Engagement Practices Framework

The following underlying principles outline evidence-based teaching practices that faculty can use to help broaden participation in computing through their work in the classroom. These practices are particularly impactful in early courses when students are deciding whether to pursue a computing major.

  • Make It Matter

    Make It Matter

  • All students are more motivated, perform better, and more likely to persist when they can see how a lesson connects to their experiences, interests, goals, and values. And students who don’t fit the stereotype of someone pursuing computing may need even more explicit connections for them to envision themselves in the field.

    Help all students connect to computing by connecting computing to their lives!

  • Explore Make It Matter
  • Build Confidence

    Build Student Confidence & Professional Identity

  • Computing has come to be associated with some fairly strong stereotypes about who is a "computer scientist," or more narrowly, a "programmer." Anyone who doesn’t fit the stereotype may have difficulty seeing themselves in the field, and be less likely to have people supporting them in their pursuit of computing.

    Faculty can help by building student confidence, modeling inclusive behavior, and teaching students norms of professional behavior.

  • Explore Confidence & Identity
  • Grow Community

    Grow an Inclusive Community

  • Students are more likely to persist when they have a community related to their academic pursuits.

    Faculty can help establish, support, and grow an inclusive student community in their programs by following some relatively simple practices in the classroom and by providing leadership and support outside of regular courses.

  • Explore Inclusive Community