2025 Projects

Creating an engaging course with Universal Design for Learning

Dr. Deborah Baker
Gracie McDonough
Cynthia J. Smidt
Yanyan Huang
Mentor: Dr. Michael Mills

Overview

We all know, whether as a faculty member or as a student, the importance of creating an engaging course. No matter the mode of delivery, everyone strives for a course that keeps students’ attention, engages them in the work and makes them part of the teaching and learning process.

“Creating an Engaging Course with Universal Design for Learning” highlights the importance of universal design for learning principles to engage all students as we further the focus on student success. The book is designed to help faculty members understand the reasons behind creating engagement and the mechanisms that help meet that goal. From creating instructor presence to developing a sense of student belonging, to using open educational resources that partner students and faculty in content development, this book provides practical tips faculty can use no matter what discipline they are teaching.

OER and UDL

Open Educational Resources and UDL to Increase Student Engagement

Open Educational Resources and Universal Design for Learning promote accessible, inclusive, and equitable education.

Understanding the Foundation

Open Educational Resources (OER) are freely accessible, openly licensed educational materials that can be used, adapted, and shared, including textbooks and course materials, videos, assessments, simulations, assignments, and other learning tools that have a Creative Commons License. Universal Design for Learning (UDL) is an educational framework based on neuroscience research that guides the development of flexible learning environments to accommodate individual learning differences. UDL is based on three core understandings: multiple means of engagement (the “why” of learning), which stimulates interest and motivation, multiple means of representation (the “what” of learning), which presents information in various formats, and multiple means of action and expression (the “how” of learning) which allows diverse ways to demonstrate knowledge.

Why They Work Together

OER and UDL create a powerful synergy because OER materials can be customized to implement UDL principles. At the same time, UDL frameworks help educators select and adapt OER more effectively for diverse learners. The flexibility inherent in OER’s open licenses allows educators to modify and adapt materials to meet diverse learner needs, revise content to align with UDL principles without copyright restrictions, and transform materials into multiple formats such as audio, video, and simplified text. This adaptability also enhances accessibility by enabling educators to redesign OER to remove barriers for learners with disabilities, add captions, alt text, and screen-reader compatibility, as well as adjust content for different reading levels or languages.

The elimination of costs through OER serves as a critical equity issue that aligns perfectly with UDL’s goals. Free access removes financial barriers supporting UDL’s commitment to accessible education for all, allows students to access materials immediately in their preferred format, and ensures no one is excluded due to the inability to afford materials. Additionally, OER supports innovation in representation since repositories often include the same content in multiple formats, educators can mix and match resources to provide varied representations, and interactive and multimedia OER support diverse learning preferences.

Educators can leverage this powerful connection in practical ways by selecting OER that already incorporates UDL principles, remixing OER to create more accessible versions, creating learning pathways where students choose from various OER to engage with concepts, building assessments using OER that allow multiple means of expression, and collaborating with other educators to develop UDL-aligned OER. Ultimately, the connection between OER and UDL creates a powerful approach to inclusive education where materials are not only free but also designed to work for the widest range of learners possible.

UDL Framework

Inclusive by Design, Engaging by Nature: Supporting Learner Success With UDL

The average college student has changed a great deal over the past 40 years. Our diverse student population now has a wider range of experiences, interests, strengths, and challenges. While we still have students who come to college directly from high school, many others are delaying college, and several are returning to school after many years outside of the classroom. Today’s college students are often balancing work, family responsibilities, military service, and other demands outside of school.

Using the Universal Design for Learning (UDL) framework developed by the Center for Applied Special Technology (CAST), we too can create inclusive learning environments that recognize our new diverse student population and design courses that give all our students meaningful opportunities to learn, participate, persevere, and succeed. When students feel welcomed, supported, and connected, they are more likely to engage with course content and persist through challenges. Section 1’s four chapters explore practical ways to apply UDL principles in online and blended learning environments.

Chapters 1 and 2 focus on the learning environment itself. Thoughtfully designed assessments, meaningful feedback, accessible course materials, and intentional use of technology can help students focus on learning rather than overcoming unnecessary barriers. By providing opportunities for reflection, offering flexibility in how students demonstrate learning, and organizing courses in clear and predictable ways, instructors can create learning experiences that support a wide range of learners while maintaining high expectations.

