UDL-CIC Domain Three: Leadership and Management

Element 1: Higher Education leaders actively lead, support, and monitor UDL implementation across the organizational units.

Intent

To ensure systematic, intentional, and sustained UDL implementation across the organization, higher education leaders actively lead and participate in UDL implementation efforts. In collaboration, higher education professionals amongst units, departments, and programs continually develop their UDL knowledge and skills to establish, monitor and support UDL implementation goals..

Indicators

Leaders of higher education organizations actively and continually:

• lead UDL implementation efforts across the organization;
• develop their UDL implementation knowledge and skills;
• model UDL implementation knowledge and skills in communications, interactions, meetings, and processes;
• monitor the application of UDL knowledge and skills across the environment and throughout the faculty and staff; and
• provide supportive feedback to faculty and staff regarding the application of UDL knowledge and skills across the environments.

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Element 2: Higher education leaders collaborate to design a systematic UDL implementation process.

Intent

To ensure that wide-spread UDL implementation is intentional, collaborative, iterative, and data-driven across all four domains (Culture and Environment, Teaching and Learning, Leadership and Management, and Professional Learning). Using an iterative design process, higher education leaders work with the units, departments, and/or programs to analyze multiple data sources in order to set, plan and monitor UDL implementation goals. UDL implementation goals focus on improving equity, inclusion and agentic learning.

Indicators

Higher education leaders collaborate to design a systematic UDL implementation process and:

• create a UDL team;
• use wide-spread data to identify UDL implementation goals that inform UDL implementation priorities;
• develop and carry out strategic plans to address UDL goals;
• reassess implementation data and refine UDL goals regularly; and
• share UDL implementation process, goals and plans with the higher education units, departments, and/or programs.

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Element 3: Higher education leaders collaborate to design higher education organization’s procedures, processes and structures that anticipate learner variability and promote equity, inclusion, and agentic learning.

Intent

In order to reduce barriers and support the anticipated variability of the higher education units, departments and programs, wide-spread processes are designed and enacted with learner variability in mind. Procedures, and structures are equitable, inclusive, flexible, accessible and promote agentic learning.

Indicators

Higher education organization’s leaders collaborate to:

• use the UDL Guidelines and a systematic design process to review and design the organization’s procedures, processes, and structures to ensure they promote equity, inclusion, and agentic learning; and
• regularly monitor and improve the implementation of the organization’s procedures, processes, and structures to ensure they promote equity, inclusion, and agentic learning.

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Element 4: Higher education leaders procure course resources that align with the UDL framework.

Intent

To ensure that all learners have equitable access to educational materials and resources. In order to design learning environments and experiences that support the anticipated variability of the higher education faculty and staff and reduce barriers to learning, the units, departments and programs must have access to materials and resources that are accessible, flexible, customizable, and usable by all learners

Indicators

Higher education leaders collaborate to:

• use the UDL Guidelines and a systematic design process to review and select higher education organization and course resources (e.g., curriculum and technology) that are accessible, flexible, customizable, and usable by all intended learners; and
• design a systematic process to guide faculty and staff through the selection or creation of organization and course resources that align with the UDL Guidelines and are accessible, flexible, and usable by all intended learners.

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Element 5: Industry partnerships in higher education, informed by UDL principles, can bridge the gap between theory and practice, creating a more inclusive and engaging learning experience that prepares learners for real-world careers.

Intent

We aim to leverage industry partnerships in higher education by integrating UDL principles. This will create a dynamic and inclusive learning environment where learners gain the knowledge and transferable skills desired by future employers. This document addresses three major areas: third-party product vendors, third-party service providers, and industry/community partnerships.

Indicators

How can higher education institutions collaborate with industry partners to create UDL-informed learning experiences that enhance learner engagement and prepare them for future careers? Three types of indicators: input, output and impact allow higher education and industry partners to measure the success of their collaboration in creating UDL-informed learning experiences that benefit learners and prepare them for their future careers.

