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Organizational change for broadening participation in CS education

机译：组织变革以扩大对CS教育的参与

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Across the globe, we are witnessing a reassertion of hegemonic systems of domination around gender, race, socioeconomic status, ability, sexuality, religion, and immigrant status. In the United States in particular, the fragile foundation underlying civil rights and social progress in eradicating segregation, prejudice, and discrimination in education and employment is under threat. While many organizations and individuals are pushing back against these threats, the enactment of new public policy and legislation that undermines civil rights (coupled with the unraveling of existing civil rights policy and legislation) signals a shift in priority and effort away from dismantling historical structures of inequity. This shifting larger social, political, and economic context is problematic for the succession of efforts to broaden participation in computer science education (CSEd), as it reasserts old, dominant paradigms that maintain the status quo. Educational reform is a herculean task under favorable conditions, let alone an overarching environment bucking against gains made in dismantling inequity over the last several decades. Due to these obstacles, we posit that systemic organizational change within CSEd institutions and programs themselves is necessary to truly effect sustainable, transformational change in broadening participation efforts, especially under hostile conditions in the larger environment. This poster will profile one such change effort in progress within a college of computing and informatics located at a large, urban research university in the southeastern US. Comprised of three departments, approximately 100 faculty members, and approximately 1,900 undergraduate students, this CSEd change effort focuses on broadening and sustaining participation through a foundation of engaged pedagogy. Over the past two years, we built a new structure of faculty training and development that is designed to (re)focus CSEd faculty to engaged pedagogical practice, varied teaching techniques, and classroom tools that foster student learning in historically underrepresented and underserved groups that are not typically well-served by traditional teaching beliefs and practices. With approximately 25% of the ~100 CSEd faculty participating to-date (and growth projected to 35% by the end of 2018), we established our base for long-term structural change in our college. Building upon that base as a critical first step, we next retool our teaching evaluations to further enstructure inclusive teaching values within the recurring, everyday processes of the organization. By strategically focusing on an element of the reappointment, promotion, and tenure (RPT) process, we send a crucial signal to organizational members—faculty, students, staff, administrators—that inclusive teaching and learning matters beyond 'lip service' and beyond environmental pressures to the contrary.
机译：在全球范围内，我们目睹围绕性别，种族，社会经济地位，能力，性取向，宗教信仰和移民地位的霸权统治体系的重申。特别是在美国，在消除教育和就业中的种族隔离，偏见和歧视方面，公民权利和社会进步的基础脆弱。虽然许多组织和个人都在抵制这些威胁，但颁布新的破坏公民权利的公共政策和法律（加上对现有民权政策和法律的破坏）标志着优先事项和努力的方向已从拆除历史上的结构转变为不平等。不断变化的更大的社会，政治和经济环境对于继续努力扩大计算机科学教育（CSEd）的参与是有问题的，因为它重新确立了维持现状的旧的，占统治地位的范例。在有利的条件下，教育改革是一项艰巨的任务，更不用说在过去的几十年中，一个总的环境与消除不平等现象所取得的成就背道而驰。由于这些障碍，我们认为CSEd机构和计划自身内部的系统性组织变革对于真正实现可持续的，变革性的变革，以扩大参与力度，尤其是在较大环境中的敌对条件下，是必要的。这张海报将介绍位于美国东南部的一所大型城市研究大学的计算机与信息学学院正在进行的变革工作。该CSEd变革工作由三个系，大约100名教职员工和大约1,900名本科生组成，致力于通过参与式教学法的基础来扩大和维持参与。在过去的两年中，我们建立了新的教师培训和发展结构，旨在（重新）将CSEd的教师集中于从事教学实践，多样化的教学技术和课堂工具，以促进在历史上代表性不足和服务不足的群体中学生的学习。传统的教学理念和实践通常无法很好地满足这些要求。迄今为止，约100名CSEd教职员工中约有25％参与其中（预计到2018年底增长到35％），我们为学院的长期结构变革奠定了基础。在此基础上，作为关键的第一步，我们接下来重新调整我们的教学评估，以在组织的日常日常流程中进一步构建包容性教学价值。通过战略性地关注重新任命，晋升和任期（RPT）流程的要素，我们向组织成员（教师，学生，员工，管理人员）发出了至关重要的信号，即“口头服务”和环境之外的包容性教学至关重要相反的压力。

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