Universal Design for Learning is a recommended framework to meet the needs of diverse college students. Using the framework leads faculty to use technology. The problem was a knowledge gap concerning the instructional materials faculty used when sharing learning content to facilitate the academic success of first-year students enrolled at a Hispanic-serving institution. The purpose of this basic qualitative study was to explore what instructional materials and methods faculty teaching first-year courses at a Hispanic-serving institution used to share educational content in the learning management system. Universal Design for Learning and the technology acceptance model guided the data collection. Selected through convenience sampling, the participants were 20 faculty teaching first-year courses at a large Hispanic-serving institution with at least two semesters of teaching experience in higher education. Respondents could participate via an online questionnaire or semi-structured online interviews. A thematic analysis of the data collected revealed participants used a variety of teaching materials, designed documents with accessibility in mind, considered the usefulness of the learning materials provided to students, and chose pedagogies adapted to Hispanic-serving institutions' students. Higher education faculty and administrators, particularly at Hispanic-serving institutions, may find this study relevant. Recommendations include more technical and pedagogical institutional support for faculty to comply with the law and to facilitate student learning. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]