15 Documenting teaching excellence: Applying Universal Design for Learning (UDL) in communication courses

Introduction

As a professor in communications, I know firsthand the challenges and rewards of teaching diverse students in courses such as Presenting Technical Information, Public Speaking, Interpersonal Communication, and Intercultural Communication. These courses demand not only mastery of content but also the ability of students at varying levels of comfort and expertise to communicate effectively using a variety of media. My approach to teaching has been heavily influenced by the Universal Design for Learning (UDL) framework, which I have found to be an invaluable tool for creating inclusive, engaging, and dynamic learning environments. UDL has become essential to my pedagogy because it allows me to meet the needs of all students, whether they are grappling with jargon in a technical presentation or navigating the nuances of intercultural communication. As the cornerstone of my teaching philosophy, UDL also frames how I document and reflect on teaching excellence for my promotion and tenure portfolio.

This chapter begins by defining UDL and explaining how it serves both as a guide for course design and a framework for documenting teaching excellence. These sections are organized around the three core UDL principles: multiple means of engagement, multiple means of representation, and multiple means of action/expression. The chapter then explores how each principle can be implemented in communication courses. Drawing from examples across face-to-face and asynchronous online formats, it demonstrates how UDL supports student success and fosters equity. Finally, it addresses implementation challenges and discusses the broader implications of UDL for rethinking effective student-centered pedagogy across disciplines.

UDL is a framework developed by The Center for Applied Special Technology (CAST) that promotes flexible learning environments to accommodate the diverse needs of all learners. Grounded in neuroscience, UDL is built around three principles: providing multiple means of engagement, representation, and action/expression (Rose, 2000). UDL 3.0 expands on this by emphasizing learner variability and the importance of intentional design for equity and inclusion (CAST, 2024). During my 200-level Presenting Technical Information face-to-face course, I introduced the final project: a presentation demonstrating everything students had learned throughout the semester. This assignment aligns with the UDL principle of providing multiple means of action and expression, as it allows students to synthesize and communicate their learning in a personalized and meaningful format. One student raised their hand, asking, “You mean we can present on a topic of our choice on what we’ve learned this semester instead of writing a paper?” When I confirmed, the mood shifted; instead of just another assignment, students now saw an opportunity to take ownership of their learning. For a course that focuses on improving presentation skills, it makes little sense for students to write papers. The more they present, the more confident they become. This moment reinforced why I use UDL principles to address the diverse needs of my students and foster deeper engagement.

I draw on examples from my teaching experiences to demonstrate how UDL can be applied in communication courses to promote greater accessibility and student success. Rooted in research on three brain networks (affective, recognition, and strategic), UDL addresses the why, what, and how of learning. It offers instructors a structured framework for designing courses that are accessible to all learners (Ralabate, 2011; Rossi, 2023). This framework can then be used to document inclusive design practices that demonstrate excellence in teaching.

The UDL principle of multiple means of representation has been particularly helpful in my communication courses, which are inherently diverse in their content and skill sets. For instance, my introductory-level Public Speaking course, a General Education requirement for a broad range of disciplines, requires students to master both verbal and nonverbal communication skills, along with the ability to organize and deliver content effectively. Instead of depending exclusively on lectures or written materials to convey speaking techniques and theories, I use a variety of resources including videos of famous speeches, worksheets, peer feedback sessions, and interactive online modules in Canvas to accommodate students with different learning needs. UDL empowers students to access what they need to learn and do in ways that fit their learning preferences. For example, some students learn best by watching a speech and analyzing body language or vocal delivery, while others may find it more useful to read a transcript or hear a discussion of the speech’s rhetorical strategies. By accessing and processing information in different formats, learners can engage with the course material in ways that resonate with them.

