What shapes a leader long before they ever step into a leadership role?

In this first part of our conversation with Dr. Jennifer “Jenny” Douglas, we explore the formative experiences that influence how leaders think, learn, and lead. From her upbringing in rural Pennsylvania to her work in higher education leadership, Jenny shares how work ethic, community, and lifelong learning laid the foundation for her leadership approach.

We also dive into a powerful idea: writing is thinking. As Jenny explains, the way we structure our thoughts—on paper and in conversation—directly impacts how we lead. In a world increasingly shaped by AI tools, that connection matters more than ever.

Along the way, we explore:

• How early experiences shape leadership mindset and resilience
• Why community and connection still matter in modern leadership
• The link between writing, thinking, and decision-making
• The risks of outsourcing too much thinking to AI tools
• How systems thinking helps leaders collaborate more effectively

This episode sets the stage for a deeper conversation about leadership, self-awareness, and navigating complexity in today’s world.

In Part 2, we will shift inward, exploring coaching, stress, and the inner work of leadership.

Join us at www.engagedbydesign.com to learn more about

• The Course Design Accelerator
• Faculty-in-the-Loop AI in Higher Education

UDL often comes with a sense of pressure: more to do, more to build, more to manage.

In Part 2, Michelle Patterson helps us move past that overwhelm by reframing UDL as an iterative, human-centered design process. Instead of trying to do everything, she introduces practical ways to start small—what she calls the “plus one” approach.

The conversation also explores:

• How systems and leadership support reduce faculty burden
• Why learner choice increases depth and quality of work
• How AI can help identify hidden barriers in course design
• What it really means to balance firm goals with flexible paths

If you’ve ever wondered how to make UDL doable—not theoretical—this episode offers a grounded path forward.

Join us at www.engagedbydesign.com to learn more about

• The Course Design Accelerator
• Faculty-in-the-Loop AI in Higher Education

What if the biggest limitation in our course design is the idea of the “average learner”?

In this episode, Michael Cottam sits down with Michelle Patterson to explore Universal Design for Learning (UDL) as a mindset shift—not a checklist. Together, they unpack how designing for learner variability changes how we think about engagement, access, and success.

Rather than asking how to “fix” students, Michelle reframes the challenge: where are the barriers in our design?

You’ll hear practical examples—from buffet-style learning choices to simple structural supports—that show how small changes can make learning more effective for everyone.

This conversation is especially helpful if you’ve ever felt stuck trying to meet the needs of diverse learners with limited time and resources.

UDL Guidelines

About the UDL 3.0 Guidelines update

Harvard UDL: Explore and UDL: Apply

Join us at www.engagedbydesign.com to learn more about

• The Course Design Accelerator
• Faculty-in-the-Loop AI in Higher Education