|Organization||Participant(s)||Proposed Deliverable(s)||Target Delivery (Fall 21, Spring 22, Other)||Target Demographic(s)||Additional Info|
|After School Coding Program; Cyberpsychology & Tech Skills Project @ She Ran Tech||Valamere Mikler||- Coded bias flip learning activity |
- Cultural competence, anti-racism mini modules
|Fall 2021 / Spring 2022||- 6-12 graders (After school Coding Program) |
- 1st two years of undergraduate (Cyberpsychology Project)
|Alma College||Scott Dexter||cultural competency outcomes and content for intro programming sequence, and development of 4-cr "Race,Gender,and Computing" course to be taught Fall 22||AY 21-22||intro CS students, ultimately all undergrads||We're revamping the entire CS curriculum; this year we'll be intentionally incorporating cultural competency outcomes into our current (somewhat outdated) intro courses, and also developing a 4-cr course which will be both be required of CS majors and also fulfill a "social justice" gen ed requirement|
|Baldwin Wallace University||Katie Adkins, Rachelle Hippler, Navneet Grant||3C workshop(s) development for our ACMW Student Chapter; Diversity in STEMM visual & digital campus displays||2021-2022||BW STEMM Scholars, CS-related majors, campus community|
|Bemidji State University||Marty J. Wolf||Develop three sessions for our departmental faculty on facilitating inclusion in their classrooms.||Spring 2022||University faculty|
|BridgeUP: STEM @ American Museum of Natural History||Yvonne De La Peña, Carol Pignato||Learning and using Introductory Python programming concepts within natural science units (including Earthquakes, Climate Change, Astrophysics, Molecular Genetics, Anthropology(NEW) and Epidemiology) in order for students, in a standalone module within each unit, to use specific datasets to analyze the impacts of natural science events on society and culture.||Summer 2021||High school girls|
|Clovis Community College||Bill Kerney||Unit on Algorithmic Bias and Racism||Spring 21||CS0 students||Already implemented|
|Coe College||Brittney Miller, Michael Stobb||Module in new general education Intro to Data Science course|
Student Book Club: Race After Technology
|Fall 2021||(1) Non-majors in Data Science, (2) Majors in Math/CS/DS|
|Colby College/Northeastern Univ||Bruce Maxwell||I have recently received the go-ahead to develop a graduate certificate for K-12 teachers in Inclusive Computer Science Education at the Roux Institute in Portland, ME. My goal is to develop a curriculum that gives teachers not only the technical expertise needed to teach a wide variety of CS concepts at different K-12 levels, but also how to build an inclusive classroom environment and knowledge of the diversity of CS history and experience. The materials and concepts from this program provide a strong basis on which we can build. I hope to launch the program in fall of 2022.||Develop in Fall 2021, regulatory and approval in Spring 2022, launch in Fall 22||K-12 Teachers interested in learning about or teaching CS|
|Colorado School of Mines||Tom Williams||Undergraduate course in Race in Computing||Spring 2022||Sophomore and Junior engineering students.|
|Computer Science Teachers Association (CSTA)||Jason W. Bohrer||Small group (~4-5) DEI sessions with a whole group (~15) shareout based on some of the 3C session pre-work. Meant to provide background and give employees opportunites for growth.||Ongiong - happening now||Mostly white, non-profit employees||https://docs.google.com/document/d/1J_QpGaGNvPLC3l6-7XvbmpVO1_WCqmN-1omRVqO2lFE/edit?usp=sharing|
|Duke University||Owen Astrachan||Change 8 assignments in Data Structures and Algorithms so that the written questions, which typically count for 25%-40% of an assignment, include one fewer question about algorithmic performance and trade-offs and one question that will about issues related to equity, community, diversity, identity.||Fall 2021||All students in what is the largest course at Duke (not just largest comptuer science course).|
|Duke University||John Pearson||Since 2016, the NIH has required that researchers account for sex as a biological variable in all research proposals (https://orwh.od.nih.gov/sex-gender/nih-policy-sex-biological-variable). This requires that, without strong scientific justification, researchers use participants of both sexes equally in both human and non-human animal studies. As part of a graduate-level class on data analysis for neurobiology students, we will discuss experimental designs and pitfalls in analyzing and reporting sex-disaggregated data.||Spring 2021||Graduate students in a medical school neurobiology department||https://orwh.od.nih.gov/sex-gender/nih-policy-sex-biological-variable|
|Duke University - IT Staff||Richard Biever, Anyssa Queen, La'Shawnda Kendall, Qunicy Garbutt, John Herr, Angela Zoss, Laura Webb||Cultural Liasian for IT. |
Cohort training/learning to build a community of liasions for cultural competency.
A capstone project will be presented to the full community at the end of the program.
|Fall 21 or Spring 22||IT Staff for the first cohort; broader audience beyond IT for later cohorts|
|Federal University Oye-Ekiti, Nigeria||Temitayo Matthew FAGBOLA||I am hoping to develop and introduce a new course plus curriculum on cultural competence in computing. To achieve this, I will leverage on some of the key topics discussed and materials shared in this fellowship. I also plan to organize workshops/seminars with computer science faculty to sensitize them about the hot topics relating to cultural competence in computing||From Spring 22||All CS students and faculty|
|Green River College||Kendrick (Ken) Hang||Shorter-term deliverable: adding course modules to include cultural competency in one of our themed introductory CS courses, "Data for Social Good". Longer-term deliverable: connecting with social science faculty members to see if anyone is interested in developing a learning community or a cross-listed course on cultural competency and computing.||Winter 2022||Students taking an exploratory/introductory course in computer science.|
|Grinnell College||Nicole Eikmeier, Sam Rebelsky||A semester long course on ethics in the computing profession.||Spring 2022||Computer Sciene Majors|
|James Madison University||Dee Weikle||Unit for Intro CS on "Names and Pronouns" - specifically informing about different cultural traditions in names and value of Unicode(how to "type" different characters, using middle names, barriers toward changing ones name, value of sharing pronouns as norm, Also units for TA training: "Bring your power with you to stand up for what is right" (Understanding where you have power - version of invisible knapsack, discussion about how this can help each person contribute to the TA and CS department community), Growth mindset around race relations, discussion on ableism and curb cut effect (discussion on why keeping some kinds of office hours online is general benefit), visit from JMU SOGIE (Sexual Orientation, Gender Identity and Expression)||Fall 21||Primarily first year students and CS Teaching Assistants who span sophomores-seniors||Already experimented some, but making more formal so can distribute to others and specifically to others in intro courses at JMU|
|Lehigh University||Kallie Ziltz||Survey engineering faculty to see of perception of climate in the field/department; Propose a PD module or some other resource related to increasing cultural competence within instruction based on the results of the survey.||Spring 2022/Fall 2022?||Engineering faculty||Notes from Session 9|
|Michigan Technological University||Briana Bettin||Upper Level Special Topics Seminar on Computing for Society, focusing on cultural competency and design justice in software; faculty/staff discussion on cultural and social barriers in education and computing; integration of responsible development practices by introducing algorithmic bias in CS1||Seminar: Fall 21 or Spring 22 ideally; Discussion Spring 21; CS1 Spring 21||Seminar course for CS Majors, likely upper level students. Faculty/Staff discussion for Computing College & Department. CS1 intervention for first years and non-majors interested in programming||Designing curricula and syllabus over summer and planning logistics for seminar in fall if needed; one talk and additional discussions conducted with faculty/staff already; integration of algorithmic bias lecture and assignments already implemented in CS1|
|Middlebury College||Andrea Vaccari, Shelby Kimmel||Integrate (not module based) DEI topics throughout several upper-level electives (senior seminar, embedded systems). Create a winter term course "Bias, Belonging, and Power in Technology"||Fall 21, Spring 22||CS undergraduate majors||Winter term course already implemented.|
