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This article describes how the author applied principles of universal design to hybrid course materials to increase student understanding and, ultimately, success. Pulling the three principles of universal design--consistency, color, and icon representation--into the author's Blackboard course allowed her to change the types of reading skills needed to obtain the information vital to student success in her classroom. While students could collect all the information they needed using a linear reading method, students using hyper-reading techniques were put at less of a disadvantage. The new model, she believes, is more universally welcoming and less intimidating, at a glance, than her original design. (Contains 2 figures.)

WPA 43 3 (Summer 2020) 10 to extend this conversation into the domain of writing program administration Echoing the approach taken up by Jonathan Alexander (2017) in "Queer ways of knowing", where he explored the perceived "relative irreconcilability" of queerness and WPA work, these articles examine "the relative irreconcilability" of the two-year college context and WPA "while also, perversely, maintaining an eye on both for any generative tensions that might yield useful insights" (p 137) Th e authors in this issue push beyond lore about two-year college writing programs, applying theory and presenting thoughtful case studies to highlight careful research examining how two-year college writing programs make meaning and shape knowledge within and beyond the WPA community More than the context, professional status, and institutional identity of the two-year college is at play here In particular, how does writing studies work within that context?. [Extracted from the article]