Document

A form faculty can use to plan a more accessible and universally designed course syllabus.

This form can be used by faculty to plan and record the objectives, instructions, time line, supplies and evaluation plan for course activities and assignments, and to record both traditional and UCD strategies for instruction and assessment.

This grading rubric template shares basic information on how to create a rubric for any learning assigned to the student.  This format can be used for an individual assignment or learning goal, as well as for a full course or internship.  

Provides ideas for three different kinds of meetings of a campus-based Universal Design for Learning core team.

Three case studies that describe a typical college classroom situation and the diverse students attending the class.  Used as a training activity, participants consider the typical aspects of the classroom instruction and how they could be adjusted using UCD strategies to assist in diversifying the instruction to better meet the needs of all students in the class.

A list of questions that faculty members can consider to assist them in putting together a "learning-centered" syllabus.  Questions for each section of a typical syllabus are provided.

This brochure, created by the Equity and Excellence in Higher Education project at UMass Boston includes several strategies and tips for including universal design principles in college classrooms.  Great resource to share with faculty.

This form, developed by ASTEP at Minot State University, can be used to monitor student progress in multiple domains including academics, community living, employment, and in social settings. 

A mentor handbook from Camden County College, Garden State Pathways Program.

This document describes several activitities that the College of Charleston's REACH program initiated to cultivate cross-campus buy-in at the College of Charleston in order to support the program's long term sustainability.