Socially Responsible Computing (SRC) education entails the infusion of Computer Science (CS) education with interwoven attention to ethical, social, and political issues to position students to reflect and take action individually and collaboratively to create a more just world. Our approach to SRC supports students to explore computing design/development in early CS courses with a communal goal orientation (in contrast to agentic/individualized), shown to improve achievement and retention for students with identities that are minoritized in CS. Grounded in our own experiences as co-developers and implementers of this pedagogical transformation and as co-facilitators of a Faculty Learning Community (FLC) across six minority-serving institutions in California, we share how we use an iterative design and implementation process modeled from social design experimentation as research and development method. Initial results are presented as a set of promising practices for incorporating SRC into introductory CS courses: 1) choose the domain mindfully; 2) design for synergy with technical material; 3) scaffold for inclusivity; 4) structure with a framework; 5) avoid othering SRC elements; and 6) reuse and build on existing resources. We share how these promising practices guide our efforts; how they can address challenges and concerns for new and continuing SRC implementers; and the ways in which we have and will continue to test and co-design this approach.

This work-in-progress (WIP) innovative practice paper focuses on skills developed by student instructional team members working in peer instruction in computing. Research has shown that peer instruction models such as supplemental instruction (SI) support computer science student learning and peer community building while extending the reach of the instructional team. SI participants achieve higher grades and experience greater retention rates in the STEM majors than their non-participating peers, an impact that can extend beyond the initial supplemental instruction semester. While benefits for Supplemental Instruction learners are well documented, the program's effect on the leaders is not well documented. Supplemental Instruction leaders receive training, mentoring, and peer guidance in developing teaching practices that meet students' needs. Unlike lecture-based instruction, supplemental instruction at Kean University involves modeling, guided problem-solving, and interaction with learners in small groups. Students who attend supplemental instruction may arrive with specific questions or academic needs that must be addressed to support further learning of the subject matter, making SI sessions spaces for improvisation and adaptive teaching. The authors contend that leading supplemental instruction sessions for computer science first and second-semester coursework allows leaders to develop flexible communication practices and career adaptability skills, which are vital” soft skills” for career development. Research indicates that career adaptability leads to stronger employment outcomes, such as wages, job satisfaction, and workplace engagement. This work-in-progress paper draws on career development, entrepreneurial mindset research, and social science research on improvisation. The paper makes inferences regarding the apprenticeship and guidance practices that support adaptive thinking and improvisation in SI at Kean University, and develops recommendations for faculty and staff who lead peer instruction efforts in engineering and/or computing departments. Innovations in this paper include considering how SI leaders develop career adaptability in their work, which can support leader recruitment and lead to new mechanisms for improving SI leader performance.

This Innovative Practice paper describes the Local Research Experiences for Undergraduates (LREU) program that was established by the Computing Alliance of Hispanic-Serving Institutions (CAHSI) at Hispanic-serving institutions (HSIs) in 2021 to increase the number of students, particularly students from underrepresented populations, who enter graduate programs in computer science. Since its first offering in Spring 2022, the LREU program has involved 182 faculty and 253 students. The LREU program funds undergraduate research experiences at the students' home institutions with an emphasis on first-generation students and those with financial needs. The motivation for the program is to address the low number of domestic students, particularly Hispanics and other minoritized populations, who seek and complete graduate degrees. Research shows that participation in research activities predicts college outcomes such as GPA, retention, and persistence. Even though these studies inform us of the importance of REU programs, many programmatic efforts are summer experiences and, while students may receive support, faculty mentors rarely receive coaching or professional development efforts. What distinguishes the LREU program is the focus on the deliberative development of students' professional and research skills; faculty coaching on the Affinity Research Group model; and the learning community established to share experiences and practices and to learn from each other. Students, who are matched with faculty mentors based on their areas of interest, work with their mentor to co-create a research plan. Students keep a research journal in which they record what they have learned and identify areas for their growth and development as researchers. The LREU provides an opportunity for the LREU participants to cultivate a growth mindset through deliberate practice and reflection from personal, professional, social, and academic perspectives. The paper discusses the multi-institutional perspectives that help CAHSI understand the types of challenges faced in undergraduate research programs, how faculty mentors communicate and make decisions, and how mentors resolve challenges, allowing the research community to better understand students' and faculty experiences. In addition, the paper reports on research and evaluation results that documented mentors' growth in their knowledge of effective research mentoring practices and students' learning gains in research and other skills. The paper also describes the impact of the learning community, e.g., how it supports developing strategies for interaction with and mentoring students from underrepresented populations.

