This infographic highlights the features of a 21st century classroom, and emphasizes the benefits of using technology for learning.
Universal Design for Learning (UDL)
This website, created and maintained by the National Center on Universal Design for Learning, focuses on UDL in higher education.
One way to consider the extent to which you have adopted the principles of UDL is to examine whether specific elements of UDL have been incorporated into your courses. It is important to remember that these elements must be considered within the context of your specific subject area and are not intended to alter or reduce your academic expectations. As well, they are not intended as a rigid checklist or prescription for instruction but rather serve as a framework for planning and delivering instruction. This document provides 14 elements of UDL for faculty to consider.
Across the California State University system, 453 undergraduate and graduate students with and without disabilities provided their feedback on effective teaching strategies in the post secondary classroom. The recommendations listed below represent those strategies that students reported were Very Important in terms of how faculty design and deliver their courses.
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.
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.