|Mills College||Ellen Spertus||Dual-level non-major/major course Race, Gender, and Computing||Fall 2021||Undergraduate majors and non-majors||The lower-division version was 3 credits and hadno prerequisites. The upper-division version was 4 credits and had a programming prerequisite and extra weekly technical session. I would be happy to share the course materials (a Canvas course) to anyone who wants to see or reuse any of the material.|
|Montana State University||Veronika Strnadova-Neeley||Modify assignments in existing data mining course to include material from 3C program. Focus ethics portion of the course on cultural competence. I am also thinking about a weekly seminar on 3C material for graduate students, but I haven't discussed with our chair if this would be possible.||Spring 2022||Undergraduate students (mostly 3rd years and 4th years), graduate students, and some faculty|
|New York City College of Technology||Atilio Barreda II||In class writing assignments will deal with the ethical implications of using data science methods. Comparison of models and interpretability will be addressed. 2)Project assignments will address the idea of data bias through calls to improve certain models such as face detection||Spring 2022||Undergraduate Data Science Students|
|North Carolina Central University||Siobahn Grady||Placing a module in all of my courses addressing these issues as well as possibly creating a course for my graduate students||Spring 2022/Fall 2022||graduate students|
|North Carolina School of Science & Mathematics||Charles Robinson||Module on identity and equity in computing and technology for our introductory CS courses||Spring 22||Introductory CS students|
|North Carolina School of Science & Mathematics||Keethan Kleiner||Workshop for all CS teachers at NCSSM on ways to incorporate DEI topics within their courses, including examples. Guidance will also be provided to participants to assist in the design and development of a lesson and assignment that incorporates these topics into already existing course topics.||Spring 22||CS Instructors||Slides|
|North Carolina School of Science & Mathematics||Charles Robinson||Semester long course with a focus on cultural competence in compuing, identity, race, and gender in computing. Hoping to modify Dr. Washington's course at Duke for high school audience.||Spring 22||High School CS Students|
|North Carolina State University||Sandra Taylor, Danielle Boulden, Amy Isvik||Develop a list of desgin guidelines for making game-based learning evironments for CS education more accessible, equitable, and egaging especially for underrepresented minorities||Fall 2021 / Spring 2022||K-12 students|
|North Carolina State University||Amy Isvik||3C Fellows inspired Book Club through existing CS student org||Fall 2021 & Spring 22||undergraduate & graduate students|
|Northeastern University||Taryn (Anastas) Tessari & Meg Barry Bebis||We seek to create a resource that supports t/tt faculty in their peer-to-peer assessments of one another equitably. We believe this is needed to 1. Provide guidance to faculty who have not conducted peer assessments before 2. Provide transparency for those whose classrooms are being visited 3. Provide consistency amongst class visit reviews 4. Increase engagement levels amongst faculty when participating in this process.||Spring 2022||Computer Science faculty within our academic unit|
|Northeastern University||Ashley Odilia Armand||Culturally Responsive privacy curriculum adhere to the needs of diverse student populations by applying critical interventions that support equitable student success metrics through a data-driven research lens. This would also focus on responding to societal crises and how to navigate dynamic and often difficult conversations, and experiences both online and offline.||Fall 2022||CS Faculty, Students & Staff|
|Northeastern University||Caitlin Kidder||Curriclum development & implementation of seminar series on navigating hostile spaces (work, classroom, social) in technology; emphasis on recognizing systemic barriers to inclusion & cultivating resilience through critical reflection and community-building||Spring 2022||First-semester students in the Align "bridge to CS" MSCS program||Pilot to smaller Spring cohort in 2022; eventual expansion to all Align cohorts & campuses of NU|
|Northeastern University||Jackie Saarenas||Conducting an ongoing series of inclusion and equity workshops/trainings for staff and faculty, highlighting inclusive hiring practices, how to be an ally, foundational understanding of DEI concepts, retention for diverse staff/faculty, and engaging in courageous conversations.||Fall 2021/Spring 2022||Staff & Faculty|
|Northeastern University||Carla Brodley||Writing a white paper on structural barriers in universities to attracting and retaining minoritized students in computer science; creation of materials that department chairs and deans can use to change/eliminate structural barriers (e.g., in many schools there is not an easy or available pathway for liberal arts students to try CS and then transfer to CS -- this disproportionately impacts students who come from high school districts without good CS classes, because they discover CS when they get to college).||Fall of 2021||chairs, deans and provosts of universtieis,|
|Northwest Nazarene University||Barry Myers||Module on Race and Gender in Computing in the first and last courses of the CS core||Fall 21, Spring 22||All CS majors, plus Math Ed, Digital Media, and several others||I'm also working with our Center for Academic Success and Advising on a new 'safety' officer for each building who will receive cultural competence, listening, and resource availability training to serve as an alternate safe place to ask for help when a student feels unsafe, uncomfortable, or to know where they can go for help (other than their academic advisor or the wellness center).|
|Norwich University||Lauren Provost||A new course plus curriculum on cultural competence in computing will be developed. New recruiting techniues and programs implemeneted in the fall of 2021, along with an initial identify survey (Dr. Washington's identify survey) for incoming Freshman, We are instituing ongoing, consistent activities aimed at supporting students that may feel isolated, disconnected or may be at risk of leaving the major. We will be adding recruitment efforts to draw in students from other majors. I will be updated this with a full IRB document wtih further information,||beginning Fall 21, implementation over the next three semesters||Faculty and undergraduate computer science majors, community colleges|
|Occidental College||Irina Rabkina, Kathryn Leonard, Justin Li, Alan Knoerr, Teddy Pozo, Paul David||Justice and Equity in Technology course as pre-requisite to upper division courses/ co-requisite to Data Structures; integrating topics throughout the curriculum||Fall 2021||Undergraduates taking CS courses|
|Occidental College, Computer Science Department||Alan Knoerr||I teach an introductory statistics course taken by students from diverse majors and from all four undergraduate years. At one time, the course was taught by our Mathematics Department but is now being taught in our relatively new Computer Science Department as part of our data analysis offerings. The role of "big data" in structural racism has received a lot of attention in recent years, but the racism inherent in the foundations of the statistics as a field is less well known. My project is to revise two of the four units of the course to reveal ways that racism is part of the conceptual foundations of the field as well as of its history and application, and to raise the question of how the field can be reformed to address these issues. Specifically, I propose to (1) introduce the question of power relationships (in the political sense) inherent in the acts of sampling and conducting experiments, (2) use elementary probability theory and simulation to explain why "race" is a social/political construct rather than a biologically meaningful concept, and (3) reveal the origins of modern statistical inference in the eugenics movement, examine the flaws this introduced into the foundations of the field, and examine alternatives. While the primary deliverable will initially be the course materials I develop, I also plan to design and carry out a pre- and post-"treatment" study of the effects of these materials, and to share this work with a broader community of statistics educators.||Spring 2022||undergraduates at a liberal arts college|