This innovative practice WIP paper describes how undergraduate students developed their curriculum development skills while designing an after-school program for learning computational thinking through writing. DEPICT (Discovering Computational Thinking through Creative Writing) is a pioneering project aimed at integrating computational thinking (CT) principles into high school (HS) creative writing (CW) classes. Developed by computer science (CS) undergraduate students, DEPICT for Out for School Time (DEPICT4OST) introduces a set of 16 innovative lessons designed to foster critical thinking, problem-solving, and algorithmic reasoning through the medium of CW. This WIP presents an exploration of the undergraduate experience in apprenticeship in the K12 outreach instructional space, crafting the DEPICT curriculum and the transformative journey of teaching others through the creation of engaging hands-on activities. Data was collected through pre- and post program surveys, classroom observations, and student work samples to assess the impact of the DEPICT program. The analysis involved comparing quantitative survey results, coding qualitative data from observations and students reflections, and evaluating changes in student work to determine the effectiveness of the program in achieving its educational goals. Drawing upon their expertise in CS and passion for creative expression, the undergraduate team embarked on the task of bridging the seemingly disparate domains of CT and CW. Through collaborative brainstorming sessions, iterative design processes, and pedagogical research, they developed a diverse range of lesson plans that seamlessly integrate computational concepts into writing prompts, narrative structures, and story-telling techniques. The practices of DEPICT4OST build upon a departmental emphasis on student ownership of outreach activity, which will be described in the paper. The paper explores the challenges of adapting complex computational concepts for HS students and aligning activities with educational standards. It also highlights the creative solutions the undergraduate team developed to make these abstract principles accessible and engaging through interactive writing exercises, group discussions, and multimedia presentations. Furthermore, the paper explores the pedagogical insights gained through the hands-on experience of teaching the DEPICT curriculum to HS students. The undergraduates reflect on their role as facilitators of learning, the impact of active learning techniques on student engagement, and the evolution of their teaching practices. By sharing anecdotes, student feedback, and reflections, the paper offers valuable insights into the effectiveness of infusing CT into CW education. In conclusion, DEPICT represents a pioneering initiative that harnesses the interactions between CT and creative expression to enrich HS education. The paper not only documents the development of the DEPICT curriculum but also underscores the transformative potential of collaborative, interdisciplinary approaches to education. Through the exploration of the under-graduate experience, it offers a roadmap for future endeavors seeking to innovate in the realm of STEAM education.

Given the potential for technology to inflict harm and injustice on society, it is imperative that we cultivate a sense of social responsibility among our students as they progress through the Computer Science (CS) curriculum. Our students need to be able to examine the social complexities in which technology development and use are situated. Also, aligning students' personal goals and their ability to achieve them in their field of study is important for promoting motivation and a sense of belonging. Promoting communal goals while learning computing can help broaden participation, particularly among groups who have been historically marginalized in computing. Keeping these considerations in mind, we piloted an introductory Java programming course in which activities engaging students in ethical and socially responsible considerations were integrated across modules. Rather than adding social on top of the technical content, our curricular approach seeks to weave them together. The data from the class suggests that the students found the inclusion of the social context in the technical assignments to be more motivating and expressed greater agency in realizing social change. We share our approach to designing this new introductory socially responsible computing course and the students' reflections. We also highlight seven considerations for educators seeking to incorporate socially responsible computing.