The UDL principle of multiple means of engagement is equally important in my Presenting Technical Information course for sophomore-level STEM majors, where students often struggle with the challenge of communicating complex data in an accessible and engaging manner. UDL encourages me to think creatively about how to engage students and maintain their interest. Research by Gordon et al. (2014) highlights how UDL addresses learner variability and supports inclusive practices across various learning environments. I might ask students to choose between presenting PowerPoints, creating infographics, or producing short videos. This flexibility allows students to demonstrate their learning in a way that aligns with their strengths (Brazill, 2022), whether they prefer working with visuals, text, or digital tools. Additionally, I make use of collaborative learning activities, where students share and refine their ideas through peer feedback and group discussions. This not only helps them engage with the content but also fosters a sense of community in the classroom, which is especially valuable in technical subjects that can sometimes feel personally isolating and intellectually abstract (CAST, 2024).

The UDL principle of multiple means of action and expression is essential in upper-division elective courses such as my Intercultural Communication course. This course requires students to apply theoretical concepts to real-world interactions, whether they are negotiating a conflict with a peer, participating in a group discussion, or interacting with people from different cultural backgrounds. UDL allows me to provide students with a variety of ways to demonstrate their learning. For example, instead of taking a standard essay or exam, students may record a podcast-like audio or video presentation reflecting on a communication challenge they encountered. Alternatively, they may participate in role-playing exercises that simulate real-life intercultural interactions. As upper-division students, their choice of expression often aligns closely with their major and professional goals. Offering diverse ways of expression allows each student to demonstrate their learning using their preferred mode of communication.

The application of UDL in these communication courses has helped me build an environment where students feel supported in developing both their academic skills and their confidence as communicators. Whether offering different formats for content delivery, giving students choices in how they engage with material, or allowing them to demonstrate their learning in ways that align with their strengths, UDL enables me to create a more engaging classroom. As one student said on their course evaluations, “having multiple forms of media allowed me the ability to listen to the course podcasts while I worked. I was able to stay enrolled in class because of this.”This feedback highlights how UDL can directly impact students’ ability to persist in their education by accommodating the realities of their lives beyond the classroom.

UDL provides a framework for documenting teaching effectiveness through pedagogical practices and specific strategies for implementation in the classroom. In this chapter, I share examples from my own communication courses, using composite student narratives to protect individual identities and highlight key moments of learning (Brazill, 2021; Freedman et al., 2019). My goal is to offer concrete practices that other instructors can adapt in their own classrooms to meet learners where they are, regardless of background or learning needs. Ultimately, by applying UDL principles, we can create more inclusive and authentic learning environments, spaces that not only support student success but also offer meaningful opportunities for reflecting on and documenting teaching effectiveness.

Practical Application of UDL 3.0 in Action

Many educators find UDL difficult to implement, citing barriers such as insufficient time, resources, and institutional support (Behling & Tobin, 2018). UDL is often perceived as too abstract or too reliant on technology, which can make it intimidating to educators. However, educators can start small, implementing and documenting UDL using the “plus one” approach to make it manageable and rewarding. This method encourages instructors to add just one more flexible option, such as offering both a video and a transcript for a lecture or allowing students to choose between a written reflection or a podcast. These small intentional adjustments not only support students but can also be documented through syllabus updates, reflective teaching statements, or assignment revisions, illustrating a pattern of thoughtful and iterative improvement in teaching practice. The strengths of UDL lie in its adaptability, inclusivity, and student-centered approach.

Originally developed by CAST in the 1990s, UDL evolved over time. UDL 2.0 expanded the framework with more guidance on flexible learning environments, while UDL 3.0 introduced a stronger emphasis on learner agency, identity, and belonging. The UDL 3.0 guidelines provide a comprehensive framework that supports educators in creating learning environments that are both flexible and effective (CAST, 2024). As educational settings continue to evolve, UDL remains a relevant framework for fostering inclusivity and supporting diverse learners (Capp, 2017; Rose & Meyer, 2006). UDL also helps instructors demonstrate teaching effectiveness in concrete ways. As Morettini et al. (2025) emphasize, institutional strategies for evaluating instruction should move beyond surface-level metrics and instead recognize the depth and complexity of student-centered teaching practices. As part of my reflective teaching practice, I document UDL strategies and outcomes in my promotion portfolio to demonstrate effective instruction.

