Undergraduate computer science programs worldwide struggle to attract and retain underrepresented students for many reasons. Culture, stereotype threats, uneven gender and racial representations, lack of role models, and uncertain career prospects for minority groups are among the many reasons behind this situation. Many computer science programs are trying to change course through strategies to foster equity, diversity, and inclusion (EDI), aimed at improving outreach, recruitment, admissions, and retention of underrepresented students. EDI approaches may also include modifications to the undergraduate computer science curriculum. However, if not properly planned, these modifications risk amplifying existing stereotypes rather than producing positive change [38]. In this study, through an extensive literature review, a rigorous curriculum analysis of 49 computer science programs across the globe, and qualitative and quantitative analysis of surveys and interviews bringing in the voices of 613 students and 30 educators participating from around the world, we explore equity, diversity, and inclusion in the computer science curriculum. We highlight the role of inclusive content and course design, discuss program flexibility, and the impact of inclusive courses and program design in attracting and retaining historically marginalized students. Finally, we provide concrete steps to make computing science undergraduate curricula more appealing to a diverse audience.

Despite continued efforts to further the participation of women in Computer Science (CS), progress has been limited during the past decades. Recent efforts have been focused on recruitment and retention, with a notable gap in exploring the impact of admissions processes on diversity and inclusion. Through an extensive literature review, contextual analysis of public admissions data from 40 universities across four regions around the world, and qualitative and quantitative analysis on surveys and interviews, we explored the role of admissions in enhancing diversity and inclusion in CS undergraduate programs. Our findings highlight the role of financials, the possible positive effects of explicit advocacy for diversity and inclusion, and the imperative to cultivate a more welcoming and inclusive culture in CS programs.

In May 2020, about 2 months after countless institutions across the world resorted to moving all their courses online in response to the COVID-19 pandemic, we conducted a survey to evaluate the impact of this transition on a group of computer science students. That first survey highlighted mostly negative effects, with students struggling to perform many class-related activities. About a year later, after a full year of remote teaching, we wanted to see if and how the students’ sentiment had changed. To assess students’ perceptions of remote teaching, we conducted a new survey composed of 41 multiple choice, Likert scale and open-ended questions. Additionally, we interviewed instructors of computer science courses, to learn about their experience and how they adapted to the new teaching modality. 137 students and 10 instructors shared their feedback regarding their positive and negative experiences in the new learning format. Our results show that the students’ experience improved significantly, to the point that many of them expressed interest in continuing learning online, at least partially, but some populations (e.g., early years students) may still be at a disadvantage in this learning format. At the same time, the instructors manifested concerns that this may not produce the best learning outcomes for the students. The results and considerations included in this report may benefit the conversation on how to conduct computer science higher education in a post-pandemic world.

Traditional points-based grading can have negative impacts. As a result, many educators are experimenting with alternative grading practices that are more equitable for students. However, educators often face challenges in implementing equitable grading practices due to a lack of clear, practical descriptions of techniques and the fact that not all techniques are universally applicable. This working group addresses this problem using a three-pronged strategy: conducting a systematic literature review to gather documented techniques, compiling "recipes" or concrete descriptions of these techniques, and publishing them in an open-source, online "playbook" of equitable grading practices as a community resource for educators. This approach aims to make such practices more accessible and adaptable to various classroom situations.