This paper examines how the Alliance for Interdisciplinary Innovation in Computing Education (AiiCE) partnership operationalized the eight Collective Impact Principles of Practice to advance identity-inclusive computing education. Identity-inclusive practices actively recognize and integrate students' diverse identities into curricula, pedagogy, and institutional structures to promote more inclusive learning cultures. Principles were utilized to cultivate a learning culture and co-develop a common agenda during their formative stages, addressing persistent structural barriers in computer science (CS) education such as exclusionary curricula, biased departmental cultures, and inequitable data systems. The research employs a qualitative design, analyzing interviews with Steering Committee and Backbone members (N=8) alongside program documents (N=25) to trace the partnership's application of core principles, such as equity-centered design, community inclusion, and data-driven adaptation, to embed identity-inclusive practices in CS education ecosystems. Findings reveal that the partnership's success hinged on interdependent strategies: embedding structural accountability into its shared vision for computing education and fostering continuous learning through cross-sector collaboration and localized tools. Key innovations included governance design that center community voices in CS and a constellation model that facilitated knowledge exchange across CS research, policy, professional development, and curricula and pedagogy. However, limitations emerged, such as uneven leadership development. The study contributes to collective impact research by demonstrating how Principles of Practice can be integrated in cross-sector partnerships for CS education.

This Birds of a Feather (BoF) session brings together computing educators, administrators, and graduate students to explore innovative approaches for creating supportive learning environments in computer science education. Building on the success of the Cultural Competence in Computing (3C) Fellows program, which has cultivated a community of over 250 computing professionals, this session provides a structured framework for addressing current challenges in computing education and developing effective teaching strategies. Participants will engage in dynamic discussions and collaborative activities examining successful pedagogical approaches, sharing implementation experiences, and exploring evidence-based practices for improving student outcomes. The session format includes focused breakout groups organized by geographical region, allowing participants to network with colleagues facing similar institutional challenges. Each group will include experienced educators who have successfully implemented innovative teaching practices, facilitating knowledge transfer and mentorship opportunities. Through guided discussions, participants will identify key obstacles in their educational environments and develop practical solutions based on peer experiences and proven methodologies. The BoF concludes with a collaborative planning session where participants will develop actionable steps for implementing new teaching approaches at their institutions. This session emphasizes building sustainable professional networks and communities of practice, enabling ongoing collaboration and resource sharing. Attendees will gain practical insights into educational innovation, forge valuable professional connections, and develop specific strategies to advance the work at their home institutions. This session particularly benefits educators seeking to implement research-based improvements in computing education.

Computing has been historically taught as neutral and devoid of any connection with societies. But more recently, technical tools are taking center stage at societal problem solving, influencing policies and practices around issues such as surveillance, privacy, and algorithmic bias. In this sociopolitical moment, people across different efforts within K-12 computing education are calling for integration of computing with social sciences to center implications of technologies on peoples, communities, and societies. There are multiple facets to these efforts: studying K-12 student engagement with critical content to preparing K-12 educators and ecosystems, developing pedagogical frameworks, and redesigning existing high school computing program to center justice. This panel will present a broad range of efforts towards critical introduction of computing within K-12 settings. While briefly introducing themselves and their work, each panelist will answer the questions: (a) How does your work and experiences address critical computing education? (b) What are some barriers that you have encountered? And (c) How have you addressed these concerns within your designs? Overall, the panel will open the space for discussing, highlighting, and learning from this set of diverse and synergetic critical computing efforts within K-12 computing education.

