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1. How We Did It: Integrating Inclusive Design across the Undergraduate Computer Science Curriculum

   https://doi.org/10.1145/3641555.3704715  

   Morreale, Patricia; Burnett, Margaret; Harms, Kyle J; Kwak, Daehan (February 2025, Proceedings of the 56th ACM Technical Symposium on Computer Science Education (SIGCSE 2025), ACM)

   Inclusive design appears rarely, if at all, in most undergraduate computer science (CS) curricula. As a result, many CS students graduate without knowing how to apply inclusive design to the software they build, and go on to careers that perpetuate the proliferation of software that excludes communities of users. Our panel of CS faculty will explain how we have been working to address this problem. For the past several years, we have been integrating bits of inclusive design in multiple courses in CS undergraduate programs, which has had very positive impacts on students' ratings of their instructors, students' ratings of the education climate, and students' retention. The panel's content will be mostly concrete examples of how we are doing this so that attendees can leave with an in-the-trenches understanding of what this looks like for CS faculty across specialization areas and classes. We 

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2. Co-Creation and Inclusive Design: Developing a Machine Ethics Curriculum through Collaborative Pedagogy

   https://doi.org/10.1145/3641555.3705022  

   Muchuwa, Elshaddai; Wilson, Jason R; Franklin, Lee (February 2025, ACM)

   There is a lack of access to critical knowledge on machine ethics and the impacts of technology on individuals and communities in everyday life. This project pioneers an inclusive curriculum design process to broaden accessibility to machine ethics education. Our approach uses a ''source'' course to develop materials for seven "target" courses. The source course is a machine ethics curriculum development course in which students and faculty collaboratively build curricular materials for integration into non-computer science courses. Here we describe the development of the ''source'' course using a curriculum co-creation process that leverages student and faculty expertise. The process emphasizes an inclusive design approach, rooted in continuous stakeholder feedback and consistent, transparent communication. The products of this process include course materials that incorporate underrepresented ethical frameworks. Additionally, it features peer-reviewed journal assignments that promote reflective learning and sharing of diverse perspectives, as well as a final module project in which students collaborate with faculty to co-create curricular materials. Our approach aims to broaden a culturally relevant understanding of ethical challenges in technology while ensuring that the curriculum resonates with diverse student backgrounds. Our presentation will describe key insights about the process and products of our curriculum design. 

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3. Inclusive Playground Design

   https://doi.org/10.5951/MTLT.2023.0285  

   Tate, Holly; Anstett, Samantha; Cooke, Beth; Hrabak, Merrie Joy; Suh, Jennifer (August 2024, Mathematics Teacher: Learning and Teaching PK-12)

   The mathematics of budgeting and space can lead to a justice-oriented experience for elementary students as they design a proposal for an inclusive playground. 

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4. Inclusive VR through Inclusive Co-Design with Neurodiverse Learners

   https://doi.org/10.23919/iLRN52045.2021.9459322  

   Dahlstrom-Hakki, Ibrahim; Edwards, Teon; Larsen, Jamie; Alstad, Zachary; Belton, Gerald; Lougen, Daniel; Santana, Daniel (May 2021, IEEE)

   This paper reports on a fully inclusive co-design process of an informal VR science game intended to be accessible to a broad range of learners. The co-design embraces the `nothing about us without' us movement by ensuring that stakeholder voices have a prominent role throughout the design process. In the project described in this paper, professional designers and researchers work with a team of neurodiverse stakeholders as peer members of the design team. The design process is described, and the findings based on feedback from all co-design participants is reported. Recommendations for others in the field are provided to help guide those interested in implementing an effective and inclusive co-design process. 

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5. Supporting Teacher Professional Learning and Curriculum Implementation Through Collaborative Curriculum Design

   https://doi.org/10.1145/3478432.3499118  

   Ni, Lijun; Bausch, Gillian; Feliciano, Bernardo; Hsu, Hsien-Yuan; Martin, Fred (March 2022, SIGCSE 2022: Proceedings of the 53rd ACM Technical Symposium on Computer Science Education)

   This poster shares our experience of engaging middle school teachers in a collaborative design of a computer science and digital literacy (CSDL) curriculum through a researcher and practitioner partnership (RPP) among two public universities and three urban school districts in the Northeast USA. The project used the co-design approach to facilitate curriculum development and foster professional learning. In this poster, we introduce the co-design process, the developed curriculum, and teachers' professional learning experiences. Preliminary results indicate that the co-design approach supplemented with one-one-on coaching has not only facilitated the curriculum development but also fostered professional learning and collective capacity building for CS education. 

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