Applying UDL Principles to Syllabus Design Elements

UDL urges teachers to consider that students learn in different ways and that multiple means of (1) engagement (by offering choices of content and tools that align with learners’ interest), (2) representation (by using a variety of methods to present information and a range of means to support learners), and (3) action and expression (by providing learners with alternative ways to act skillfully and demonstrate what they know) should be made available to them (Meyer, Rose, & Gordon, 2014).

Thus, a syllabus that reflects UDL principles allows students to see how you intend to create a flexible, supportive, engaging and motivating learning environment. It illustrates how you design the course with learner variability in mind by providing students with multiple paths for learning and success through options and choices.

The rubric in Table 2 includes several major elements of a syllabus and corresponding UDL considerations. In addition to the syllabus, you might consider including a separate learning guide for each week or unit that outlines the specific learning objectives for that week and how they relate to assignments, due dates, and the course calendar. Click on each of the elements listed to learn more.

Note: The rubric provided builds upon the UDL Syllabus Rubric (PDF) developed by EnACT~PTD (Ensuring Access through Collaboration & Technology ~ Partnerships, Technology & Dissemination).