The University of Vermont's Designing for Learning Program is a unique collaboration between the Center for Teaching and Learning, the Writing in the Disciplines Program, and the College of Arts and Sciences. A cohort model is used each semester as part of building the community of Universal Design for Learning (UDL) knowledge. In each semester cohort, up to 10 College of Arts and Sciences faculty work to redesign their courses, using UDL principles in concert with backwards course design. The intentional application of UDL and backwards design helps to reinforce “tight goals and loose means” of infusing UDL into Higher Education course work. Each faculty member in the program participates in a series of five workshops on Universal Design for Learning and backwards course design. In addition, each faculty member has a teaching observation by a CTL staff member who guides them through the existing UDL components of their teaching and identifies places for improvement.

This resource will focus on the work of three university faculty who consistently employ the UDL principles in their courses. In addition, they will share the structure used at Towson University to support faculty UDL implementation, the Towson University UDL Professional Development Network. Participants will learn specific strategies for applying UDL in three very different areas: library instruction, music education and instructional technology.

This resource will focus on the work of three university faculty who consistently employ the UDL principles in their courses. In addition, they will share the structure used at Towson University to support faculty UDL implementation, the Towson University UDL Professional Development Network. Participants will learn specific strategies for applying UDL in three very different areas: library instruction, music education and instructional technology.

Learning about UDL is essential for pre-service teacher candidates to be prepared to support all learners in their future practice. Seeing UDL modeled by instructors and engaging directly with UDL principles offers candidates the chance to experience the power of UDL for themselves. Two university instructors in a teacher education program modeled the Principles of UDL in a course about inclusive classroom practices. Their curriculum design decisions are described. The emerging Pedagogical Implementation of UDL model illustrates how two university instructors teach and model UDL Principles as an avenue for their candidates to implement UDL into their future practice.

The UDL Professional Development Network (UDL-PDN) is a campus-wide, multidisciplinary project that brings faculty together in professional learning communities (PLCs) for exploring UDL guidelines and principles and applying them in their own teaching. PLC members work together in small groups to explore advances in the learning sciences and flexible curricular materials in order to develop a deep understanding of UDL and its application to instruction in higher education.

The UDL Professional Development Network (UDL-PDN) is a campus-wide, multidisciplinary project that brings faculty together in professional learning communities (PLCs) for exploring UDL guidelines and principles and applying them in their own teaching. PLC members work together in small groups to explore advances in the learning sciences and flexible curricular materials in order to develop a deep understanding of UDL and its application to instruction in higher education.

Lindsay Masland discusses a tiered feedback system she uses to provide feedback to a large class.

3-2-1 Video: Tiered Feedback

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

The author, writing from a higher ed. perspective, argues that educators can circumvent institutional learning barriers by adopting a growth mindset and designing curriculum based on the principles of UDL.   

The author, writing from a higher ed. perspective, argues that educators can circumvent institutional learning barriers by adopting a growth mindset and designing curriculum based on the principles of UDL.   

Higher Ed. faculty and students relate their experience with UDL in this brief closed caption video.