|Pomona College||Tzu-Yi Chen||(1) Incorporate readings/discussion on impact of technology in senior seminar. (2) Incorporate assignments + written reflections on impact of technology in Intro to CS class.||Fall 2021||(1) senior CS majors (2) majors/non-majors in intro CS|
|Portland State University||Caterina Paun, Mark Jones||Class or seminar on cultural competence in computing. The plan is to use some of the materials covered in this program and to invite guest speakers who are subject matter experts on specific topics / We also plan to have a weekly round table discussion with computer science faculty using some of the material we covered here.||Winter / Spring 2022||Class or seminar for students / round table discussion session for Faculty|
|Prospect Hill Academy Charter School||Ruth Farmery||Unit on algorithmic bias and equity in AP CSP & integrated into AP CSA||Fall 2021 / Spring 2022||10th Grade AP CSP (required for all), 11/12th AP CSA (elective)|
|Queensborough Community College-CUNY||Maria Mercedes Franco||A course on Identity in STEM for community college students||Spring 2022 or Fall 2022||The course will be open to all students at the community college. The course can be applied as an elective in many majors. Participant is also exploring the idea of offering a version of this course at the CUNY Graduate Center.||2/5/22 UPDATE: I changed the focus of my deliverable. In Fall 2021 I offered a Community of Practice for Campus Compact of NY and PA titled "Beyond the Rhetoric: Diversity, Equity & Inclusion (DEI) Lived Out On Campus" - http://www.compactnypa.org/upcoming-cops.html. Now in Spring 2022, I am involved with the launching of an AAC&U Truth, Racial Healing, and Transformation Center at my institution. I will serve, in particular, as a Racial Healing Circle facilitator and I will be incorporating ideas/resources from the 3C Fellow Program into my practice - https://www.qcc.cuny.edu/equity/TRHT.html|
|Salem High School||Joelle Henry||Module on identity and equity in each of three CS courses (Intro to CS; AP CSP; AP CSA)||Spring 22|
|Salzburg University of Applied Science||Rishelle Wimmer||Graduate level cultural competency course focuses on implementing social justice in CSE. Analysis of design justice in software, algorithms, data science, ML and image processing; examines DEI as an integral part of responsible CSE. Apply awareness building and reflective exercises (using biography, narratives and empathy training) LO: issue awareness, user empathy, allyship with marginalized people||Fall 2021||CS graduate students|
|Saratoga High School||Thomas Wang||Seminar on critical consciousness in CS||Fall 2021||High school students with CS experience|
|Temple University||John Fiore||Highlight current research, placing a spotlight on the work being done by those who are not white or Asian men. Development of rubric and blind grading policies in an effort to improve fairness.||Fall 2021||CS2|
|Temple University||Karl Morris||Work with the course coordinator of Temple CIS’s “Introduction to the Field” seminar course to have a continual talk on the value of diversity in CS and the negative impacts of homogenous participation. The presentations will focus on real-world examples (picked from an ever-growing list) of harm caused by the design, development, and deployment of software systems and services that were done without being informed by diverse experiences and perspectives, their impact on society, and how proactive interventions could have mitigated these negative outcomes.||Fall 2021||Enrollees in CIS 1001 - required for all CS and IST majors||- Google Image classification(https://www.usatoday.com/story/tech/2015/07/01/google-apologizes-after-photos-identify-black-people-as-gorillas/29567465/)|
- HP Media Smart Computer (https://www.youtube.com/watch?v=t4DT3tQqgRM)
- The Rideshare experiment (https://www.washingtonpost.com/news/tripping/wp/2016/11/01/your-uber-driver-is-twice-as-likely-to-cancel-if-youre-black/)
- No room at the inn (https://www.benedelman.org/publications/airbnb-guest-discrimination-2016-09-16.pdf)
|Texas Advanced Computing Center, University of Texas at Austin||Carol Fletcher, Edgar Garza, Lisa Garbrecht, Nicole Martin, Stephanie Baker||Begin updating online course for K-12 teachers called "Strategies for Effective & Inclusive CS Teaching" to incorporate resources and discussion topics from 3C Fellows experience. Revision process begins in Summer 2021 through Spring 2022 with new teacher cohorts recruited for the course beginning in Spring 2022 through the ECEP Alliance.||Summer 2021 - Spring 2022||K-12 CS Teachers||We will be engaged in a year long process with a team of educators to update this course and associated facilitator guide and training protocol. This project is being funded by a grant from Google and the subsequent national scale up by the NSF funded grant to the ECEP Alliance.|
|UMass Amherst||Michelle Trim, Siobhan Mei Justin Obara, and Erika Dawson-Head||Continuing the inclusive teaching arm of our current college-wide anti-racism effort, including developing additional workshops for faculty and graduate TAs/TOs. These workshops will connect with a new set of book groups we plan to hold, including one this summer focused on Teaching to Transgress by bell hooks, and will build towards new materials being created to support evaluation of faculty teaching for annual performance review to include recognition for inclusive teaching practices||Fall '21/ spring '22||Faculty and PhD students primarily|
|Union College||Matthew Anderson||Module on algorithmic bias in Algorithm Design & Analysis||Spring 2021||CS / ECE majors|
|Union College||Kristina Striegnitz||Material on DEI for one of our introductory courses which has a data analytics theme||Winter 2022||undergraduate students|
|Union College||John Rieffel||AI class: integrate activity on bias in AI based on Evan Peck's material. Hands-on activity with facial recognition and skin color. Lectures on bias in AI.||Spring 2022||undergraduate CS/CPE majors|
|Union College||Matt Anderson, Kristina Striegnitz, John Rieffel, Zeynep Orhan, Aaron Cass, Nick Webb, Chris Fernandes||Support community building through dedicated events and spaces.||AY 21-22|
|Union College||Zeynep Orhan||Discussion assignments in the intro CS class Taming Big Data ( I tried this a couple of times)|
Who may need to use data and in what way?
Have you ever used data for any task? If yes, how?
How can you use data in the future?
Do you think that data is used appropriately or responsibly? Please provide examples.
How do you feel about your data being used by others?
Do you need to protect yourself and your data?
How does computer technology affect our lives?
Discuss social, economic, cultural, ethical and other impacts/influences?
Can there be harmful/helpful software as an outcome of irresponsible/responsible data analysis?
|Fall 2021||Majors/non-majors in intro CS|
|University of Arizona, School of Information||Adriana Picoral||Graduate level intro to data science course (3 units, INFO 536 Data Science and Public Interest) with topics on identity and bias related to race, ethnicity, culture, disability, gender, sexuality woven through each module.||Fall 2021||Graduate Students|
|University of British Columbia||Melissa Lee||Modules on equity, diversity and inclusion||2022||Undergraduate and graduate students in department|
|University of California, Irvine||Lucretia Williams||Workshop series surrounding Race and Gender in Computing||Winter or Spring 2022||All computing majors (undergrads and grads) and faculty|
|University of California, Los Angeles||Dr. Roxana Hadad, Michelle Lee||Develop a follow-up to our workshop for K12 administrators that are interested in implementing CS equitably in their districts. This deep dive will use an antiracist approach that asks school leaders to interrogate|
their definitions of both “computer science” and “equitable implementation”; how these definitions are operationalized in their school communities; and what power they have to enact change in the systems in which they work.
|End of Fall 21||K12 administrators (county leaders, principals, superintendents, coaches, etc.)|
|University of California, San Diego||Christine Alvarado, Ben Ochoa, Steven Rick||(Alvarado and Rick): Develop and teach Race, Gender and Computing, based on the course developed by Dr. Washington. This course is being offered currently.|
(Ochoa): Revise and teach the one quarter CSE course Race, Gender, and Computing from its first offering (Spring 2021) to its second offering (Spring 2022).
