The literature shows that both faculty and students hold favorable opinions about UDL principles and practices and students' benefit from such practices when implemented in the higher education classroom. Despite this, faculty members remain resistant to implementing UDL principles and practices. Few studies have examined the barriers impacting the adoption of UDL principles and practices by higher education faculty, and even less have offered solutions which would improve adoption. Using a modified, four-round decision-making Delphi method, this study successfully developed and refined a course observation tool that (a) integrates the principles of UDL and (b) improves faculty adoption and awareness of UDL strategies at a 4-year research university in the Commonwealth of Virginia. Techniques were also identified that have been successful in "disarming" the resistance that many faculty members have toward the inclusion of UDL strategies (i.e., consistency, prescriptive approach, focus on inclusive design) in their courses. These findings lay the groundwork for the standardization of online course development practices at this university and for broad adoption of UDL strategies by instructional faculty teaching online courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]