Close the empathy exercise by reflecting on surprises, systemic oppression, and short- and long-term design goals¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Step 4 asks teachers to return to their notes and reflect on what stood out and surprised them, what the student identified as computer science needs, inconsistencies between interviews and observations, and how their identity as teacher shaped what was shared. Teachers then connect findings to structure, considering "how are the experiences the student (and caregiver) shared related to privilege and systemic oppression in schools", and set short-term and long-term goals for change that feed into creating an Inclusive Computing Pathway.

Design Implications¶

Context¶

Requirements¶

• Reflection happens after all interviews and observations are complete, using the notes taken throughout the exercise.

Constraints¶

Target Learners¶

• K-12 teachers designing inclusive computing pathways

Target Learning Goals¶

• Translating empathy interview insights into concrete design changes and equity goals

Related Strategies¶

• Extend empathy interviews to students' caregivers for an additional perspective
• Observe the classroom for dissonance between what students say and what teachers see
• Conduct empathy interviews as story-based conversations in comfortable, student-chosen settings

Examples¶

-

Key Sources¶

• Coenraad, M., Hodge, M., Ruiz, P., Mills, K., & Burke, Q. (2021). Empathy Interviews for Developing Inclusive Computing Pathways. Washington, D.C.: Center for Inclusive Innovation, Digital Promise. https://dschool.stanford.edu/resources/liberatory-design-cards