(Alvarado): Stretch goal: implement modules to integrate into introductory CSE courses.
|Spring 2021, Spring 2022|
Fall 2021-Spring 2022
|CSE majors (primarily)||Christine Alvarado has been developing and teaching this course in Spring 2021 with Steven Rick serving as TA. Ben Ochoa will teach the second offering in Spring 2022. We have another faculty member coming on who would also like to teach the course, so it looks like this course will be offered at least annually. It counts as a major elective and as a DEI course, which is a requirement for all students at UC San Diego.|
|University of Delaware||Lori Pollock, Minji Kong||Equity and Inclusion in Computing Innovations course||Fall 21||CS/INSY/CPEG majors & minors||Designing over this summer;|
|University of Maine||Penny Rheingans||Phased projects: 1) unit on cultural competency in first year success course for computing majors; 2) reading group with other UMaine faculty/staff; 3) seminar series on 3C topics|
1) Fall 2021; 2) Fall 2021; 3) Fall/spring 2022/23
|1) first year students; 2) computing and engineering faculty/staff; 3) undergraduate CS majors|
|University of Michigan||David Jurgens||Course on Web Search and Information Retrieval integrated with DEI goals as case studies with accompanying assignments to ground sources of bias in the data and algorithms||Fall 2021||Graduate-level CS and Information Science students|
|University of Oklahoma||Keerti Banweer, Jasmine DeHart||Create a Teacher Assistant Orientation Module for new TAs joining the department to provide identity roles for the students they are supporting||SP 2022||Graduate Teaching Assistants|
|University of Oklahoma||Deborah A. Trytten||Working with IEEE Hierarchy to get them to allow name changes in their publications|
Spring 2022 (likely longer, because of the deep hierarchy and glacial speed of this organization)
|Women and Transgender individuals who have published in IEEE||I'm also working with a group from OU on a classroom related plan, although our plans are on hold right now, pending the end of the semester.|
|University of Oklahoma||Dean Hougen||A pair of courses: (1) First-year undergrad course on culturally competent computational thinking with service-work component. (2) Fourth-year undergrad/first-year grad course on computing for good with cultural competence and service-learning components.||Spring 2022 or Fall 2022||(1) First-year/transfer students entering CS or with potential interest in CS. (2) Fourth-year undergrads in CS and entering graduate students.||This is notional at this point. Many elements still under consideration.|
|University of Rhode Island Computer Science and Statistics Department||Dr. Sarah Brown, Victoria Chávez, Desiree Forsythe||We will be working with our department to develop a strategic plan to address topics such as ethics, social impacts of CS/Technology, social issues and systemic oppression, and identity development in our core curriculum.||The strategic plan will be delivered during our Faculty Retreat to gather feedback from instructors and faculty, and curriculum revamp will begin Fall 2021-Spring 2022||The strategic plan will be for faculty members, but will hold recommendations for curriculum design that supports students' many identities. The purpose is to both provide more opportunities for students from marginalized backgrounds in CS to engage with and see themselves/their interests in the material and for students who hold identities of privilege to broaden their awareness and learn how to address systemic oppression in their future careers, attempting to mitigate the burden of learning from their peers who hold marginalized identities.|
|University of Rhode Island Computer Science and Statistics Department||Sarah Brown||Developing a new core CS course and incorporating concepts of mulitple ways of knowing throughout, grounding all technical content in the historical context it was developed in. This will help ground identitities in what students are learning||Spring 22||undergrad CS majors|
|University of San Francisco||Sami Rollins||2-unit course called "Career Mentoring and Professional Identity Development". The course will combine formal content for an alumni mentoring program with content on building professional identity. The latter porition of the class will include content on identity, generally.||Fall 2021||A cohort of five scholars selected for an NSF-funded S-STEM project "Community Engaged Scholars in Computer Science".||The group of scholars includes two Black students, two Latinx students, and two women. The identity-related content will leverage lessons from a pilot course on building CS professional identity offered at Northeastern in Spring 2021: https://cs-identity.github.io/|
|University of Toronto Scarborough||Brian Harrington||Re-development of capstone "social isssues in IT" course||Fall 2021||Grauduating CS undergraduate students|
|University of Washington||Lauren Bricker, Janice Cuny, Tadayoshi Kohno, Kevin Lin, Chloe Dolese Mandeville||Modules for inclusion in “first courses” offered at different entryways into the computer science degree programs. Example entryways include: freshman direct admit seminar, undergraduate transfer student seminar, PhD student first-year seminar, faculty onboarding workshops.||Fall 2021||New students into the Allen School of Computer Science & Engineering|
|University of Washington||Brian Hou||Integrate critical readings/discussions into undergraduate robotics course to better understand the social impact of autonomous systems and identify everyday ethical concerns in industrial/research contexts.||2022||Advanced undergraduate students that choose to take a robotics elective|
|UT Austin Computer Science||Angie Beasley, Devangi Parikh, Etienne Vouga, Joydeep Biswas, Katie Traughber Dahm; Michaela Cicero; Josh Cook; Alison Norman||cultural competency threads for our courses + a more in-depth course||beginning Fall 21, implementation over the next three semesters||CS majors|
|Virginia Tech||Aisling Kelliher||Senior praxis based seminar where students will explore how to use a variety of critical strategies to examine issues of bias, ethics, identity, and value in popular and academic readings/media in both historical and emerging areas of contemporary inquiry. Students will embody their own ideas and responses to the course content in physical and computational forms, culminating in an end of semester pop-up exhibition.||Spring 22||CS Seniors, and also open to other interested majors.||This could be a precursor course to the Creative Computing Capstone that is currently part of the curriculum.|
|Westminster College||Helen Hu, Kathryn Lenth||Modules on identity and equity for multiple required courses in CS major, specifically first year (CMPT 201 and 215), second year (CMPT 307) and third year (CMPT 322)||Fall 2021 / Spring 2022||Computer science majors||This team already wrote and piloted some class materials for CMPT 201 (a CS 1 course) in Fall 2020 but the materials need to be refined.|
|Williams College||Kelly Shaw||3 week non-graded course on diversity and bias in tech||Jan 2022||CS majors but open to all|
|Williams College||Iris Howley||A semester-long class on Human-AI Interaction, that weaves concepts of identity (and designing technology for others of varying identities) throughout the entire semester. Heavy reliance on external talks (and podcasts, such as Radical AI) available via Youtube from Safiya Noble, Timnit Gebru, Sasha Costanza-Chock, Emily Bender, among others. Incorporation of current covnersations happening in the field via Twitter, popular news articles, as well as research articles. Of particular interest is not just acknowledging existing issues with tech for historically oppressed groups, but how we can design better with frequent discussions of Design Justice. Topics include: intro to AI/ML & history, designing AI/ML user experiences, designing for AI failures, ownership of data & knowledge, visualizing for ML, interpreting/explaining algorithms, AI ethics & fairness, humans-in-the-loop systems, natural language & speech applications, vision & art, recommender systems, and AI & the world. An additional mini topic on what students (as individuals) can do to change things to reflect their values (i.e., vote, protest/walk-out, reject funding/employment, boycott, etc.).|
Other - taught first time Fall 2020, revamped using 3C ideas Spring 2021
|Undergraduate, upper-level computer science majors||All current materials available here: https://bit.ly/teachinghaii|
|Organization||Participant(s)||Proposed Deliverable(s)||Target Delivery (e.g., Fall 22, Other)||Target Demographic(s)||Additional Info|
|Barnard College||Rebecca Wright, Saima Akhtar, Jennifer Rosales, Sarah Morrison-Smith, Zoë Webb-Mack||Together, the Program in Computer Science (CS) and the Vagelos Computational Science Center (CSC) at Barnard College offer Barnard students the resources to take specialized courses in computer science and learn about interdisciplinary applications of computing and its impact on society. Our planned 3C project is a one-credit course that offers a holistic, introductory view of topics relating to race, gender, and other power structures in society and computing. Through this initiative, we will work toward a larger plan that will provide the opportunity for Barnard students to pursue this line of analysis in a more structured way, such as through a minor, concentration, or major track.|
This course will be first offered in Fall 2023 and will be taught by a CS/CSC affiliate. Modeled on Barnard's Chemistry and Racism course for chemistry majors, this course will focus on social matrices of power and computing. The course will be a seminar-style class that critically examines the history/background of social difference as a power matrix (rather than an identity matrix). Students will engage with course topics through case studies, readings, and reflections.
