As inclusive learning experiences are prioritized for in-person learners, instructional designers have an opportunity to ensure online learners are not overlooked. Embedding equity conversations during the course design phase becomes critical for dismantling barriers to success. This interactive session explores processes for defining and adopting equity standards for instructional designers.

Like many other colleges and universities, there is a push at our institution to build more inclusive and equitable learning environments. Although significant work is being done to serve our in-person learners, those completing online asynchronous coursework are being left out. As an instructional design team, we believe that a more transformative approach lies in embedding equity within the core design of the course. To achieve this, we fielded a small group to research existing resources, and curate a set of equity standards that aligned with our unit’s values and course development goals. While the available resources from other organizations are plenty, we found that few were directly applicable to online course design, rather than facilitation of in-person courses. We determined that a set of guidelines that instructional designers could use to facilitate conversations with faculty, shape inclusive course sites, and meet accessibility standards was needed. Over several months, this group: 1) examined the many equity rubrics and practices that have surfaced at other colleges and universities in the past five years, 2) pulled out any standards that seemed tenable to instructional designers developing online courses, 3) re-wrote or created de novo equity and belonging standards, 4) held an open forum to receive feedback from those that would be directly affected by the implementation of the standards, and 5) worked with leadership to weave the standards into the existing course design process. During this presentation we will share the challenges and feedback we received regarding the development and implementation of the equity standards at our institution. We will provide an opportunity for participants to create their own equity standards, and sort them by relevance to their values. We will also share preliminary data about the adoption of the equity standards by our instructional designers. Plan for interactivity: Our session will allow attendees to actively engage in conversation about equity standards at their institution, and will challenge them to think about steps their instructional design teams could take. We will accomplish this by: Using anonymous polling throughout the presentation to ask pointed questions, such as “what types of goals does your institution have in terms of equity and belonging?”, and “what types of resources are you currently using?”. We will create a shared collaborative document for participants to share their resources with others in the audience. We will engage in an equity sorting activity, where we will share our equity standards and ask participants to create their own. We will then have participants sort the standards (digitally or with sticky notes) by relevance to their values. Finally, after the presentation, we will leave time for conversation about the challenges of developing and implementing equity standards at the instructional design level. Takeaways: Determining an Instructional Designer's Role in Equity in Online Learning: As a result of this session, participants will be able to identify issues of inclusion and equity in online courses as relating to either the design phase or facilitation phase of a course. Implementing Equity Standards: As a result of this session, participants will be able to map a process for curating, implementing, and assessing a set of design-relevant equity standards that are aligned with the shared values and practices of their instructional design team.