UDL as an iterative process merits further consideration. An educator need not, and indeed should not, try to implement every aspect of UDL all at once. Instead, instructors can gradually implement more aspects of UDL each time a course is offered. As I continue to refine my teaching approach, I draw on UDL principles to guide the redesign and delivery of my courses. I will provide detailed examples from my courses to illustrate how I apply the three core UDL principles: multiple means of representation, engagement, and action/expression. These principles guide the creation and documentation of a flexible and inclusive learning environment that meets diverse student needs.

Multiple Means of Representation

The principle of multiple means of representation helps me rethink how I present course materials. According to this principle, learning should feel accessible and engaging for everyone, and UDL provides a structured framework to realize that vision. Since the syllabus is the first point of interaction students have with any course, I begin by outlining multiple ways they can engage with key concepts. By diversifying the ways in which course content is offered, such as incorporating videos, visual aids, audio recordings, and written text, I create learning experiences that reach a broad range of learning preferences. For example, in my unit on communication theories, I teach content through podcasts, charts, and scholarly readings, thus modelling options that students can use to satisfy an assignment and support their individual learning preferences.

Syllabus Annotation: Accessibility and Clarity

I approach the syllabus as a dynamic resource for my students instead of a static set of instructions. In my online Interpersonal Communication course, I augment the traditional syllabus by providing annotations that address diverse learning preferences. Along with the traditional syllabus document, I create a video that walks students through the syllabus. The video is a creative way to engage students with the syllabus and ultimately with the course. In this video, I explain important elements of the syllabus, such as assignment deadlines, grading policies, and available resources such as tutoring and technical support for Canvas, while visually highlighting key elements for additional clarity. To further support student success, the syllabus explicitly addresses how the course integrates UDL principles. I explain that the course is designed around four core strategies to help students succeed: focused attention through various activities, repetition of key concepts via various media, consistent weekly practice on major topics, and multisensory stimulation through videos, podcasts, readings, and other resources.

This video syllabus provides all students, including those who may struggle with dense academic language or who might overlook reading the syllabus, with a more accessible way to engage with the material and the instructor. For example, Jasmine, a student in the course, reflected that the video walkthrough helped her better understand the course structure. She said that hearing the information “felt more like a conversation” than just reading instructions. This feedback confirms that presenting the syllabus in multiple formats accommodates a variety of learning preferences, making the content feel less overwhelming and more relevant.

Canvas Modules: Flexible Learning Materials

With the syllabus in place, I turn to the design and layout of course content within Canvas, applying UDL principles to each weekly module to provide multiple means of representation, engagement, and action/expression. I recognize that students learn in different ways. Some students might prefer to read, while others learn best by watching videos or listening to audio. To accommodate these different learning needs, each module includes text-based resources, video lectures, and audio recordings. For instance, in 100-level Public Speaking, one module on speech delivery features a written article outlining key aspects of nonverbal communication, a TED Talk video with commentary on how the speaker uses gestures and facial expressions to enhance their message, and an audio lecture where I expand on these concepts.

In Interpersonal Communication, I incorporate a “Choose Your Own Path” option, where students can decide how they engage with a unit on active listening. They can choose to watch a demonstration video, read an in-depth guide, or listen to a podcast or expert interview. As Carrie shared, “I feel very engaged with this class, whether I am watching videos, reading, or discussing. I would say that the most helpful learning has been the videos because they are always amazing and informative.” Offering content in various formats allows students to engage with the material in ways that align with their learning preferences, while also promoting greater agency and autonomy in their educational experience.

Multiple Means of Engagement

The principle of multiple means of engagement plays a key role in maintaining my students’ motivation and involvement in their learning. According to this principle, learning should focus on providing diverse ways to motivate students and keep them actively engaged by tapping into their interests, choices, and backgrounds. Instead of relying solely on traditional lectures or readings, I have adopted more interactive strategies. Group projects, poster boards, self-paced assignments, and culturally relevant case studies enable students to engage with course material in ways that are meaningful to them. One of the most rewarding experiences is the assignment where students analyze communication patterns in media from their own cultural contexts. It is an assignment that brings their identities and experiences into the classroom, creating a deeper connection to the content while also validating their perspectives. In course evaluations, students often describe how much they appreciate seeing themselves represented in the curriculum.

