Using virtual design sprints to promote inclusive collaboration in composition programs

Abstract

Writing researchers, teachers, and writing program administrators face significant challenges in promoting inclusive collaboration that brings together diverse perspectives without overburdening vulnerable stakeholders. This article reports on a case study in which a virtual design sprint was used to facilitate inclusive collaboration for a human-centered design project focused on redesigning a graduate teaching assistant mentoring program. The virtual design sprint was conducted over one week by a transdisciplinary team, including writing program administrators and graduate teaching assistant mentors and mentees. By providing a highly structured approach to intensive collaboration, the virtual design sprint enabled efficient integration of diverse perspectives while minimizing demands on participants. Furthermore, it helped the design team produce promising solutions aligned with their experiences and needs. Findings suggest virtual design sprints offer an effective method for inclusive collaboration that can be adapted to promote inclusivity through a wide range of writing program, writing instruction, and writing research activities. The structured collaborative process allows teams to rapidly develop empathy, ideate, prototype, and test solutions using human-centered design methods and develop solutions that are beneficial for diverse program stakeholders.