2026-09-23T14:00:00 2026-09-23 9/23/26 September 23, 2026 false 14:00 2:00 PM virtual-event Virtual Event #virtual-event active Distance Learning dl@farmingdale.edu 934-420-5300 https://www.farmingdale.edu/images/placeholder/fsc-event-header-1110x380.jpg Graphic that reads "Farmingdale State College Upcoming Event" with a green background and darker green diamonds surrounding the text on the graphic Universal Design for Learning (UDL) encourages educators to provide students with multiple ways to engage with course content, access information, and demonstrate their learning. Title II accessibility requirements establish an equally important expectation: digital course experiences must be accessible to learners with disabilities. At the same time, generative AI is prompting educators to reconsider how assignments are designed and how students demonstrate authentic learning. How can institutions preserve the flexibility and choice central to UDL, meet accessibility requirements, and create meaningful assignments that remain resilient in an AI-enabled environment? In this panel discussion, Marcus will lead a practical conversation with Steven Kolberg of Florida SouthWestern State College, Nadine Schreiter of the University of Florida, and Lindsey Munoz of the University of Kentucky. Drawing on their institutional experiences, the panelists will explore where UDL, digital accessibility, and AI-resilient assessment reinforce one another—and where tensions arise. The discussion will offer practical perspectives on designing flexible, accessible assignments that emphasize authentic application, reflection, process, and student agency without allowing compliance, academic integrity, or instructional innovation to become an afterthought.Universal Design for Learning (UDL) encourages educators to provide students with multiple ways to engage with course content, access information, and demonstrate their learning. Title II accessibility requirements establish an equally important expectation: digital course experiences must be accessible to learners with disabilities. At the same time, generative AI is prompting educators to reconsider how assignments are designed and how students demonstrate authentic learning. How can institutions preserve the flexibility and choice central to UDL, meet accessibility requirements, and create meaningful assignments that remain resilient in an AI-enabled environment?Universal Design for Learning (UDL) encourages educators to provide students with multiple ways to engage with course content, access information, and demonstrate their learning. Title II accessibility requirements establish an equally important expectation: digital course experiences must be accessible to learners with disabilities. At the same time, generative AI is prompting educators to reconsider how assignments are designed and how students demonstrate authentic learning. How can institutions preserve the flexibility and choice central to UDL, meet accessibility requirements, and create meaningful assignments that remain resilient in an AI-enabled environment? In this panel discussion, Marcus will lead a practical conversation with Steven Kolberg of Florida SouthWestern State College, Nadine Schreiter of the University of Florida, and Lindsey Munoz of the University of Kentucky. Drawing on their institutional experiences, the panelists will explore where UDL, digital accessibility, and AI-resilient assessment reinforce one another—and where tensions arise. The discussion will offer practical perspectives on designing flexible, accessible assignments that emphasize authentic application, reflection, process, and student agency without allowing compliance, academic integrity, or instructional innovation to become an afterthought.In this panel discussion, Marcus will lead a practical conversation with Steven Kolberg of Florida SouthWestern State College, Nadine Schreiter of the University of Florida, and Lindsey Munoz of the University of Kentucky. Drawing on their institutional experiences, the panelists will explore where UDL, digital accessibility, and AI-resilient assessment reinforce one another—and where tensions arise. The discussion will offer practical perspectives on designing flexible, accessible assignments that emphasize authentic application, reflection, process, and student agency without allowing compliance, academic integrity, or instructional innovation to become an afterthought. distance-learning