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Incorporating Universal Design in Learning principles to your course can take many different formats and styles. Often students themselves have great ideas for demonstrating mastery.

Instructor Generated Examples

Instructor Generated Examples of Universal Design for Learning (UDL) in DL and Face-to-Face

Instruction In DL:

  • A chemistry instructor required online students to watch video of lab experiment and complete lab experiment at home with a required lab kit.
  • A math instructor created a hybrid course that includes online interactive learning materials. Students may attend lecture and receive face-to-face help, work solely online or a little of both.
  • A group of English instructors created a series of captioned video mini-lectures that they share.
  • A college success instructor offered a menu of assignments, projects and exams. Students can pick and choose what they want to complete according to their learning style needs.
  • A sociology instructor redesigned her course, breaking the course content into small chunks or material or modules.
  • An anthropology instructor provides choices on how to complete assignments, ie. Read  these articles OR watch this video, and write a one page paper,
  • A Early Childhood Studies instructor provides alternative means of getting the same information. For example, her syllabus materials are displayed in both a graphical and linear format.
  • A computer instructor provides links to free and trial downloads of adaptive software so that, for example, students can use a screen reader to read lecture notes.

Face-to-Face instruction:

  • A math/statistics faculty member began providing handouts of overheads to the entire class so that students could use them for reference and review. He also began to deliver his lectures more carefully, by replacing general terms like "this" or "that" with more specific descriptions, by pausing where appropriate, and by making eye contact with his
  • A composition faculty member began digitally recording his class so students could review class discussion and the professor's instructions about completing assignments.
  • A language professor used puppet shows, role plays, Velcro cards, and searches of computer web sites in the second language to make the instruction as multi-modal as possible.
  • A psychology professor allowed students the choice of writing the final exam as a take-home or a 3-hour in-class final.
  • A sociology professor revised her syllabus to specify the objectives more clearly, and added a research project in addition to the midterm and final exam in order to diversify the types of work that affected the final grade in the course.
  • A geology professor developed computer animation modules to illustrate some of the key concepts in a course on physical hydrology. These are shown in class and available out of class as well.
  • A computer science professor started to begin each class with a forecast of the key concepts to be discussed that day and why they are important in the course material (after students complained that they had no context for his lectures).
  • An introductory physics course administers the midterm exams in the evening, allowing all students up to two hours for a one-hour exam.
  • A biology professor introduces new topics by asking all students to write a short essay on the topic, in class. Some students are better writers than talkers, and the professor finds that this practice leads to more universal participation in the subsequent class discussions.
Modified from EnAct.

Useful Resources:

EnACT offers resources for faulty that support their understanding and implementation of UDL at the post secondary level

CAST offers opportunities and resources to help educators meet the challenge of teaching diverse learners using the UDL principle.

Last Modified 8/9/10