Universal Design for Learning (UDL) at TILT

Universal Design for Learning (UDL) is a practical way to design courses so more students can participate, learn, and show what they know. By planning for different ways to engage with content, different ways to present ideas, and different ways to demonstrate learning, you remove barriers up front and spend less time retrofitting later.

What is UDL?

Universal Design for Learning (UDL) is a flexible course design approach that anticipates real differences among learners. Instead of one path through a course, you offer a few well-chosen paths so students can access ideas, stay motivated, and demonstrate learning without needing special exceptions.


The three principles:

  • Multiple Means of Representation (The “What” of Learning) 
  • Multiple Means of Engagement (The “Why” of Learning) 
  • Multiple Means of Action and Expression (The “How” of Learning)  

1. Representation

Provide Multiple Ways to Access Content- Present information in various formats—such as text, audio, video, or hands-on—to ensure accessibility for all learners. 

Students come to class with different backgrounds, preparation levels, and ways of processing information. Offering more than one way to encounter key ideas helps more students understand the material. 

Examples: 

  • Provide slides or outlines alongside lectures 
  • Pair complex readings with diagrams, summaries, or examples 
  • Use short videos, visuals, or demonstrations to explain difficult concepts 
  • Highlight key terms, models, or problem-solving steps 

2. Engagement

Provide Multiple Ways to Engage with Learning- Provide learners with options to sustain interest, build motivation, and offer choices in how they learn. 

Students are more likely to persist when they see relevance, have some autonomy, and understand how learning is structured. 

Examples: 

  • Offer small choices in discussion topics, examples, or project focus 
  • Use brief activities or checks for understanding during class 
  • Clearly explain the purpose of assignments and how they connect to learning goals 
  • Provide a predictable course structure and expectations 

3. Expression

Provide Multiple Ways for Students to Demonstrate Learning- Allow students to demonstrate their knowledge and skills in different ways, such as through writing, speaking, or creating media 

Students may understand the material but struggle to show it through only one format. Allowing different ways to demonstrate mastery can give a clearer picture of learning. 

Examples: 

  • Offer options such as written, visual, or presentation-based projects 
  • Break large assignments into smaller milestones 
  • Provide rubrics that clarify expectations 
  • Use low-stakes practice opportunities before major assessments 

How Does This Fit in with Accessibility and Accommodations?

Accessibility is about making materials and technology usable for most audiences; accommodations are individualized supports that target the specific needs of one person. UDL reduces the need for last-minute fixes by planning for accessibility from the start, and accommodations remain available when they are needed.

Why Design with UDL in Mind?

How it Benefits Your Students:

  • More on-ramps to the course are provided through alternative formats and examples that meet different needs and backgrounds.
  • Students face less stigma when flexibility is built in, by not feeling “singled out” to get what they need to succeed.
  • Better engagement through choice, relevance, and clear structure that supports attention and persistence.
  • Multiple pathways into the material. Different formats and examples help more students connect with course concepts.
  • Support without stigma. Built-in flexibility means students can access what they need without being singled out.
  • Improved engagement. Clear organization and meaningful choices help students stay involved and persist through challenges.

How it Benefits You as an Instructor:

  • Fewer retrofits to your course by planning for variability early, preventing time-consuming fixes later.
  • Clearer assessment evidence is apparent when students have multiple valid ways to show learning.
  • Time saving features are built in via small, intentional design choices that reduce confusing and clarify expectations.
  • Design once, troubleshoot less. Anticipating common barriers reduces mid-semester fixes and accommodation workarounds.
  • Better insight into student learning. Offering more than one way to demonstrate mastery can reveal understanding that traditional assessments sometimes miss.
  • Smoother course management. Clear structure and expectations reduce confusion, repetitive emails, and grading ambiguity.

How Can I Use UDL?

How to Start This Week

A simple way to start is the Plus-One approach:

Name the outcomes you care about for the next couple of weeks, then find one “pressure point” where students typically get stuck and add one small “plus one” option there.

EXAMPLE: That could be a short, narrated example for a complex concept, a one-question reflection for practice, or a second way to participate that fits your specific context. Keep the weekly rhythm predictable so students always see what to do first, how to practice, and how you will verify their understanding.

How to Teach with UDL Day-to-day

Present each big idea in two straightforward ways, for example using a set of concise notes and a brief overview recording of module. Offer two ways to engage with the topic, such as a quick discussion or a short written prompt, and give two ways to practice, like a worked example and a short teachback. These small variations help more students connect with the same outcomes without creating extra versions of your course.

How to Assess Without Adding Workload

Hold the outcome steady and use one clear rubric, then let students choose from two or three valid product formats that all fit those criteria. Mix timebounded checks with timeflexible tasks so you see both fluency and depth, and use one short authentic task in each unit when it makes sense. This keeps rigor intact while giving you cleaner evidence of learning.

Quick Tips for UDL Implementation

Syllabi

  • Open with a short welcome and access note. Invite students to tell you if they hit a barrier.
  • Use clear headings, learning outcomes, and a weekly rhythm students can predict.
  • Build flexible policies with guardrails, such as brief windows, tokens, or low-stakes check-ins.
  • Create files with styles, alt text, descriptive links, and run the accessibility checkers built into your tools.

Lectures and Weekly Content

  • Pair modalities: a concise slide deck with headings and alt text plus a five to eight minute overview recording with captions.
  • Chunk long talks into smaller parts and signal what matters with short summaries and practice questions.
  • Use available tools in Canvas to support reading, listening, and alternative formats.
  • Add one more worked example or model where students commonly get stuck.

Canvas Courses

  • Keep navigation simple: Home to Modules, with descriptive page titles and a logical order.
  • Use captioned videos, provide transcripts for audio, add alt text to meaningful images, and check color contrast.
  • Run the Ally Canvas checker and check your accessibility indicators on new content. Fix the items that affect the most students first, such as the syllabus.
  • Lean on existing CSU guidance and templates for consistency.

Assessments

  • Offer two or three valid product choices that match the same outcome and rubric.
  • Mix time bounded quizzes with flexible, low stakes practice and drafts.
  • Use authentic tasks when possible so students apply ideas in realistic contexts.
  • Share rubrics early and show an example or two in each accepted format.

Implementation Checklists

Course setup (week 0)

  • Review the accessibility rubric for the file types you use most.
  • Convert scanned PDFs and add proper headings to your top documents.
  • Set up a predictable Canvas structure with clear titles.
  • Add a brief UDL and access note to your syllabus.
  • Turn on your course accessibility tools and plan a quick weekly sweep.

Weekly rhythm

  • Post slides with alt text and a short captioned overview.
  • Add a second representation for one tricky concept.
  • Offer a live and an asynchronous way to participate when possible.
  • Use a low stakes check for understanding and share rubric language early.

Assessment cycle

  • Map each outcome to two or three acceptable evidence types.
  • Give practice with feedback in the same formats you will assess.
  • After each assignment, note one barrier and make one Plus One change for next time.

Office Hours

  • Make the purpose clear by explaining early in the syllabus and during the first weeks what office hours are for and what students can expect. Consider renaming using welcoming language such as student hours or drop-in hours.
  • Provide multiple ways to attend offering in-person, virtual, and by-appointment options.
  • Lower scheduling barriers Scheduling tools such as Outlook or Microsoft Bookings can make appointments easier to manage.
  • Choose accessible locations
  • Normalize and encourage participation Reminding students about office hours before major assignments or exams and framing office hours as a normal part of learning.

CSU Resources to Explore