|Fall 2023||College students, including Computer Science majors and students interested in the intersection between society, feminist analysis, and computing/technology|
|Bucknell University||Annie Ross, Susan Baish||Deliverables for our Intro to Computing Course (3 may be overly ambitious) 1:TA training, 2: Update readings that accompany existing ethics-based weekly course projects to ensure representation of authors from systemically marginalized identities and create opportunity for in-class discussion rather than the current short written reflections. Provide more scaffolding to contextualize and support students. 3: Accessibility Project||TA Training and select readings for Fall, 2022, Others for later semesters||Any undergraduate from any college and any year|
|Bucknell University||Annie Ross||Designin an inclusive development and design course for upper-level undergraduates.The main focus will be accessibility but plan to add readings and content around other axes of inclusion||Spring 2021||Upper level computer science students|
|Colorado College||Janet Burge, Cory Scott||Develop a two-pronged approach for incorporating ethics of computing material into our major requirements. This will consist of 1) a series of modules, drawing on material from the C3 reading list (and other sources), to be included in all of our CS courses. Each of these modules will consist of suggested reading and an assignment, and will be available to faculty to drop into courses where relevant. For example, a data-science related module on redlining could be used in a machine learning class or in a probability and statstics class .2) Tighter integration with the sociology and ethics departments, with the goal of making an ethics class (or a similar class that discusses material relevant to cultural competence in computing) a requirement to declare a CS major at CC.||Spring 23, Fall 23, Other||Students who take any CS courses, and faculty in other departments.|
|Computer Science Teachers Association (CSTA)||Lily Mora, Shaina Glass, and Bryan Twarek||CSTA will develop and implement monthly, chapter-based teacher inquiry groups: special sessions on identity-inclusive topics (e.g., systemic oppression and how they manifest at the personal, cultural, and organizational levels, as well as biased technologies). These facilitator-led sessions will help teachers better understand topics in a more intimate environment than traditional PD, allowing them to engage with local chapter members they already know. A starter kit (common syllabus, discussion guides) will be developed and distributed to each new inquiry group. Facilitators will be trained CSTA chapter leaders/members (developed as part of this activity) and will create their own community of practice (CoP) as new facilitators are trained. A focus of the CoP will be planning content for future years. Facilitators will collaborate to develop and share resources in the CoP, including testing different structures (e.g., collaborative lesson study with common IIC focus). In 2022-23, we will pilot inquiry groups with five regional chapters.||School Year 2022-23||high school CS teachers of varying backgrounds from five different regions in the U.S.||This is an existing project of the Alliance for Identity Inclusive Computing Education (AiiCE), but we are still in the early stages of development. We are excited to think about applying the knowledge gained and resources used in the 3C Fellowship program to this context, as many things will transfer nicely. As an internal team, we will collaborate on applying and adapting content from the fellowship to this regional PLC program as we launch the pilot program in five regions in 2022-23.|
|CSTA||Jake Baskin||Development of a module for new staff on boarding at CSTA on identity inclusive computing. This will consist of a subset of readings/video/audio to establish a baseline of knowledge and shared language around identity and how it relates to the work of CSTA, and the type of internal and external work we aspire towards as an organization.||Spring 23||CSTA Staff|
|Dalhousie University||Raghav V. Sampangi, Carla Heggie, Gabriella Mosquera||Our goal is to develop and formalize a grassroots level action-oriented advocacy group in our university. The objectives of our group would be to:|
(a) advocate for and develop DEI initiatives within our department/Faculty,
(b) develop specific actionable outcomes for members of our community to action DEI in their work,
(c) advocate for tangible and sustainable systemic change within our department/Faculty and university, and,
(d) disseminate lessons learned and develop educational opportunities to help foster an inclusive work culture within our university.
Our advocacy group (named the READI Group) was formally announced in our university community in Fall 2021 and our work is ongoing. We have developed a set of actionable recommendations with resources and examples to help colleagues develop inclusive courses and to update courses to make them more inclusive. We are in the process of seeking community feedback and updating the recommendations.
Our next steps are to iteratively update these actionable recommendations, develop educational opportunities (e.g., studio courses/workshops) and share lessons learned through papers/blogs/etc. We have also been identifying the challenges and opportunities for advocacy groups such as ours and look to develop a general framework for action-oriented advocacy groups that can be shared with the broader academic community.
|The advocacy aspect of the deliverable is ongoing (developing initiatives, actionable recommendations)|
Target for the development of framework for grassroots level and action-oriented advocacy group is Spring 2023
|Primarily, our target will be faculty and staff members at the department/Faculty and university, with the goal of supporting colleagues implement inclusive elements in their day-to-day work.
Target participants may include senior administrative staff and students as applicable.
|Duke University||Susan Rodger, Yesenia Velasco, Kristin Stephens-Martinez||CS1 Coursera 4 course sequence that integrates responsible computing with learning programming. We want students to learn that "computers do exactly what you tell them to do not what you want them to do," algorithms are not perfect. Through our course we'd like students to start to recognize the authority they have given computers and to start pushing back or pulling away that authority. Finally, we want them to be equiped with skills that they can use for themselves and for their community to better understand their world.|
We will do this by making sure our examples resonate with a broad audience, that they can "insert themselves" into their assignments to personalize it, and to have them question in what circumstances the code they wrote could not work both in terms of computer semantics (string vs int) and culturally (data sanitizing names).
