Two-day UDL Workshop: Outcomes
Given the central role of teaching and learning to our professional lives, faculty need concrete ways to enhance their effectiveness in the classroom toward supporting greater student achievement. Have you ever asked yourself, “How can I meet the needs of students who struggle to learn, for a variety of reasons, without compromising the rigorous standards of my course?”
This page supports a two-day workshop that offers the foundational knowledge, tools, skills, and resources necessary to effectively implement the principles of UDL. New and emerging technologies will be addressed, in terms of UDL and accessibility. Whether you teach traditional, blended/hybrid, or online courses, UDL can enhance the efficacy of your instruction.
Previous faculty development directors who have adopted these materials highlight the benefit of acquiring administrative support to offer this workshop. Given that UDL practices have shown to have a positive impact on faculty satisfaction and student learning outcomes, consider providing them with the EnACT~PTD Research Summary which underscores the multiple benefits of exploring UDL on your campus. In addition, tying this workshop to other campus-based faculty or administrative priorities (e.g., diversity, graduation rates) may raise the perceived value and participation.
Guide to Implementing a Two-day UDL Workshop: Day 1
Use the files below to prepare and deliver Day 1 of a two-day Universal Design for Learning institute. First, access the Overall Agenda and note the flow of the day, which presentation files are available, and accompanying resources you will want to utilize.
Faculty Developer Tips: Planning the Worskhop
Ideally, UDL is implemented with enough depth and breadth to impact course (re)design. By implementing a two-day institute, faculty, faculty developers, and instructional support staff are given the opportunity to discuss UDL, accessibility, student learning outcomes, and respective course experiences.
The institute is best delivered as a collaborative between faculty development and academic support units (e.g., disability support services, academic technology, assistive technology).