Recent advances in artificial intelligence (AI), including the widespread adoption of foundational models, have triggered changes across Computing Science (CS) programs. Developments include, but are not limited to, revisions to assessment practices, updates to academic integrity policies, curriculum redesign to integrate emerging concepts, and the growing use of conversational agents to support instruction. These developments aim to address effective preparation of graduates for an evolving AI innovation landscape.

Evidence supports offering research experiences for undergraduate computing science students as a means of broadening participation in computing[7, 10, 11]. However, student perceptions about computing science research, how students become interested in these research experiences, and the details of effective design and delivery of programs capable of attracting and retaining this interest are less explored. In this study, we investigate the design and delivery of undergraduate research programs. We expand on and explore several factors, including but not limited to cultural relevance, the presence of a cross-disciplinary high-level view, task assignment, entry point, and support elements of a program.

We investigate the impact of a faculty-led mentoring program designed to support computer science students with disabilities. Grounded in existing literature that highlights the challenges these students face, including lower rates of retention and a reduced sense of belonging at university, the program provides individualized mentoring to address these issues. Data from an anonymous survey of program participants revealed the majority perceived it as providing benefits to their academic performance, sense of wellbeing, and sense of belonging at university. Despite the small sample size of eight students, the findings demonstrate potential for mentoring programs to enhance inclusivity and equity in STEM education. The results contribute to the growing body of research advocating for structured, proactive support systems for students with disabilities in higher education.

One of the less explored approaches to foster equity, diversity, and inclusion (EDI) in Computer Science (CS) is through changes to the curriculum. Despite sporadic work on the adoption of Culturally Responsive Computing (CRC) and Universal Design for Learning (UDL), the inclusion of equity-minded courses, or modifications on specific elements of the curriculum such as introductory programming courses, there has never been a wide exploration or adoption of a successful equity-minded undergraduate CS curriculum.

Computing science education has experienced low attendance and historic declines in registration from different minority groups. The past decade of enrollment surge in computer science undergraduate programs has increased the number of women and minorities in the field, but the improvements are inconsistent and less than expected. An increase in the use of computing science and in the demand of technology workforce is expected in the upcoming years. Thus, computing science is set to shape the future of technology for a diverse set of technology users. Therefore, it is important to analyze how undergraduate program admission procedures are affecting Equity, Diversity, and Inclusion of historically marginalized groups in computing science.