Y1 Unit 1.3: Curriculum Design with an Equity Lens
You might have already noticed that we often use the metaphor “equity lens” when we write about our curriculum design model. This is a widely accepted term in Oregon: our Higher Education Coordinating Commission adopted an Equity Lens [Online PDF] and this tool aligns with both the statewide Diversity, Equity, and Inclusion Action Plan [Online PDF] and with strategy statements at all 24 of our public community colleges and universities.
However, the term “equity lens” has also been critiqued on the basis that a lens can be put on or taken off. Using this language might give the impression that equity work is temporary or only applicable in some situations. Extending the metaphor, the Equity in Education Coalition [Website] urges people to “ditch the lens, and get equity lasik” (Sippin the EquiTEA, 2018).
In the context of this project, we find it useful to acknowledge that a lens can be taken off, and that our project participants choose to keep it on. Heather Blicher and Valencia Scott, past Equity Consultants on this project, write that “Leading with an equity lens in curriculum design means shining a light on underrepresented perspectives, centering them, and diving deeper into the histories of systemic oppression that lead to social injustices and disparities we live with today” (n.d.). Educators who keep the lens in place engage with their current practices and continue to look for opportunities that improve their curriculum.
Introducing the Open Curriculum Development Project Textbook Criteria for Success
Developing course materials with an equity lens in this project means that you’ll work towards the vision described in the Open Curriculum Development Project Equity Statement. Of course, “lens” and “vision” are both metaphorical terms that have to do with seeing things in a shared way. To unpack these metaphors, we’ve developed the Open Curriculum Development Project Textbook Criteria for Success to concretely describe what we mean by high-quality course materials. This is what we’re aiming for in the work we will share widely at the end of the process. Follow the process we lay out in this curriculum, and the manuscript you hand in will meet these criteria – even if some are unfamiliar to you right now.
Open Curriculum Development Project Textbook Criteria for Success
Our criteria are divided into four categories that, when layered together, make up our definition of high-quality course materials.
Learner focus
- Chapter is written clearly and uses inclusive language
- Chapter anticipates learner variability (reading level: grades 8-12)
- Chapter-level objectives are listed and aligned with the content of the chapter
- Chapter contains all the parts needed to accomplish the learning objectives
- Chapter includes multiple forms of media that are relevant to the text
- Student discussion and reflection questions are clearly identified in call out boxes or predictable places in the chapter
- Chapter includes at least 3 accessible H5P interactives that are tied to chapter learning objectives
- Chapter is well organized and reads as a unified text
- Chapter is consistent in tone, approach, and style
Representation of diverse voices
- Chapter includes diverse images, voices, viewpoints, or perspectives
- Chapter lifts up historically minoritized identities
- Chapter contains up-to-date, relevant, and diverse scholarship and examples
- Chapter includes accurate citations and attribution statements
Accessibility
- Images include figure captions and either alt text or long descriptions; do not rely on color to connote meaning; are drafted at high resolution
- Videos include accurate captions, audio description, and transcripts (including when shared as optional content)
- Chapter uses consistent headings, in order, that break up the content into a predictable cadence
- Up to 10 key terms are listed that reinforce chapter concepts, are defined as Glossary Terms, and are aligned with chapter-level objectives
- Total chapter engagement is scoped to 10,000 words, or no more than 90 minutes of total engagement (approximately 72 minutes of reading time + 18 minutes of required multimedia)
- All links include descriptive text with the link destination, as well as framing that connects to the learning objectives
Oregon context
- Copyright restrictions are minimized so that downstream users (your Oregon colleagues) have permission to revise, remix, and share forward
- Chapter spotlights are relevant and inclusive of diverse Oregon perspectives
- Chapter spotlights invite Oregon students to connect lived experiences to chapter content
- Figure captions are clearly connected to chapter learning objectives and include a statement/question inviting Oregon students to make connections with lived experience
Matrix of Approaches for Equity-Minded Design
The Open Curriculum Development Project Textbook Criteria for Success are grounded in four instructional design frameworks that together center the learning needs of first-generation college students, students with disabilities, students of color, and other historically marginalized groups. The matrix in figure Y1 1.4 shows how our Criteria for Success align with these powerful approaches to teaching and learning with an equity lens. We’ll discuss these frameworks more in future units.
| Design Framework | Learner Focus | Representation of Diverse Voices | Accessibility | Oregon Context |
|---|---|---|---|---|
| Transparency in Learning and Teaching | Anticipate and address barriers for new learners by clearly defining the purpose, tasks, and success criteria for assignments. | Explain learning expectations to maximize success for underserved learners. | Structure materials for intuitive navigation and easy comprehension. | Ask students to apply textbook learning to their own lives and contexts |
| Culturally Responsive Teaching | Acknowledge that culture shapes learning. | Include culturally diverse experts in textbook content. | Include content from diverse experts in multiple media formats. | Include diverse Oregon stories to help students achieve learning outcomes. |
| Universal Design for Learning | Assume that learner variability is the norm | Encourage student agency and choice in sharing knowledge. | Meet project accessibility standards to maximize success for students with disabilities | Provide local and current stories to increase engagement. |
| Open Educational Practices | Invite students to join in open content creation | Provide open license education for informed and ethical future use | Coach students on how to make their shared or open content accessible | Validate the students’ use of Oregon stories to help them achieve learning outcomes |
How to learn more about these instructional design approaches:
- Transparency in Learning and Teaching: TILT Higher Ed [Website]
- Culturally Responsive Teaching: Understanding Culturally Responsive Teaching [Website]
- Universal Design for Learning: The UDL Guidelines [Website]
- Open Educational Practices: The Open Pedagogy Project Roadmap [Website]
We recognize that these four frameworks aren’t the only useful or relevant approaches to equity-minded design. In this curriculum, we will bring in other instructional design approaches when they are useful, or recommend using pieces from more than one strategy as needed. We also expect that our participants bring their own set of pedagogical tools to this project. For our first whole-group meeting, please bring the knowledge and best practices that you currently use to share with your colleagues.
Licenses and Attributions for Curriculum Design with an Equity Lens
Open content, original
“Curriculum Design with an Equity Lens” by Open Oregon Educational Resources is licensed under CC BY 4.0.
References
Blicher, H., & Scott, V. (n.d.) Introduction to DEI in Targeted Pathways. In H. Blicher, A. Gaterud, V. Scott, V. Vold, M. Willi Hooper, & S. Lenox (Eds.), Doing the Work: Diversity, Equity, and Inclusion in Open Educational Resources. https://openoregon.pressbooks.pub/dothework/
Sippin the EquiTEA. (2018). Can we stop using an “equity lens”? https://medium.com/@eec/can-we-stop-using-an-equity-lens-c3425e0aa5da
