Principle of Engagement - Guideline 2 - Sustaining Effort and Persistence
The third principle of UDL, "provide multiple means of engagement”, helps promote an inclusive learning environment on many levels. When developing a course and focusing on this principle, there are three guidelines to follow. They are:
Recruiting Interest
Sustaining Effort and Persistence
Self-Regulation
We are now going to take a deeper look.
The second guideline, Sustaining Effort and Persistence, addresses maintaining focus and determination.
Sustained attention and effort are necessary for many types of learning, such as skill acquisition. With sufficient motivation, most learners can control their attention to sustain their concentration and the effort required for learning the task. Learners vary in their ability to self-regulate their attention, with some needing more help than others. Some of the factors accounting for the differentiation in their ability include:
Initial motivation
Susceptibility to contextual inference
Skills for self-regulation
Capacity for self-regulation
One instructional goal is to empower learners by building skills in self-regulation and self-determination. This will assist all the learners by ensuring each has the necessary skill set. By developing a learning environment that supports learners adversely affected by the factors impeding these needed skills, the environment can minimize these effects.
When doing this, you should strive to meet the following:
Focus attention on the salience of goals and objectives
Optimize the challenge by varying demands and resources
Promote Collaboration and Foster a Community
Increase mastery-orientated feedback
By promoting an inclusive strategy with multiple ways of motivating learners to persist to a wide variety of learners, your learning environment will be more accommodating and promote student success
When developing a course using the third principle of Universal Design for Learning, there
are three specific guidelines to assist us.
The third, Emotional Capacity
(formerly Self-Regulation) addresses
managing emotion, thoughts, and behaviors, as well as empathizing with others.
Criterion 1 of this guideline advocates that we promote
expectations and attitudes that optimize motivation
Everyone has intimate knowledge of what they find personally
motivating and this is an important aspect to self-regulation. Learners
need to be able to set personal goals that they can reasonably obtain, as well
as foster positive beliefs that they will be able to meet their goals.
Successfully accommodating this will require allowing for ways that
learners can curtail frustration and eschew anxiety that many face while striving to meet their goals. This will
require multiple options for learners to help stay motivated.
To do this, you may consider:
Providing guides, rubrics, prompts,
and checklists to encourage increasing the length of on task
orientation and elevating the frequency of self-reflection and
self-reinforcements
Create activities that support
self-reflection and identifying, and assessing, personal goals
Explicitly and implicitly promote the
use of coaches, mentors, and tutors that help inculcate skills in
goals setting that successfully account for both strengths and
weaknesses.
Encourage external success coaching
and tutors for additional help, and promote the development of these
services if your institution does not have them.
By following these suggestions, your course will assist
students with equitable learning environments, as well as being in line with the
Principle of Engagement in the Theory of Universal Design for Learning.
The first principle of UDL, ‘provide multiple means of representation”, help promote an inclusive learning environment on many levels. When developing a course and focusing on this principle, there are three guidelines to follow. They are:
Perception
Language and Symbols
Building Knowledge
We are
going to take a deeper look.
The second guideline, Language
and Symbols, focuses on maintaining clarity about the content provided. How
people interpret language or symbols can vary greatly depending on their frame
of reference.For example, a picture may
have two different meanings depending differing cultural backgrounds. When
content is provided in only one representation, inequalities may arise because
not all learners share the same frame of reference. Part of supplying multiple
representations is to clarify the content being presented.
As you develop material be
sure that you can meet the following criteria:
Clarify your terms such as vocabulary and symbols.
Support decoding mathematical notation, symbols, and other text.
Promote understanding across languages.
Address biases in the use of language and symbols
Illustrate through multiple media.
By adopting this instructional strategy, more learners benefit.
The alternative representations provided both promote accessibility as well
as add clarity, and comprehensibility, for all learners.
When developing a course using the
first principle of Universal Design for
Learning, there are three specific guidelines to assist us. The first, Perception in many ways
overlaps with creating accessible content.
Criterion 3of this guideline advocates that we represent
a diversity of perspectives and identities in authentic ways.
Learners need to see themselves, as well as others, represented in what they study. When students recognize their own experiences and cultures in course materials, it builds validation and belonging. When they don’t, it can send the message that their perspectives don’t matter. At the same time, students should also encounter viewpoints and histories different from their own. Without that exposure, they might assume their experiences are universal or more important than others.
Some points
to consider include:
Include authors with a variety of identities, such as: different genders, races,
abilities, nationalities, and backgrounds.
Acknowledge the many people, cultures, and histories that shape what we know
today.
Pay attention to how
groups and cultures are represented and challenge stereotypes.
Look for authentic,
nuanced stories and perspectives.
Encourage open listening and respect for diverse voices.
By following these suggestions, your
course will assist students communicating and expressing their knowledge, as
well as being in line with the Principle of Representation in the Theory of
Universal Design for Learning.
Imagine taking a class to discover that your grade will be
made up of various assignments that have yet to be determined and you do not
know when these assignments will be due. This seems like an anxiety nightmare
about missing deadlines, but in fact it happens regularly.
Not having a well-defined set of assignments makes planning close
to impossible. Having a defined gradebook where students can regularly see the
assignments required throughout the course is both easy with online tools and convenient
assisting student-planning. While there
may be mention of the required assignments buried in the syllabus, having the
assignments clearly shown in a gradebook that tis easier for anyone to plan their
work in a class. This is a key reason why every class should have a developed
gradebook ready for students from day one.
