ABSTRACT
Instructors in higher education institutions (HEI) are always content experts, but not always instructional experts. In effect, many HEI instructors explicitly focus on teaching, or at least “disseminating” content, which plays to their strengths. Unfortunately, the methods that are best suited for disseminating content (e.g., lecture, textbook reading) are not always effective – and rarely the most effective – way to support learning for all learners. This chapter provides perspective as to how instructors and administrators can re-conceptualize the role of instruction in HEI as student-centric rather than content-centric. Included in the discussion is research demonstrating the value of this approach to ensure that students learn the content instructors are taking the time to share. UDL will be demonstrated as a framework that can guide this transition in curriculum and praxis design.
