The demographics of higher education have shifted dramatically over the past half-century. This evolution has prompted many higher education institutions to consider the impact of learner variability on instructional design. Currently, approximately one in five undergraduate students has a disability (National Center for Education Statistics, 2022).
Furthermore, research indicates that between 24 and 56% of undergraduate students are first-generation college students (Watts, 2023). These students are now applying to higher education institutions at twice the rate of their continuing-generation peers (FirstGenFoward). This shift means a significant portion of the student body enters college without the "hidden curriculum"—the institutional knowledge and established support networks, such as college-educated parents or siblings, that their peers often take for granted.
Where can we begin addressing these potential barriers? A recent study by Ralph et al. (2025) suggests starting with the foundation of every college course: the syllabus. Drawing on their findings, my own experience, and the Quality Matters (QM) standards, I would like to share seven simple ideas for applying Universal Design for Learning (UDL) to a course syllabus.
Many educators provide students with both printed and digital copies of their syllabi—a great start! However, have you considered a third option? Offering an audio or screencast version of the syllabus can be a game-changer. In this format, the instructor can guide students through the document, emphasizing key expectations, navigating the course, and clarifying assignments.
The visual structure of a syllabus is often overlooked, but simple adjustments can make it easier for all students to navigate. One effective strategy is to use consistent headings. Use actual "Styles" (Heading 1, 2, etc.) in your word processing tool rather than just bolding text. This creates a digital map for screen readers, allowing students to jump directly to specific sections.
Font choice and size significantly impact cognitive load and visual accessibility. Use 12–14 point sans-serif fonts like Calibri, Arial, or Verdana that are easier for students with dyslexia and low vision to process. Consider Lexend, a font specifically designed to reduce visual stress and improve fluency.
Many of us are familiar with the saying, “It’s not what you say, but how you say it.” This principle applies to syllabi as well. It’s crucial to use language that is student-centered, positive, and respectful. Research indicates that students are more inclined to seek assistance from instructors who employ inviting and supportive language rather than a list of rigid prohibitions.
Furthermore, it’s essential to eliminate unnecessary academic jargon from your document. The primary purpose of a syllabus is to provide students with a clear understanding of the course expectations. If you must include technical terms, consider adding a glossary or hyperlinking to their definitions. Remember, your syllabus should serve as a roadmap to success, not a final exam.
A student should be able to read your syllabus and know exactly what is expected of them. Outline Student Learning Outcomes (SLOs) in plain language. Leave no room for "surprises" regarding grading, deadlines, or AI policies.
To avoid the dreaded 20-page "wall of text," move institutional policies (like disability services, academic integrity, or campus resources) to a separate, dynamic webpage. Use hyperlinks or QR codes within the syllabus to point to these sections. This keeps the main document uncluttered and focused on the course itself, while ensuring students always have access to the most up-to-date university information.
A one-size-fits-all approach to communication creates unintended barriers. Instead of just listing an email address, include a dedicated Communication Plan section in your syllabus. This plan supports learner variability by offering multiple ways to connect—such as email, Zoom, or texting—and clearly defines the "rules of engagement."
Texting, via tools like Textnow or Google Voice, provides a low-barrier way to reach students quickly without compromising your privacy. By explicitly stating your "response-time expectations" and "texting hours" in the syllabus, you remove the anxiety students feel about when and how to reach out, while simultaneously protecting your own work-life balance.
The most inclusive syllabi are not static documents; they are living invitations to learn. Consider building in opportunities for students to provide feedback on the syllabus itself. This could be as simple as a "Syllabus Quiz" that includes a question asking which course policies they find most helpful or confusing.
For even deeper engagement, you might leave a small portion of the syllabus—such as a specific assignment format or a set of classroom "community norms"—open for co-creation during the first week. When students have a voice in how the course is structured, they are more likely to feel a sense of belonging and accountability.
By applying these eight simple UDL strategies, we can design a syllabus that works not only for first-generation students or students with disabilities, but for all students. By creating a clearer document, we ensure that learning becomes accessible, a clear path for every learner in the classroom. As the demographics of our classrooms continue to evolve, the question arises: Will our foundational documents be prepared to accommodate these changes?
FirstGen Forward. (n.d.). Our insights. https://www.firstgenforward.org/our-insights
National Center for Education Statistics. (2022). Table 311.10. Number and percentage distribution of students enrolled in postsecondary institutions, by level, disability status, and selected student characteristics: Academic year 2019–20. Digest of Education Statistics. https://nces.ed.gov/programs/digest/d22/tables/dt22311.10.asp
Ralph, M., Jiménez, L., Takemae, N. & Ristow, A. (2025). The Syllabus is the system: Opportunities for udl integration in course design. Journal of Education and Learning. 14. 1 - 20.
Watts, G. W., Garfield, T. A., & Davis, M. T. (2023). Experiences, Supports, and Strategies of First-Generation College Students. College Teaching, 71(1), 38–48.