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Universal Design for Learning (UDL)

Universal Design for Learning (UDL) is an approach to curriculum that minimizes barriers and maximizes learning for all students. UDL encourages faculty to design courses that are flexible, inclusive, and proactive — rather than retrofitting accommodations later.

UDL asks, “How can I design this course so more students succeed from the start?”

Questions to Guide Your Design

Before building or revising a course, consider:

  • What is my learning goal?
  • What do I want students to know, do, and care about?
  • What barriers might prevent students from reaching these goals?
  • Is the barrier essential to the learning goal, or is it part of the delivery method?

Example:
If the goal is understanding historical analysis, is a handwritten timed essay essential — or is the real goal analytical thinking?

The Three UDL Principles — With Practical LMS Strategies

(The “What” of Learning)

Provide information in different ways so students can access and understand content.

Practical Ways to Embed in Brightspace:

  • Provide readings in accessible PDF or HTML format
  • Include short video explanations with captions
  • Add transcripts for audio recordings
  • Use visual diagrams alongside written explanations
  • Break long lectures into shorter segmented videos
  • Define key vocabulary terms

Example:
Instead of only assigning a 20-page article to read:

  • Provide the article
  • Record a 5-minute overview video
  • Include a concept map
  • Add guiding questions

This supports comprehension without lowering rigor.

(The “How” of Learning)

Allow students different ways to demonstrate mastery of learning objectives as well as support and communication. This provide students with a means to create and share what is being learned in ways that are varied, effective, and plays to their strengths.

Practical Ways to Embed:

  • Offer choice in assessment format (paper, presentation, infographic, short video)
  • Allow typed or recorded discussion responses
  • Use low-stakes practice quizzes for feedback
  • Scaffold major projects into smaller milestones
  • Provide clear rubrics and examples
  • Offer draft submission opportunities

Example:
Instead of one final paper:

  • Students may submit a research paper
  • OR record a 10-minute presentation
  • OR design a digital project aligned to the rubric

The goal remains the same — demonstrating mastery — but the pathway is flexible.

(The “Why” of Learning)

Provide options and variation that motivate students and sustain interest by making learning material relevant.

Practical Ways to Embed:

  • Offer consistent instructor presence through announcements or short videos
  • Build community through structured discussion prompts
  • Allow topic choice within assignments
  • Connect content to real-world or local context (e.g., South Texas community relevance)
  • Include interactive elements (reflection prompts, polls, scenario-based activities)

Statistics Course Example:

  • Students analyze data sets related to healthcare, education, or community demographics
  • They choose which dataset aligns with their interest

Choice increases motivation without changing standards.