The issues related to a lack of diversity, equity, and inclusion in computing are, in part, due to a lack of understanding of identity (e.g., race, ethnicity, gender, class, ability, and sexuality), intersectionality, and their impact on both technology consumers and creators from minoritized groups. Identity-inclusive computing (IIC) explores how identity impacts and is impacted by computing. This growing area of research blends social science with computer science to infuse topics related to identity, intersectionality, racism, bias, and discrimination throughout the discipline. IIC has the potential to transform computing to create not only more equitable and inclusive environments for people from diverse identities, but also reduce development of biased/harmful technologies. This transformation requires a community of educators who are working to (un)learn topics related to identity and apply this knowledge to curricula, training, research, policy, and other department initiatives. This Birds of a Feather session convenes educators, advocates, and graduate students to discuss activities and lessons learned from the past year, strategies for beginning/sustaining this work, and future opportunities. The session will directly contribute to a growing community of practice dedicated to creating systemic change across university computing departments worldwide through IIC education, while also providing opportunities for attendees to remain connected outside of SIGCSE

The CS-Ed Podcast's theme for season 2 is "Where should we go from here?" Three of the episodes focused on equity. This panel consists of all the podcast guests that spoke on this topic and the podcast host will serve as the moderator. In their episode, each panelist focused on a different aspect of equity, including cultural competence, supporting students of color, and how to make computer science education an integral and sustained part of learning through systemic change. This panel will be a conversation on equity by having the guests react to each other's episodes and to questions from the audience.

Navigating the intersection of both race and gender can be difficult for Black women in academia, especially when they lack representation, and proper support, which forces many to "learn on the fly." This panel convenes Black women in diverse faculty positions to discuss pursuing and persisting in academic careers, including career path considerations, identifying and mitigating challenges, mentorship and networking, balancing expectations with authenticity, and making institution and/or career changes.

It is often assumed that women in CS fully understand and appreciate diversity, equity, and inclusion and advocate for the needs of all women. However, there exist highly publicized examples in computing and beyond where the intersection of race and gender (and the experiences of Black, Latina, and Indigenous women) were ignored by White women. This panel convenes diverse women in CS to discuss the importance and challenges of same-gender allyship, advocacy, and activism.

The commonly documented diversity, equity, and inclusion (DEI) issues in the computing workforce are the direct result of corporate cultures that benefit specific groups and marginalize others. This culture usually begins in undergraduate computing departments, where the demographic representation mirrors that of industry. With no formal courses that focus on the non-technical issues affecting marginalized groups and how to address and eradicate them, students are indirectly taught that the current status quo in computing departments and industry is not only acceptable, but also unproblematic. This directly affects students from marginalized groups (as the reasons for attrition are similar in both higher education and industry), as well as faculty (as biased student evaluations directly affect hiring, promotion, and tenure decisions). This position paper presents the need for cultural competence as a required focus for university computing departments nationwide. By improving these issues before students complete baccalaureate computing degrees, companies will have talent pools that better understand the importance and necessity of DEI and also work to ensure they help foster a more diverse, equitable, and inclusive environment. In addition, more students from marginalized groups will be retained in the major through degree completion.

While computer science (CS) continues to permeate every aspect of society, the number of high-school students that are adequately prepared to enroll in university computer science programs is declining. To address the nation's needs it is clear that the retention rates of underrepresented minorities in CS programs across the country must increase, including the instruction and retention of students at Historically Black Colleges and Universities (HBCUs). At the university, a multi-phased program was developed that first partnered the department with Google to develop a unique program that incorporated Google software developers and undergraduate students, as well as course restructuring to better prepare underclassmen in their first three courses of study. First-year results indicated the program was successful in increasing student retention and interest in CS.

In order to increase the computer science pipeline, emphasis must be placed on not only who is taught, but also how they are taught. Traditional computer science pedagogy has been unsuccessful in attracting, engaging, instructing, and retaining underrepresented students. Culturally-responsive pedagogy must be leveraged to successfully instruct a diverse range of computer science students. With the onset of technologies such as Facebook, iPods, Xbox, smart phones, mobile applications, and more, underrepresented students are already actively engaged in utilizing computer technology. However, in order to transition them from consumers to creators of this technology, culturally-responsive curriculum must teach fundamental concepts such as algorithms, problem solving, and abstraction in the context of issues that affect their daily lives. This workshop is designed to help K-16 computer science educators, professionals, and others understand and identify activities and assignments that infuse culturally-responsive content throughout. By the end of the workshop, participants will have a clear understanding of culturally-responsive pedagogy, its importance in computer science, and how to begin infusing more of it into lessons and activities. Laptops are recommended.