few sections. Each section is about one page long and contains two key paragraphs.

  • The first paragraph provides a very brief literature review of the research associated with the topic. This gives you a quick overview of the theoretical foundations and key findings that support the inclusive practices we’re recommending.
  • The second paragraph is all about practical application. It offers strategies on how to create an inclusive course. This paragraph includes links to tools and prompts to help you implement each strategy effectively. Our goal is to make this document a repository of inclusive practices that each instructor can easily adopt.

For example, you might find links to digital tools that facilitate inclusive teaching or prompts that guide you through specific strategies. These resources are designed to be practical and easy to integrate into your teaching.

Remember, this handbook is a living document. I hope it evolves to showcase all the great strategies instructors across campus use to help their students succeed in their courses. Your contributions and feedback are essential to keep this resource up-to-date and relevant.

Thank you for your commitment to inclusive teaching. Together, we can create a more supportive and effective learning experience for all our students. Happy teaching!

Author & Contributors

Author

Manuel Rodríguez Rivera, Ed.D, M.S. (He, Him, Él)

Center for Innovation in Teaching and Learning

University of Illinois at Urbana-Champaign

mrodri33@illinois.edu | citl.illinois.edu

Special Support

I extend my heartfelt thanks to Jordan Leising for his invaluable assistance in developing the inclusive course redesign framework, and to Weiting Yang for reviewing, editing, and ensuring student experiences are represented in this resource. Your insights and dedication were instrumental.

A special thank you to Mitch Kage for transforming the materials into an accessible online resource. Your expertise and support made this project possible.

Additional Support

I am deeply grateful for the unwavering support and encouragement from so many wonderful people in the creation of this document. Your belief in me and this project has been invaluable. Thank you for being a part of this adventure.

CITL Staff: Michel Bellini, Ava Wolf, Cheelan Bo-Linn, David Favre, Erin Creuz, Jane Coleman, Jordan Leising, Lucas Anderson, Mitch Kage, and Jim Wentworth

Support Across Campus: Toni Geist, Britt Carlson, and Chadly Stern.