Rhee, MeganYarrison, Betsy GreenleafStamoulis, Eleni2023-06-082023-06-082023-05UB_2023_Stamoulis_Ehttp://hdl.handle.net/11603/28145Thesis submitted to the Yale Gordon College of Arts and Sciences of The University of Baltimore in partial fulfillment of the requirements for the degree of Master of Fine Arts in Integrated DesignM.F.A. -- The University of Baltimore, 2023Black, Brown, Latinx, and people of color are underrepresented in the design industry, especially in relation to the reported demographics of the labor force. Recent events such as the COVID-19 Pandemic and prominence of the Black Lives Matter movement have brought a reckoning to many fields about diversity, including the design field. While efforts in recent years have been made to address this issue, there is still a large amount of work to be done to overcome the white supremacist norms that are embedded in our field, as well as within the educational system. While student learning objectives (SLOs) are not inherently racist, it is important to consider how teaching practices and materials may contribute to systemic racism and how we might create more inclusive, culturally responsive learning environments for all students. Through surveys of design students and focus groups with students/designers of color, I have developed a tool for design educators to reexamine learning outcomes as a way to embed diversity, equity, and inclusion more intentionally throughout their programs and courses. This tool can be used to regularly review and reflect on one’s own teaching practices, raising awareness of potential bias and bringing awareness to outdated, non-inclusive language.135 leavesapplication/pdfen-USAttribution-NonCommercial-NoDerivs 3.0 United StatesThis item may be protected under Title 17 of the U.S. Copyright Law. It is made available by The University of Baltimore for non-commercial research and educational purposes.http://creativecommons.org/licenses/by-nc-nd/3.0/us/learning outcomesdesign educationdiversity, equity, inclusionText