I’m excited to share my latest publication on the open-access platform, EdTechBooks! I co-wrote a chapter with my former colleagues at the University of California, Berkeley’s Center for Teaching and Learning. It’s titled Centering Accessibility and UDL in Faculty Development of Online Instructors. It appears in the book, Advancing Accessibility: Practical Strategies for Instructional Designers & Educators. See chapter 8 for our contribution. It was such a joy to collaborate with my former colleagues on this.
Abstract
This chapter examines the conceptualization and design of an online professional development initiative at the University of California, Berkeley, aimed at equipping faculty with strategies for creating accessible and inclusive online courses. The online instructor training emphasizes integrating accessibility and Universal Design for Learning (UDL) principles into every aspect of course creation. Rather than treating accessibility as an afterthought, the training embeds these principles into the modules on course design fundamentals, content organization, assessments, instructional delivery, and community building.
The initiative employs an asynchronous training site to guide instructors through key elements of online course design, including backward mapping, establishing module-level objectives, implementing active learning techniques, and incorporating formative and summative assessments. Each module highlights specific accessibility practices. We also address reducing technical barriers and enhancing flexibility by providing multiple means of representation, expression, and engagement. By encouraging adaptable learning paths and accessible materials, the training ensured that faculty understand how pedagogical design intersects with technological access to support diverse learners. Key themes included inclusive planning, essential accessibility features for online environments, adaptable content design, and reduced access friction.
We conclude by emphasizing the importance of intentionality in creating accessible courses that empower more students to succeed. An online course accessibility and inclusion checklist for college instructors is provided. Recent campus accessibility initiatives are also discussed, including the Finding Spaces podcast and a Pop-up Proctoring Pilot Project. The chapter’s intended audience includes instructors, faculty developers, instructional designers, and other academic support staff.
Reference
Rogers, S., Allen, T., Bradley, A. M., Cohn, J. D., Gomas, C. A., & Kearns, J. J. (2025). Centering Accessibility and UDL in Faculty Development of Online Instructors. In R. M. Reese & A. Lomellini (eds), Advancing Accessibility: Practical Strategies for Instructional Designers and Educators. https://doi.org/10.59668/2204.23923