Faculty members in higher education are challenged to meet the needs of an increasingly learning-diverse student body. Neuroscience research indicates that individual variations in brain function affect each learner's ability to process and express information. Using this research as a foundation, the theory and principles of universal course design support an instructional environment that proactively facilitates learning among a wide range of students. The authors introduce how brain-related research is yielding evidence-based universal course design strategies and include specific examples of application to syllabus development, classroom instruction, and learning assessment.