| Course Development
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| Courses that are developed utilizing the principles of universal design meet the following |
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| 1. The essential components of the course are clearly defined.
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 Identify what the students are expected to know, do, or value at the completion of the |
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| Consider the course objectives and requirements in terms of the function they serve |
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| 2. Prerequisite courses, knowledge, and skills are clearly defined.
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| Identify the prerequisite skills or abilities students should have |
| Identify other courses or resources that would help students attain those skills and |
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| 3. Expectations are communicated clearly. |
| Syllabus |
 Develop a syllabus that reflects the essential components of the course |
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and outlines the necessary prerequisite knowledge and skills |
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Have the syllabus available for students to obtain early if requested and/or |
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Include the following elements of a universally designed syllabus (For |
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 Introductory information |
| Contact information |
| Prerequisites for the course |
| Course goals and learning objectives |
| Textbooks and readings |
| Course calendar or listing of topics |
| Additional materials required |
| Grading procedures |
| Course policies |
| Helpful tips or strategies |
| Disability statement |
| Quality work |
Provide examples of good quality papers and projects |
Post the examples online |
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Grading
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Use rubrics to communicate how performance translates to grade |
Provide a chart for students to use to track their own grades |
Return graded items in a timely manner
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| 4. The physical environment is accessible and conducive to learning. |
| Request a new classroom location if you have a student that is unable to access the |
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| Ensure that the room has good lighting and that there is not a light source behind you |
| Ensure that students always have a clear line of sight |
| Limit extraneous noise in the classroom |
| Make sure that lab activities and equipment are accessible to students (For more |
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| 5. The climate encourages and supports interaction. |
| Encourage student-to-student and student-to-faculty interaction through discussions, |
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questions, group work, and course listservs |
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| Learn students' names |
| Recognize student diversity |
| Seek student input on components of the course that you would like to improve |
| Emphasize active listening and participation |
| Provide notes or outlines for lectures so that students may attend and participate |
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| Allow time for formulating questions and responses |
| Organize class time in a predictable format (e.g., begin each class with a review |
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and end each class with a summary of important points)
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| 6. Technology enhances instruction and increases accessibility. |
| Post course materials (e.g., notes, handouts) online |
| Select videos that are captioned |
| Select textbooks that are available in digital or electronic text format |
| Ensure that course website is accessible (For more information, visit W3C: Web |
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| Choose software applications that are accessible to students using assistive |
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| 7. A variety of mechanisms for demonstrating knowledge are available. |
| Develop a variety of possibilities for students to demonstrate their knowledge and |
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| Provide students with alternatives (i.e., examinations, projects) |
| Assign grades based on level of mastery rather than how they compare to the other |
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| 8. Feedback is clear, prompt, and frequent. |
| Provide feedback supporting the grade assigned to papers and examinations |
| Include suggestions for improvement |
| Allow students to turn in early drafts of papers so that they may be redirected if |
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| 9. Good study habits are encouraged and supported. |
| Provide study guides and review sessions for examinations |
| Encourage the formation of study groups |
| Arrange for upper level students to provide tutoring |
| Provide students with a list of technical vocabulary for the course, and include |
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definitions, pronunciation cues, and examples of how the terms are used in context |
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| Provide tips for succeeding in the course |
| Encourage the use of on-campus academic support services |
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| Source: |
| Project PACE
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