UDL - How Representation Shapes Deeper Learning

Friday, 10/17/2025

This semester at the CTL, our theme is Universal Design for Learning (UDL). Each Teaching Minute will focus on one aspect of a UDL principle, and we're sharing a few options for small adjustments you can make to your teaching.

This week we move to the Universal Design for Learning (UDL) guideline, “Multiple Means of Representation.” This means that since learner variability is the norm, not the exception, there is not one means of sharing information (representation) that will be optimal for every student. You may be familiar with the UDL approach of using a variety of formats (i.e., video, audio, images, and text) for course content to maximize student learning. The recently revised UDL guidelines broadens the scope of representation to address “critical barriers rooted in biases and systems of exclusion for learners with and without disabilities.”

In this Teaching Minute we focus on the consideration to “represent a diversity of perspectives and identities in authentic ways,” which encourages us to also include diverse perspectives, represent a range of social identities, and honor different cultural ways of understanding phenomena as we teach.

Why Representation Matters

When students see themselves in your course, they are more likely to feel like they belong and that their contributions are valued. The University of Michigan's Inventory of Inclusive Teaching Strategies Resource Guide offers this definition of academic belonging: "Cultivating students' sense of connection to the ability to see themselves in your course, a broader community of scholars, or the discipline."

Additionally, when students engage with others who have different life experiences and perspectives, their ability to hold complexity grows.

From the UDL guidelines: “Without exposure to other perspectives, learners may gain the false understanding that their lived experiences are universal for everyone or that others’ perspectives are less valid or valued.”

Thinking about providing both “windows” and “mirrors” for students may help you design a meaningful learning experience for all students. Mirrors create opportunities for students to see themselves represented in our courses, and windows show students the perspectives of others. When we balance our mirrors and windows, we provide opportunities for students to connect with each other and have deeper learning experiences.

Practical Ideas to Try

Here are a few strategies you could experiment with – try just one to start:

• As you select the authors you assign, the research you share, reflect on these questions from UVM Libraries Research Guide:
  • What is the relevance of the author’s identities in this context?
  • Who is talking about whose experience and/or culture?
  • What kinds of sources do we perceive to be of most academic value and why?
• When choosing images for teaching materials, seek images that broaden students' ideas about visible identity and culture, and be mindful of not reinforcing stereotypes.
• Observe students’ participation in class/online discussion tools and, if unbalanced, create ways for all students to contribute and engage.
• Check out the Constructive Dialogue Institute’s Perspectives online modules, now freely available to the UVM community, including your students, through May 2026. Perspectives is a six-module online training (about 25 minutes per module) designed to enhance dialogue across differences, conflicts, and points of contention. Access the modules via this login page (requires UVM NetID and password). If you have questions, need support logging in, or seek additional dialogue opportunities, please contact Erika Lala, UVM’s Senior Director for Intergroup Dialogue.

Dig Deeper

We've collected a variety of interesting resources on this topic:

• CAST - Bibliography of Research Supporting Authentic Representation - This web page lists references behind this UDL consideration.
• Nicole Tucker-Smtih, Lessoncast, Authentic Representation - “This video explores how to avoid common pitfalls like stereotypes and limited portrayals. Learn how diverse perspectives foster empathy and belonging for all students.”
• UVM Libraries Research Guide, Diversifying Course Materials - This guide provides prompts and resources for instructors who seek to inventory and broaden the materials associated with their courses.
• University of Calgary, Taylor Institute for Teaching and Learning, Indigenous Ways of Knowing Course Design - This web site invites us to consider different world views and perceptions of learning and knowledge making when designing our courses.
• University of Michigan, Center for Research on Learning and Teaching, Equity-Focused Teaching Strategies Reflection- Academic Belonging - This Google doc is a list of ideas to try to strengthen students' sense of academic belonging.
• Erika Lala, UVM Division of Intercultural Excellence, Introduction to UVM’s Dialogue Skills Training - This video (requires UVM log in) explains UVM’s background on dialogue training, classes, and information on the Perception online modules.

If you want to talk about how UDL could work in your own course, the CTL team is here to brainstorm ideas, share strategies, or connect with upcoming workshops. Schedule a consultation with us to keep the conversation going!

Happy teaching!

Center for Teaching & Learning 
www.uvm.edu/ctl
ctl@uvm.edu