Students bring different motivations, anxieties, and goals into the classroom. Engagement in UDL means designing courses that connect with those varied entry points. Offering students choice—like selecting between a group project or an individual reflection—signals that their agency matters. Embedding real-world connections helps students see the value in what they’re learning, while low-stakes check-ins (such as polls or one-question surveys) build a sense of belonging. Engagement affirms students’ efforts and perspectives when engaging with our courses

Increase opportunities for engagement in your courses by trying one of the following practices:

• Offer participation options—e.g., written reflection, audio, or peer discussion.
• Use real-life or culturally relevant examples tied to students’ experiences.
• Incorporate short, low-stakes polls or formative check-ins to foster belonging.

Representation in UDL acknowledges that no single way of presenting content works for every learner. Some students understand best by reading text, while others rely on visuals or audio. Providing multiple pathways—like slides paired with short recordings, diagrams alongside key terms, or translated summaries—ensures students have options for how they access complex ideas. Importantly, these strategies aren’t about creating “extra” work for faculty; they often involve reformatting existing materials into more accessible, reusable versions. Finally, be sure to introduce students to researchers and scholars from a variety of backgrounds to encourage connection with the course materials. When students can encounter content in different ways, they are more likely to comprehend it deeply and apply it effectively.

Representation in your courses can be increased through strategies such as:

• Provide content via slides, audio/video, captions, and written outlines.
• Use visuals—diagrams, infographics, timelines—or offer a glossary for complex terms.
• Embrace accessible tools and inclusive formatting.

Every learner has strengths in how they demonstrate knowledge—some are strong writers, others excel in discussion, and others shine through creative projects. UDL encourages offering flexible ways for students to show what they know. Instead of one rigid assessment (like a traditional paper), faculty can provide choices: write an essay, record a podcast, or design a visual presentation. Rubrics focused on learning outcomes rather than format help maintain rigor while allowing flexibility. Students who feel empowered to choose formats aligned with their strengths often produce more meaningful, authentic work.

The following practices could be a starting point for enhancing the action and expression in your courses:

• Let students choose whether to submit work as essays, videos, presentations, or digital media.
• Use clear, objective-focused rubrics.
• Offer frequent low-stakes assessments (e.g., reflection journals, quick quizzes).
• Encourage creativity using Canva, voice-to-text tools, or interactive formats