Cuellar, A., & Tsugawa, M. A., & Minichiello, A. (2025, June), WIP - UDL in STEM Higher Education: A Synthesis Literature Review  Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/57355

\bibitem{asee_peer_57355}
  Cuellar, A., \& Tsugawa, M. A., \& Minichiello, A. (2025, June), \emph{WIP - UDL in STEM Higher Education: A Synthesis Literature Review}
  Paper presented at 2025 ASEE Annual Conference \& Exposition , Montreal, Quebec, Canada .
  https://peer.asee.org/57355

Autumn Cuellar, Marissa A Tsugawa, and Angela Minichiello P.E..  "WIP - UDL in STEM Higher Education: A Synthesis Literature Review".  2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada , 2025, June.  ASEE Conferences, 2025.  https://peer.asee.org/57355 Internet.  20 Aug, 2025

\bibitem{asee_peer_57355}
  Autumn Cuellar, Marissa A Tsugawa, and Angela Minichiello P.E..
  "WIP - UDL in STEM Higher Education: A Synthesis Literature Review".
  \emph{2025 ASEE Annual Conference \& Exposition , Montreal, Quebec, Canada , 2025, June}.
  ASEE Conferences, 2025.
  https://peer.asee.org/57355 Internet.  20 Aug, 2025

@INPROCEEDINGS{asee_peer_57355
author = "Autumn Cuellar, Marissa A Tsugawa, and Angela Minichiello P.E."
title = "WIP - UDL in STEM Higher Education: A Synthesis Literature Review"
booktitle = "2025 ASEE Annual Conference \& Exposition "
year = "2025"
month = "June"
address = "Montreal, Quebec, Canada "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/57355}
}

TY  - CPAPER
AB  - 	The purpose of this work-in-progress research paper is to explore the usage of Universal Design for Learning in STEM Higher Education classrooms and how it impacts student learning. Universal Design for Learning (UDL) is a teaching framework that creates an inclusive learning environment for all students, but especially students with disabilities. Current research examines the framework in higher education, albeit to a much lesser extent in STEM education. STEM education is starting to shift towards improving accessibility and inclusivity for all. The UDL principles are designed to increase the accessibility of classrooms. This WIP Literature Review wants to identify the various ways  STEM faculty have implemented UDL in their classrooms and understand how these implementations have impacted their students.
	In this research,  {first author} collected nine peer-reviewed empirical papers from three online databases because of their ample supply of UDL literature: ASEE Peer Directory, Scopus, and Google Scholar. Papers were included based on their description of UDL classroom implementations and its impact on students. Each paper was individually analyzed using a systematic coding sheet in Microsoft Excel. The coding sheet examines information about school and student demographics, research design, and the use of UDL in the classrooms. 
     This analysis of these papers showed few faculty members who have implemented UDL in their classrooms have employed strength-based approaches and have used prior knowledge to discuss new concepts. This literature reports that UDL implementations have greatly improved the learning experience for STEM students. The students primarily benefited from having content in different modalities. However, this literature further suggests that STEM faculty need more resources, like workshops, to understand UDL principles and to implement them in their classrooms. Future research should focus on developing these workshops for faculty and how students can benefit from other implementations of UDL.
AU  - Autumn Cuellar
AU  - Marissa A Tsugawa
AU  - Angela Minichiello P.E.
CY  - Montreal, Quebec, Canada 
DA  - 2025/06/22
PB  - ASEE Conferences
TI  - WIP - UDL in STEM Higher Education: A Synthesis Literature Review
UR  - https://peer.asee.org/57355
ER  -