Abstract
To support academic success and university completion, Universal Design for Learning (UDL) principles can be applied to course design. These principles support the increasing diversity in today’s higher education institutions and can help mitigate the completion gap for traditionally underserved student populations. The current study examines formative midsemester student surveys in an online business management course to determine the impact of UDL-inspired course assignments. The UDL framework consists of three categories: engagement, representation, and action and expression. Engagement focuses on motivating learners, representation on alternative ways to present content, and action and expression on providing opportunities for learners to give evidence of learning in different ways. Technology can support these elements. Examples of course assignments aligned with UDL principles will be shared as well as preliminary findings from the midsemester survey.