Equitable and Inclusive Campus Scavenger Hunt

1. Engage students by projecting a photo of a relatively obscure location on campus (see sample photos below for inspiration). Ask students to guess:
   • Where the photo was taken
   • Why the “thing” depicted in the photo matters for equity, inclusion and Indigenisation.

2. Divide the class into teams of four or five students. If students will be working on a group project together, have them work with their teammates.  The scavenger hunt is a good opportunity for students to build the relationships needed for effective teamwork.
3. Distribute the scavenger hunt clues and explain the goals of the activity. Build energy and enthusiasm by telling students there will be prizes!
4. Give students a deadline for when they should return to class. The time required for the scavenger hunt depends on the number of clues, how well students know the campus, and how much fun they have along the way. 
5. Debrief the activity with students once they return. Some groups will finish more quickly than others.  Teachers may choose to debrief each group as they return, or wait until everyone is back to start the debrief.  Here are some options for debriefing the scavenger hunt:
   • Most important take-away: On the whiteboard, write the question “What is the most important thing you learned during the scavenger hunt?” As students return to class, hand them a whiteboard marker and ask them to write their answer on the board.
   • Learning goals: Remind students of the goals of the scavenger hunt. Then, invite them to answer the question “Which of the goals do you think was most fully achieved?”  Students might share their responses orally or in writing.  
6. Distribute prizes.

We recommend including some clues that require students to talk to some of the resource people on campus.  For example, students might be challenged to find the social worker on campus and ask, “what are the two most common issues students raise when meeting with a social worker?”

Face-to-face conversations are an opportunity for students and staff to get to know each other.  This relationship will make it easier for students to reach out for help later, if they need it.  At our college, staff members who participated in the scavenger hunt reported that they appreciated the opportunity to connect with students.

If you decide to have students to talk to staff members, be sure to check in ahead of time.  In addition to confirming staff members’ interest and availability, you might invite them to give feedback on the clue itself.  For example, you might ask “Does the wording of this clue sound OK to you?  Is there a different, more relevant question students should explore?”

Sometimes, people and groups compete for the title of “most oppressed.” Who has it worse: the boy who was bullied for being Gay?  Or the Muslim woman who was prohibited from teaching because she wears a hijab? It is important not to rate or rank oppressions.  All forms of oppression are harmful and unjust.  We encourage teachers to consider multiple forms of inequality (e.g. racism, sexism, gender identity discrimination, colonialism, classism, etc.) when creating clues for the scavenger hunt.