I describe an effort to enhance student engagement and classroom inclusion in a sophomore Introduction to Modern Physics class, through the use of assigned student groups, cold-calling, and exposure to the work of female physicists of varied backgrounds. These approaches took minimal effort, appeared to have positive impacts, and had no discernible negative effects. They could readily be adapted to other physics classes at the college and high school levels. This work is not a research study and makes no generalizable claims. It reports on the experience of one instructor and the students, in one class at one institution, and may be of interest to others who are concerned with similar issues.