{"id":493,"date":"2026-06-08T20:35:55","date_gmt":"2026-06-08T20:35:55","guid":{"rendered":"https:\/\/respect.acm.org\/2026\/?page_id=493"},"modified":"2026-06-09T04:04:52","modified_gmt":"2026-06-09T04:04:52","slug":"detailed-agenda","status":"publish","type":"page","link":"https:\/\/respect.acm.org\/2026\/index.php\/detailed-agenda\/","title":{"rendered":"Detailed Agenda"},"content":{"rendered":"\n\n\n\n\t\n\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t
Day<\/th>Submission #<\/th>Session<\/th>Presentation Type<\/th>Time<\/th>\n<\/tr>\n<\/thead>\n
Tues
\n6\/9\/26
\n11:00a\u201312:30p<\/strong><\/td>		<\/td>1A: Accessible Computing Education<\/strong><\/td><\/td><\/td>\n<\/tr>\n
<\/td>11<\/td>Diagrams Are Structures: Reframing Accessibility for Data Structure Diagrams<\/td>Virtual<\/td>11:00AM – 11:15AM<\/td>\n<\/tr>\n
<\/td>35<\/td>\u201cAha Workshop\u201d: A Low-Barrier Intervention for Embedding Accessibility in Computing Education<\/td>Virtual<\/td>11:15AM – 11:30AM<\/td>\n<\/tr>\n
<\/td>74<\/td>The Most Important Feature Is Inclusion: Adding A Focus in Accessibility to an E-commerce Course for Novices<\/td><\/td>11:30AM – 11:45AM<\/td>\n<\/tr>\n
<\/td>99<\/td>PyPal: Supporting Middle Schoolers with ADHD in Computing Education<\/td>Virtual<\/td>11:45AM – 12:00PM<\/td>\n<\/tr>\n
<\/td>139<\/td>From Cane to Code: Stitching Together the Navigation Tools Ecosystem<\/td><\/td>12:00PM – 12:15PM<\/td>\n<\/tr>\n
<\/td><\/td>1B: Intersectionality & Plurality in CS Education<\/strong>
\n
\n
\n<\/td>		<\/td><\/td>\n<\/tr>\n
<\/td>3<\/td>Decolonizing Computer Science Education: Queer, Indigenous, Ecofeminist, and New Materialist Approaches<\/td>Virtual<\/td>11:00AM – 11:15AM<\/td>\n<\/tr>\n
<\/td>25<\/td>Integrating Intersectional Frameworks Into an Accessibility Capstone<\/td><\/td>11:15AM – 11:30AM<\/td>\n<\/tr>\n
<\/td>54<\/td>Beyond Representation: Mechanisms of Culturally Affirming Mentorship for Black and Latinx Students in STEM<\/td><\/td>11:30AM – 11:45AM<\/td>\n<\/tr>\n
<\/td>179<\/td>Inclusion, Identity, and Institutional Experience: A Comparative Analysis of CS Department Satisfaction among Disabled Students of Color and White Disabled Students at MSIs.<\/td><\/td>11:45AM – 12:00PM<\/td>\n<\/tr>\n
<\/td>184<\/td>Building Community and Belonging: The RESET Project’s Approach to Supporting Black, Latina\/o\/e\/x, and Native American Students in Computing<\/td><\/td>12:00PM – 12:15PM<\/td>\n<\/tr>\n
<\/td><\/td>1C: Perspectives on AI & Ethics<\/strong>
\n
\n
\n
\n<\/td>		<\/td><\/td>\n<\/tr>\n
<\/td>10<\/td>ProMe: Supporting the new Merit-Based Professoriate through AI-powered, Robot-Assisted Professional Development (Satire)<\/td><\/td>11:00AM – 11:15AM<\/td>\n<\/tr>\n
<\/td>15<\/td>Preparing for Compliance or Critical Participation? Ethics and AI Literacy in Computing Education<\/td><\/td>11:15AM – 11:30AM<\/td>\n<\/tr>\n
