Universal Design for Learning (UDL)
Facilitate Access, Inclusion, and Better Outcomes for ALL Dickinsonians!
► Faculty:
Check out this UDL TOOLKIT for tips on how to make your courses more inclusive and accessible for the diverse learners in your class(es)!
Accessible Syllabi and Moodle Page Guidance
As you begin thinking about your syllabi and Moodle pages for the next semester, here are some helpful tools:
- Complete with an accessibility checklist: How Dickinson Professors Can Create Inclusive and Accessible Syllabi and Moodle Pages
- Provided by popular demand, this approved Sample Universally Designed Syllabus Template for Spring '25 (clicking the link will send the document to your downloads folder)
- Samples of Problematic vs. Inclusive, Accessible, Universally Designed Syllabus Pages
- Incorporating UDL In Your Classes
► Faculty and Staff:
Marni Jones, Jen Clark, and James D'Annibale would be happy to provide you with individualized guidance. Use this brief UDL Interest and Session RSVP Form to express your interest in learning more!
If you attended a UDL session, please take a few minutes to provide us with feedback using this form.
WHAT'S UNIVERSAL DESIGN?
Universal Design, in a nutshell, means designing an environment that is universally ideal for everyone (as opposed to just certain individuals, such as those with disabilities).
Examples of universal design solutions that benefit everyone include:
- elevators
- sliding glass doors
- curb cuts where sidewalks abut intersections
- closed captioning on video screens (especially in places like restaurants or airports).
As a college, the more we know about and implement Universal Design in all aspects of campus, the better we'll be addressing the needs of every member of our community.
WHAT'S UNIVERSAL DESIGN FOR LEARNING?
► Click here, then click "About UDL" to find out!
This page is managed by Marni Jones and Jen Clark, who, along with James D'Annibale of Academic Technology, are available to provide guidance on Universal Design.
If you have any questions or suggestions, please email jonesmar@dickinson.edu, clarkjen@dickinson.edu and/or dannibaj@dickinson.edu.
“Being inclusive requires that we challenge traditions and assumptions that reinforce paradigms of privilege and power that contribute to oppression. Inclusion necessitates empowering Dickinsonians to ask critical questions and foster awareness-raising dialogue to ensure that all members feel welcomed and valued and have equitable opportunities to thrive.”
— From Dickinson’s Inclusivity Strategic Plan