UDL Tip of the Month

UDL encourages educators to present content in ways that are meaningful and relevant to diverse learners. When students see how the material connects to their personal interests or future goals, they are more motivated to engage.¹ Offering multiple ways for students to relate course content to their own experiences, such as choice-based assignments and problem-based learning, empowers them to take ownership of their learning. These practices not only support engagement but also provide students with autonomy, a key principle of UDL.

• STEM Example: In a physics course, instead of using abstract equations alone, ask students to analyze the physics behind real-world scenarios like roller coasters, sports movements, or medical imaging technologies.
• Social Sciences Example: In a psychology course, students could choose a mental health topic that impacts their community and analyze it using course concepts, making the material more personally relevant.
• Business Example: Instead of having all students analyze the same case study, allow them to select a business or industry they are interested in and apply financial or marketing principles to it.
• Engineering Example: In an electrical engineering course, allow students to design a simple device that solves a real-world problem in their community, integrating both theory and practical application.
• Art Example: In an art history course, have students explore local art galleries or digital archives and analyze specific pieces that resonate with their personal experiences or backgrounds.

For more on Engagement, see the following CITL UDL Tip of the Month articles:

• CITL. (2023, November). Multiple means of engagement. University of Illinois.
• CITL. (2024, April). UDL-ify your syllabus: Engagement. University of Illinois.

A fundamental aspect of UDL is providing learners with choices—whether it’s in how they engage with content or how they demonstrate their understanding. Providing multiple means of action and expression gives students the freedom to choose assignments and activities that align with their strengths, interests, and learning preferences.² This autonomy boosts motivation, as students feel more in control of their learning process. Even small choices—like letting students pick between two reading selections—can significantly enhance motivation and persistence.

• Humanities Example: In a history course, instead of requiring a traditional essay, allow students to demonstrate their understanding by creating a podcast episode, an infographic timeline, or a short video analysis
• STEM Example: In a biology class, students learning about ecosystems could choose between writing a research paper, designing an educational poster, or coding a simple simulation to demonstrate ecosystem interactions.
• Education Example: In a teacher preparation course, future educators could choose between writing a lesson plan, presenting a microteaching session, or developing a resource guide for fellow teachers.
• Law Example: In a law course, let students select a landmark case and either write a traditional analysis or create a visual case map to explain the case's impact on legal precedent.
• Philosophy Example: In a philosophy class, students could either write a reflective essay on a philosophical debate or engage in a recorded discussion where they present their arguments to peers.

For more on Multiple Means of Action and Expression, see the following CITL UDL Tip of the Month articles:

• CITL. (2024, January). Multiple means of action and expression. University of Illinois.
• CITL. (2024, June). UDL-ify your syllabus: Action and expression. University of Illinois.
• CITL. (2024, November). “Clear goals, multiple means”. University of Illinois.

Creating a supportive and inclusive community is a key principle of UDL’s focus on fostering engagement through social interaction.³ When students feel a sense of belonging and connection, they are more likely to stay motivated and persist in their learning. UDL encourages collaborative activities, peer feedback opportunities, and low-stakes discussion prompts to help students interact with each other and the content. Building an inclusive learning environment where diverse perspectives are valued can help combat disengagement and foster a positive, motivating atmosphere.

• STEM Example: In a computer science course, have students collaborate on debugging each other’s code in small teams, turning problem-solving into a social, interactive activity.
• Arts Example: In a music appreciation course, encourage students to share a song from their cultural background and discuss how it relates to musical concepts learned in class.
• Health Sciences Example: In a nursing course, create peer mentorship groups where students can support each other in studying medical terminology and patient case studies.
• Business Example: In a marketing course, organize small groups to work on analyzing different company ad campaigns, fostering collaborative problem-solving.
• Sociology Example: In a sociology class, have students collaborate on a community service project where they can apply sociological theories to real-world problems, creating a deeper connection to the material.

Frequent and constructive feedback is an essential part of the UDL principle of providing multiple means of representation. By offering timely, actionable, and growth-oriented feedback, educators help students see their progress and understand how to improve.⁴ UDL emphasizes positive reinforcement and "wise feedback," combining encouragement with constructive criticism to help students remain motivated and persistent. Timely feedback, whether through automated responses or tools in the LMS, peer review, or quick video responses, can help reinforce student engagement by making students feel supported and capable.

• Math Example: Instead of just marking incorrect answers on a calculus exam, use digital tools like Desmos or Wolfram Alpha to show students step-by-step corrections and explanations.
• English Example: In a writing course, offer audio or video feedback on student drafts, pointing out strengths and providing targeted revision suggestions to make feedback feel more personal.
• Engineering Example: In a project-based engineering class, provide students with structured feedback loops where they receive formative feedback at different design stages, preventing last-minute frustration.
• Theater Example: In a drama course, provide video feedback on student performances, highlighting strengths and giving actionable tips for improvement.
• Psychology Example: In a developmental psychology course, offer feedback on quizzes or assignments that include suggestions for further reading or practical applications of the theories discussed.

For more on Providing Frequent and Supportive Feedback, see the following CITL UDL Tip of the Month articles:

• CITL. (2025, February). Wise feedback and UDL strategies for promoting learner agency. University of Illinois.
• CITL. (2024, March). Fostering expert learners. University of Illinois.

Reducing barriers to learning is at the heart of UDL’s goal to create flexible learning environments that accommodate diverse needs and reduce unnecessary challenges. When students encounter barriers—whether they are in the form of unclear instructions, inaccessible content, or rigid deadlines—it can lead to frustration and disengagement.⁵ UDL encourages instructors to provide scaffolding, such as breaking large projects into manageable tasks, offering flexible deadlines, or providing supplementary resources to ensure students can succeed.

• STEM Example: In a chemistry lab course, provide students with pre-lab instructional videos so they can review complex procedures before arriving in class, reducing confusion during experiments.
• Business Example: In a finance course, break a semester-long stock market analysis project into smaller milestones with check-ins to prevent students from feeling overwhelmed.
• Education Example: In an online course for future educators, use scaffolded discussion boards where students first reflect individually, then discuss in small groups before posting final responses.
• Psychology Example: In a psychology course, provide students with summary notes and concept maps after each lecture to help them consolidate their learning and reduce cognitive overload.
• Art Example: In an art course, offer students various tools for creating digital art, such as tutorials on software basics, to reduce the frustration of learning new technology while maintaining focus on the artistic process.

For more on Reducing Barriers, see the following CITL UDL Tip of the Month articles:

• CITL. (2024, February). Three strategies for removing barriers and threats. University of Illinois.
• CITL. (2024, February). Building Bridges: UDL and Instructional Scaffolding. University of Illinois.