research-article

“Regular” CS × Inclusive Design = Smarter Students and Greater Diversity

Authors:

Rosalinda Garcia,

Patricia Morreale,

Amreeta Chatterjee,

Isaac Tijerina Escobar,

Geraldine Jimena Noa,

Margaret BurnettAuthors Info & Claims

ACM Transactions on Computing Education, Volume 23, Issue 3

Article No.: 34, Pages 1 - 35

https://doi.org/10.1145/3603535

Published: 22 July 2023 Publication History

Abstract

What if “regular” Computer Science (CS) faculty each taught elements of inclusive design in “regular” CS courses across an undergraduate curriculum? Would it affect the CS program's climate and inclusiveness to diverse students? Would it improve retention? Would students learn less CS? Would they actually learn any inclusive design? To answer these questions, we conducted a year-long Action Research investigation, in which 13 CS faculty integrated elements of inclusive design into 44 CS/IT offerings across a 4-year curriculum. The 613 affected students’ educational work products, grades, and/or climate questionnaire responses revealed significant improvements in students’ course outcomes (higher course grades and fewer course fails/incompletes/withdrawals), especially for marginalized groups; revealed that most students did learn and apply inclusive design concepts to their CS activities; and revealed that inclusion and teamwork in the courses significantly improved. These results suggest a new pathway for significantly improving students’ retention, their knowledge and usage of inclusive design, and their experiences across CS education—for marginalized groups and for all students.

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Toti GLindner PGao ABaghban Karimi OEngineer RHur JMcNeill FReckinger SRobinson RSollazzo AWicentowski RMonga MLonati VBarendsen ESheard JPaterson J(2025)Diversity, Equity, and Inclusion in Computing Science: Culture is the Key, Curriculum Contributes2024 Working Group Reports on Innovation and Technology in Computer Science Education10.1145/3689187.3709611(175-225)Online publication date: 22-Jan-2025
https://dl.acm.org/doi/10.1145/3689187.3709611
Baghban Karimi OGao ALindner PToti GEngineer RHur JMcNeill FReckinger SRobinson RSollazzo AWicentowski RMonga MLonati VBarendsen ESheard JPaterson J(2024)Exploring Equity, Diversity, and Inclusion in Computer Science Undergraduate CurriculaProceedings of the 2024 on Innovation and Technology in Computer Science Education V. 210.1145/3649405.3659531(765-766)Online publication date: 8-Jul-2024
https://dl.acm.org/doi/10.1145/3649405.3659531
Chatterjee AChoudhuri RSarkar MChattopadhyay SLiu DHedaoo SBurnett MSarma A(2024)Debugging for Inclusivity in Online CS Courseware: Does it Work?Proceedings of the 2024 ACM Conference on International Computing Education Research - Volume 110.1145/3632620.3671117(419-433)Online publication date: 12-Aug-2024
https://dl.acm.org/doi/10.1145/3632620.3671117
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Index Terms

“Regular” CS × Inclusive Design = Smarter Students and Greater Diversity
1. Applied computing
  1. Education
2. Human-centered computing

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Published In

cover image ACM Transactions on Computing Education

ACM Transactions on Computing Education Volume 23, Issue 3

September 2023

233 pages

EISSN:1946-6226

DOI:10.1145/3605196

Editor:
Amy J. Ko
University of Washington, USA

Issue’s Table of Contents

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 22 July 2023

Online AM: 05 June 2023

Accepted: 26 May 2023

Revised: 04 May 2023

Received: 31 January 2023

Published in TOCE Volume 23, Issue 3

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OSU Center for Research in Engineering Education Online
Center for Inclusive Computing at Northeastern University
NSF
USDA-NIFA

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Cited By

Toti GLindner PGao ABaghban Karimi OEngineer RHur JMcNeill FReckinger SRobinson RSollazzo AWicentowski RMonga MLonati VBarendsen ESheard JPaterson J(2025)Diversity, Equity, and Inclusion in Computing Science: Culture is the Key, Curriculum Contributes2024 Working Group Reports on Innovation and Technology in Computer Science Education10.1145/3689187.3709611(175-225)Online publication date: 22-Jan-2025
https://dl.acm.org/doi/10.1145/3689187.3709611
Baghban Karimi OGao ALindner PToti GEngineer RHur JMcNeill FReckinger SRobinson RSollazzo AWicentowski RMonga MLonati VBarendsen ESheard JPaterson J(2024)Exploring Equity, Diversity, and Inclusion in Computer Science Undergraduate CurriculaProceedings of the 2024 on Innovation and Technology in Computer Science Education V. 210.1145/3649405.3659531(765-766)Online publication date: 8-Jul-2024
https://dl.acm.org/doi/10.1145/3649405.3659531
Chatterjee AChoudhuri RSarkar MChattopadhyay SLiu DHedaoo SBurnett MSarma A(2024)Debugging for Inclusivity in Online CS Courseware: Does it Work?Proceedings of the 2024 ACM Conference on International Computing Education Research - Volume 110.1145/3632620.3671117(419-433)Online publication date: 12-Aug-2024
https://dl.acm.org/doi/10.1145/3632620.3671117
Garcia RMorreale PPatel PGuevara JMoz-Ruiz DSatish Kumar SVelhal PBusteed ABurnett M(2024)Beyond “Awareness”: If We Teach Inclusive Design, Will Students Act On It?Proceedings of the 2024 ACM Conference on International Computing Education Research - Volume 110.1145/3632620.3671101(434-451)Online publication date: 12-Aug-2024
https://dl.acm.org/doi/10.1145/3632620.3671101
Patel PMoz-Ruiz DGarcia RChatterjee AMorreale PBurnett MStephenson BStone JBattestilli LRebelsky SShoop L(2024)From Workshops to Classrooms: Faculty Experiences with Implementing Inclusive Design PrinciplesProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630861(1035-1041)Online publication date: 7-Mar-2024
https://dl.acm.org/doi/10.1145/3626252.3630861
Garcia RMorreale PVerdi GGarcia HNoa GMadsen SAlzugaray-Orellana MLi EBurnett M(2024)The Matchmaker Inclusive Design Curriculum: A Faculty-Enabling Curriculum to Teach Inclusive Design Throughout Undergraduate CSProceedings of the 2024 CHI Conference on Human Factors in Computing Systems10.1145/3613904.3642475(1-22)Online publication date: 11-May-2024
https://dl.acm.org/doi/10.1145/3613904.3642475
Kuang EBellscheidt SPham DShinohara KBaker CElglaly Y(2024)Mapping Accessibility Assignments into Core Computer Science Topics: An Empirical Study with Interviews and Surveys of Instructors and StudentsProceedings of the 2024 CHI Conference on Human Factors in Computing Systems10.1145/3613904.3642097(1-16)Online publication date: 11-May-2024
https://dl.acm.org/doi/10.1145/3613904.3642097
Depradine C(2023)Introducing Inclusive Design by Showing the Effects of Impaired Environments on Neurodiverse Users2023 IEEE Gaming, Entertainment, and Media Conference (GEM)10.1109/GEM59776.2023.10390238(1-6)Online publication date: 19-Nov-2023
https://doi.org/10.1109/GEM59776.2023.10390238

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