Chapters 3 and 4 discuss how student emotional engagement is the key to retaining students and how it can deeply affect learning, memory, importance, and how students interpret peer and instructor feedback. As we design courses, we can positively influence these key elements by building instructor presence, creating meaningful connections, fostering a sense of belonging, and encouraging student engagement. When instructors do this, our students feel both supported and valued. Students who trust their instructor, feel connected to their peers, and see themselves as part of a learning community are more likely to participate, take risks, and stay engaged throughout both a course and their course of study.

Although each chapter focuses on a different aspect of teaching and learning, they are closely connected. Meaningful learning experiences begin with connection, grow through engagement and community, and are strengthened through thoughtful assessment, course design, and technology. Together, these strategies can help create learning environments where all students have opportunities to participate, contribute, and succeed.

The Guide

In today's digital age, online courses have become a cornerstone of education, offering flexibility and accessibility to learners worldwide. However, ensuring the quality of these courses and the proficiency of instructors is crucial for a successful learning experience. This comprehensive guide outlines the criteria for assigning online courses and the essential qualifications for instructors to excel in the online learning environment.

View Guide

Writing down and organizing plans for to

Online Learning Checklist

This “checklist” was developed to assist faculty in evaluating their online course to ensure that the course adheres to what is required by law (some course may have certain requirements depending on organization it may be for), meets accreditation standards for online instruction, and follows best practices to achieve student success.

View Checklist

Guide to Online Course Assignment and Instructor Qualifications

Improving Digital Literacy Using Universal Design for Learning Resources for Designers, Developers, and Digital Content Users

Project Workflow

The team consisted of learning professionals from Cecil, Howard, Prince George's, and Montgomery Colleges. Collectively, they:

Developed a shared definition of digital literacy
Clarified the problem statement
Identified barriers/impediments to digital literacy and UDL adoption
Designed a framework for examining the creation and use of accessible content
Worked as a team to verify the framework manifested UDL principles and reflected each professional's learning lens
Modified and refined the initial concept to create infographics that make UDL actionable

Results

The team produced two infographics, one meant for content designers and one targeted toward content users (students).

Improving digital literacy by using universal design strategies

Meant for content designers, this infographic is UDL checklist that is mapped to the UDL principles. It incorporates “good, better, best” practices as a method to gauge continuous improvement, based around the “3 RS” of Respond, Refresh, and Reimagine.

Digital literacy expectations 4 students

Designed for the primary users of the content, this infographic addressed student expectations when interacting with digital content in the online environment. These expectations include institution-wide practices, technology and digital literacy, content accessibility, and engaging learning experiences.

See Infographic

Problem Statement

Higher education often falls short in fully integrating the principles of universal design for learning (UDL) and accessibility, which impedes digital literacy.

2025 Projects

Creating an engaging course with Universal Design for Learning

Dr. Deborah Baker
Gracie McDonough
Cynthia J. Smidt
Yanyan Huang
Mentor: Dr. Michael Mills

Overview

OER and UDL

Open Educational Resources and UDL to Increase Student Engagement

Open Educational Resources and Universal Design for Learning promote accessible, inclusive, and equitable education.

Understanding the Foundation

Why They Work Together

UDL Framework

The Guide

Developed by

Kari Everett, Harford Community College
Michele Catterton, Harford Community College
Jessica Adams, Harford Community College
Joseph Rafter, Frederick Community College
Mentor

Online Learning Checklist

Guide to Online Course Assignment and Instructor Qualifications

Improving Digital Literacy Using Universal Design for Learning Resources for Designers, Developers, and Digital Content Users

Project Workflow

Task

Create resources to help content developers/designers and spark user understanding and expectations.

Results

Developed by

Problem Statement

2025 Projects

Creating an engaging course with Universal Design for Learning Dr. Deborah Baker Gracie McDonough Cynthia J. Smidt Yanyan Huang Mentor: Dr. Michael Mills

Overview

Online Learning Checklist

Guide to Online Course Assignment and Instructor Qualifications

Improving Digital Literacy Using Universal Design for Learning Resources for Designers, Developers, and Digital Content Users

Problem Statement

Creating an engaging course with Universal Design for Learning

Dr. Deborah Baker
Gracie McDonough
Cynthia J. Smidt
Yanyan Huang
Mentor: Dr. Michael Mills