Embedding Inclusivity Design into the Data Science Curriculum

As big data, artificial intelligence (AI) and technology are infiltrating our lives at an exponential rate, challenges are being raised in term of the consequences, trust and bias of these advancements. This paper describes and evaluates the introduction of design thinking into the Data Science programmes. Curriculum was developed to highlight the issues of non-inclusive design, drawing on well received contemporary literature, research and using enquiry based learning to unpack the social and technical reasons for this. Students were introduced to ethical frameworks used to mitigate against design bias. Additionally, the university’s strategy for Equality, Diversity and Inclusivity (EDI) was delivered as a contextualised workshop. The student experience was evaluated via a survey, concluding that the students had developed an appreciation for inclusivity both in terms of design thinking as team contribution.