Universal Design for Learning (UDL) is a framework for designing courses with flexibility built in from the start, so fewer students run into barriers and fewer last-minute changes are needed. UDL was developed by CAST and is based on research about how people learn (Meyer et al., 2014). It also supports The Citadel’s commitment to accessible course design.
The Three Principles of UDL
| Principle | What it means | Examples in your course |
|---|---|---|
| Engagement | Give students reasons to care and ways to stay motivated | Connect content to real-world uses, offer some choice in topics, and break large projects into steps |
| Representation | Present information in more than one way | Pair readings with videos or diagrams, provide captions and transcripts, and define key terms |
| Action and Expression | Give students more than one way to show what they know | Allow a paper, presentation, or video for the same assignment, using the same rubric |
Start Small
You don’t need to redesign your whole course. Try one change at a time:
- Add one option to one assignment. Let students choose between a written paper and a recorded presentation, graded with the same rubric.
- Offer content in two formats. Pair a key reading with a short video, diagram, or outline. Canvas Studio can add captions to your videos, and ReadSpeaker lets students listen to text in Canvas.
- Make your expectations visible. Post the purpose, steps, and criteria for each major assignment in Canvas.
- Build in checkpoints. Break large projects into smaller due dates, with feedback along the way.
- Give students tools to stay organized. Use consistent Canvas module structure, clear due dates, and weekly overviews.
For more on giving students options in how they show learning, see Assessment, Grading, and Rubrics.
UDL and Accessibility
UDL and accessibility work together. Accessibility makes sure all students can use your materials, and UDL adds flexibility in how students engage, learn, and show what they know. Start with accessible content: real headings, alt text, descriptive links, captions, and enough color contrast.
For step-by-step help and tools, see Accessible Canvas Content.
UDL does not replace accommodations. When a student has an approved accommodation, work with Services for Students with Disabilities to provide it.
UDL and AI
AI tools can help you add flexibility to your course, as long as you review what they produce.
- Create alternative formats. AI can help draft summaries, outlines, study guides, or practice questions from your materials. Check them for accuracy before you share them.
- Draft accessibility supports. AI can help draft alt text, captions, and transcripts. Always review them, especially for technical terms, names, and data.
- Check AI-generated content. Images, slides, and documents created with AI must meet the same accessibility standards as anything else in your course.
- Check the tools you require. If students must use an AI tool for an assignment, make sure it is accessible. See Accessibility & Privacy Statements for Course Technologies.
For more on using AI in your teaching, see Teaching in the Age of AI. Want help adding UDL to your course? Schedule a course design and teaching consultation.
Sources
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.
Have a question? Contact CEITL by phone, email, or in person in Bond Hall, Room 363.