In co-design meetings, position community members as experts and create space for challenging ideas, including adapting survey questions to community feedback.¶

Strategy · All strategies
Evidence · no claims cited

Description¶

During co-design meetings, facilitators position community members as experts by always allowing for questions, ideas, and aspirations, such as "Can we broaden our focus beyond STEM?" and "Should we make this language more accessible for our students?". They also create space for challenging ideas, for example adapting a survey question that framed challenges as severely impeding learning into one asking what challenges were beneficial or not beneficial, and to what extent alumni are willing to share.

Design Implications¶

Context¶

Requirements¶

• Always allow for questions, ideas, and aspirations from community members
• Revise survey language in response to community feedback, including accessibility concerns

Constraints¶

Target Learners¶

• high school community members serving as design partners, including youth and adults

Target Learning Goals¶

• co-designing survey questions that reflect community priorities and accessible language

Related Strategies¶

• Anticipate barriers to data use by building in strategies for future data use from initial conversations, and trust the process by going at the community's pace.
• Form design teams by building trust and relationships and prioritizing meaningful representation before project kick-off.
• Anti-oppressive co-design meeting practices: land acknowledgements, shared roles, breakout discussions, multiple input modes

Examples¶

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Key Sources¶

• Shelton Daal, Emi Iwatani, Tiffany Leones. (2024). Empowering High School Communities to Evaluate Their Programs Through Alumni Surveys. Digital Promise. https://bit.ly/AlumRefs