Working with HUDL ambassadors, faculty from across all divisions have already implemented UDL into their courses. Explore the exemplars to learn how these faculty have collectively integrated each of the three UDL principles across all the four JHU focus areas. As you explore the exemplars, note that not all exemplars address all UDL principles or all four focus areas. In addition, you will also find that the exemplars do not necessarily include all of the ways the UDL principles or four focus areas are addressed in the course. Instead, each course highlighted is at a different stage of UDL integration and may also include areas for improvement that the faculty will work on over time. This latter strategy supports Thomas Tobin’s plus one thinking, an approach that advocates for implementing one change to a course at a time, rather than trying to address all aspects of UDL at one time.

The HUDL ambassadors developed a HUDL rubric (PDF), which is a tiered approach to implementing UDL in courses with an emphasis on the four areas of focus. The rubric includes specific criteria for each area to help evaluate current courses, as well as revise existing courses or develop new courses.

Submit an Exemplar

Each division is encouraged to submit up to two exemplars. If you would like to submit an exemplar, please contact your HUDL ambassador. Your ambassador will collaborate with you to complete an exemplar template and submit for approval.

Divisional UDL Ambassadors

Exemplars by Division

Advanced Academic Programs

  • Ways of Knowing: Historical and Epistemological Foundations of Liberal Arts
    – Coming Soon

Bloomberg School of Public Health

  • Systems Thinking in Public Health: Applications of Key Methods and Approaches
    – Coming Soon
  • Introduction to Molecular Biology
    – Coming Soon

Carey School of Business

To be determined

Center for Talented Youth

To be determined

Krieger School of Arts and Sciences

  • Biochemistry
    Biochemistry is a large lecture course with more than 450 students each semester. One of the greatest challenges in teaching a course this large is keeping the students engaged. The instructors of this course recognize the value of active learning exercises and therefore use a wide variety of these techniques to keep students engaged with the course content and with each other. Another challenge is making sure the students are keeping up with the course material. An assortment of formative and summative assessment strategies are used in combination to regularly check in with students and benchmark their progress.

Peabody Institute

To be determined

School of Advanced International Studies

To be determined

School of Education

  • Physical Science in the Integrated PreK-6 Classroom
    When designing the course, faculty aimed to develop metacognitive skills while allowing students to develop multiple modes of expressing the outcomes of their learning process. The use of pre-investigations in the course was intentionally designed to enable the students to engage previous knowledge of topics while approaching the topic in a metacognitive fashion. Throughout the course, students are encouraged to approach each pre-investigation as a learner and then express how the process would impact the way that they teach various topics to their K-6 students.
  • Research on Effective Professional Development
    As faculty designed this elective course for the online EdD program, they aimed to move students beyond traditional weekly discussions in Blackboard, as well as provide them with engaging content. Faculty worked collaboratively with the SOE instructional design team to identify innovative ways to engage students in applying course concepts to authentic contexts.

School of Medicine

To be determined

School of Nursing

To be determined

Whiting School of Engineering

To be determined

Whiting School of Engineering, Engineering for Professionals

To be determined