How can educators co-create meaningful learning experiences and help ensure a sense of belonging for all students?Â
The Culturally Responsive-Sustaining CS Education Framework (released in June 2021 by Kapor Center) offers a definition for CS pedagogy that is situated within a context of racial, socioeconomic, and gender inequality in K-12 CS education. It articulates a strategy to move beyond increasing access to computer science courses and ensuring all students have the opportunity to be inspired and engaged in computing education, develop critical computational skills, and have equitable opportunities to pursue computing careers and contribute to technological innovation.
Join the Kapor Center and three national experts that will examine the CRCS framework’s second Core Component (of six*) that engages all members of school communities to actively explore, understand, and reflect upon their own identities and how this and related constructs reside/ operate within society and computer science.Â
This virtual event serves as the second of five national conversations that will unpack this work with a host of thought leaders and professionals that specialize in racial equity, social justice, community building, policymaking, and computer science education.
All are welcome.
*The Six Core Components of the framework serve as guidance for any educators seeking to create culturally sustaining, equitable, and inclusive K-12 computer science classrooms. The core components are complemented by additional details about ways that these components can be enacted. It is our goal that a range of K-12 educators, including teachers, instructional coaches, administrators, and curriculum providers utilize these six core components to directly inform their instructional practices, curriculum development, and approaches to implementing equitable K-12 computer science education.Â
Director of Educational Innovation and Leadership, Constellations Center for Equity in Computing at Georgia Tech
Lien is a founding director of the Constellations Center for Equity in Computing at Georgia Tech. Bringing an essential core foundation of equity in access and opportunity to computer science education, her role as Director of Educational Innovation and Leadership helps establish the Constellations Center as a leader in expanding computer science education through an equitable and comprehensive approach in national/international, state, and local education systems.
Dr. Israel is an associate professor of Educational Technology in the School of Teaching and Learning at the University of Florida. She is also the research director at the Creative Technology Research Lab. Dr. Israel’s research focuses on strategies for supporting students with disabilities and other struggling learners’ meaningful engagement in science, technology, engineering, and mathematics (STEM) with emphases on computational thinking, computer science education, and Universal Design for Learning (UDL).
Meg brings computer science and software development skills into the classroom through curriculum development, teacher training, and coaching. As an advocate for equity in computer science and programming education, she works to make materials motivating, challenging, and accessible.
Having worked with a host of students in such capacities as: software engineering teacher, special education teacher, theater teaching artist, LGBTQ youth leader, and youth support specialist her experiences inform current work developing curriculum and supporting teachers.
Dr. Scott is the Chief Executive Officer of the Foundation, formerly the Chief Research Officer, who led a research team aiming to enhance diversity in the tech ecosystem through: (a) conducting landscape studies and research on interventions within educational settings and the technology workplace, and (b) disseminating effective research-based strategies, resources, and practices across the tech ecosystem
The Kapor (pronounced KAY-por) Center aims to make the technology ecosystem and entrepreneurship more diverse and inclusive. We are particularly interested in positive social impacts for communities that have historically been on the periphery of access to opportunity, participation and influence in the United States.
