N. Preston Davis Award for Universal Design for Learning
The Universal Design for Learning category of the N. Preston Davis Award
The following information refers only to the Universal Design for Learning category of the N. Preston Davis Award. For the full award description and application instructions, see the Institute for Learning and Teaching (TILT) website.
This award is presented annually in recognition of technology-related instructional innovation, specifically for successful application of Universal Design for Learning (UDL) principles to make course materials and the learning environment more accessible. The work submitted for consideration in either category may be at any instructional level, including credit/non-credit and resident/off-campus instruction. Nominations are due by the last day of January.
Universal Design for Learning (UDL) principles describe a learning environment in which: 1) ideas and information are represented in multiple ways, 2) students express their comprehension and mastery of subject matter in multiple ways, and 3) students receive multiple opportunities for engagement. As they relate to instructional technologies, UDL principles guide the creation of course materials that are accessible and usable by a wide range of students, including those with disabilities and diverse learning needs. For more information about UDL, see the Training Modules and Tutorials on this website, as well as our video and print publications.
Nominations for the Universal Design for Learning category should include the following:
- Explanation of how UDL principles have been implemented to achieve the desired learning and accessibility outcomes
- Explanation of the enhanced accessibility and usability of the learning environment and/or the materials of instruction
- Discussion of the enhanced effectiveness of teaching and learning from the innovative educational technologies
- Explanation of the significant course and/or curriculum development
- Evidence of results (examples: evaluative instruments, peer evaluation, student feedback, empirical evidence of results)
- Discussion of capacity to be replicated
- Explanation of dissemination of the technology-based innovation
- Evidence of stimulus to others to encourage technology-based instructional innovation
- willingness to share ideas freely within the educational community