Day 1
01 Intro 02 ML 1: U1L3 03 Break 04 CSD Overview 05 Lesson Process 06 Transition to Asynchronous 07 Lunch 08 ML 2: U1L7 09 Break 10 Tools and Strategies 11 The PLACE 12 Transition to Asynchronous 13 Fac. Debrief
Day 2
14 Intro 15 ML 3: U2L2 16 Break 17 ML 4: U2L3 18 Transition to Asynchronous 19 Lunch 20 Asynchronous Debrief 21 Break 22 TLO 1: U2L5 23 Transition to Asynchronous 24 Fac. Debrief
Day 3
25 Intro 26 Understanding Context 27 TLO 2: U2L6 28 Break 29 TLO 3: U2L9 30 Transition to Asynchronous 31 Lunch 32 Asynchronous Debrief 33 TLO 4: U2L11 34 Break 35 TLO 5: U2L16 36 Transition to Asynchronous 37 Fac. Debrief
Day 4
38 Intro 39 Bias and Responsibility 40 TLO 6: U3L2 41 Break 42 TLO 7: U3L3 43 Transition to Asynchronous 44 Lunch 45 Asynchronous Debrief 46 TLO 8: U3L4 47 Break 48 Barriers, Opportunities, and Commitments 49 Transition to Asynchronous 50 Fac. Debrief
Day 5
51 Intro 52 Community 53 Prep for the Year 54 Break 55 Assessment 56 Transition to Asynchronous 57 Lunch 58 Asynchronous Debrief 59 Planning 60 Closing Ceremonies 61 End Early & Friday Facilitator Debrief

Session 26: Understanding Context

20 minutes

discussion-based

Purpose

This session is designed for participants to begin to understand their context related to equity in CS education. Participants will use data to explore who has access to CS both nationally and within their home state. They will then discuss systemic barriers that limit access, diversity, and inclusion in CS education.

Objectives

  • Use a shared definition for access, diversity, inclusion, equity, and “students from underrepresented groups” in the context of CS education
  • Recognize disparities by race and gender in access, diversity, and inclusion in CS education nationally
  • Identify systemic barriers that limit access, diversity, and inclusion in CS education
  • List strategies to gather data (quantitative and qualitative) about access, diversity, and inclusion in CS courses locally (within school and classroom)

Supplies & Prep

Room Setup:

  • Full Cohort
  • Table Groups (pairs)

Facilitator Supplies and Prep:

Teacher Materials:

  • Computers
  • Journal

Agenda

Equitable Participation (5 minutes)

Systemic Barriers (15 minutes)

Facilitation Guide

Equitable Participation (5 minutes)

(1 minute) Context Setting

Remarks

Yesterday, the focus of our conversation about equity in CS education was focused on inclusion. Today we will expand this conversation to include access and diversity as we focus on understanding the context of who has access to CS education in our country and schools.

(4 minutes) Establishing Common Language

Facilitator Tip

It is important that participants understand that access, diversity, and inclusion are three separate topics that fall under the umbrella of equity. The terms should not be used interchangeably as they mean different things. It might be helpful to recreate this graphic on a poster to be displayed in the room for the remainder of the workshop.

The facilitator displays the “Equitable participation in computing education” graphic and highlights the definitions of access, diversity, and inclusion. The facilitator also points out that access, diversity, and inclusion are all components of equity. In our effort to work towards equity in CS education, we must consider all three components.

Systemic Barriers (15 minutes)

Teaching Tip

Build a slide based on themes detected in the discussions from the previous asynchronous session.

(5 minutes) State and National Data

Remarks

Last night, you looked at national and state data around access and diversity in CS education.

The facilitator reviews the participants answers from the previous asynchronous sessions using the slides.

(2 minutes) Context Setting

Remarks

It is crucial that in our work in CS education, we remember that CS has been a subject that has historically excluded groups of students. There is a long history of female students and students from underrepresented groups being excluded from CS. This is often a result of systemic barriers.

Producer Tip

Prepare to place participants in pairs

The facilitator uses slides to define systemic barriers

Systemic barriers: Policies, practices, or procedures that result in some people receiving unequal access or being excluded.

In CS education, examples of systemic barriers include the lack of CS offerings, scheduling conflicts, prerequisite courses, school funding and resources, lack of qualified and experienced teachers, inadequate access to technology, additional course requirements for English learners and students with disabilities, and students being pulled out from CS classes for additional services.

(8 minutes) Reflection and Discussion

(1 minute) Facilitator Modeling: Before asking participants to reflect on their experiences with systemic barriers, the facilitator will model this reflection using a personal example.

Discussion Goal

There is not a whole group share out for this discussion prompt. The purpose here is to give participants a chance to make connections to their own experiences and share that experience with at least one other person. This will prime participants for the whole group discussion using the next prompt.

Prompt: What is one systemic barrier related to access, diversity, or inclusion in CS that you have either seen the impact of or experienced yourself?

  • (2 minutes) Think: individual reflection
  • (5 minutes) Pair: discuss with a partner

Remarks

Throughout the school year, how might you gather data to better understand the realities of access, diversity, and inclusion in CS in our schools and classrooms? What will that data look like. You don't need to figure this out right now, as we will return to this again in our Quarterly Workshops.