NSF INCLUDES Alliance: The Alliance for Identity-Inclusive Computing Education (AIICE): A Collective Impact Approach to Broadening Participation in Computing

NSF 包括联盟：身份包容性计算教育联盟 (AIICE)：扩大计算参与的集体影响方法

• 批准号: 2118453
• 负责人: Alicia Washington
• 金额: $ 996.59万
• 依托单位: Duke University
• 依托单位国家: 美国
• 项目类别: Cooperative Agreement
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-08-01 至 2027-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2118453&HistoricalAwards=false
• 关键词: NSF; INCLUDES; Alliance; Identity; Inclusive

While nationwide enrollment in undergraduate computing programs continues to increase, computer science (CS) is still overwhelmingly dominated by white and Asian, able-bodied, middle to upper class, cisgender men. Effects of this lack of diversity are evident in academic/workplace cultures and biased/harmful technologies (e.g., facial recognition, predictive policing, public services decisions, healthcare, and financial software) that negatively impact and exclude non-dominant identities. Despite this, identity (as defined in social science) is rarely, if ever, included in CS curricula, pedagogy, research, and policies. As computing becomes more ubiquitous, it is imperative that technology creators from a diverse range of identities are in development and leadership positions to ensure that harmful technologies are avoided. This requires creating academic cultures in computing that emphasize the importance of identity, its societal impacts, and the impacts of technology on people from non-dominant identities. The Alliance for Identity-Inclusive Computing Education (AIICE) aims to increase the entry, retention, and course/degree completion rates of high-school and undergraduate students from groups that are historically underrepresented in computing through evidence-based, identity-inclusive interventions. AIICE’s collective impact approach to broadening participation convenes national leaders in K-16 CS education to transform high-school and postsecondary CS education using innovative strategies that target the people (educators), policies [state (K-12) and institutional (postsecondary) policies, as well as postsecondary accreditation criteria], and practices (classroom/department cultures) that directly impact student entry, retention, and course/degree completion.AIICE is founded upon evidence that student-focused (and often deficit-based) strategies do not adequately address institutional cultures, policies, and practices that have marginalized people from non-dominant identities. AIICE will collectively create systemic change by blending aspects of social science with CS to 1) increase CS student and educator knowledge and use of identity and related topics, 2) support CS educators and leaders in fostering academic cultures that are more inclusive of non-dominant identities, and 3) increase K-16 policy-driven changes to CS education that infuse identity-inclusive strategies. The Alliance leverages the constellation model for assembling diverse partners to solve complex and pressing social problems through a common agenda, shared measurement system, mutually reinforcing activities, continuous communication, and dedicated backbone support. Each Alliance domain (training, curricula & pedagogy, research, and policy) represents a permeable, action-focused working group (constellation) comprised of various activities at the high-school and postsecondary levels. This flexible structure supports governance and communication that leverages the strengths of each organization and allows for several ways to join, support, and scale the Alliance at the individual, department, and organization levels. Successful implementation of the Alliance will directly impact a total of 7,000 high-school CS teachers, 2,000 postsecondary CS faculty/staff, 5,000 teaching assistants, and 500 U.S. computing departments. This will, in turn, impact a total of 525,000 high-school and 35,000 undergraduate CS students nationwide. AIICE will also directly impact industry diversity, equity, and inclusion efforts, as better-trained graduates will enter technical positions more aware of identity-related issues during development, properly advocate for and implement change, and decrease the development of harmful technologies. This effort will also increase the number of computing departments implementing identity-related interventions, as well as create new annual data and reports on identity-inclusive computing (including a repository of resources and best practices).This NSF INCLUDES Alliance is funded by NSF Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (NSF INCLUDES), a comprehensive national initiative to enhance U.S. leadership in discoveries and innovations by focusing on diversity, inclusion and broadening participation in STEM at scale, with co-funding from the CS for All program and the Directorate for Computer and Information Science and Engineering.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

