SRI Authors: Nonye M. Alozie, Patrik Lundh, Katrina Laguarda, Caroline E. Parker
Alozie, N., Lundh, P., Laguarda, K., Parker, C.E., Fujii, R., and McBride, B. (2021). Designing for Diversity Part 1. Where is Equity and Inclusion in Curriculum Design? Rockville, MD: National Comprehensive Center at Westat.
Abstract
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.
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