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

Introduction

When one thinks of experiential learning, it likely conjures images of service projects, student organization participation, or leadership development programs. Others may consider learning experiences connected to academic learning like sponsored undergraduate research, internships or other practical experiences, or participation in a musical ensemble or theatrical production. Perhaps one might think about employment during college and how it can contribute to student learning and development in postsecondary education.

However, like many things, experiential learning looks different through a Diversity, Equity, and Inclusion (DEI) lens. While these three terms are interchangeable or as if they are one thing, each has a distinct meaning.

Diversity, according to Longmire-Avital (2021), “…reflects the representation of individual differences and the constellations of those varied intersecting differences” (p. para 5). Diversity can reflect a wide range of initiatives, from “a narrow focus on the representation of ethnic and racial minorities, to the fostering of a supportive campus climate for members of the gay, lesbian, bisexual, transgender, and queer communities, to the infusion of diverse content into the academic curricula and better preparation of all students for the realities of a diverse democracy (Williams & Clowney, 2007, p. 2). In short, diversity refers to differences, including how we celebrate and navigate that difference.

The term equity is rooted in the concepts of justice. Though equity may sound similar to equality, the differences between these terms highlight an important distinction. Equality is everyone receiving the same treatment; equity is concerned with receiving what they individually need or deserve. Applying this term to higher education's central mission, the Center for Urban Education at the University of Southern California (2021) defined equity as “…achieving parity in student educational outcomes, regardless of race and ethnicity” (para. 1). Equity is often central to student learning and success. Brown and Fleming (2020) consider equity to be “…the outcome of educator practices that respect and nurture all aspects of student identity rather than treat them as barriers to learning” (para. 2). From an equity-minded standpoint, educators must focus on removing systematic barriers, ensuring that each person can benefit from all that college has to offer.

Inclusion is the cornerstone of DEI work because one can neither celebrate diversity or experience equity without it. For many years, student affairs literature has touted the importance of “involvement” (Austin, 1984) and “engagement” (Kuh et al., 2005) in promoting student learning and success. An essential but historically underappreciated precursor is “inclusion.” How can one be involved or engaged unless they are first included? Bolder (2018) suggests that inclusion “…is about folks with different identities feeling and being valued, leveraged, and welcomed within a given setting” (para. 15). Thus, inclusion is necessary to ensure that all people have access to the same opportunities, receive the same level of respect, treatment, and value—regardless of innate or perceived differences (Harris, 2019). Inclusion is subjective (Tobbell et al., 2021) and is shaped by students' experience at an institution, which may send perceivable signals of inclusion or exclusion.