Master of Public Administration (MPA) programs play a critical role in preparing public servants. Thus, instructors must be proactive in ensuring equitable access to course knowledge. Universal Design for Learning (UDL) can support these efforts. UDL shifts focus from adapting the learner to altering the learning environment. UDL promotes flexibility in how students access, engage with, and demonstrate knowledge of course material. The syllabus is both a formal document and a pedagogical tool that sets the tone for the course and serves as an early opportunity for instructors to embed UDL principles. This study employs content analysis to examine the current integration of UDL practices into US-based MPA introductory course syllabi. These syllabi show some evidence of UDL practices, particularly around engagement and communication. Representation-related strategies are less evident in syllabi. Based on this analysis, we advocate ways to extend these practices in pursuit of more inclusive and accessible classrooms.
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