<\/td>22<\/td>The Double Bind: Understanding Equity in the Context of Generative AI in Computing Education<\/td><\/td>11:30AM – 11:45AM<\/td>\n<\/tr>\n
<\/td>42<\/td>Community-Based AI Learning: Redistributing Artificial Intelligence’s Epistemic Authority in Education<\/td>Virtual<\/td>11:45AM – 12:00PM<\/td>\n<\/tr>\n
<\/td>324<\/td>Making Ethics Matter: Relatable Pedagogical Approaches for Every Computer Science Student<\/td><\/td>12:00PM – 12:15PM<\/td>\n<\/tr>\n
<\/td><\/td><\/td><\/td><\/td>\n<\/tr>\n
Tues
\n6\/9\/26
\n2:00p\u20133:30p<\/strong><\/td>		<\/td>2A: Centering Women in Computing Spaces<\/strong>
\n
\n
\n<\/td>		<\/td><\/td>\n<\/tr>\n
<\/td>80<\/td>I am offering support in any way you need it – Creating Counterspaces for Black Women in Computing<\/td>Virtual<\/td>2:00PM – 2:15PM<\/td>\n<\/tr>\n
<\/td>87<\/td>Understanding How Parsons Puzzles Scaffold Code Writing for Minoritized Women High School Students<\/td><\/td>2:15PM – 2:30PM<\/td>\n<\/tr>\n
<\/td>95<\/td>\u201cYou Figure It Out By Yourself\u201d: How Institutional Support Shapes Women\u2019s Transitions from Computer Science Education to the Workforce<\/td><\/td>2:30PM – 2:45PM<\/td>\n<\/tr>\n
<\/td>98<\/td>Belonging in Computing: The Roles of Peer, Mentor, and Departmental Support for Women of Color<\/td><\/td>2:45PM – 3:00PM<\/td>\n<\/tr>\n
<\/td>110<\/td>Replicating and Extending Small, All-Women CS1 Courses: A Six-Year Experience at a Hispanic-Serving R1 Institution<\/td><\/td>3:00PM – 3:15PM<\/td>\n<\/tr>\n
<\/td><\/td>2B: CS Ed Across Spaces and Places<\/strong><\/td><\/td><\/td>\n<\/tr>\n
<\/td>36<\/td>What do Incarcerated Adult College Students Most Look Forward to about taking CS1?<\/td><\/td>2:00PM – 2:15PM<\/td>\n<\/tr>\n
<\/td>69<\/td>Exploring Student Perceptions of Generative AI\u00e2\u20ac\u2122s Transparency in Higher Education<\/td><\/td>2:15PM – 2:30PM<\/td>\n<\/tr>\n
<\/td>200<\/td>Understanding Black Students of Perceptions of Familial and Non Familial Social Capital Entities<\/td><\/td>2:30PM – 2:45PM<\/td>\n<\/tr>\n
<\/td>272<\/td>Computer Science Education in Rural vs. Urban Regions: A Comparative Study<\/td>Virtual<\/td>2:45PM – 3:00PM<\/td>\n<\/tr>\n
<\/td>332<\/td>Parent Cultural Wealth: How Beliefs, Curriculum Familiarity, and Community Awareness Facilitate CS Conversations<\/td>Virtual<\/td>3:00PM – 3:15PM<\/td>\n<\/tr>\n
<\/td><\/td>2C: Teacher Experiences in Computing<\/strong>
\n
\n
\n
\n
\n<\/td>		<\/td><\/td>\n<\/tr>\n
<\/td>6<\/td>Designing for All: Leveraging Micro-Credentials to Increase Participation for Learners with Disabilities in K-12 CS Education<\/td><\/td>2:00PM – 2:15PM<\/td>\n<\/tr>\n
<\/td>14<\/td>School Implementation Planning to Support Access and Success in AP CSP<\/td>Virtual<\/td>2:15PM – 2:30PM<\/td>\n<\/tr>\n
<\/td>63<\/td>Supporting Holistic Teacher Learning Journeys: Lessons from New York City<\/td><\/td>2:30PM – 2:45PM<\/td>\n<\/tr>\n
