U.S. Department of State, Bureau of Educational and Cultural Affairs (World Learning)
Eduflow
Distance Learning Administration (University of West Georgia)
EdTech Magazine (CDW)
U.S. Department of State (U.S. Scholar Program) – Eötvös Loránd University, Budapest
Fulbright Specialist (Roster), United States Department of State
Program Area Director, Curriculum & Professional Development, Learning Design, Development & Innovation (LDDI), University of Wisconsin–Madison
Conference Program Chair (Distance Teaching & Learning) / Faculty Associate, Distance Education Professional Development, University of Wisconsin–Madison
Fulbright Scholar (U.S. Scholar Program), United States Department of State
Faculty Member, Illinois Online Network (MOT/COLA), University of Illinois Springfield
Coordinator of Learning Technologies, Northeastern Illinois University
Thomas J. Tobin is a Senior Teaching and Learning Developer and founding member of the Center for Teaching, Learning & Mentoring at the University of Wisconsin–Madison. His work focuses on quality in technology‑mediated higher education—particularly accessibility and Universal Design for Learning (UDL), evaluation of online teaching, academic integrity, and copyright. A frequent keynote speaker and consultant, he has authored books and articles that help institutions adopt scalable, inclusive practices (e.g., the Plus‑One approach to UDL). He previously served as Program Area Director for Distance Teaching & Learning at UW–Madison, Coordinator of Learning Technologies at Northeastern Illinois University, and taught in the Illinois Online Network. He was a Fulbright Scholar in Hungary (2018) and is a Fulbright Specialist (2025–2028).
A pragmatic strategy for scaling Universal Design for Learning by adding “one more way” at identified pinch points in courses—incrementally increasing options for engagement, representation, and action/expression to lower barriers and improve inclusion.
Journal of Adult Learning, Knowledge and Innovation • Journal
Positions UDL as a mobile‑first strategy for adult learners who juggle work, family, and study. Reviews UDL’s history and adoption, then argues for broadening course‑access design beyond disability services to an ease‑of‑use/inclusion framework. Offers practical ways faculty can incorporate UDL elements and expand beyond the legal minimum to benefit all learners.
Quarterly Review of Distance Education • Journal
Argues that adopting UDL principles in online courses benefits all learners—not only students with disabilities—by expanding flexible access, engagement, and expression. Provides five practical strategies (start with text, create alternatives, allow varied demonstrations, chunk processes, and remove access barriers) and a time‑based plan to help faculty implement UDL to improve student persistence and retention.
Online Journal of Distance Learning Administration • Journal
Introductory guide for evaluating materials and teaching in online courses. Covers parallels with on‑ground evaluations, factors unique to online teaching, technology considerations, and ways to help administrators unfamiliar with online education use standards, rubrics, and benchmarks to conduct fair, effective reviews.
SOLAS / Education and Training Boards Ireland (ETBI) / AHEAD • Report
National guidance for Irish Further Education and Training (FET) practitioners to implement UDL. Introduces UDL principles with easy‑to‑apply advice, reflective tools, and practice examples from diverse FET contexts. Emphasizes building UDL communities and embedding flexibility, accessibility, and choice in program and assessment design.
Stylus/Routledge • Book
Practical roadmap for graduate students and academics exploring non‑faculty “alt‑ac” careers in and beyond higher education. Combines tools, prompts, and case stories to help readers assess options, prepare materials, interview, navigate common challenges, and grow professionally (consulting, publishing, professional networks, personal branding). Useful for mentoring and graduate professional development.
West Virginia University Press • Book
Book-length guide to reframing Universal Design for Learning (UDL) in higher education beyond disability accommodations toward a broader ease‑of‑use and diversity framework. Offers case studies, active‑learning techniques, UDL coaching skills, and campus‑wide adoption strategies (including “UDL in 20 minutes, 20 days, and 20 months” and the Plus‑One approach) to strengthen engagement, interaction, and performance for all college students.
St. Aubin Comics • Book
An illustrated comic for higher‑education audiences that explains copyright, fair use, licensing, and permissions through the story of a university lawyer who adopts a secret “Copyright Ninja” persona to share simple, memorable guidance for colleagues. Aimed at faculty, librarians, staff, and leaders in the U.S. and Canada.
Jossey‑Bass (Wiley) • Book
Comprehensive handbook for designing and implementing effective systems to evaluate online teaching. Addresses organizational and cultural challenges, adapts formative and summative evaluation methods for online contexts, and provides rubrics, forms, and workflows. Guides institutions in crafting evaluation processes tailored to online teaching and sustaining a culture of evidence to improve student success and institutional results.