In Designing for Diversity Part 1, Where is Equity and Inclusion in Curriculum Design? we noted the lack of equity and inclusivity in the creation of widely disseminated curriculum materials. We asked the question: Are the established approaches to designing and implementing science, technology, engineering, mathematics, and computer science (STEM+CS) curricula suitable to the diverse needs of students? In this paper, we introduce The Equity and Inclusion Framework for Curriculum Design (EI-CD) approach and Equity and Inclusion Design Principles (EI Design Principles). The framework is guided by evidence-centered design (ECD) methods originally developed for formative assessment (Alozie et al., 2018) and the design of instructional materials (Fujii et al., 2020).
This paper describes how the EI-CD approach can be used to review and modify existing curriculum and instructional materials to meet equity and inclusivity goals. It is intended to help districts and schools work toward equity and inclusion within the constraints of their current curriculum. At its core, the EI-CD approach creates feedback loops that are grounded in EI Design Principles and aimed at continuously learning about and addressing the unique needs of students. The EI-CD approach makes equity and inclusion central tenets of the curriculum development and/or modification process.
Patrik Lundh
SRI Author
Designing for Diversity Part 1. Where is Equity and Inclusion in Curriculum Design?
High-quality STEM+CS curricula should not only incorporate our most current standards; they should also be equitable and inclusive. Curricula do not exist in a vacuum; teachers interpret curricula based on their own frameworks, and students experience curricula through their own lenses. This human interaction with curricula means that issues of equity and inclusion must be addressed; without doing so, some people will have greater access than others. But how well suited are established approaches to informing, designing, and implementing STEM+CS curricula to the diverse needs of diverse students? This whitepaper series proposes a novel approach to designing and/or modifying instructional materials that address diversity by purposefully and systemically integrating equity and inclusion principles at the onset of curriculum design.
This paper, the first in a series of three, describes why current approaches to designing STEM+CS curricula are inadequate; defines diversity, equity, and inclusion in the context of curriculum design; and introduces The Equity and Inclusion Framework for Curriculum Design (EI-CD) approach for designing and adapting STEM+CS curriculum materials to meet the needs of diverse students. A second paper describes the EI-CD approach in detail, showing how the structure, coherence, and rigor of evidence-centered design is leveraged. The third and final paper explores how state and local education leaders can work with the EI-CD approach to make STEM+CS instruction more equitable and inclusive.
Zearn Math Curriculum Study Professional Development Final Report
SRI and TERC, funded by the Carnegie Corporation of New York and the Charles and Lynn Schusterman Family Foundation, conducted case studies of teachers participating in the Zearn Math Curriculum Study Professional Development (CS PD) to learn whether and how teachers’ participation in CS PD led to pedagogical content knowledge growth.
Navigating the Future of Afterschool Science: Afterschool Science Networks Study Recommendations
SRI’s Afterschool Science Networks (ASN) study provides new insights and empirical findings regarding the offering of science learning opportunities at scale.