<\/td>90<\/td>Teaching Indigenous Languages and Knowledges Through Computer Science<\/td><\/td>2:45PM – 3:00PM<\/td>\n<\/tr>\n
<\/td>153<\/td>Preparing Secondary and Postsecondary Educators to Support Plurality of Identities in CS Classrooms: The Identity-Inclusive Instructors Workshop<\/td>Virtual<\/td>3:00PM – 3:15PM<\/td>\n<\/tr>\n
<\/td>174<\/td>Building Collaborative Practice: An Experience Report on Professional Learning Connecting CS and Special Education Teacher<\/td><\/td>3:15PM – 3:30PM<\/td>\n<\/tr>\n
<\/td><\/td><\/td><\/td><\/td>\n<\/tr>\n
Wed
\n6\/10\/26
\n11:00a\u201312:30p<\/strong><\/td>		<\/td>3A: Deeper than Demographics<\/strong><\/td><\/td><\/td>\n<\/tr>\n
<\/td>45<\/td>Like Navigating A Dark Labyrinth: Experiences of Minoritized Computer Science Students at Small Liberal Arts Colleges<\/td><\/td>11:00AM – 11:15AM<\/td>\n<\/tr>\n
<\/td>48<\/td>Measuring the Divide: A Method for Understanding Demographic Awarding Gaps in Higher Education Assessment<\/td>Virtual<\/td>11:15AM – 11:30AM<\/td>\n<\/tr>\n
<\/td>78<\/td>Describing Hidden Curriculum in an Undergraduate Computing Context<\/td><\/td>11:30AM – 11:45AM<\/td>\n<\/tr>\n
<\/td>132<\/td>Beyond Demographic Labels to Holistic Identity Measures<\/td>Virtual<\/td>11:45AM – 12:00PM<\/td>\n<\/tr>\n
<\/td>269<\/td>Different Ways of \u2018Being a CS Student\u2019: Latent Profiles of Identity and Need Satisfaction, and Their Links to Attitudes and Persistence Intentions<\/td><\/td>12:00PM – 12:15PM<\/td>\n<\/tr>\n
<\/td><\/td>3B: Strategic Collaborations and Partnerships<\/strong><\/td><\/td><\/td>\n<\/tr>\n
<\/td>43<\/td>Fostering Computational Thinking within Elementary Classrooms through a Research-Practice Partnership<\/td><\/td>11:00AM – 11:15AM<\/td>\n<\/tr>\n
<\/td>49<\/td>Collaboration as Equity Work in Computing Education: Theoretical Perspectives on Participation and Power<\/td><\/td>11:15AM – 11:30AM<\/td>\n<\/tr>\n
<\/td>77<\/td>Cracking the Case, Missing the Data: Design Tensions in Community-Led Critical Data Literacy Instruction<\/td><\/td>11:30AM – 11:45AM<\/td>\n<\/tr>\n
<\/td>188<\/td>Reimagining Assessment: How Co-construction Shifts Agency in Computer Science Classrooms<\/td><\/td>11:45AM – 12:00PM<\/td>\n<\/tr>\n
<\/td>361<\/td>Computer Science\u2019s Role in the Rural Classroom of 2035: Agriculture Teachers\u2019 Perspectives<\/td><\/td>12:00PM – 12:15PM<\/td>\n<\/tr>\n
<\/td><\/td>3C: K12 Computing Education<\/strong>
\n
\n<\/td>		<\/td><\/td>\n<\/tr>\n
<\/td>52<\/td>The Erosion of Statewide Data Access: Structural Barriers to Monitoring Equity in K\u201312 Computing<\/td>Virtual<\/td>11:00AM – 11:15AM<\/td>\n<\/tr>\n
<\/td>83<\/td>Subgroup and Longitudinal Measurement Invariance of the Computational Thinking Test Short (CTt-S)<\/td><\/td>11:15AM – 11:30AM<\/td>\n<\/tr>\n
<\/td>84<\/td>Beyond Gender: Breadth of Computer Science Education Experiences Predict Motivation to Study Computer Science<\/td>Virtual<\/td>11:30AM – 11:45AM<\/td>\n<\/tr>\n