As the demographics in the United States' college going population continues to shift, the number of HSIs grows annually, yet research in higher education indicates a difference between enrolling Hispanic students in great numbers and serving the Hispanic/LatinX population [1], [2] Servingness is embodied in structures and practices that constitute HSIs, and is manifested in the acts of institutional agents who interpret policy, advocate for students, and access resources on behalf of students. This paper describes the findings from an initial case study of a public US east coast Emerging Hispanic Serving Institution recently funded by the National Science Foundation to provide scholarships for high-achieving students with great financial need. In an effort to understand financial barriers students face in attending college in a post-pandemic context, the first author interviewed key stakeholders at EAST STEM University. The research question driving the study was: How is EAST STEM changing its infrastructure to develop diverse support structures that serve students? Data for this pilot case study were collected from unstructured interviews with the lead faculty member of the grant in the computer science department, document analysis of institutional data (e.g., contextual data from the US Department of Education, publicly available information from Excellencia in Education, institutional profile data from the Institute of Educational Statistics), and from formal interviews with key stakeholders across the university. Interviews were transcribed and coded using emerging themes with Dedoose software. The staff interviewed in this study span five administrative offices and academic departments. Findings from this case suggest the institutional goals of promoting diversity and increasing persistence were values that aligned with the acts of servingness utilized at East STEM University to advocate holistically for student needs [3]. Interviews with institutional agents indicate two ways the institution supported student progression through the major-through human resource allocation and through financial prioritization for equity. Within this institutional context, institutional agents enacted servingness through their emphasis on equity and persistence priorities, with, in some cases, a critical lens supportive of student success[4]. Key to their efforts in promoting persistence for students were three actions-creating space for one-on-one engagement with students, advocating on students' behalf across multiple administrative offices, and adapting and reinterpreting policies to support continued student enrollment. This study illustrates how institutional agents aligned serving with a key institutional initiative, and shows how that alignment created space for innovation in meeting undergraduate students' financial needs.

Utilizing the Affinity Research Group (ARG) model, the Computing Alliance of Hispanic Serving Institutions (CAHSI) has provided training for faculty and student research experiences for decades. ARG, a CAHSI signature practice, focuses on deliberate, structured faculty and student research, with accompanying technical, communication, and professional skills development. In the latest iterations that have spanned the pandemic and its recovery, CAHSI has iterated on a virtual training and support network for faculty and students interested in broadening the participation of Hispanic undergraduate students in computer science, to increase the number of Hispanics who move on to graduate studies in the field. This work-in-progress paper analyzes shifting support structures during a multi-year effort to promote undergraduate research development using the Affinity Research Group (ARG) model. As CAHSI grows to include research-intensive universities that have recently reached the 25% Hispanic enrollment threshold, the faculty mentor training has evolved to emphasize growth mindset and asset-based frameworks for working with undergraduate students in research, particularly important in computing departments which graduate students are more commonly engaged in research. The paper describes areas of need as the populations of faculty and students shift. It addresses the questions: R1) How do faculty engaged in the LREU shift perspectives regarding a) student selection for research, b) pedagogical purposes of research for student development, and c) their ability to implement ARG? R2) To what extent do designed elements of the LREU professional development inform faculty practice and faculty perspectives regarding undergraduate research?

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.

In this paper, we describe how the programmatic lens of S-STEM, centered on transfer students and newly enrolled students with financial need and proven achievement, provided a context to study course taking and retention patterns in a mid-size computer science department at a regional state university before and since the beginning of the S-STEM grant, which is currently in its 5thyear. Our research utilizes QuantCrit theory, taking a critical stance towards data analysis and the interpretation of achievement and course taking data from a perspective that acknowledges how power and oppression shape opportunity and outcomes for students. We detail how the findings are interpreted in relation to S-STEM program impacts, first by the research team, and then in collaboration with the faculty stakeholders. We also consider how the findings can be used for departmental action to further the aims of S-STEM beyond the years of the grant.

How Do Faculty Convey Growth Mindset in Computer Science Teaching? A Preliminary Qualitative Study Sarah Hug, CERC Contact: [email protected] Establishing a growth mindset in academic learning is known to influence student outcomes, yet little is known about how faculty communicate their growth mindset beliefs, or how these beliefs translate into classroom practices. Studies of a 'growth mindset pedagogy' exist in K12 learning environments but few have studied how faculty convey messages of malleable intelligence through their teaching. Interviews related to faculty practices were held electronically in April of 2020 via telephone and Zoom, were recorded, and transcribed. All of the data were coded with an eye towards fixed and growth mindset, no matter the direct content of the question being asked. For example, a statement that related to how a faculty member supports struggling students could be coded 'fixed mindset-computing is not for everyone' if the response indicates the instructor might suggest a change in major. Alternatively, if a faculty member stated they would recommend additional practice for the student who was struggling, this would be coded with 'growth mindset- practice and effort.' This pilot study was an initial attempt to understand and document how faculty and instructors' descriptions of their teaching ascribed to two different mindsets in one case, that of a fixed mindset, in which students' intelligence is static, and in the other case that of a growth mindset, in which students can learn with increased effort. Keywords: Growth Mindset; Faculty Beliefs; Qualitative Analysis DOI: http://dx.doi.org/--to-be-added

