The question explored through this research study is: Does modelling Universal Design for Learning to university faculty as learners deepen their engagement as educators? Through providing training where faculty themselves are learning about Universal Design for Learning (UDL) through a UDL modelled environment (CAST, 2018b; Meyer, Rose, & Gordon, 2014), this research project investigates if this experience translates into a stronger role as educators for these faculty. Participants in this research project are faculty members teaching in disciplines associated with Natural Resources and Environmental Studies. Through a virtual World Café, participants of the workshop shared their reflections and experiences as they learned about learning. Using the UDL framework’s horizontal organization, as conceptualized by CAST, as a lens, participant reflections were themed to determine their progression towards learning and understanding the UDL framework in this context. Evaluation of this research data indicated that faculty in this study are located along UDL Access and Build rows of the UDL Guidelines reflecting a novice learning stage where greater cognitive energy is required (Posey, 2019a, 2019b). This knowledge provides evidence that professional development opportunities should support strategies and provide the guidance necessary to foster their skills towards the UDL goal of becoming an expert learner. Elevating faculty to the UDL expert teacher level in this context enhances their skills and understanding in their creation of inclusive learning environments for their classrooms (Meyer, Rose, & Gordon, 2014).
