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This work-in-progress study describes our grant-funded efforts in developing a computer science faculty learning community (FLC) across six California state institutions. With an emphasis on socially responsible computing (SRC), the faculty development effort that prepares faculty for SRC lesson implementation has integrated social scientists with computer science faculty in the rotating leadership team. It works collaboratively to facilitate dialog around experiences of implementing lessons that focus on social justice and ethical decision-making. Our data-driven FLC and course transformation effort was initiated by finding that retention rates in early computing courses at participating institutions were inequitable across demographic groups. The ultimate goal of the Broadening Participation in Computing Alliance for Socially Responsible Computing is to improve the retention rates of LatinX students by increasing their sense of belonging to the field of computer science[1] through deliberate and intentional connections of curriculum to real-world problems and social issues. For this paper, we focused on the faculty experiences of our most recent summer workshop and our reflection on the FLC implementation process. We present our faculty survey data from June 2024 and introduce reflective focus group findings [2], providing conjectures about the effectiveness of our approach. In the discussion, we build recommendations for collaborative professional development of faculty and discuss next steps. 

Socially Responsible Computing (SRC) education entails the infusion of Computer Science (CS) education with interwoven attention to ethical, social, and political issues to position students to reflect and take action individually and collaboratively to create a more just world. Our approach to SRC supports students to explore computing design/development in early CS courses with a communal goal orientation (in contrast to agentic/individualized), shown to improve achievement and retention for students with identities that are minoritized in CS. Grounded in our own experiences as co-developers and implementers of this pedagogical transformation and as co-facilitators of a Faculty Learning Community (FLC) across six minority-serving institutions in California, we share how we use an iterative design and implementation process modeled from social design experimentation as research and development method. Initial results are presented as a set of promising practices for incorporating SRC into introductory CS courses: 1) choose the domain mindfully; 2) design for synergy with technical material; 3) scaffold for inclusivity; 4) structure with a framework; 5) avoid othering SRC elements; and 6) reuse and build on existing resources. We share how these promising practices guide our efforts; how they can address challenges and concerns for new and continuing SRC implementers; and the ways in which we have and will continue to test and co-design this approach.