Reflection is integral to learning and professional practice. We discuss how deliberate reflection can be integrated into coursework and how instructors can embed it. We will use an online problem solving activity individually and in small groups to provide a context for reflection, and practice guided reflection as problem solvers (emulating students) and as instructors. Discussion leaders will guide reflective discussions and connect to their experiences teaching problem solving courses. Collaborative problem solving and reflection activities can support the participation and success of all students across academic content areas, specifically underrepresented students. This session expects to engage educators interested in reflection to increase students' critical thinking skills. Leaders are CS faculty who taught CAHSI INCLUDES problem solving courses, designed in collaboration with Google, with reflection as an important part of solving problems. We will utilize a problem-solving activity to ground discussions in a shared experience, with time for solitary work, group work, and reflection on the problem and the processes used to solve it. Discussion leaders will guide reflective discussion and connect to their experiences teaching problem solving course content as part of the Google/CAHSI partnership. Groups will regather at the end to report and reflect about the experience of the BoF.

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.

In spring of 2020, almost all campuses across the United States abruptly closed and shifted to remote instruction due to the COVID-19 pandemic. Students and faculty rapidly adjusted how they engaged in learning in a time of great social and economic upheaval. In this paper, we use the lens of equity-oriented student engagement to examine how computing departments facilitated student participation in educationally engaging activities during the campus closures. The National Science Foundation-funded INCLUDES Alliance, the Computing Alliance of Hispanic-Serving Institutions (CAHSI), is a network of computing departments dedicated to increasing the representation of Hispanics in computing education and careers. We present results from a survey administered in spring 2020 to over 900 CAHSI students in 14 computing departments at Hispanic-Serving Institutions and interviews with 30 faculty, department chairs, and leaders. Though students reported increased financial and mental health struggles, they reflected on the myriad ways that faculty and peers supported their learning and sustained their engagement in coursework and co-curricular opportunities. In response to the pandemic, faculty and student leaders structured supports, such as peer-led team learning sessions and student clubs, to operate effectively in remote environments to promote student engagement.

This Innovative Practice Work-In-Progress paper elucidates the approach of the NSF-funded CAHSI INCLUDES Alliance for creating change in students' competencies by an effort across eight institutions to support the delivery of one-and two-credit hour courses for three levels of problem solving in Computer Science: general problem solving, computational thinking in problem solving, and algorithmic thinking in problem solving. The courses were developed to address industry's need for improved problem-solving skills, incorporating consistent, deep collaboration with Google technical staff The first of its kind for CAHSI, the problem-solving courses are fewer credit hours than typical courses in order to fit within a traditional curriculum. The intent is to instill complementary problem-solving, computational thinking skills, and logical reasoning needed to succeed in computer science, and make this content available across different student populations at various stages in their academic pathways. Advanced problem solving prepares students for competitive interviews. The courses create opportunities to learn across academic levels, and create new student communities, mentorship opportunities, and social connections to support retention. The paper reports on the course design, student reflection, assessment and evaluation, and an ethnographic study of the courses.

This paper builds from over a decade of engagement with an equity-focused initiative, the Computing Alliance for Hispanic Serving Institutions, an effort to both transform and supplement the educational experiences of computing students attending HSIs. This grassroots effort engages faculty, primarily department chairs in computer science and computer engineering programs at Hispanic-serving Institutions, in developing and implementing research-based educational practices to support the recruitment, retention, and advancement of Hispanics in computing fields. While we have addressed how CAHSI activities influence student experiences in becoming computer scientists in other work [1,2,3] we turn to the faculty to understand how faculty at Hispanic Serving Institutions act on their roles as educators at institutions with traditions of inclusive missions in a technical field. The research questions that direct the paper are: How do faculty perceive their role in educating underrepresented students in STEM? How do institutional contexts and current events in computing education constrain and support faculty action towards equitable practice in computing?

