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Universal design for learning (UDL) provides a framework for classroom instruction, which can have substantial impact on students' interests and engagement. UDL is defined by research on diversity, brain-based research, multiple intelligences, and the flexibility digital media brings to the delivery of instruction (CAST, 2006; Rose & Meyer, 2002; Rose, Meyer, & Hitchcock, 2005). The central tenets of a UDL approach, guided by social learning (Bandura, 1986), cognitive learning theories (Bransford, Vye, Stevens, Kuhl, Schwartz, Bell, Meltzoff et al. 2006; Vygotsky, 1978), and research in the neurosciences (Bransford, Brown, & Cocking, 2000; Bransford, Vye, & Bateman, 2002; Goswami, 2004; Rose & Meyer, 2002) have potential to enhance learning for all students, especially in college classrooms. Today's college student brings a plethora of technology skills and expectations that embrace many of the digital tools supportive of a UDL approach.