|Spring 23||Anyone wanting to learn CS1 material|
|Duke University||Debbie DeYulia||Develop a somewhat formalized mentorship program where IT staff can request mentorship or sign up to be a mentor. Mentors and mentees will be matched based on the knowleges and skills of the mentor as well as the goals of the mentee. While there are mentorship programs throughout deparments at Duke, there is not anything formal in the IT leadership area where there continue to be less women and people of color. Possibly partner with other areas to provide some mentorship training for those willing to be mentors.||Spring 23||Mentees would be IT staff at Duke. Mentors may be IT staff or other leaders/staff at Duke. The progam will look to have equality of representation, specifically in race and gender, of those available as mentors.|
|Duke University||Jun Yang||I will work with colleague and graduate student TAs to develop new modules for CompSci 316 (databases), a course that I routinely teach and now with an annual enrollment of more than 300 students. The idea is to leverage real-world data to teach cultural competency in computing. There are three specific angles: 1) Use real-world dataset that can help expose various form inequalities (e.g., racism, sexism, etc.) for homework assignments. We will design querying/reporting/analysis exercises that will highlight these issues. We are already utilizing a congressional voting dataset in our current offering, but there are many, many other possibilities, ranging from education, economics, police, spending, and health. 2) Apply a data-driven approach to analyzing bias, fairness, and performance of predictive models. While the class isn’t focusing on modeling, we will use querying and reporting tools to compute and explore various bias and fairness metrics. 3) Use real-world case studies to illustrate the importance of cultural competence in backend database design — any issues here (e.g., binary gender coding) can severely limit downstream software systems. Whatever we develop, we will make it modularized and public for others to adopt.||Fall '23||Undergraduates in computing/data disciplines|
|Duke University||Brandon Fain||I teach a course called "Algorithms in the Real World" that is an applications, case study, and project driven algorithms elective. I have always discussed algorithmic bias in the class, but the coverage is sparse and somewhat superficial apart from 1-2 lectures devoted to the topic. I would like to more deeply integrate the ideas of identity and a critique of algorithmic systems as a core component of the class, integrating what I am learning through 3C's with the technical research I do (in algorithmic fairness) and the interdisciplinary community springing up around those topics, especially ACM FAccT (Fairness, Accountability, and Transparency in Socio-technical systems). I hope to do this through a combination of readings, writing, and class discussion, woven throughout the topics we study such as recommender systems, web search, voice/face recognition, etc, and by expanding the scope of the semester projects for students to include critical theoretic and social scientific study and critique of algorithmic systems in the real world. Unfortunately, I will not have the opportunity to teach the class again until Fall '23; so I plan to pilot some of these ideas in the context of another course called Everything Data (a sophomore level data science class) that I expect to teach in Spring '23.||Spring 23 - Fall 23||2-4 year undergraduates, especially computer science students|
|Duke University||Michael Gustafson||Develop an onboarding module on cultural competency in computing for new undergraduate TAs (initially in the Computational Methods in Engineering course; later to expand to other courses with undergraduate TAs). Using the 3C model, there will be required readings/viewing before the in-person portion kicks off, an orientation meeting before the semester begins, and periodic in-person meetings including pre-work. The course generally has between 100 and 150 students and between 10 and 15 TAs, many of whom are second-year students and first-time TAs. The goal would be for the TAs to become a much stronger resource for themselves, their students, and the instructors.||Spring 23||Computational Methods in Engineering (EGR 103 at Duke; sort of "CS 1 for engineers") teaching assistants at first; expanding to other EGR UTA later.|
|Duke University||Jeff Chase||I teach a one-credit onboarding course for incoming PhD students in Computer Science called "Introduction to Graduate Study". The course includes material to develop an appreciation for mechanisms processes in the research community that forge consensus over truth in science and purpose/direction of future inquiry in science, and related ethical issues. These mechanisms include peer review, funding programs and processes, advisory panels, and collaboration with other disciplines and with industry. The proposed deliverable is to integrate appropriate treatment of identity/cultural issues in this course for new CS PhD students, and related Responsible Conduct of Research workshops that I run for incoming MS-CS students. These courses play an important role of "inculturation" for our students, many of whom are new arrivals in the US. A particular focus is on participatory exercises that can nurture group identity and cohesion across students with different cultural backgrounds.||Pilot in Fall 22||Incoming CS graduate students|
|Duke University||Sarah Park||I will work with colleagues to investigate the cultural and diversity issues that newly arriving international students experience and help them better understand the gap they may encounter while studying in the US. I will develop a teaching module addressing the issues relevant to international students to increase the cultural competency among international students in STEM. I plan to design and pilot test in fall 2022 and spring 2023, before fully engaging with a broader population in fall 2023.||Spring - Fall 2023||Incoming international students|
|Duke University||Shelley Rusincovitch||I serve as the managing director of Duke AI Health, a small center devoted to fostering ethical and equitable data science in health. I plan to work with the faculty leader of the Duke Machine Learning Schools for this deliverable, which will be centered around the goal of extending the Duke Machine Learning Schools model to be more delibrately inclusive. Since 2017, we have presented 11 multiday events that have reached hundreds of participants from academia and industry. This deliverable is still being developed around 4 potential topics: Extending location: Idea under development for Duke ML School in South America; Extending participation: Going beyond current model of 10% of seats supported by scholarships; Extending content: Fostering curriculum development for ethics in ML; and Extending belonging: We tend to see most participation from people with strong, traditional math background and training.||Spring 23||Postsecondary students|
|Duke University||Edwin Molina||I will work with Duke colleagues and software vendor to integrate and import the expanded gender and sexual identity data collected by Housing and Residence Life (HRL) into Duke Recreation & Physical Education's systems. Center for Sexual and Gender Diversity (CSGD) adviced HRL on what data to collect, to help place students in proper housing, use correct pronouns, offer appropriate medical services, and create inclusive communities. Duke Rec & PE has over 15,000 active members in the software we use (Fusion), which helps us manage memberships, access to our facilities, registrations, participations, reservations, react to incidents or accidents, etc. through local terminals, web portal, and mobile app. Fusion's handling of gender data is limited to binary (male/female) options.|
Currenly, the comprehensive data collected by HRL is "locked away" and no other Department has access to it, forcing students to go to multiple systems to set partial data. I want to help re-design a single portal (similar to HRL's) where students, faculty, and staff can enter their gender and sexual identity information AND allow the sharing of the data to other systems.
|Summer 23||Initially, under and grad students. Expand to Faculty and Staff.|
|ECEP Alliance||Meg Garvin, Keisha Tennessee, Sarah Dunton||As representatives of the ECEP Alliance who are members of a network of state leaders working on educational policy reform focused on expanding opportunities and access for all students our deliverable will include: (1) a survey of all ECEP states to gather policies that impact computer science education through the lens of broadening participation in computing; (2) Data analysis on state policies will enable the Alliance to understand the context of the policies within each state and examine how they are explicitly supporting the expansion of CS to underrepresented students in ECEP states; (3) policy review that will examine the findings and include onboarding tools and resources for ECEP members via our website. The aim of this deliverable is to equip states with the resources required to meet the goals and objectives of ECEP’s mission to increase the number and diversity of students in computing pathways and computing-intensive careers.||Spring 2023||ECEP Alliance States|
|Harvard University / Computer Architecture Student Association||Udit Gupta, Abdulrahman Mahmoud, Lillian Pentecost||WIP; hope to compile resources, workshop materials, and other forms of support for undergraduate students, graduate students, and early-career researchers in computer architecture and systems, with an emphasis on providing support and training related to inclusivity, healthy work and research environments, power dynamics, and social justice; also emphasizing accessibility and proliferation of such support and resources to schools with less-established or non-existent pipelines to graduate opportunities; could take the form of a newsletter, mailing list, semi-regular virtual meetings... details TBD (Separately, Lillian Pentecost @ Amherst College working towards a first-year seminar course in labor history of computing w/ emphasis on intersection of gender, race, planning for Fall '23 or Spring '24)||Spring '23||undergraduate and graduate students with interest in computer systems/architecture; see notes|
|James Madison University||Chris Johnson||Our goal is to build relationships between the members of our computer science department and the people of our city. We are partnering with a local organization to run a weekly after-school program that teaches computation through the lens of making. The organization serves the Black population in our city, and they are letting us join them. In each meeting, student mentors will introduce an open-ended computational making activity. Participants will design objects using a mix of code and direct manipulation and then fabricate them using a vinyl cutter, pen plotter, or embroidery machine. The student mentors will be Black students from the community or our university. They will receive stipends from a grant we have received. Our majors (who are mostly white) will partner with participants during the worktime. Participants will leave each meeting with a sticker, art, or some other non-digital artifact.||Fall 22–Spring 23||7-12th graders in local community, CS majors|
|Macalester College||Getiria Onsongo||We teach an Introduction to Database Management Systems course where students have to design and implement a relational database as part of their course project. Before implementing the database, they have to identify a dataset they will use to guide their data modeling process. I will make two additions to this course. 1) A module at the beginning of the course where we discuss bias in data collection and who gets left out or negatively represented in datasets. 2) A “Societal Impacts” section in their projects report where they discuss anticipated positive and negative impacts of their project. The goal is to get students to critically think about both the benefits and harms of their work.||Spring 23||CS undegraduates|
