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Drawing on pedagogies that recognize differences should be treated as an asset for teaching and learning, CS Education Team has developed a series of collaborative sessions on AI and Culturally Responsive-Sustaining Education (CR-SE).
Drawing on pedagogies that recognize differences should be treated as an asset for teaching and learning, CS Education Team has developed a series of collaborative sessions on AI and Culturally Responsive-Sustaining Education (CR-SE).
EXPLORING EQUITY IN AI SERIES
EXPLORING EQUITY IN AI SERIES
WHAT IS
EXPLORING EQUITY IN AI?
WHAT IS
EXPLORING EQUITY IN AI?
EEAI–formerly EECS–is an opportunity for 100 administrators and educators to come together to explore critical AI. We will welcome old and new friends to EEAI, our favorite professors and new national AI experts!
Regular 90-minute sessions on Wednesdays starting in late October 2025. EEAI is for competitive K-12 educators ready to explore AI ethics, equity, and impact. As part of the EEAI program, fellows will have an opportunity to participate in EEAI Affinity groups, featuring Dr. Talley, Dr. Sealey Ruiz, Dr. Bishop and Dr. Michael, will be held monthly on Tuesdays starting in November.
Who Can Participate in EEAI
Who Can Participate in EEAI
Future Ready educators or New York City Men Teach, schools/educators from a variety of programs in the Office of Student Pathways, and teachers from all NYCPS districts. No previous AI or CS study is required.
We’re looking for educators willing to make a serious commitment to share their AI learnings with students and other schools. Participants must have full administrative approval.
Benefits for Participating Teachers in EEAI
Benefits for Participating Teachers in EEAI
Participating teachers will develop a deeper understanding of the science of AI–how it works and its limitations–when to use it; the ethics, equity, and impact of its use; how to utilize rubrics for the use of AI; and communicate this knowledge to students.
Additionally, EEIA Fellows will have the opportunity to be featured as an EEIA classroom or school as part of the CITE (CUNY) showcase classrooms in SY 26-27. As part of this, EEIA fellows will create turnkey lessons that can be shared with other educators (pre-service and in-service) to learn from their work
Critical CS/AI Pedagogical Approaches
Critical CS/AI Pedagogical Approaches
In this foundations of CR-SE module, participants will achieve a working understanding of the core elements of developing a culturally-responsive and sustaining pedagogical environment in the CS classroom. Moreover, they will examine practical behavioral practices to assist in the training of pedagogues, students and the development of curricular activities.
In this UDL in K-12 CS module, participants will gain an overview of Universal Design for Learning and other inclusive practices that support students with (dis)abilities in K-12 CS instruction. Participants will actively engage in both synchronous and asynchronous activities that include: collaboratively developing UDL-based instructional planning tool for their grade band, developing or modifying one UDL-based lesson plan, and considering ways of applying/modifying a UDL-based coaching teacher protocol to their context.
As CS for All rolls out in New York, educators want to know: How can I equitably teach bi/multilingual learners – students who speak more than one language and who are learning English- at school? In this module of activities and workshops, attendees will grapple with theories that center how bi/multilingual learners use language and communicate in the CS classroom. They will learn an approach to designing and/ or modifying CS units that invites and guides teachers to embed code and CS into conversations that their students – bi/ multilingual and otherwise – are already having. They will also consider how these theories and approaches shape their work supporting teachers in CS classrooms.
We should be making all digital content (documents, slide decks, videos, etc) accessible to everyone. Doing so is an important part of our commitment to diversity in our schools. Accessible content is formatted for people with disabilities and is easy for people with disabilities and speakers of other languages to use. By creating accessible content, we help create the inclusive community that is integral to a successful school system. We also disseminate information in a more accessible and equitable way.
We should be making all digital content (documents, slide decks, videos, etc) accessible to everyone. Doing so is an important part of our commitment to diversity in our schools. Accessible content is formatted for people with disabilities and is easy for people with disabilities and speakers of other languages to use. By creating accessible content, we help create the inclusive community that is integral to a successful school system. We also disseminate information in a more accessible and equitable way.
CS4All NYC Exploring Equity in CS Level 2, 3 and 4 Affinity group sessions are delivered in bi-weekly, live thirty to sixty-minute interactive learning sessions conducted online in Zoom. Affinity sessions build on the skills and strategies introduced in prior EECS work and provide educators with tailored spaces to collaboratively and explicitly work within racial/ethnic groupings to foster deep reflection and accountability.
CS4All NYC Exploring Equity in CS Level 2, 3 and 4 Affinity group sessions are delivered in bi-weekly, live thirty to sixty-minute interactive learning sessions conducted online in Zoom. Affinity sessions build on the skills and strategies introduced in prior EECS work and provide educators with tailored spaces to collaboratively and explicitly work within racial/ethnic groupings to foster deep reflection and accountability.
In this K-12 computer science module, educators will learn how ethnocomputing is the study of culture and computing wherever they interact, from the halls of U.S. university computer science programs to the looms of Ghanaian kente weavers. Educators will study historical contexts and engage in design activities that reveal how computing ideas and computational thinking are already embedded in the designs, practices, and knowledge systems of low-income, Indigenous, and racially minoritized communities.
In this K-12 computer science module, educators will learn how ethnocomputing is the study of culture and computing wherever they interact, from the halls of U.S. university computer science programs to the looms of Ghanaian kente weavers. Educators will study historical contexts and engage in design activities that reveal how computing ideas and computational thinking are already embedded in the designs, practices, and knowledge systems of low-income, Indigenous, and racially minoritized communities.
When talking about equity in computer science, we often talk about groups of people who identify as one or two marginalized identities at a time. However, one marginalized identity that is often left out of the conversation is that of LGBTQ+ students. In this two part series we will examine the intersectionality of our and our students identities, the history of LGBTQ+ people in CS, LGBTQ+ 101, and ways we can create safe and supportive CS classrooms for our LGBTQ+ students.
When talking about equity in computer science, we often talk about groups of people who identify as one or two marginalized identities at a time. However, one marginalized identity that is often left out of the conversation is that of LGBTQ+ students. In this two part series we will examine the intersectionality of our and our students identities, the history of LGBTQ+ people in CS, LGBTQ+ 101, and ways we can create safe and supportive CS classrooms for our LGBTQ+ students.
Data Activism
Data Activism surfaced from existing activism and advocacy movements (e.g., Open source) as a social practice that utilizes technology and data to draw attention to political causes and to critically resist big data collection that violates users. It calls for collecting, analyzing, and sharing data to illuminate problems in society in ways that lead to better decision making.
Data Activism
Data Activism surfaced from existing activism and advocacy movements (e.g., Open source) as a social practice that utilizes technology and data to draw attention to political causes and to critically resist big data collection that violates users. It calls for collecting, analyzing, and sharing data to illuminate problems in society in ways that lead to better decision making.
Equity Literacy
Equity literacy is a comprehensive approach for creating and sustaining equitable schools. The foundations of equity literacy are (1) a commitment to deepening individual and institutional understandings of how equity and inequity operate in organizations and societies, and (2) the individual and institutional knowledge, skills, and will to vigilantly identify inequities, eliminate inequities, and actively cultivating equity.
Equity Literacy
Equity literacy is a comprehensive approach for creating and sustaining equitable schools. The foundations of equity literacy are (1) a commitment to deepening individual and institutional understandings of how equity and inequity operate in organizations and societies, and (2) the individual and institutional knowledge, skills, and will to vigilantly identify inequities, eliminate inequities, and actively cultivating equity.
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