Equitable and Inclusive CS Pedagogy

Topics in the design and implementation of computer science courses through an equity and inclusion lens, with a particular emphasis on higher education. Focusing on applications of evidence-based best practices and choosing and adapting approaches based on concerns and characteristics specific to a given set of students. Includes basics of teaching and learning theory, pedagogical and assessment techniques, and equity, diversity, and justice concerns. Designed for aspiring teachers or those interested in practical issues of teaching computer science, with the goal of enabling students to create effective, equitable, and inclusive learning environments in their own classrooms.

We meet twice a week 4:30 PM to 5:20 PM Wednesdays and Fridays in MGH 058. You can expect updates to the course information on a weekly basis by Tuesday night. Instructor office hours are available by appointment.

Learning objectives

At the end of the seminar, students will be able to:

• Describe and explain how issues of equity, diversity, access, and justice intersect with and impact educational systems, and CS education in particular.
• Apply and evaluate the usage of equitable, evidence-based approaches to teaching CS.
• Critically read research in education, CS education, and learning sciences; and consider how to apply the results in practice.

This quarter, we will work toward these learning objectives by emphasizing how educators define themselves (identity and positionality) and emphasizing how to bridge across differences (cultural competence) to address inequities in computing education.

Required coursework

Required work for the seminar will include three components:

Readings and written responses. Read assigned research papers, book chapters, and other relevant material. There will usually be an assigned reading for at least one session per week, and some weeks will have readings for both sessions. Each reading will be accompanied by a few questions that should be answered in a public comment on the course message board. (If you are uncomfortable sharing some of your responses with the full class, you may make a private post, but please do this sparingly.)

Teaching observations. Visit and observe a computer science class and complete a 1-2 page report and critique of the class utilizing principles and ideas discussed in the seminar. (A template for these reports will be provided.) Observations should be of a class you are not teaching and if at all possible, in which you are not a student. This will allow you to focus on the observation without having to take on a dual role.

Culminating project. Your choice of one of the following:

1. Develop a written plan for a full unit of a computer science course of your choice and deliver a short excerpt from one lesson in your module.
2. Explore an existing issue in equity/inclusion, propose concrete ways to address the issue, and lead a short interactive session on the issue and your proposals.
3. Write an argumentative personal statement that reflects on how your personal experiences intersect with your current understanding of equity in computing education.

To receive credit for the seminar, you must:

• Attend and participate in at least 75% of course meetings (~15 of 20)
• Complete at least 75% of reading responses (~4 of 5)
• Complete at least 75% of teaching observations (~3 of 4)
• Complete and receive a satisfactory review on your project

Inclusion

Students of all backgrounds and experiences are welcome in this seminar and are entitled to be treated respectfully by classmates and course staff. If any incident occurs that challenges this commitment to a supportive, diverse, inclusive, and equitable environment, please let the instructor know so the issue can be addressed. Should you feel uncomfortable bringing up an issue with the instructor directly, meet our advisors during quick questions or contact the College of Engineering.

For more information, please see the Allen School Inclusiveness Statement.

Religious accommodations

Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UWs policy, including more information about how to request an accommodation, is available at Religious Accommodations Policy. Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form.

Disability Resources for Students

Your experience in this class is important. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. If you have already established accommodations with Disability Resources for Students (DRS), please activate your accommodations via myDRS so we can discuss how they will be implemented in this course.

If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), contact DRS directly to set up an Access Plan. DRS facilitates the interactive process that establishes reasonable accommodations. Contact DRS at disability.uw.edu.