NUDL Faculty Examples

UDL can be applied to many aspects of one's class. This page shares examples of aspects of UDL that participants in the NUDL project have incorporated into their classes. Although these are relevant examples, this is not an exhaustive list of how or where UDL can be applies. This page will be refreshed with examples  from NU faculty as they become available.


The syllabus sets the tone for the class. There are many ways to incorporate UDL concepts, one of the most important being setting the tone for the class by indicating your appreciation for diversity. The syllabus for Foundations of Vocal Pedagogy signifies the importance of diversity in the class right at the beginning and includes an example of a request for information that can help the professor get to know the needs of the class. The professor also does a good job of pointing out significant dates and resources by visually distinguishing them with yellow highlighting.

The syllabus for Introduction to Stage Management also provides a good example of setting the tone for the class as one of respecting diversity with the instructor's statement in the instructor overview section. Later, this is reaffirmed with a statement on how to obtain accommodations for students with disabilities.

The syllabus for Production in Context also sets the tone for the class through the instructor overview. It also shows how multiple means of representation of learning were incorporated into the class when it discusses the choices students have for presenting their final project in the community interview project section.


Along with demonstrating an example of multiple means of expression of learning, the instructions for the Community Interview Project in Production in Context shows how the project is broken up into steps so that students can obtain and react to feedback throughout the process of the project as opposed to only receiving feedback once the project is complete.



An important aspect of implementing UDL is not only providing students with feedback, but asking for it from students as well and making adjustments when needed. The instructor for IMC 301 made several UDL-related changes to her class, including providing everyone with extra time on quizzes, allowing quizzes to be taken at home on the students' preferred schedule,  varying the formats of quizzes to include different formats (multiple choice, fill in, essay) questions, making lecture notes available to all in advance of class, and providing clear rubrics on expectations for assignments. Part way through the quarter, the professor surveyed the class for feedback on these changes. Results of the survey show the students' thoughts on the UDL adjustments made in this class as well as a good example of how to obtain student feedback.