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n Fall 2016, our NSF INCLUDES pilot grant enabled us to develop a partnership and network (SF CALL K–20 ALLIANCE) to design and align a K–20 pathway to CS careers by broadening participation (1) at the K–12 level; (2) across key transitions between K–12 and college and at the college level; and (3) by coordinating cross–sector stakeholder support for K–20 STEM student success. We are targeting K–20 for Broadening Participation (BP) to provide entry and reentry pathways for careers in computing. SF CALL also supports the development of student leadership groups to create inclusive communities of practice. Further supporting the transition from college to industry, SFSU has partnered with the SF Chamber of Commerce and the South SF city government to develop industry internships for CS students. This is on-going project that touches a very wide spectrum of inclusive computing education from K-20 to teacher preparation. In this paper, we focus on our efforts to build inclusive partnerships among all stakeholders and create a network able to achieve the given goals. 

We aimed to build a new educational pathway that would provide basic training in computer science for women and students from underrepresented (UR) groups who otherwise may not take computer science classes in college. Specifically, this on-going project focused on creating a 2-year Computer Science (CS) program consisting of exciting new courses aimed at biology majors. Biology traditionally attracts large numbers of women, a significant number of students from UR groups, and has compelling needs for CS technology. The interdisciplinary program is training the next generation of innovators in the biological sciences who will be prepared to cross disciplinary boundaries. The program consists of the following: (1) computer science courses with content related to biology, (2) cohorts of students that progress through the program together, and (3) a small group peer mentoring environment, and (4) facilitated interdisciplinary research projects. Graduates from this program, referred to as "PINC" - Promoting INclusivity in Computing - will receive a “Minor in Computing Applications” in addition to their primary science degree in Biology. The program is now in its second year and thus far 60 students have participated. Among them, 73% are women and 51% are underrepresented minorities (URM). The majority of students in the PINC program stated that they would not have taken CS courses without the structured support of the PINC program. Here we present the data collected during this two year period as well as details about the Computing Application minor and programmatic components that are having a positive impact on student outcomes.