Scaling Inclusive Pedagogy (ScIP)

Scaling Inclusive Pedagogy (ScIP) is an ECEP-designed course that equips educators with the resources and skills necessary to focus on equitable access to, participation in, and experiences of computer science in their schools and classrooms.

The course is for educators who are interested in empowering themselves and others to effectively broaden participation in computing.

 

About ScIP

Belonging and identity is essential to student experience and engagement. As efforts to expand CS education continue, there is a pressing need to provide equity-focused professional learning on a large scale so that all students and educators – in all contexts, from all backgrounds – are able to have positive experiences in computer science.

ScIP's hybrid model combines self-paced online coursework with live group sessions, empowering facilitators to offer professional learning courses locally. This approach encourages individual reflection, community engagement, and addresses biases, local data, and actionable plans for implementation.

Want to improve inclusivity in your computer science programs? Contact our team about participation in or the opportunity to offer this course.

The 7-week course includes topics such as:

  • Inclusive recruitment strategies
  • Working with course gatekeepers such as counselors and other teachers
  • Examining your own unconscious bias
  • Leveraging CS as a tool for addressing social justice
  • Culturally responsive pedagogy
  • CS for neurodiverse learners
  • Intersectionality and its impact on students’ CS identity
  • Applying research-based strategies such as pair programming, CS role models, connecting CS to students’ lives, and building a growth mindset specific to CS

Project Testimonials

Research and Presentations

Martin, N. D., Garza, E., Vazquez, A. W., & Fletcher, C. L. (2022). Scaling professional learning for equitable and inclusive computer science teaching. 2022 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT), 75–79.