The Unexpected Ethical Concerns of Developing Diversity, Equity, Inclusion, and Justice Review Tools: A Design Case

Abstract

This design case explores the development of tools to foster diversity, equity, inclusion, and justice (DEIJ) in course design and teaching at a predominantly white institution. We designed a suite of tools for instructional designers and faculty to review online courses, helping to ensure quality course design and meaningful learning experiences exist for all students. We are highlighting the design of the course review tools that were created to increase DEIJ in online classes. Our goal is to have students feel welcome, safe, and to see themselves represented throughout the online courses offered at Auburn University. We also delve into the ethical challenges faced during the development and implementation of the tools, including the decision to rebrand the tools as “community and belonging” to avoid faculty and administrative resistance. This case highlights the intricate balance between principle-based and care-based ethics in our design of the creation of the self-evaluation tool for our team and faculty. It emphasizes the importance of adaptability, sensitivity to context, and strategic communication in promoting inclusive practices.