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Teachers are essential to equitably broadening participation in computing in schools, but the creation of CS teacher education pathways faces many challenges. In this experience report, we share the many political, administrative, institutional, and sustainability barriers our institution faced in creating a secondary CS pre-service pathway. Throughout, we discuss the particular design choices we made in order to center equity and justice, both in the content of the program, but also in its structure, policies, and resources, which were often in tension with state standards and policies. We also describe our experience teaching and supporting the inaugural cohort of graduates as well as the graduates' experiences, which revealed tension between utopian and dystopian futures of computing and their role in helping students navigate them. We end with a reflection on key factors that we believe led to its successful first year launch, including leadership, interdisciplinarity, capacity, timing, and funding, and on sustainability concerns, including tuition subsidy and instructional capacity. 

Technology should be accessible and inclusive, so designers should learn to consider the needs of different users. Toward this end, we created the theoretically-grounded CIDER assumption elicitation technique, an educational analytical design evaluation method to teach inclusive design skills. CIDER ( Critique , Imagine , Design , Expand , Repeat ) helps designers recognize and respond to bias using the critical lens of assumptions about users . Through an eleven-week mixed-method case study in an interaction design course with 40 undergraduate students and follow-up interviews, we found that activities based on the CIDER technique may have helped students identify increasingly many types of design bias over time and reflect on their unconscious biases about users. The activities also had lasting impacts, encouraging some students to adopt more inclusive approaches in subsequent design work. We discuss the implications of these findings, namely that educational techniques like CIDER can help designers learn to create equitable technology designs. 

As computing courses become larger, students of minoritized groups continue to disproportionately face challenges that hinder their academic and professional success (e.g. implicit bias, microaggressions, lack of resources, assumptions of preparatory privilege). This can impact career aspirations and sense of belonging in computing communities. Instructors have the power to make immediate changes to support more equitable learning, but they are often unaware of students' challenges. To help both instructors and students understand the inequities in their classes, we developed StudentAmp, an interactive system that uses student feedback and self-reported demographic information (e.g. gender, ethnicity, disability, educational background) to show challenges and how they affect students differently. To help instructors make sense of feedback, StudentAmp ranks challenges by student-perceived disruptiveness. We conducted formative evaluations with five large college computing courses (150 - 750 students) being taught remotely during the COVID-19 pandemic. We found that students shared challenges beyond the scope of the course, perceived sharing information about who they were as useful but potentially dangerous, and that teaching teams were able to use this information to consider the positionality of students sharing challenges. Our findings relate to a central design tension of supporting equity by sharing contextualized information about students while also ensuring their privacy and well-being.