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UDL-CIC Levels: Continuum of Practice

Level 1: Explore

Key Characteristics: Leaders begin by developing an understanding of UDL principles and their application to leadership roles. They then gather baseline data to assess current UDL implementation and identify areas for improvement. Based on this assessment, initial goals and a plan for UDL implementation are developed.

Faculty and Staff Experiences:

• Introductory workshops and webinars on UDL leadership and management.
• Self-paced online modules on UDL principles and practices.
• Opportunities to reflect on current leadership practices and identify areas for improvement.

Actions:

• Conduct needs assessments to identify leadership capacity gaps.
• Develop a long-term UDL implementation plan.
• Create a supportive leadership culture that values UDL.

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Level 2: Implement

Key Characteristics: Leaders actively lead and participate in UDL implementation efforts. They use data to monitor progress and refine strategies, fostering collaboration among stakeholders to advance UDL initiatives.

Faculty and Staff Experiences:

• Peer coaching and mentoring opportunities.
• Collaborative problem-solving sessions.
• Action research projects to investigate UDL implementation.

Actions:

• Develop a system for collecting and analyzing data on leading UDL implementation.
• Provide ongoing support and coaching to faculty and staff.
• Create opportunities for reflection and feedback on leadership practices.

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Level 3: Scale-Up

Key Characteristics: Leaders embed UDL into the broader institutional culture and practices. They develop UDL leaders to champion and sustain UDL initiatives, using data-driven decision-making to drive continuous improvement in UDL implementation.

Faculty and Staff Experiences:

• Leadership development programs for UDL champions.
• Opportunities to present at conferences and share best practices.
• Collaborative problem-solving and innovation projects.

Actions:

• Develop a comprehensive UDL implementation leadership plan.
• Establish a UDL leadership team to oversee implementation.
• Provide ongoing professional development for all faculty and staff.

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Level 4: Systems and Cultural Change

Key Characteristics: Leaders experiment with innovative UDL leadership practices and share findings with the broader community. They develop sustainable systems and structures to support ongoing UDL implementation and advocate for UDL at various levels.

Faculty and Staff Experiences:

• Opportunities to participate in research projects and publish findings.
• Leadership roles in professional organizations and committees.
• Mentorship and coaching of other educators.

Actions:

• Develop a culture of continuous improvement and innovation.
• Build strong partnerships with other institutions and organizations.
• Advocate for policies and practices that support leading UDL.

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Dimensions of UDL Implementation

Variability in Leadership Capacity:

• Visionary Leadership: The ability to articulate a compelling vision for UDL and inspire others to embrace it.
• Systems Thinking: A holistic understanding of the complex systems and structures within an organization and how UDL can be integrated into them.
• Data-Driven Decision Making: The ability to collect, analyze, and interpret data to inform UDL implementation and improvement.
• Collaborative Leadership: The capacity to build strong relationships and partnerships with diverse stakeholders, fostering collaboration and shared ownership of UDL initiatives.
• Change Management: The ability to lead and manage change effectively, addressing resistance and overcoming obstacles to UDL implementation.
• Equity-Minded Leadership: A commitment to equity and inclusion, ensuring that UDL benefits all learners, regardless of their backgrounds or abilities.
• Ethical Leadership: A commitment to ethical principles and practices, ensuring that UDL is implemented in a fair and just manner.
• Communication Skills: The ability to communicate effectively with diverse audiences, including faculty, staff, learners, and parents, about the benefits of UDL.

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Assessment and Evaluation

Leadership Capacity and Knowledge: Assess the extent to which leaders possess the necessary knowledge and skills to lead and support UDL implementation. Evaluate their understanding of UDL principles, their ability to articulate a compelling vision for UDL, and their capacity to build a culture of inclusive excellence.

Systemic UDL Implementation: Evaluate the extent to which UDL is embedded into the organization’s systems and processes. Assess the alignment of policies, procedures, and resource allocation with UDL principles. Monitor the progress of UDL implementation across different units and departments.

Impact on Learner Learning and Equity: Assess the impact of UDL implementation on learner learning outcomes, particularly for marginalized and underrepresented learners. Evaluate the extent to which UDL has contributed to a more inclusive and equitable learning environment.