UDL-CIC Domain Two: Teaching and Learning

Element 1: Learning goals viewed through a UDL lens go beyond stating what learners should know; they also clarify how learners will engage with learning. UDL-aligned goals make the “what” and “why” clear to learners.

Intent

To ensure all learning experiences are goal-driven and support learning for all. Clear goals reflect the purpose behind the learning experiences, which in turn helps guide the design of teaching plans and practices that engage learners. They allow faculty and staff to align course assessments, methods, and materials effectively. Learners are empowered to make meaningful choices that support their strengths and needs, encouraging them to take ownership and agency of their learning. Clear goals set achievable expectations for all and should be separate from the means required to achieve them, when possible.

Indicators

In higher education organizations, learning goals are designed to be:

• clearly defined;
• communicated in ways that are accessible, perceivable, and understandable, and can be expressed by learners;
• separated from the means to achieve them, which allows multiple paths to achievement; and
• expressed in ways that highlight their relevance to learners.

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Element 2: Flexible assessment methods are used to support learner variability and reduce barriers to learning.

Intent

To ensure all learners gain the intended skills, habits, and knowledge from learning experiences. Course formative assessments are intentionally designed to align with and measure the intended goals. They are integrated throughout the learning experience and are designed to anticipate learner variability and reduce barriers to learning. Flexible assessments inform instruction and support the development of goal-oriented learners.

Assessments are intentionally designed using the UDL Guidelines to be:

• flexible and include optional ways for learners to demonstrate competency;
• aligned to intended learning goals;
• accessible to all learners; and
• used to inform future instructions.

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Element 3: The syllabus is a foundational document in higher education courses that serves as a roadmap for learning. When designed with UDL principles in mind, it becomes a powerful tool for creating inclusive and accessible learning environments.

Intent

As we strive to provide the best possible course for our learners, we must consider the diverse learning needs in our classrooms. The syllabus serves as a roadmap by providing a glimpse into the forthcoming learning environment. It presents a unique opportunity for instructors to establish the class atmosphere, articulate precise learning objectives, and address matters of accessibility and available options.

Overall, a syllabus is a critical tool for effective teaching and learning. It helps create a structured and organized learning environment, ensuring that both instructors and learners are equally informed regarding course content and expectations.

Indicators

Universal Design for Learning offers the foundation for creating syllabi that foster an inclusive learning environment where all learners feel valued and supported. Promotion of learner success can be provided by the following flexible and accessible pathways to learning:

• Inclusive and accessible language
• Multiple methods of communication
• Clear expectations and assessment methods
• Learner empowerment

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Element 4: Opportunities for learning promote expectations and beliefs that optimize motivation and facilitate personal coping skills and strategies.

Intent

To ensure all learners recognize within themselves, of and with others, the synergetic relationship amongst an intelligence quotient and emotional quotient. The role of social emotional learning in higher education has intentionality in nurturing the development of self-esteem, encouraging agency in learning, supporting the development of cognitive outcomes, and fostering well-being. By integrating emotion throughout the learning experience, positive outcomes for self and others as well as an improved learning environment occur.

Indicators

Learners in higher education, whether through direct or indirect means, have the opportunity to achieve desired outcomes through social emotional learning. They:

• identify as a member of the community;
• engage in activities that foster academic and social development and social emotional well-being;
• efficiently self-regulate;
• utilize cognitive resources effectively; and
• contribute ongoing feedback on their experiences and learning needs.

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Element 5: Digital learning spaces are used for face-to-face, HyFlex, synchronous, and asynchronous learning sessions. These spaces include materials and activities that learners can retrieve from their devices. When intentionally designed, digital learning spaces can be accessible and engaging with UDL in action. Equally important is the physical environment in which digital learning occurs – whether in a classroom, at home, or on the go.

Intent

The intent for digital learning in higher education is to leverage technology to create engaging digital learning environments that proactively addresses learner variability for face-to-face and online sessions. Physical space should support learners’ ability to access, engage with, and respond to digital content by considering factors like lighting, seating, device setup, and sensory needs.

Indicators

What are the intentional points designed using the UDL Guidelines?

• Planning a digital learning environment
• Thoughtful integration of physical and digital space to enhance equity, comfort, and focus for all learners
• Consideration for instructional planning
• Consideration for executive functioning
• Supports for executive functioning in a digital learning environment

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Element 6: Case-Based learning presents real-world scenarios for learners to analyze and solve. Universal Design for Learning provides multiple ways to access information and engage with the case to ensure all learners can actively participate in the learning process and develop critical thinking skills.

Intent

Our intent for case-based learning in higher education is to leverage real-world scenarios to ignite learner interest across disciplines. This approach fosters critical thinking and collaboration, empowering every learner in our diverse educational landscape. By embracing Universal Design for Learning (UDL) principles, we can ensure this powerful pedagogy reaches, assesses, and empowers all learners.

Indicators

What are intentional points of case-based learning design using the UDL Guidelines?

• Spark diverse learners’ curiosity and motivation
• Present cases in accessible formats
• Empower learners to analyze, debate, and solve cases

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Element 7: Faculty and staff have the opportunity to increase effective instructional environments through the iterative relationship between data analysis and course design.

Intent

Interpretation of data through a lens of the UDL Principles informs effective instructional environments and engages all learner variability with opportunities to reduce learner stress and increase learner voice. When triangulating demographic data, usage data and achievement data, a systems approach to data analysis offers a complimentary lens to individual or subgroups of learner data. For example, learning Management Systems (LMSs) are popular for housing course content and information yet often overlooked as a source of data in instructional design decision making.

Indicators

The UDL Guidelines emphasize data analytics that include:

• Emphasis on data visualizations that focus on the learning environment
• Interpretation of data through the UDL principles
• Taking a positive improvement approach in use of data for change in practice
• Bridging data analysis and course design via learner voice

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UDL-CIC Levels: Continuum of Practice

While the institution and faculty column is not directly aligned row by row, each conceptually shapes the learner experience. The continuum reflects how institutional commitments and faculty practices collectively advance inclusive, learner-centered environments across all levels of UDL-CIC implementation.

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Dimensions of UDL Implementation

To assess progress within each level of the continuum, consider the following dimensions of equitable weight:

Accessible Learning Spaces:

• Design of learning spaces that support variability.
• Accessibility of physical and digital spaces.
• Integration of technology to enhance learning experiences.

Communication:

• Build strong communication channels between instructors and students.
• Include feedback loops, open office hours for Q&A and Graduate Assistants’ tutoring sessions.
• Use of platforms for continuous interaction.

Equitable Practices:

• Use of data to monitor progress.
• Intentional design of procedures and processes to promote learner progress, UDL implementation, as well as faculty and staff support.
• Actively fostering a sense of learning community.

Inclusive Culture:

• Establish a learning environment where all students feel valued and respected.

Learner Empowerment:

• Co-creation of an inclusive and equitable learning experience.
• Commitment to promoting agentic learning.
• Multidimensional learning experience.

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Assessment and Evaluation

Data Collection: Gather quantitative and qualitative data to assess progress along the continuum, including learner feedback and outcomes.

Collective/Self-Assessment: Use surveys, interviews, and observations to gather feedback from faculty, staff, and learners.