|Mount Holyoke College||Lisa Ballesteros||Designing a new course, Introduction to Search technologies, for which the prereq is CS1. I am developing modules that will support students in understanding the role of technology in amplifying bias and oppression. Selected readings by scholars within and outside CS will help students to think critically about technologies, their limitations, the potential for mis-use, and the implications for society.|
|Mount Holyoke College||Barbara Dalton Rotundo|
|As part of our work with the AIICE Training Constellation, we are developing an online TA training site that will emphasize the importance of identity and belonging in the learning process. The first iteration of this training will be fully asynchronous and completed independently by TAs whose departments partner with AIICE and choose to require it. The target audience is very broad, including undergraduate TAs and graduate TAs, TAs working at large universities and TAs working at small liberal arts colleges, and (most importantly) TAs from a wide variety of backgrounds who may or may not be open to these topics. By having strategic decision points, where participant answers to questions will direct them modules to which they are likely to be receptive, we hope to create a training program that will prompt TAs to care about the impact they have on students and encourage them to contiue learning about these topics.||First iteration ready for use in Fall 2022|
Will continue to gather feedback and usage data, and revise training site throughout the following 4 years
|CS Teaching Assistants|
(both graduate and undergraduate)
|Nazareth College||Wendy Norris||Re-design my current (Dis)Information course to explore how discrimination, bias, injustice, and exclusion (anti-DEI) are exacerbated by sociotechnical systems, social media platforms, apps, and data structures. Re-focus the course deliverables to envision the design, development, and production of pro-DEI technologies. This course addresses a campuswide social justice initiative to more explicitly center DEI in courses as the primary pedagogical focus. Consequently, this re-imagined course would serve as a DEI option for the two majors that I supervise: Ethical Data Science (Math) and Technology, AI & Society (Math and Sociology).||Spring 23, Other (ongoing)||Undergraduate majors in any discipline or open path (non-declared students); Undergraduate students who have declared a major in: Ethical Data Science; Business, AI & Innovation; or Technology, AI & Society|
|NC State University||Lina Battestilli||Collaborate with Katabasis, a nonprofit that works with afterschool programs, summer camps, and school districts in rural Eastern NC. We plan to implement a Learning-By-Teaching tutoring program between marginalized NCSU CSC undergraduates and HS students. We will work with 3 NC counties, where 68% of the students qualify for Free&Reduced Lunches. Our hypothesis is that teaching K12 students will increase the undergraduates' self-assessment of CS ability, reinforce CS knowledge and increase intention to persist in the major. We also hope to encourage and inspire the HS students to consider college and especially CS as a major. We plan to develop tutoring materials and organize small groups of undergraduates early in their CS career to teach groups of rural high school students for about 6 weeks in a virtual setting.||Spring 2023||CS Undegraduates & HS students|
|New York University||Francisco Castro||Computing and AI ethics curricular modules for girls in dance/creative computing spaces in partnership with nonprofits. The goals of the educational modules include -- (1) Engaging learners in the exploration and critique of computing and AI/ML models and systems, (2) Building on learners’ identities, cultural knowledge, and practices with dance as they build, explore, and critique computing and AI/ML models and systems, and (3) Leveraging learners’ creative, embodied experiences with computing and AI/ML to facilitate reflection and critique of CS and AI within their communities and society more broadly||Co-design with teacher partners starts Fall 2022 with target delivery Spring/Summer 2023||Girls of color from low-income backgrounds involved in creative production|
|Northeastern Univ.||Renee Miller||Development of new AI/Data PhD course with cross-cutting evaluation plan focusing on responsible data science and the societal impact of technology. Scientifically, we will consider the transparency and interpretability of the research solutions we discuss. We will consider what happens if the models are trained based on biased data that can legitimize and amplify racist or misogynous policies or reinforce patterns that discriminate or lead to a lack of diversity. One module will consider research on open data and projects will include profiling open data, including analyzing some of the private properties in the data. A goal will be to normalize the considering societal impacts as we discuss cutting-edge research.||Fall 22||PhD and advanced MS students in computer and data science|
|Northeastern University Seattle||Tamara Bonaci||My focus, as a part of this program, is on victims of domestic, common partnership or any relationship violence. As, such, my deliverable has three parts: 1. development of a general-public, easily accessible tutorial on how everyday online activity can be used by abusers, and how to prevent and mitigate it||Spring 2023||Graduate students with Khoury College Of CS|
|Northeastern University/LexiGraph||Clark Freifeld||HateMap is a partially automated system for collecting information on hate incidents from news media and other publicly available sources. We characterize the events by location, severity, and targeted identity. We perform deduplication and then make all information publicly available in an interactive map visualization, at HateMap.org. The system allows for search and browsing of events in real-time as well as retrospective analysis for research and comparison with other data sources on hate incidents.||In prototype now; for Fall 2023||General public, law enforcement, policymakers, service providers|
|Penn State||Chris Dancy||Designing and developing a new module/set of modules for the Multicultural Engineering Program Orientation (MEPO) at Penn State. I will work with a graduate assistant to develop a module that Introduces to students to (explicitly) thinking about designing and developing computational systems as sociotechnical systems. The modules will have students critically consider the ways Engineers' own cultural contexts influence the design and development of (sociotechnical) systems.||Summer 2023||Students served by the Multicultural Engineering Program Orientation. (Typically students marginalized along race/ethnic dimensions.)|
|Rhodes College||Catie Welsh, Marion Lang||https://tinyurl.com/y3co7eld||Spring 23||All Rhodes CS majors/minors|
|UC Berkeley||Zephyr Barkan, Lisa Yan, Dan Garcia||CS195 "Social Implications of Computing" is our "ethics" course required (with a family of other couses) by all EECS engineers (~500/year), and has been taught for more than 20 years. It currently does not have a identity / class / race / gender / sexual orientation / etc. lens, but instead speaks more broadly about how technology impacts society / economy / culture / etc. The first part of our proposal is to add several early lectures (and revamp existing ones) and add required readings that both reflect more identities in computing and set the groundwork for richer conversations throughout the semester. The course also has an optional honors section that allows students who have interest to engage with the material at a deeper level, with additional (TA-led) discussions / readings / projects. The second part of our proposal is to revamp all the discussions to incorporate cultural competency elements. We are thrilled that the research evaluation of our deliverable might turn into a full MS project.||Spring 23||All UC Berkeley undergraduates are welcome, but mostly Electrical Engineering and Computer Science (EECS) students will be the ones taking it.|
|UC San Diego||Udayan Tandon, Pat Pannuto, Mary Anne Smart||Develop a graduate level 29[x] course that parallels the CSE194 Race, Gender, and Computing developed by Cohort 1 – among other things, emphasis on techniques to affect change in the workplace (UCSD grad program has non-trivial population of active employees and return-from-work-for-degree MS folks); also needs to be optimized in meaningful way for a significantly higher international population||Spring 23||CS graduate students @ UCSD|
|UCLA Computer Science Equity Project||Roxana Hadad, Jean Ryoo, Julie Flapan||We will develop a deep dive workshop (part 2) for school administrators/leaders: “Culturally Responsive Sustaining Leadership/Equity in Computing. The workshop will encourage school leaders to think of equitable implementation as more than just access to courses. By centering discussions around our Student Voice research, school leaders will explore the need for students to see their own identities, cultures, and values reflected in the structure, content, and environments of classrooms in order for them to want to take CS courses, be engaged, and feel included in the CS community. Secondly, school leaders will be exposed to several examples of the power of CS, how it currently impacts lives, and how teachers and students need to understand the importance of being critical in the development and consumption of software and hardware. Whether it be in housing, healthcare, surveillance, policing, or child welfare, computing is already reinforcing systems of structural racism, and as educators, we need students to understand how computing intersects with other fields that have been shaped by racism. Third, we aim to build the capacity of administrators by reflecting on their role as a school leader, and an actor in the existing system of unequal education, school administrators will uncover the ways in which their own biases and experiences influence the decisions they make and will reflect on how they can use their power and agency to increase equitable opportunities for teaching and learning where students and teachers will feel confident and competent in discussing issues of equity in CS and beyond.||Spring 2023||K12 School Leaders/Administrators (Principals, CS Coordinators, Teacher-Leaders)|
|UMass Amherst||Neena Thota. Jaime Davila, Cheryl Swanier, Hia Ghosh||We are planning on assisting faculty that want to address any of the less-than-positive trends we receive from students about inclusivity in our courses. These could be in the form of a series of workhshops on different JEDI themes.||Spring '23||Faculty and staff members intially and then grad and undergrads.|
|University of Arizona||Berlin Loa, Brandon Neth, Joshua Levine, Vignesh Subbian||The creation of a course on cultural competency in engineering, and science. This would offer undergraduates from a wide range of fields an opportunity to strengthen their knowledge in identity, diversity, and discrimination and to learn how this impacts the way we study and use technology in our computing environments. We envision deploying this as a 1-credit course with a rotating set of instructors, including the four of us as well as stakeholders from campus in social science topics, and we would cover selected readings from the materials the 3C fellows have studied in the past year. A goal would be to expose students to diverse perspectives that they would not normally have an opportunity to discover in their usual curriculum.|
Note that our team has stakeholders from 3 of the computing majors at UA (School of Information, Systems and Industrial Engineering, and Computer Science), and we also are aiming to be inclusive to all computing majors.
