Solving Wicked Diversity, Equity, and Inclusive Problems From a Design Thinking Lens

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Author(s): Levester Johnson (Illinois State University, USA)and Yselande Pierre (Florida International University, USA)
Copyright: 2021
Pages: 17
Source title: Applying Design Thinking to the Measurement of Experiential Learning
Source Author(s)/Editor(s): Adam Peck (Illinois State University, USA)and Danielle DeSawal (Indiana University, USA)
DOI: 10.4018/978-1-7998-7768-4.ch004

Keywords: Education / Information Science Reference / Instructional Design / Learning Assessment and Measurement

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Abstract

The central question that undergirds this chapter is, “How can practitioners see learning from the student's perspective?” The authors address this question to the extent to which diversity, equity, and inclusion (DEI) and experiential learning assessment constitute what design thinkers refer to as a wicked problem – a complex problem that benefits from a multiplicity of perspectives. It will take more than just DEI professionals to unravel these complex and interconnected issues. They look at how institutions currently seek to quantify and qualify their students' learning and experiences – proposing how design thinking, particularly the central quality of “empathy” could enhance these efforts.

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Solving Wicked Diversity, Equity, and Inclusive Problems From a Design Thinking Lens

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