The UDL Syllabus Rubric is a tool that can be implemented as part of a self-discovery related to course design and effectiveness.
One can simply select a course syllabus and analyze it according to the rubric elements and respective rating categories. For each element, there is also a Notes field that serves as a place to record why a particular rating was given on a UDL syllabus element. By doing so, the in-the-moment information is documented. In addition to better retaining the information, prompts can be embedded, which serve as low-stakes self-contracts or reference points for future areas of syllabus refinement.
The preferred method for using the UDL Syllabus Rubric is via in-depth, Faculty Learning Community process. This allows for simultaneous self-reflection and peer-input. In addition, the FLC process is often interdisciplinary, which helps reconsider from a different lens how to represent course material, engage students, or assess their expression of learning.
The UDL Syllabus Rubric is often used by one faculty member to evaluate and give input to another. However, it is important to first establish an atmosphere of mutual respect and trust. Once this is done, faculty members are often more open to input by their peers. Once a faculty member receives input via peer-dialog and rubric documentation, that faculty member explores which changes are reasonable and what steps it may take. Often, the changes might be adding additional syllabus information to a specific section or simply reformatting a particular element. Importantly, FLC dialog often leads to further UDL-based course changes and reflections that benefit all participants.