Alozie, N., Lundh, H., Yang, H., and Parker, C.E. (2021). Designing for Diversity Part 2. The Equity and Inclusion Framework for Curriculum Design. Rockville, MD: National Comprehensive Center at Westat.
Abstract
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.