One student reflected, “This was the first time I got to use something from my culture in an assignment. It made me feel seen.” Another commented, “I loved being able to bring in something that mattered to me and still connect it to what we were learning.” These responses reinforce the value of engagement strategies that center student voice and foster belonging. Comments such as these are good examples of evidence instructors can use to document teaching excellence. For instance, a student’s remark about feeling seen or supported through assignment flexibility could be included in a teaching portfolio with a short annotation explaining how the practice aligns with UDL principles and supports inclusive pedagogy.

Engaging Students: Encouraging Active Participation

Engagement is crucial in an online setting where students typically have less interaction than in face-to-face courses and often feel isolated from other students (Brazill, 2019; Brazill, 2020a; Gillett-Swan, 2017). To foster engagement, I integrate interactive activities and collaborative assignments that encourage students to work with classmates and to take an active role in their learning. In the Interpersonal Communication course, for example, I assigned a peer review activity in which students assess each other’s work with a rubric. This allows students to apply the communication strategies they’ve learned while interacting with their peers. Additionally, students must reflect on their peers’ feedback and offer constructive suggestions for improvement. This assignment promotes critical thinking and creates opportunities for collaborative engagement.

Another interactive activity for synchronous online learning is a role-playing exercise for a unit on active listening, where students work in pairs via Zoom. After practicing listening techniques, students reconvene as a class so that everyone can share their insights. This activity fosters real-time collaboration and allows students to develop deeper insights into the content, enhancing their interpersonal communication skills. Zack, a student in the course, explained in his feedback that the peer review activity helped him refine his communication skills: “The feedback from my peers helped me see things from a different perspective, and I found that my skills improved just from talking through concepts with others.” This feedback reinforces the importance of peer engagement in creating a dynamic and supportive online learning environment.

Personalized Support: Proactively Engaging Struggling Students

As a practice of engagement, I reach out to students who seem to be struggling or are falling behind. This is another example of UDL’s principle of multiple means of engagement, which emphasizes the importance of recruiting interest and sustaining effort and persistence. I have learned that being proactive, whether through one-on-one Zoom meetings or a simple personalized email, can make a world of difference. For instance, there was a time when I noticed that a student who had been doing well at the start of the semester started falling behind on assignments. Instead of making assumptions and waiting for them to come to me, I took the initiative to check in. I sent an email, offered support, and provided a time to meet either in person or virtually to discuss how I could support them. We set up a Zoom meeting, and during our conversation, the student explained their struggle with balancing health issues, a demanding sports schedule, coursework, a part-time job, and family responsibilities. After listening to their situation, I suggested strategies for time management and offered some flexibility in completing upcoming assignments. The student left the meeting feeling relieved and more confident. From that point on, they not only submitted work on time but engaged more openly in class. The personalized email I sent as a follow-up reinforced my support and encouraged accountability.

By blending empathy and flexibility, personalized support shows how UDL principles extend beyond the classroom to create an encouraging learning environment. These small but meaningful interactions reflect the spirit of UDL by providing both academic and emotional support (Myers et al., 2023). When students know that instructors care about their success, not just their grades, they feel empowered to take ownership of their learning journey (Brazill et al., 2021).

Multiple Means of Action and Expression

One of the most significant changes I have implemented has been incorporating multiple means of action and expression into assessments. As a UDL approach, this involves providing students with a range of choices in how they demonstrate their learning. Rather than evaluating primarily with traditional essays or exams, I offer students the flexibility to choose how they demonstrate their knowledge and understanding. One student might submit a reflective essay, while another might create a podcast or produce a video. This choice not only plays to their strengths but also fosters a sense of agency and confidence in their work. UDL offers students the freedom to express themselves in ways that feel true to who they are, and I expand on this point in the examples that follow.

