WHY + HOW: Implementing Universal Design for Learning in Brightspace Course Sites
In January 2025, a cross-disciplinary cohort of thirty faculty participated in “Implementing Universal Design for Learning in Brightspace Course Sites,” an immersive, two-day workshop. The training curriculum supported faculty development in two CUNY priority areas: Universal Design for Learning as a strategy for strengthening inclusion and accessibility across all CUNY campuses, and transition to the new Brightspace learning management system.
Workshop goal and key instructional components
The workshop goal was for faculty to prepare their Brightspace course sites for 2025, implementing the guidelines and strategies of Universal Design for Learning. To meet this goal, the workshop offered:
- interactive instruction on the guidelines and best practices of UDL
- dedicated “deep dive” time and Learning Management System support during the workshop for faculty to build out their Brightspace course sites
- modeling of UDL best practices throughout the workshop, so that faculty experienced these strategies as learners
- instructional content and materials delivered through in-person learning and via a Brightspace course site developed specifically for this workshop, so participating faculty also experienced Brightspace as learners
About Universal Design for Learning
The goal of UDL is learner agency that is purposeful and reflective, resourceful and authentic, strategic and action-oriented. Source: https://udlguidelines.cast.org.
UDL Guidelines
- Multiple means of engagement: instructors offer options that engage students in course content and keep their interest
- Multiple means of representation: instructors show information in different ways
- Multiple means of action and representation: students approach learning tasks and show what they know in different ways
Workshop “Deep Dives”
In small groups, faculty focused on various aspects of Brightspace and UDL implementation, developing their Brightspace course sites, syllabi, assignments, assessments, and course videos aligned with UDL guidelines.
Several faculty members made instructor/course introduction videos, reflecting the UDL guidelines of “multiple means of engagement and representation” by offering students a way to learn about the course and engage with the instructors in a form other than text.
Deep dives offered dedicated time to get work done—and celebrate!
Learning Outcomes
Faculty gains on Brightspace utilization
Fully 85% of faculty attendees reported completing or making progress on their Brightspace course sites.
Post-training survey results highlighted a range of Brightspace utilization by faculty:
- Organizing course work in LMS
- Restructuring online layout of contents + assignments
- Incorporating weekly online discussion
- Turning emailed assignments into Brightspace assignments
- Using the Checklist feature of Brightspace
Faculty gains on Universal Design for Learning implementation
Post-training, faculty reported on the many ways they incorporated UDL practices into their courses:
- Redesigning at least one assignment so students integrate personal experiences and cultural backgrounds
- Exploring alternative methods for allowing students to make up assignments
- Using a UDL-informed syllabus template to revise courses
- Providing options in types of submissions and methods of presentations to students
- Making specific changes to grading scheme
I had no idea Brightspace was so versatile.
I’m more confident in implementing UDL, addressing most students needs with several ways of presenting information, engaging and assessing them.
Instructional Team
With support from the HHMI Inclusive Excellence 3 grant, the workshop was co-sponsored by the Associate Provost for Innovation and Student Success and the Center for Excellence in Teaching, Learning & Leadership (CETLL).
The instructional team included Dr. Sally Izquierdo, Board Certified and NYS Licensed Behavior Analyst and Psychologist, Clinical Training Manager and ABA Program Director in the QC Department of Psychology; Jean Kelly, CETLL Instructional Technologist; and Elena Sigman, Innovation and Student Success Team Director of Learning & Development. The CETLL team provided essential support to the workshop–Christopher Coleman, Shadae Elliott, Kareena Khan, and Meagan Sullivan—along with Wayguard Wong, Leaning Management System Administrator (not pictured).