This poster highlights a sociocultural analysis of a multifaceted K12 outreach program at New Mexico State University, a Hispanic Serving Institution that has had success recruiting local young women into the computer science department and beyond into the computing workforce. YWiC began in 2006 and has become a rich, extensive outreach program, reaching over 10,200 students across southern New Mexico. Over the years, YWiC has produced strong evaluation results related to computer science knowledge gains and computing interest (see Nesiba, et. Al 2015). The social scientists used Lave and Wenger's (1991) community of practice concept to analyze program design and implementation. Findings show four ways in which the program promotes individual agency, belonging to the local and global computing communities, and "positioning" (Davies and Harre, 1990) of young women as competent computer scientists. Specifically, YWiC: a) makes multiple pathways into computing education and computer science careers via intentional role modeling, b) provides common base knowledge through initial experiences and deep support from multiple role models, c) gives opportunities for young women to identify, and be identified by others as, competent in computing, and d) promotes belonging to a group of like-minded girls with multiple interests.

When counselors become advocates for computing they can have significant impact in recruiting youth in the field through their administration of course assignments and engagement in career exploration with students. A recent study of counselors' academic backgrounds, work priorities, and current perspectives and practices regarding advising in computing has implications for educators and others interested in building cooperative relationships with counselors. The study took place as an activity of the Counselors for Computing (C4C) program. C4C leverages the National Center for Women & Information Technology (NCWIT)'s organizational membership, applies evidence-based approaches for professional development, and monitors and adjusts practices to make inroads into CS education through school counselor engagement. In an effort to tailor existing professional development for counselors to the realities of their complex roles in schools, C4C asked 80 counselors to describe their background academic experiences, the schools in which they work and the ways they spend their time at work. In addition, study participants were asked to describe their current counseling practices regarding computing, the extent to which computing was taught in their schools and their preferred methods of receiving professional learning. Understanding the ways in which school counselors interact with youth, parents, administrators, teacher colleagues and other stakeholders may assist K12 computing educators in their efforts to collaborate with counselors in a shared effort to recruit and retain youth in their courses. In this poster presentation the authors will a) frame the problem of counselor readiness to guide toward computing, b) describe the current experiences of school counselors with regard to computing education and career guidance, c) detail how counselors' current work assignments and backgrounds can inform professional learning and relationships in support of pathways to computing careers, and d) show sample messaging and resources computer science educators can use to inform counselors and other school professionals about opportunities for youth in computing.

In order to develop the engineers of the future, engineering departments need to embrace innovative, student-centered practices. The development and sustained growth of organizational improvement practices like those needed to improve engineering education depend upon an institutions' or departments' collective and individualized attention to human resources, leadership, knowledge development, revenue development and opportunities for continuous engagement. The literature in engineering education related to sustainability and curricular change indicates initial training and dissemination is necessary though not sufficient for change to take root, that all change agents need mentoring, collaboration opportunities, and venues for sharing their work, that innovative practices may vary across settings, and that a systemic effort needs continuous attention to remain robust. The paper provides CAHSI as an example of sustained innovation, and details the ways in which CAHSI was designed for sustained impact in engineering education across partnering Hispanic Serving Institutions. The paper highlights programmatic considerations and evaluation design, and describes how the results can inform leadership regarding progress and needs for sustaining change.

Metacognition involves an ability to reflect upon a learning episode, understand what strategies provoked learning, and gauge one's current level of understanding. This paper details preliminary evidence regarding the University of Texas at El Paso (UTEP) Metacognitive Learners course, a pre-engineering course structured to develop metacognitive strategies and habits through scaffolded collaborative group work, small and large group discussions about learning, and guided writing exercises designed to support learner reflection. Course curriculum addressed metacognition and metacognitive skill development in three explicit ways: a) team problem solving, b) student goal setting, and c) reflective writing about group process, project progress, and individual learning. Following this course, student survey data across all 4 sections suggests initial success in creating a learning environment that supports developing metacognition - students considered how they learned best, described their knowledge to others, and were asked to check their own understanding and progress throughout the course via dialogue and reflective writing.

