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have also generated ideas that address the core knowledge, skills, and traits needed
by school personnel working in diverse schools, such as professional learning about
underserved populations, removing structural barriers, and understanding cultural
and language differences. Later, in the prototyping phase, students have developed
prototypes for specific innovations such as redesigned parent-teacher associations,
new approaches to student discipline, and parent forums to discuss equity issues.
According to students’ reflections, this design-thinking learning experience helped
Figure 1 them reconceptualize how to address equity issues and disparities in the educational

Sample Array of outcomes. See Figure 2 for some students’ comments on the design-thinking process
Student Responses and this unit.

Figure 2

Student Reflections

This process really broadened my own views and helped me explore and understand implicit bias more
as well. -Rose
I learned equity issues are present in so many facets of a school, and that was alarming to me. -Nicole
The Design Thinking Process was a strong, safe way to understand oneself, learn about common
assumptions, and build powerful solutions or strategies. -Michelle
Working in groups of diverse people helped me see different perspectives and work through problems in
a different way than I would have if I were to be tackling equity issues alone as an individual. -Jessica
I learned the huge value behind using the design thinking model to problem solve. This allows equal
voice on a team and opens the way for wonderful and unique solutions that, more than likely, never
would have been otherwise brought to light. -Dave

This learning experience embodied many design-thinking principles. First,
students were pushed to move beyond theory about equity and generate possible
strategies for action. Second, students were forced to “break out” of their own
perspectives, learn about others, explore empathy, and design for underserved
students. Next, the inquiry integrated informed improvisation and risk-taking:
Participants read and discussed theory, developed norms for a learning community,

10 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators