ADCET UDL Symposium: Redesign with UDL in Mind - A Collaborative Pilot with Murdoch’s School of Nursing
In-person presentation
Following a 2024 curriculum review of the Bachelor of Nursing (BN), Murdoch University’s (MU) Nursing school committed to adopt a Universal Design for Learning (UDL) approach in the course redesign, to develop inclusive learning experiences that aim to improve student wellbeing, learner agency and success (3,4,5).
Building robust and inclusive teaching practices is rarely achieved in isolation. To support this significant undertaking, in 2025, the school partnered with MU UDL specialists to pilot the co-design of a mentoring program for unit coordinators that would empower them to embed UDL strategies (grounded in the UDL 3.0 guidelines) across the suite of 28 new undergraduate units. This two-year program was launched in early 2025, providing flexibly structured, collaborative support; all unit coordinators have participated in the program to different degrees, with delivery beginning in Semester 1, 2026. Throughout 2026, mentoring and coaching was planned to continue to be available to all staff to support the implementation of UDL strategies (6). Additionally, ongoing evaluation was planned to be undertaken, including a planned research project to measure impact on student experience and inform further development of the course, using a student co-designed feedback process (1,2)
This presentation gave insight into the structure, successes, challenges and key enablers of the innovative pilot program and outlined the progress made as implementation was happening; using a UDL approach of course – including interactive and accessible multimedia content, micro-joy moments and prompts for individual and collective reflection (7). Participants were invited to reflect on how a program like this could be replicated or used as inspiration in their own space and crucially, how the power of relationship building can establish collaborative driving forces for a broad and sustainable movement towards an authentically inclusive education culture in higher education (5,6)
References
(1) Dollinger, M., Lodge, J., & Coates, H. (2018). Co-creation in higher education: Towards a conceptual model. Journal of Marketing for Higher Education, 28(2), 210–231.
(2) Laugaland, K. A., Klippen, M. I. F., Ravik, M., Gonzalez, M. T., & Akerjordet, K. (2025). Exploring co-creation with student nurses in contemporary nursing education: A systematic scoping review. Nurse Education Today, 146, Article 106515.
(3) Levey, J. A. (2018). Universal Design for Instruction in Nursing Education: An Integrative Review. Nursing Education Perspectives, 39(3), 156–161.
(4) Davis D., McLaughlin, M.K., & Anderson, K.M. (2022). Universal design for learning: a framework for blended learning in nursing education. Nurse Educator 47(3) 133-138.
(5) Garrad, TA., & Nolan, H. (2023). Rethinking higher education unit design: Embedding universal design for learning in online studies. Student Success, 14(1), 1-8.
(6) Jwad, N and Assoc., O’Donovan, M., Leif, E., Knight, E., Ford, E., Buhne, J. (2022). Universal Design for Learning in Tertiary Education: A Scoping Review and Recommendations for Implementation in Australia.
(7) CAST (2024). Universal Design for Learning Guidelines version 3.0 [graphic organizer]. Lynnfield, MA: Author.
Presenter
Bec Inwood is an inclusive education specialist, qualified secondary teacher and has an extensive background in the Arts. In her current role at Murdoch University, she is leading institution-wide adoption of UDL and developing a tiered UDL support program for staff using a creative and flexible approach. With over 25 years of experience in education, Bec has worked with learners from diverse backgrounds, and taught all ages across a variety of settings and subjects. Her teaching philosophy is deeply integrated with inclusive education pedagogy, and she has a very personal interest in the impacts of disability, health conditions, culture and socioeconomic status on learning.
(June 2026)