Providing Flexible Ways to Demonstrate Learning

The UDL principle of multiple means of action and expression is central to creating a successful learning experience. I give students various ways to demonstrate their understanding of course material, allowing them to express their learning in formats that play to their individual strengths. In both Public Speaking and Interpersonal Communication, I offer students the option to present their reflections through different media. One student shared how powerful it was to create a video on interpersonal communication, something that felt more authentic to them than a written report. While some students prefer written reflections, others find it easier to articulate their thoughts through audio or video. For example, Nick, a student in Public Speaking, submitted a video reflection on his speech delivery instead of a traditional written report. In his video, Nick analyzed his delivery and his use of gestures and eye contact, which deepened his self-reflection. Similarly, Emma chose to submit an audio reflection instead of a written reflection for her assignment in Interpersonal Communication. She explained that recording her thoughts helped her better organize them, as she tends to think faster when speaking than when writing. This flexibility in assessment formats supports a broader range of learning preferences and helps students demonstrate their understanding in authentic ways. These student reflections offer concrete evidence of inclusive assessment practices that can be showcased in teaching portfolios, annual reviews, or promotion and tenure dossiers to document evidence-based pedagogy.

Authentic Assessment and Its Connection to UDL

Authentic assessment is about focusing on learning outcomes that are meaningful and relevant, emphasizing real-world applications of the skills and knowledge students gain in class (Wiggins, 1990). Studies show that authentic assessment enhances learning quality, higher-order cognitive skills, autonomy, motivation, self-regulation, and metacognition (Brazill, 2020b; Gono, 2024; Miserandino, 2024; Villarroel, et al, 2018). Authentic assessment connects closely with UDL’s principle of multiple means of action and expression. Instead of requiring all students to write a traditional essay, I provide choices such as designing a podcast to analyze interpersonal communication theories, producing a short video to explain a cultural phenomenon, or writing a reflective essay that ties course concepts to their own lived experiences. These options allow students to choose formats that connect to their majors, abilities, and interests while achieving similar learning outcomes. As one student Alison explained, “Doing the readings followed by watching the videos has been working well for me. I am able to apply what I learn into real-life situations, and I feel this class is helping me become a stronger communicator.” Feedback like this highlights how UDL-informed strategies support academic success while helping students recognize the real-world value of their learning.

Formative Feedback and Continuous Improvement

Providing timely and constructive feedback is essential to student success. I use a variety of feedback methods to help students track their progress and improve throughout the semester. For example, after a major speech assignment in Public Speaking, I offer personalized feedback using Canvas’s audio comment feature. This allows me to speak directly to students about what worked well in their presentations and where they can improve, which helps them understand the feedback more clearly. As one student remarked, “The feedback on assignments is very much appreciated as it gives me a point of reference in regard to where I need to improve.” This kind of reflection highlights how thoughtful and intentional feedback is integral to effective teaching, and how UDL supports this process by encouraging instructors to proactively design feedback strategies that foster growth, innovation, and confidence in every learner.

In my communication courses, the integration of UDL principles has noticeably enhanced student engagement and learning. I have seen first-generation college students and those with diverse learning needs participate more actively in class discussions and demonstrate stronger understanding in their assignments. Teaching at a small public college, I appreciate the importance of first-generation students and students with diverse or non-traditional learning needs to our recruiting and retention efforts. As a first-generation college graduate myself, I also understand the barriers these students often face, and I am deeply committed to creating learning environments that recognize and support their unique learning needs by making course material accessible. The flexibility to choose how to demonstrate their understanding through written reports, podcasts, or videos enables students to engage with the material in ways that play to their strengths. Through this sense of ownership and self-regulation, many students also spend more time demonstrating their competence with course material than they do when tasked only with conventional papers or exams (Wiggins & McTighe, 2011). Mid-term surveys, final reflections, and course evaluations further affirm the impact of UDL, with many students reporting that the approach made the course material more accessible and that they felt more confident in expressing their ideas. One student, Catherine, shared in her mid-term feedback, “The videos and material that can be watched help me learn and stay engaged better vs. reading.” Another student Wyatt reflected, “I find that the discussion posts are engaging and help me learn and apply what we have been learning. I feel when I’m most engaged in class is when I’m relating to a peer on a topic. Nothing is more exciting than feeling that connection through building communication skills together.”

