Faculty-Student Interaction Playbook

Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences. The framework guides the development of flexible learning designs and learning environments that can accommodate individual learning differences. The framework addresses learning variability in the classroom with a goal to not change the learner, but rather change the learning.

The UDL Principles and accompanying Guidelines were conceived with the brain in mind. Like each person’s fingerprints, every brain is remarkably unique in its anatomy, chemistry, and physiology. While there are thousands of networks specialized for different functions, some of the differences we can observe are systematic and predictable. We can proactively anticipate and plan for these differences.

UDL emphasizes three large brain networks that comprise the vast majority of the human brain and play a central role in learning:

These networks include:

1. the affective network (how learners monitor the internal and external environment to set priorities, to motivate, and to engage learning and behavior).
2. the recognition network (how learners sense and perceive information in the environment and transform it into usable knowledge).
3. the strategic network (how learners plan, organize, and initiate purposeful actions in the environment).

The UDL Guidelines(this link opens in a new window/tab)  are a tool that can be used to design learning experiences that meet the needs of all learners. These Guidelines offer a set of concrete suggestions for applying the UDL framework to practice and help ensure that all learners can access and participate in meaningful, challenging learning opportunities.

The UDL Guidelines are broken down into three distinct sections based on the affective, recognition, and stategic networks of the brain. 

The principle of engagement relates to the brain's affective network and answers the question of "why".  The motivation and engagement level of a student can vary and no two students have the same "why".  Some learners may be highly engaged by required readings and strict routines, while others may be engaged by exploring additional resources and connecting with other students in a social learning platform, such as The Commons.

Consider engagement as the starting point in the student's learning journey, and at this point, the learner has identified their "why", understands their motivational level, and found the support they need to be successful.

The principle of representation relates to the brain’s recognition network and is the “what” of learning. The learning process in this network includes how learners sense, process, and store information, and the way that learners perceive and digest the information being presented to them varies. 

While some students may be able to read a large amount of text and grasp the concept easily, it could be more difficult for a student who normally learns best by listening to an audiobook. Since there is no one way of presenting information that is optimal for all learners, we must provide options to ensure that learning transfer is successful.

After engagement, consider representation as the “what” that is be presented in a course to a student. Now that they found their “why” and connected with their faculty, representation is how all of this content is displayed and by what method a student digests concepts.

The principle of action and expression relates to the brain's strategic network and answers the question of "how".  Providing learners the opportunity to present and express information in varying ways is essential as there is no one means of action and expression that meets the needs of everyone.

In addition to content related expression, this principle relates to how learners communicate and express themselves throughout their learning journey, which includes goal setting and self-reflection.