尽管在全国范围内的本科计算计划的入学率不断增加，但计算机科学（CS）仍然以白人和亚洲，健美，中高级阶级，cisgender的男性为主导。这种缺乏多样性的影响在学术/工作场所文化和有偏见/有害技术（例如面部认可，预测政策，公共服务决策，医疗保健和财务软件）中会产生负面影响并排除非义务身份。尽管如此，CS课程，教学法，研究和政策中的身份（社会科学中定义）很少包含在内。随着计算变得越来越无处不在，必须在开发和领导地位的领导地位中，从潜水员身份范围内的技术创建者必须确保避免有害技术。这就需要在计算中创建学术文化，以强调身份的重要性，其社会影响以及技术对非主导身份的人的影响。包括身份的计算教育联盟（AIICE）旨在提高来自从历史上通过基于循证的，具有身份认同的干预措施来计算中代表性不足的群体的高中和本科生的入学，保留和课程/学位完成率。 AIICE扩大参与的集体影响方法召集了国家领导者在K-16 CS教育中的领导者，以使用针对人民（教育工作者），政策（K-11）和机构（学科后）政策以及前学会和惯例的教学室/惯例（教育学）政策（k-11）和机构（k-11）和机构（k-11）和惯例（教育工作者）的策略（k-11）和惯例（教育工作）的策略（k-11）和惯例（教育后）（教育工作者）（教育工作者）（教育工作者）（教育工作者）（教育工作者），并直接培养了教学室/部门（教育），并直接施加了教学室/惯例（ completion.AIICE is founded upon evidence that student-focused (and often deficit-based) strategies do not adequately address AIICE will collectively create systemic change by blending aspects of social science with CS to 1) increase CS student and educator knowledge and use of identity and related topics, 2) support CS educators and leaders in fostering academic cultures that are more inclusive of non-dominant identities, and 3) increase K-16 policy-driven changes to CS邀请身份策略的教育。该联盟利用星座模型来组建潜水员的伙伴来解决复杂的问题，并通过共同的Agernda，共享的测量系统，相互加强的活动，持续的沟通和专门的骨干支持来解决社会问题。每个联盟领域（培训，课程和教学法，研究和政策）代表一个可渗透的，以动作为中心的工作组（星座）在高中和中学后级别完成了各种活动。这种灵活的结构支持利用每个组织的优势的治理和沟通，并允许几种方法来加入，支持和扩展个人，部门和组织级别的联盟。该联盟的成功实施将直接影响7,000名高中CS教师，2,000名中学后教职员工/员工，5,000名助教和500个美国计算机部门。反过来，这将影响全国共有525,000名高中生和35,000名本科生。 AIICE还将直接影响行业的多样性，公平性和包容性工作，因为受过训练的毕业生将在开发过程中更了解与身份相关的问题，适当地倡导和实施变革，并减少有害技术的发展。 This effort will also increase the number of computing departments implementing identity-related interventions, as well as create new annual data and reports on identity-inclusive computing (including a repository of resources and best practices).This NSF INCLUDES Alliance is funded by NSF Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (NSF INCLUDES), a comprehensive national initiative to enhance U.S. leadership in discoveries and通过关注多样性，包容性和扩大对STEM的大规模参与的创新，并从CS共同资助了所有计划和计算机和信息科学与工程局。该奖项反映了NSF的法定任务，并被认为是通过基金会的知识分子优点和更广泛的影响审查标准来通过评估而被认为是珍贵的支持。

项目成果

Experiences Piloting a Diversity and Inclusion in Computing Innovations Course

计算创新课程的多样性和包容性试点经验

• DOI: 10.1145/3545945.3569773
• 发表时间: 2023
• 期刊: SIGCSE 2023: Proceedings of the 54th ACM Technical Symposium on Computer Science Education
• 作者: Kong, Minji;Pollock, Lori
• 通讯作者: Pollock, Lori

Designed to Disrupt: A Novel Course for Improving the Cultural Competence of Undergraduate Computing Students

旨在颠覆：提高计算机本科生文化能力的新颖课程

• 发表时间: 2022
• 期刊: ASEE Annual Conference proceedings
• 作者: Washington, A.N.

Challenges, Choice, & Change: Experiences and Reflections from the First Semester of a Technology and Human Futures Course

挑战、选择、

• DOI: 10.1145/3545945.3569872
• 发表时间: 2023
• 期刊: SIGCSE 2023: Proceedings of the 54th ACM Technical Symposium on Computer Science Education
• 作者: Bettin, Briana

Work in Progress: A Novel Professional Development Program for Addressing Systemic Barriers to Computing Participation.

正在进行的工作：一项新颖的专业发展计划，旨在解决计算参与的系统性障碍。

• 发表时间: 2022
• 期刊: ASEE Annual Conference proceedings
• 作者: Sadler, C.

Identity-Inclusive Computing: Learning from the Past; Preparing for the Future

包含身份的计算：汲取过去的教训；

• DOI: 10.1145/3478432.3499172
• 发表时间: 2022
• 期刊: ACM SIGCSE 2022
• 作者: Washington, Alicia Nicki;Daily, Shaundra;Sadler, Cecilé
• 通讯作者: Sadler, Cecilé