These positive outcomes, consistently tracked with formative evaluations throughout the semester, reflect the power of UDL in fostering an inclusive learning environment. This ongoing tracking also provides instructors with meaningful evidence to document teaching effectiveness in reflective statements, annual reviews, or promotion portfolios. This approach not only contributes to higher levels of student engagement but also promotes retention, satisfaction, and a deeper commitment to learning. The evidence of these improvements in student outcomes highlights the effectiveness of UDL as a teaching strategy that prioritizes student success, aligning with my ongoing commitment to teaching excellence.

Conclusion

This chapter examines how UDL practices contribute to teaching excellence and positively influence student learning, and how instructors can use their implementation of UDL to document effective pedagogy. By showcasing examples from the classroom, the chapter illustrates how UDL supports student success and serves as a powerful tool for reflecting on and documenting effective, equity-minded teaching. Though my focus has been on applying UDL in communication courses, the principles and examples are readily transferable to other disciplines, including STEM, social sciences, nursing, and education. I have taught specialized communication courses in these fields and observed similar positive results from applying UDL strategies. UDL is versatile and effective across disciplines, especially in the age of AI, because ethics and human-centered learning are more important than ever (Brazill & Strause, 2025).

Documenting these cross-disciplinary applications in my teaching portfolio has helped demonstrate the innovation and impact of UDL-informed instruction. Beyond individual evaluation, these practices also contribute to broader conversations in scholarly teaching and the Scholarship of Teaching and Learning. By sharing how inclusive design benefits both students and instructors, instructors can contribute to institutional culture change while advancing equity-driven teaching practices across higher education.

The three core principles of UDL have fundamentally reshaped the way I interact with my students and deliver course content. Through my experiences, I have found that these principles support students with diverse learning preferences, creating a more equitable environment where every student can thrive. As I reflect on the feedback from my students, I’m struck by how often they mention the impact of these UDL-driven strategies. In formative and summative course assessments, they share how much they value being seen, understood, and heard in the classroom. For many first-generation college students, students of color, and other students from minoritized groups, the inclusive practices I’ve implemented are not just teaching strategies; they affirm that students’ voices matter, their experiences are valid, and their success is possible (Brazill & Munday, 2021; Brazill & Munday, 2022; Brazill & Ruff, 2022; Fritzgerald & Rice, 2020).

Embracing UDL is not without its challenges. It requires intentionality and flexibility on the part of the instructor to recognize that traditional teaching methods, such as the “sage on the stage” model relying solely on lectures, standardized exams, and one-size-fits-all assignments, may no longer be sufficient in increasingly diverse classrooms. The rewards, however, are substantial. By allowing students to engage with course material in meaningful ways, we equip them not only to succeed in the classroom but also to take the skills they’ve developed into the world beyond academia. UDL transforms the learning experience, shifting it from a one-size-fits-all approach to a personalized, relevant, and authentic approach.

At the heart of this chapter, UDL’s strength lies in its ability to transform the classroom dynamic into a partnership, where teaching transcends the mere delivery of content. It is about facilitating a space where students actively participate in their learning, where their individual needs are met, and where they feel empowered and supported. Once again, an instructor doesn’t need to use every tool in the UDL toolbox the first time they teach a course. They can begin slowly and, semester by semester, take a “plus one” approach (Behling & Tobin, 2018). Soon, a pedagogical transformation will occur. For me, this approach has redefined my role as an educator. I’m not just a disseminator of knowledge; I’m a facilitator, collaborator, and guide for my students’ learning journeys. Importantly, UDL gives me a framework for demonstrating these transformational roles.

In closing, UDL is more than a framework for inclusive teaching. It can serve as a transformative philosophy that redefines how we approach teaching and learning. In communication courses, where diverse voices and experiences converge, UDL offers a powerful tool for fostering inclusivity and promoting equity. By designing courses that prioritize flexibility, accessibility, and student choice, we create learning environments where every student feels like they belong, regardless of their background or prior educational experiences. UDL is not about offering special accommodations. It is about embedding equity into the very foundation of our teaching practices, making sure that every student can engage, learn, and grow. With intentional design choices, instructors can support students and create meaningful evidence of teaching effectiveness that is central to documenting teaching excellence in portfolios, annual reviews, and promotion and tenure materials.

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