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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 

Within computer science education, a growth mindset is encouraged. However, faculty development on the use of growth mindset in the classroom is rare and resources to support the use of a growth mindset are limited. A framework for a computer science growth mindset classroom, which includes faculty development, lesson plans, and vocabulary for use with students, has been developed. The objective is to determine if faculty development in growth mindset and active use of the growth mindset cues in the CS0 and CS1 classroom result in superior academic outcomes. Comparative study results are presented for two semesters of virtual classroom environments: one semester without Growth Mindset, and one semester with Growth Mindset. Female students demonstrated the most growth, as measured by academic grades, in CS0, and maintained that growth in CS1. Males demonstrated growth as well, with both males and females converging at the same high point of accomplishment at the end of CS1. Race and ethnicity gaps between students were reduced, improving academic equity.