Given the rapid pace and large volume of technical content in STEM courses, instructors often see students fall behind the cadence of content in the course for a variety of reasons in a variety of ways. Once a student falls behind, this can impede learning significantly. This 5-part, self-paced online course introduces how can instructors create policies and support for students that are not on the “same timeline” of learning as the intended pace of the course. By the end of this course, participants will be able to:
- Learn how to use a UDL framework as a basis for course design.
- Integrate UDL into student assessment structure.
- Explore how thoughtful course design and culture-setting can lay the groundwork for more equitable learning.
Audience & registration
This course is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines, but generally relevant to anyone interested in applying Universal Design to their STEM course and improve the learning experience for all students. Course access is limited to participants at CIRTL member institutions, or alumni of CIRTL programs. When registering, you will be asked to confirm your current institution and your alumni status in order to confirm your eligibility for this course. Registration coming by Fall 2025.
Accessibility & course content
If you have access needs, please let us know what they are; contact CIRTL’s help desk (support@cirtl.net) to let us know how we can help you have a successful experience. Course content includes written text, readings, and videos. Student work includes answering prompts on discussion boards and a knowledge check to show what you’ve learned.
About CIRTL Programming
CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.
This course supports the following CIRTL learning goals at an introductory level:
- Goal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.