Computing has, for many years, been one of the least demographically diverse STEM fields, particularly in terms of women's participation [2] and those from minoritized racial and ethnic groups. In the case of higher education, one of the most powerful sites of intervention is the classroom. The last decade has seen a proliferation of research exploring new teaching techniques and course sequencing and their effect on the retention of students who have historically been excluded from computing. This research suggests interventions and practices that can affect the inclusiveness of the computer science classroom and potentially improve learning outcomes for all students. But research needs to be translated into practice, and practices need to be taken up in real classrooms. The goal of this working group (WG) is to conduct a systemic "state-of-the-art" review of recent empirical studies of teaching practices that have some explicit test of the impact on women (or other under-represented groups) in computing. The WG will produce an annotated bibliography and a report that distills the research into specific, actionable practices.

In this online workshop, participants will actively explore the new NCWIT Tech Inclusion Journey for Undergraduate Programs? (TIJ-UP), a tool developed by the National Center for Women and Information Technology (NCWIT) to assist change leader teams with building the inclusive culture needed to attract and retain a more diverse range of students to their undergraduate computing programs [4]. The goal of the session is to empower participants to take the TIJ-UP back to their departments and use it effectively and efficiently. This workshop is appropriate for any post-secondary computing program faculty or staff member working on broadening participation in computing. It is especially useful for department leadership and those developing departmental NSF BPC plans.

As the COVID-19 pandemic began to unfold, reports of the impact on lives, public and private industry, and education systems began to emerge. Almost simultaneously, the long-standing pandemic of racism in the U.S. was called to the forefront. The policies, structures, and members of the computing community are not immune from the impacts of these dual pandemics. While we do not yet know the long-term effects on the computing community, several efforts have emerged to advance our understanding through data collection and analysis. This panel present preliminary findings from surveys conducted by multiple organizations that explore the impact of these dual pandemics on conditions of work and education in the computing community, with a focus on the impacts on populations that have been historically underrepresented in computing. The panel invites discussion about promising (and not-so-promising) practices that have emerged in response to these pandemics and next steps to support the computing community.

As computer science programs experience booming enrollments, departmental priorities for educating all students are shifting. Nurturing a departmental culture that promotes inclusion when resources and space are scarce can be difficult. As a Birds of a Feather session, the facilitators will lead participants in a discussion of practices that support inclusion at the departmental and classroom levels. We focus on ways that faculty and departments can prepare and implement inclusive practices and policies that support the ideas that all students can learn and belong, and that ability is not fixed, but malleable. We will also discuss how departmental efforts can be documented and measured for effectiveness. While evaluation is always important, departments impacted by new BPC requirements piloted by the NSF to measure departmental changes to support equity (see https://www.nsf.gov/cise/bpc/White_Paper.pdf) may be particularly interested. Participants will form small guided discussion groups with one BOF facilitator in each group. Groups will be provided centering questions and artifacts to guide their discussion. Participants will reconvene to report out across groups. The BOF is appropriate for computing educators who are focusing on/or developing departmental practices that support the success of all learners, with an emphasis on underrepresented and underserved groups. It is also appropriate for educational researchers who emphasize department and classroom level research related to growth mindset, asset-based pedagogy, culturally relevant pedagogy, and inclusion.

The goal of the session is to help attendees who are committed to diversity and inclusion learn to talk about different dimensions of identity (e.g., race, class, gender, sex, sexuality, etc.). The landscape of terms is always changing and we want SIGCSE attendees to feel more comfortable using current language to talk about issues related to diversity and inclusion. This special session will include eight short videos, individual reflection, and a Q&A with presenters. This is an expansion of a special session held at the NCWIT Summit in 2019; it was well received and we hope to offer it to the larger SIGCSE audience. The format also lends itself to attendees sharing the videos and discussions with their colleagues after SIGCSE, which are available at http://ncwit.org/intersectionality-videos

By 2026, the number of computing-related job openings in the US are expected to reach 3.5 million [1]. Yet even with an enrollment booming in many 4-year college computing programs, institutions of higher education have been unable to produce enough graduates to meet this growing demand. In addition, women and racial/ethnic minority students continue to be underrepresented in computing majors further reducing the potential computing workforce. Community colleges, because of their mission to serve their local communities, tend to have more diverse student populations. Yet, to date, they have not been considered a critical partner in the conversation on broadening participation in computing (BPC). To fill this gap, universities and community colleges need to work more collaboratively to bridge the workforce and diversity gaps [2]. In this BOF, participants will discuss strategies and resources for community colleges to participate more fully in the BPC community. Topics may include pathways from community colleges to 4-year computing programs, improving institutional culture to support advancement, providing role models so that students are encouraged to see themselves in computing, and strategies to recruit, retain, and motivate diverse students.

