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UDL On Campus · Universal Design for Learning in Higher Education
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Postsecondary Institutions with UDL Initiatives

What

What is considered a UDL Initiative? This page lists some of the universities and colleges that maintain active, systematic approaches for implementing UDL. Generally, the institutions included here have some sort of history or relationship with CAST, but we welcome recommendations about additional initiatives we may not have been in touch with.

If your campus has a UDL initiative or course, and you would like to include it on this page, please contact us: udloncampus@cast.org.

Why

Why are UDL initiatives important? By sharing practices and experiences of using UDL, postsecondary institutions can contribute to one another’s learning. If you are coming to this site and you are new to UDL, some of these postsecondary institutions might provide ideas for where to begin your own work around UDL.

Institutions with UDL Initiatives

UDL Initiatives

Boston College has created an institution-wide taskforce designed to promote UDL across the campus. The CTW (Center for Teaching Excellence) at Boston College features a UDL presentation called Designing for Accessibility.

UDL-Universe (UDL-U) provides comprehensive faculty development guidance for UDL course re-design. The site and its content were developed as part of the Ensuring Access through Collaboration and Technology (EnACT) Project, a multi-campus initiative that incudes—

Through the ACCESS Project out of the Department of Occupational Therapy, Colorado State University has instituted a multi-year initiative to promote UDL across the campus. The project has developed a number of faculty resources, including technical modules on UDL, student self-advocacy resources, and comprehensive information on types of disabilities and accommodations.

UDL is highlighted as a resource for faculty as they are developing their courses, and courses in UDL have been offered on the campus since 2003.

Grand Rapids Community College has pulled together several resources on UDL for their faculty. The college’s webpage also includes a recording of a faculty learning day on UDL.

Harvard University has long had a course on UDL in the Graduate School of Education and offers UDL institutes for professional education.

At Lasell, UDL is used in the undergraduate and graduate Education Department. At the undergraduate level, UDL is used as a unifying framework to help general educators learn how best to support all students. At the graduate level, UDL is incorporated throughout the program.

The Institute on Disabilities at the College of Education at Temple University has completed a project that included information on the implementation of UDL in higher education.

Towson University has developed a Professional Development Network as a way to understand and develop UDL practices through professional learning communities. Towson has also created informational workshops for faculty interested in learning more about UDL.

The Center on Disability Studies, as part of the University of Hawaii at Manoa, developed an online professional development certificate of which UDL was one of four modules.

The Center for Innovative Teaching and Learning at the University of Memphis has adopted Universal Design for Learning as a framework for designing flexible instruction across on-ground, hybrid, and online environments. A part of this initiative includes the launch of a professional development series on UDL, additional web-based UDL resources for faculty, and an online tutorial that explicates the role of accessibility in moving toward more universally-designed instruction.

College STAR (Supporting Transition, Access, and Retention) is an initiative out of the University of North Carolina system that builds models of student and faculty support to address learning differences, specifically learning disabilities and AD/HD. College STAR focuses on UDL as part of a model to make educational environments more welcoming for a wider variety of learners.

The School of Leadership and Education Sciences at the University of San Diego offers an online Master of Education in UDL and Inclusive Education.

The University of Vermont’s pages on UDL provide several rich examples of UDL in different postsecondary practices and contexts. They also break down the UDL principles and guidelines and offer a suite of UDL teaching resources.

The University of Washington has been a long-time proponent of the universal design message through the Project Do-It Model. These efforts follow the principles of universal design and expand them to instruction and education.

In the School of Education at Vanderbilt, there are several researchers who apply UDL in their work. The IRIS Center at Vanderbilt University, a national center that provides resources about the incorporation of evidence-based practices into pre-service preparation and professional development programs, includes information on UDL.

UDL theory and information is promoted in a variety of traditional and online graduate courses at Virginia Commonwealth University; in some cases it has become the lens for course planning. UDL is also promoted through faculty development efforts guided by the Center for Teaching Excellence.

Walden University offers a graduate teaching certificate in engaging culturally diverse learners that includes a focus on UDL to improve instruction.

The Department of Special Education at West Chester University offers an online post-baccalaureate certificate in UDL and assistive technology.

West Virginia University includes information on UDL with its resources for faculty to help in the development of online instructional materials.

UDL

UDL is an educational approach based on the learning sciences with three primary principles—multiple means of representation of information, multiple means of student action and expression, and multiple means of student engagement.

accommodations

Accommodations are adaptations provided in the classroom or on an assessment to qualifying students that do not fundamentally alter the skill that is being taught in the classroom or measured on the assessment.