K-12 school counselors, along with parents and teachers, are uniquely positioned to support and encourage student educational and career choices. From elementary and middle school, school counselors inform and guide the class and future career choices of the students they work with, establishing access and success for high school courses, such as AP CS courses. With new statewide K-12 CS standards being implemented, a one-year study was undertaken to increase the awareness of computing careers and computer science education by learning first how school counselors perceived computer science, determining how school counselors could increase their understanding of computing careers and finally, identifying the best approaches to reach school counselors with professional learning opportunities designed to increase awareness and understanding of computer science. The professional learning workshops for school counselors were designed as coaching calls, supporting school counselors and aligning with important benchmarks in the K-12 academic year, such as student registration for classes in the next academic year. Qualitative and quantitative methods used included pre- and post-surveys, meeting attendance and interviews with the school counselors. The experience report presented here shows significant increases in school counselor awareness and understanding of computing careers. In particular, the results indicate that multi-event professional learning over time has more impact than shorter (1-2 day) events. The percentage of participants who changed their counseling more than doubled for many of the advising practices. Future work will build on this foundation, while providing more resources for school counselors, and structured to boost attendance and engagement.

Computer science (CS) students' curricula is heavily focused on technical skills, and CS ethics, usability, equity, and people/society considerations are not well-integrated into the CS curriculum. If these topics are introduced, they are disconnected from the core courses. As a result, students do not learn to incorporate inclusive practices into their software designs. Thus, students create software through the perspective of a computer scientist - when the important perspective is that of the intended users. As a result, students entering the workforce are inclined to design software that is non-inclusive. We propose the integration of inclusive design in the undergraduate curriculum will result in students creating inclusive software. This research, based on the foundations of inclusive design methods, investigates a new approach to teaching CS. Inclusive software design is embedded into computing courses for all four years of the undergraduate CS curriculum. This new approach is "minimally invasive", occupying very little classroom time, instead it is integrated into the course work that is already assigned. With this work, we hope to answer the following questions: (1) Will this new approach improve students' ability to design inclusive software? (2) Will this approach create an inclusive climate among peers? (3) Will it affect student's success or lack thereof? (4) How and to what extent is this embedded inclusive design curriculum feasible to use?

While computer science programs are available in many US K-12 schools, students often do not enroll for various reasons such as lack of awareness or encouragement. School counselors, positioned to have an important impact on students' access to educational and career opportunities, often lack information on computer science content, curriculum, and careers. To address this problem, school counselors from underserved school districts are receiving professional learning (PL) on computer careers, the need for additional K-12 student enrollment in computer science courses, and strategies to discuss computer careers with all students in the school. Preliminary data showed that fewer than half the participants had information about CS curriculum and career options before the PL, but gained information about CS and changed their advising practices after a few sessions. The objective is to assess if the PL for the K-12 school counselor community measurably affects the interactions and equity awareness of K-12 school counselors.

Within computer science education, a growth mindset is encouraged. However, faculty development on the use of growth mindset in the classroom is rare and resources to support the use of a growth mindset are limited. A framework for a computer science growth mindset classroom, which includes faculty development, lesson plans, and vocabulary for use with students, has been developed. The objective is to determine if faculty development in growth mindset and active use of the growth mindset cues in the CS0 and CS1 classroom result in superior academic outcomes. Comparative study results are presented for two semesters of virtual classroom environments: one semester without Growth Mindset, and one semester with Growth Mindset. Female students demonstrated the most growth, as measured by academic grades, in CS0, and maintained that growth in CS1. Males demonstrated growth as well, with both males and females converging at the same high point of accomplishment at the end of CS1. Race and ethnicity gaps between students were reduced, improving academic equity.

A growth mindset encourages the development of intelligence, in contrast to a fixed mindset, which considers intelligence to be fixed and unable to be changed. Within computer science education, there is an awareness of a growth mindset, but resources to support the use of a growth mindset in the computer science classroom are limited, and faculty development in the use of growth mindset in the classroom is rare. Researchers have developed a framework for a computer science growth mindset classroom, which includes faculty development, lesson plans, and vocabulary for use with students. In addition, the faculty have formed a community of practice which identifies areas where growth mindset techniques can be used and has implemented these strategies in their classrooms. The framework and materials developed are presented here, with early results from this ongoing work. The objective is to determine if faculty development on growth mindset and active use of the framework for a growth mindset classroom results in superior academic outcomes in CS0 and CS1. Preliminary results are for faculty in both face-to-face and virtual classroom environments.