To meet the demand for increased engagement of diverse engineers who possess 21stcentury skills, a leadership program was established in 2011 at a majority Hispanic four-year institution with an aim to develop engineers who work effectively with others in both public and private sectors through ideating, innovating, and thinking holistically through a systems approach to engineering problem solving. Designers of the program drew on leadership theory combined with situated learning theory to design and develop the program. Two theories of leadership informed our blended design: the relational model of leadership and the distributive actions theory of leadership. Situated learning theory, a sociocultural theory of learning, informed the programmatic implementation emphasizing learners' participation in authentic activities and the social relations in which they are embedded. Integral to the development of the leadership program model was a mixed methods research design to investigate its efficacy in relation to student development, which was structured in part to emphasize awareness and self-realization of various leadership skills. Qualitative research findings show that students associate their participation in situated learning activities of the leadership program with greater initiative and efficacy in their engineering classes. These findings corroborated the findings of the quantitative study.

Counselors for Computing leverages the National Center for Women & Information Technology (NCWIT)'s organizational membership, applies evidence-based approaches for professional development, and monitors and adjusts practices to make inroads into CS education through K12 counselor engagement. This engagement is needed to assure more girls and other underrepresented people are prepared for careers in computing. Colleges and universities, businesses, youth-serving organizations, computer science educators, professional counselor associations and others work to bring C4C to places where reform is underway (e.g., CS Principles, CS10K, Exploring Computer Science initiatives). These new education and teaching initiatives have implications for K12 student computer science guidance, and C4C materials can provide the knowledge necessary to promote counselor and educator engagement with computing. In this poster presentation, the authors: a) illustrate how computer science educators have partnered with NCWIT and incorporated counselor education into multiple elements of their own work, b) direct K12 computer science educators and stakeholders to free resources developed for C4C, c) provide initial evidence of the program's effectiveness, and d) develop future partnerships with poster viewers at SIGCSE 2015 to educate K12 counselors about the opportunities available for their students in the computing fields.

This paper summarizes the design and preliminary outcomes from the deployment of the DISSECT (Discovering SciencE through Computational Thinking) project. The project has two primary objectives. On one hand, it aims to revitalize the teaching of traditional K-12 science concepts through the introduction of tools and concepts drawn from the field of computing, enabling the use of interactive and constructive methods to exemplify and explore scientific materials. On the other hand, the project explores how the teaching of sciences could become a vehicle to engage students in the learning of computational thinking, stimulating their interest towards this discipline and providing them with a baseline preparation to facilitate access and success in more formal computer science courses.

In this paper, we use a sociocultural lens to provide an in-depth case study of a computer science program at a high school serving traditionally underserved youth. The study illuminates the contextual factors that supported dramatic programmatic growth, including the policy, curriculum, pedagogy, community, and school factors leading to student recruitment and retention in computer science. By focusing on computer science classroom practices and beyond, the study sheds light on the role multiple stakeholders can take in supporting computer science education in a K12 setting, and suggests strategies for program development in other K12 computer science settings.

K12 students have limited access to computer science curricula in United States' public schools. Individuals' perceptions of the field as a masculine, elite, and individualistic profession can restrict which K12 students are encouraged to pursue careers in computer science. The Counselors for Computing (C4C) campaign is designed to expand the profile of the "future computer scientist" by educating school counselors about the need for qualified professionals in this engaging, creative, collaborative, and rich field of study. This project is a collaboration with the American School Counselor Association (ASCA), the Computer Science Teachers' Association (CSTA) and more than thirty other members of NCWIT K-12 Alliance are partners in this campaign, developed to educate and equip academic school counselors to best advise students regarding computing careers. Advocates of computing who serve as academic school counselors can support student interest and aspirations towards computing through broadening course scheduling practices, linking students' current interest to computing (e.g., bioinformatics, media development), and considering multiple post-secondary paths in computer science. The C4C training program equips counselors to better inform youth about computing career paths, encourages counselors to focus on computing careers across pathways (e.g., for military, community college, and four year college/university bound students). In this poster presentation, the authors: a) describe the collaborative professional development approach taken in C4C, b) direct K12 computer science educators and stakeholders to free resources developed for C4C, and c) provide initial evidence of the program's effectiveness.

