The computer science (CS) curriculum has changed very little in the past decades. Algorithms, theory, and electives, with ethics, equity, and society frequently disconnected from the mainstream core courses, if offered at all. As a result, students graduating from CS programs, educated in the same manner year after year, go on to develop software with the same prior limitations and exclusionary practices. An effort is underway to implement inclusive software design thinking throughout the undergraduate computer science curriculum, with the goal that graduates will be become inclusive software designers.

CS faculty identified seven courses in the ABET CS and information technology (IT) degree programs, covering all four years of undergraduate study. Three of the courses are required. From introduction in CS0/CS1 through Senior Capstone, each year introduces and/or reinforces inclusive design methods. Participating faculty are representative of an undergraduate program, many without inclusive design expertise, and attended a summer workshop to prepare for this research.

The impact of this approach measured over all 4 years of the undergraduate curriculum will determine if students exposed to inclusive design as part of their core CS education program will design more inclusive software than students not exposed to inclusive design. The intent of the effort is not to disrupt the existing undergraduate courses, but to integrate equity and inclusion into the CS work that students are already doing. Faculty involved in the effort will discuss their preparation and activity, seeking feedback and collaborators, discussing how this method can broaden participation in computing.