Principles of universal design become increasingly important as librarians add information literacy courses and other instructional modules. Issues of access in higher education may be reframed as issues of the design of the inclusive classroom environment. This allows for the spectrum of multiple intelligences and learning modalities to be addressed, as well as the broad diversity that contemporary learners and teachers bring to the classroom experience, live or delivered through distance education. Using the principles of universal design (UD), this paper addresses the manner in which a course may be front-loaded to achieve maximum understanding on the part of the learner as to the expected learning environment and requirements, as well as expected outcomes and assessment practices.