The goal of the DISSECT program is to integrate computational thinking lessons into general education K-12 classrooms via graduate student/teacher partnerships. The idea of combining the teaching of CT with other disciplines is not new and it has taken shape in a variety of recent efforts in the formal education of youth. What is promising and innovative is the approach as it is implemented in K12 DISSECT classrooms. Through a collaborative teaching partnership, teachers gain a new perspective regarding computer science, and in cooperation with graduate students well-versed in computer science concepts, develop lessons and course modules that serve two purposes: 1.) Address K-12 content standards in core disciplines (e.g., language arts, life science) and 2.) Introduce CT concepts, such as abstraction, algorithms, data analysis and modeling. This poster describes ways computational thinking (CT) is taught in general K-12 classrooms in New Mexico through cooperative teaching. Along with their potential to stimulate interest in computing, these pilot modules were viewed by K12 teachers as enhancing disciplinary course content that teachers are charged with teaching (e.g., middle school science, language arts), deemed vital for sustainability in K12 schools by participating teachers. Preliminary data indicate graduate student and teacher satisfaction with cooperative teaching of CT. Next steps for research will involve student level data collection and analysis.

Engaging Computer Science in Traditional Education (ECSITE, pronounced "excite") is a 5-year program that began in 2009 to bring computer science into traditional K-12 classrooms. Rather than seeking to draw students into computing courses, we bring computing into the courses that students are already taking. To date, these have included art, biology, health education, mathematics, and social studies courses as well as a Native American focus program. Middle school and high school students are introduced to computational thinking and computer science concepts including algorithms, graph theory, and simulations in interdisciplinary contexts, mirroring the ways in which computing technologies are utilized in research and industry. Teachers report that students increase their understanding and perception of computer science, and that participating K-12 teachers increase their knowledge about computing and will continue to include the computational curriculum after their involvement with ECSITE.

This paper describes the benefits of Peer-Led Team Learning (PLTL), an NSF-sponsored program in the sciences, to peer leaders serving in the Computing Alliance for Hispanic Serving Institutions (CAHSI). Beyond the benefits to students enrolled in the PLTL courses, survey findings show the majority of peer leaders report increased self-efficacy in teaching computer science, improved content knowledge, and better communication and leadership skills following a semester of leading PLTL. Results from this diverse group of leaders indicate no differences in gains between underrepresented minority and majority students, suggesting the program may provide a path for improving retention of underrepresented groups in the field.

Hispanics have the highest growth rates among all groups in the U.S., yet they remain considerably underrepresented in computing careers and in the numbers who obtain advanced degrees. Hispanics constituted about 7% of undergraduate computer science and computer engineering graduates and 1% of doctoral graduates in 2007--2008. The small number of Hispanic faculty, combined with the lack of Hispanic role models and mentors, perpetuates a troublesome cycle of underrepresentation in STEM fields. In 2004, seven Hispanic-Serving Institutions (HSIs) formed the Computing Alliance of Hispanic-Serving Institutions (CAHSI) to consolidate their strengths, resources, and concerns with the aim of increasing the number of Hispanics who pursue and complete baccalaureate and advanced degrees in computing areas. To address barriers that hinder students from advancing, CAHSI defined a number of initiatives, based on programs that produced promising results at one or more institutions. These included the following: a CS-0 course that focuses on adoption of a three-unit pre-CS course that uses graphics and animation to engage and prepare students who have no prior experience in computing; a peer mentoring strategy that provides an active, collaborative learning experience for students while creating leadership roles for undergraduates; an undergraduate and graduate student research model that emphasizes the deliberate and intentional development of technical, team, and professional skills and knowledge required for research and cooperative work; and a mentoring framework for engaging undergraduates in experiences and activities that prepare them for graduate studies and onto the professoriate. CAHSI plays a critical role in evaluating, documenting, and disseminating effective practices that achieve its mission. This paper provides an overview of CAHSI initiatives and describes how each addresses causes of underrepresentation of Hispanics in computing. In addition, it describes the evaluation and assessment of the initiatives and presents the results that support CAHSI’s claim of their effectiveness.