Effective teaching requires understanding where students are coming from. Retaining students who have been historically underrepresented in computing requires the same, especially in introductory courses. This paper draws from surveys of students in introductory computing courses at seven geographically dispersed community colleges. We use K-means cluster analysis to differentiate students based on their responses to questions measuring constructs related to student success in computing courses and persistence. The resulting five clusters were compared on outcome variables, including final grades, intent to persist in computing, and gender and race/ethnicity. We focus on community colleges because they are uniquely well-positioned to broaden participation in computing; however, the implications extend beyond the community college context. We conclude by discussing methodological and pedagogical implications, including how findings can challenge assumptions and stereotypes about introductory computing students.

Over the last few years, a number of repositories of information relevant to the computing education community have come online, each with different content and purpose. In this special session, we present an overview of these repositories and the content that each provides. Demonstrations of the functionality of the repositories will be shown and attendees are encouraged to come with their questions and suggestions for improvement if they are currently users of the repositories.

This paper describes the creation of a virtual, interactive professional development course to build the capacity of community college faculty to recruit and retain women and underrepresented minorities in computing programs. The project was designed in response to community college faculty reporting need for practical methods to broaden participation in their programs and their feelings of isolation from like-minded faculty. The 12-session prototype has been piloted with eight community college faculty. The finalized PD will be available as free, standalone web-based modules. The course includes instruction on research-based practices for recruiting and retaining women and underrepresented minorities in computing. Evaluation mechanisms are developed to assess the impacts of the PD on faculty attitudes and teaching practices, and the effect of changed practices on introductory computing students' engagement and persistence. Here we report preliminary findings from interviews. The project outputs will include polished online content modules, validated student survey instruments, a classroom observation protocol, and student and faculty interview instruments.

We examined how 63 instructors used the EngageCSEdu digital collection and their ratings of its ease of use and usefulness. The collection contains over 1400 digital resources for teaching CS1 and CS2 classes. Forty-four percent of instructors accessed materials and used them in their classrooms. Most common use was for in-class exercises; 25% used materials for homework assignments. Respondents used materials one time (48%) or a few times (58%); instructors did not use materials to redesign whole courses. Sixty-four percent adapted materials they found on the site by changing difficulty level, changing content such as programming languages or adding/deleting parts of the lesson. Many instructors used materials as background sources to create their own materials.

No abstract available.

How do you engage students in the computer science classroom? In this Demo Session we will examine this question within the context of EngageCSEdu (http://www.engage-csedu.org), a web-based collection of instructional materials for introductory CS classes. Developed by computer scientists, social scientists, and learning scientists from California State University, Long Beach, Carnegie Mellon University, University of Pittsburgh, the National Center for Women & Information Technology (NCWIT), and Google, EngageCSEdu is comprised of ~1500 instructional materials (such as assignments, projects, labs, and assessments) and 17 Engagement Practices (strategies and techniques for engaging and retaining students based on CS education and social science research). During this session we will demonstrate key features of EngageCSEdu, discuss how research-based findings on gender diversity and student engagement were used in its development, and invite participants to contribute their ideas for engaging and retaining students. Attendees will explore EngageCSEdu with members of the original development team and discuss how this focused and comprehensive open collection of instructional materials can be effectively used to support instructors. As a product by and for the CS education community, this demo is an opportunity for potential users to provide valuable feedback and input into the ongoing development and dissemination of materials on EngageCSEdu. By the end of this demonstration participants will be more familiar with the research-based factors shown to increase engagement among undergraduate students, particularly women and underrepresented minorities, and have an opportunity to play an active role in positioning EngageCSEdu within the CS education community.