Amazingly this is not always the case. Just as passengers prefer planes to be fully
built prior to take off, students prefer having a complete gradebook when they
start a class. Why?
First, it is good practice. Chickering and Gamson’s 5th
Principle of Good Practice in Undergraduate Education states:
Good Practice Emphasizes Time
on Task
Giving students information to help them focus their time on
needed tasks is critical for their success. A developed online gradebook gives
them guidance to stay on track. Providing
a glimpse of all the assignments offers insight as to the work ahead so students
can better manage their time for learning. It also helps students identify gaps
in their learning, set goals, focus on areas, and possibly seek needed help
(Sunder, 2019). Effectively, having a course gradebook that is easy to navigate
provides learners with the guidance they need to determine and follow a pathway
in the course. (Schaffhauser, 2016).
Instructors benefit from online gradebooks because they
provide an opportunity to automate, customize, and share grades and feedback
with learners. It is a straightforward way tokeep learners on track and motivated. The
added functionality and reporting features from most learning management
systems enable faculty to review and analyze the gradebook, as well as create
reports on learner progress and course completion.
Meanwhile, learners can check in on their
progress continuously throughout the course term. It can also provide students with ample
information for them to assess if they need assistance to significantly
influence their success. This is part of
the reason Standard 49 of the OSCQR Rubric requires that:
Learners have easy access to a well-designed
and up-to-date gradebook.
Having a well-defined online gradebook available for students
from day one isn’t just a good idea, it is good course design.
Developed by MaryAnnWinkelmes and colleagues, TILT (Transparency in Learning and Teaching) is an evidence-based instructional approach.Its central idea is:
Students are more likely to succeed when we clearly explain:
What students are expected to learn,
Why they are learning it, and
How to do it successfully.
Contrary to typical complaints about inclusive teaching practices, TILT does not lower standards, simplify content, or prescribe teaching methods. Instead, it makes expectations explicit, which is consistent with Chickering and Gamson’s6th principle of good practice in undergraduate education (1987). This also intersects with Universal Design for Learning in that TILT promotes engagement, self-regulation, and promoting multiple means of expression. This is particularly true with assignments, activities, and classroom routines where faculty often assume students already understand, and do not provide needed information and scaffolding for some students (Meyer, Rose, and Gordon, 2025).
Research across disciplines and institution types shows that transparent teaching practices:
Improve student academic confidence and sense of belonging
Increase persistence and retention
Reduce performance gaps for first-generation, transfer, and historically underserved students
Help all students focus their effort more productively
In addition, faculty report benefits such as:
fewer confusing drafts,
higherquality student work, and
more meaningful engagement with course material.
In short, TILT supports metacognitive skills that help students learn how to learn in college.
AT ITS CORE
TILT provides a three-part framework that can be applied to virtually any assignment or learning activity.
1.Purpose
Explain why students are doing the work.
This includes:
What knowledge or skills the assignment builds
How it connects to course outcomes, the discipline, or professional practice
How it prepares students for future work in the course or beyond
Making purpose visible strengthens motivation and metacognition because students understand the value of the task.
Example:
“Completing this policy brief will help you practice synthesizing research for nonacademic audiences. This is an essential skill in public policy and related fields.”
2.Task
Describe what students are expected to do step by step.
This supports students who may be unfamiliar with disciplinary conventions or implicit academic norms, such as first-generation students.
Effective task descriptions:
Break complex assignments into manageable parts (bite-sized chunks)
Clarify formats, audiences, and submission expectations
Anticipate common points of confusion
This reduces ambiguity and allows students to spend more energy learning, rather than decoding instructions.
Example:
“First, identify a current policy issue. Second, summarize two peer reviewed sources. Third, make a recommendation supported by evidence.”
3. Criteria for Success
Make visible how students’ work will be evaluated.
This does not require a detailed rubric (though rubrics work well). Transparency can also include:
Checklists
Sample annotations
Descriptions of strong vs. weak responses
Explanations of what “analysis,” “argument,” or “evidence” look like in your field
Transparent criteria help students self-monitor, revise, and produce higher quality work.
Example:
“A successful brief presents a clear recommendation, uses sources appropriately, and explains implications for stakeholders.”
Small Changes – High Impact
TILT is a flexible framework that is compatible with rigorous coursework that can apply to any discipline through any teaching modality (face-to-face, online, hybrid). It doesn’t require faculty to completely overhaul their entire course. Instead, it allows instructors to start with one assignment at a time. Frequently, instructors who apply even one transparent assignment or clarified activity observe immediate effects.
A few examples of low-effort yet high-impact changes include:
Adding a brief “Why are we doing this?” section to major assignments
Sharing exemplars(with permission) of previous successful student work
Explaining grading logic aloud, in writing, or sharing the grading rubric prior to the assignment
Having students reflect on how an assignment connects to learning goals
Takeaway
When applying TILT, ask one essential question of your teaching:
Would a motivated, capable student—new to college or to this discipline—understand what success looks like here?
Making learning expectations transparent enables students to focus their efforts where they matter most: engaging in deep learning, developing critical thinking, and participating meaningfully in our disciplines.