|Spring 23||Any undergraduate in computing, information sciences, engineering, and related disciplines|
|University of North Carolina||Brent Munsell||Reducing racial bias in the recruitment and admission process. As experienced by most CS departments, the rapid growth of the CS major has forced departments to increase the number of faculty members and/or implement an undergraduate admissions process to meet these demands. So understanding and addressing racial bias is an essential topic that requires increased attention. In short, removing racial bias in these processes will produce a more welcoming environment where underrepresented identities can feel a sense of belonging and flourish professionally and academically. The primary goals of this project is to develop a rubric and provide training opportunities that can be used to identify and mitigate conscious and unconscious racial biases in the recruitment of computer science faculty (tenure and teaching track) and admission of undergraduate students. he development of a rubric will be an evolving process that will be refined after each recruitment and admissions process, and training will be conducted using in-person and instructional-technology modalities before the recruitment or admission process, or periodically conducted periodically at faculty meetings. Rubric and training shall be developed by DEI coordinator, committee members, and associate chair||Start Spring 2022, and continue in the Fall 2022 and Spring 2023 semesters.||Those involved in the recruitment or admission process this includes but not limited to: faculty, staff, and students (undergraduate and graduate).|
|University of Pennsylvania & University of Oregon (Exploring Computer Science in common)||Gayithri Jayathirtha & Luis Morales-Navarro||We will be facilitating reflection and co-design sessions with a group of thirty-two experienced Exploring Computer Science (ECS) high school teachers as a part of an effort to revise the introductory high school computing curriculum to center social justice. Throughout Fall 2022, the teacher group will do identity work and reflect on how they can better support their students in ECS classrooms and propose revisions to the current version of the ECS curriculum, particularly the four mandatory units (http://www.exploringcs.org/). A guide will be developed to support these sessions with materials related to topics of identities, systems of oppression, and their connections to computing pedagogy and curricular materials. At the end of the semester, a revised version of the curriculum will be generated as a shared artifact between us and the teacher groups. During Spring 2023, the research team will observe selected classrooms and/or conduct focus groups with teachers (subject to IRB timelines and feasibility) to understand how the sessions and the revised curriculum is shaping their teaching within classrooms.||Academic year 2022-23||Thirty-two experienced Exploring Computer Science (ECS) teachers|
|University of Texas at Austin (Electrical and Computer Engineering)||Nina Telang, Pedro Santacruz, Diana Marculescu, Christine Julien||https://docs.google.com/document/d/1POvBl_M_3HyBjbV4NLkC2Lr_A4sfJmKcVtCOLpOFW28/edit?usp=sharing||College students, in particular (for the pilot) undergraduate students in Computer Engineering and Software Engineering|
|University of Toronto||David Liu, Jacqueline Smith||Roughly 4000 students take our introductory CS courses each year, with about 500 students intending to become CS majors and total enrollment continuing to grow. These courses can be taught by 10-12 different faculty and contract instructors. We plan to build and support a model for creating programming exercises and assignments in first-year CS courses that have students work with domains and data that are influenced by systemic discrimination. We will use what we have learned in this fellowship program to inform the design, and we will also collaborate with experts across campus to better understand the domains students will be working in. To pilot this, we will be working with the first-year course instructors for the 2022-23 academic year to integrate one such exercise into each of our four main introductory courses. We plan to collaborate with a geographer of food insecurity to allow students to explore how access to food is inequitably distributed in our city. In the future, we will continue to develop assessments in this model, and to support colleagues who want to do the same.||Fall 22, Spring 23||All students enrolled in introductory CS courses|
|University of Utah||Sameer Patil||I will add a week on the theme of "Diversity, Equity, and Inclusion" for my undergrad+grad course on "Human Aspects of Security and Privacy." Currently, the course does not (explicitly) cover any material on this theme. Students will read relevant papers/book chapters, submit a written reflection, perform two in-class small-group activities (one related to security and one to privacy), and engage in all-class discussion of the activitiy during each respective class session.||Fall 22||Juniors, Seniors, Master's students, PhD students|
|University of Washington||Leah Perlmutter (3c cohort 2)|
collaborators outside 3c: Brett Wortzman, Zorah Fung, Sumant Guha, Jyoti Lama, Joe Lang
|This is part of a larger project to overhaul the introductory CS program in Computer Science and Engineering. Deliverables related to 3c include: |
1) Hiring an Accessibility TA who will work 1:1 with students experiencing access barriers to help students get through the access barriers, and will work with staff to produce course materials that are accessible in the first place, and also to revise course materials to be more accessible according to the access needs of students and predicted access needs of future students, and will perform outreach to encourage students with disabilities to enroll in introductory CS.
2) Increasing the amount of sociotechnical topics in the curriculum. In each of the 3 introductory courses, at least one of the weekly homework assignments will be centered on CS ethics, for example, at a similar level to the assignments featured at https://ethicalcs.github.io/. The rest of the assignments will have reflection questions linking the theme of the assignment to a sociotechincal topic such as identity in CS, counternarratives, etc.
3) Culture interventions starting with TAs. This is the fuzziest of the goals so far, but the general idea is to resist the phenomenon whereby students perceive that they don't belong in CS because they don't match the existing CS culture, and leave CS. One way to do this could be with TA training that incorporates cultural competence and encourages TAs to prioritize helping students develop a sense of belonging. Another possible way is to rethink TA hiring practices to prioritize hiring TAs with existing skills around supporting students with a diverse set of identities.
|UPA||Nicole Sebek||Incorporate lessons of equity into each topic into my Intro and APCS A class. Bring in real world topics into each topics to show where equity is missing in each topic or what people have done to improve equity in these topics||Fall 22 (partial roll out)||APCS A and/or Intro to CS (High School)|
|West Chester University||David Cooper||Still uncertain on a good deliverable. I'd like to make some type of activity for students in the various computer science clubs to increase their cultural competancy so they can be more inclusive.||Spring '23||Undergraduate students in computer science clubs.|
|Whitman College||John Stratton||In a department and institution that is already taking on several actions to promote inclusion and equity, my goal with this program is to kick-start the informal student community in CS that has been lost in the last few years (largely due to the pandemic) with an explicitly inclusive ethos. Specific actions to be attempted include: 1) Develop lessons for inclusive practices for student teams to teach in the CS capstone course and other team-project courses. 2) Use department and institutional funds to take a small cohort of students to the Richard Tapia Celebration of Diversity in Computing. 3) Incorporate topical discussions of racial bias of technology and its impact in the "CS Tea" community series.||Mostly Fall 22||Undergraduate CS majors|