<\/td>123<\/td>Literacy Demands as an Equity Issue in K\u201312 CS Education: A Lexile-Level\u2013Based Analysis of Cognitive Load and Performance<\/td><\/td>11:45AM – 12:00PM<\/td>\n<\/tr>\n
<\/td>165<\/td>Equity Analysis of Statewide Longitudinal High School CS Coursework Data: An Application of the CAPE Framework<\/td><\/td>12:00PM – 12:15PM<\/td>\n<\/tr>\n
<\/td><\/td><\/td><\/td><\/td>\n<\/tr>\n
Wed 6\/10\/26
\n2:00p\u20133:30p<\/strong><\/td>		<\/td>4A: Belonging and BPC<\/strong><\/td><\/td><\/td>\n<\/tr>\n
<\/td>12<\/td>From High School to “The House”: Pathways into CS for Black Men at an HBCU<\/td><\/td>2:00PM – 2:15PM<\/td>\n<\/tr>\n
<\/td>16<\/td>Building Belonging and Self-Efficacy Through a Bridge Program<\/td>Virtual<\/td>2:15PM – 2:30PM<\/td>\n<\/tr>\n
<\/td>149<\/td>Examining Teachers\u2019 Values for Inclusive Learning: A Small-N-Study using Paper-Based Physical Computing Materials with Middle School Teachers<\/td><\/td>2:30PM – 2:45PM<\/td>\n<\/tr>\n
<\/td>236<\/td>Beyond the Campus Gates: Toward a Distance-Inclusive Broadening Participation Agenda<\/td><\/td>2:45PM – 3:00PM<\/td>\n<\/tr>\n
<\/td>65<\/td>Solo versus Supported: How Computing Students Experience Belonging and Non-Belonging<\/td><\/td>3:00PM – 3:15PM<\/td>\n<\/tr>\n
<\/td><\/td>4B: Critical and Ethical Perspectives & Frameworks<\/strong>
\n<\/td>		<\/td><\/td>\n<\/tr>\n
<\/td>82<\/td>What Ethical Frameworks Are Used in Computing Education?: A Systematic Review Across Educational Contexts<\/td><\/td>2:00PM – 2:15PM<\/td>\n<\/tr>\n
<\/td>108<\/td>Beyond Good Intentions: Duty of Care and Accountability in Service Learning for Accessible and Inclusive Computing<\/td><\/td>2:15PM – 2:30PM<\/td>\n<\/tr>\n
<\/td>126<\/td>Tracing the Impact: A Longitudinal Study of Accessibility Training<\/td><\/td>2:30PM – 2:45PM<\/td>\n<\/tr>\n
<\/td>171<\/td>Centering Context in Computing Ethics Education: An Experience Report<\/td><\/td>2:45PM – 3:00PM<\/td>\n<\/tr>\n
<\/td>219<\/td>Towards Pluriversal Computing: Exploring Critical Epistemologies of Teaching Assistants<\/td><\/td>3:00PM – 3:15PM<\/td>\n<\/tr>\n
<\/td><\/td>4C: AI Literacy & Training<\/strong><\/td><\/td><\/td>\n<\/tr>\n
<\/td>39<\/td>Chicago LEAD Program: Learning from Experience in AI Development<\/td><\/td>2:00PM – 2:15PM<\/td>\n<\/tr>\n
<\/td>46<\/td>Training HBCU Undergraduates in Human-Centered AI Research<\/td><\/td>2:15PM – 2:30PM<\/td>\n<\/tr>\n
<\/td>71<\/td>Exploring Equity in Artificial Intelligence: Programs and Resources for Critical AI Teaching Fellows<\/td><\/td>2:30PM – 2:45PM<\/td>\n<\/tr>\n
<\/td>92<\/td>Reorienting Critical AI Literacy: A Community-Rooted Praxis of \u201cResisting AI\u201d<\/td><\/td>2:45PM – 3:00PM<\/td>\n<\/tr>\n
<\/td>104<\/td>Reckoning with Ten Years of ‘CS for All’: Was the Stand-Alone Course the Right Path to Equity?<\/td><\/td>3:00PM – 3:15PM<\/td>\n<\/tr>\n
<\/td>140<\/td>What It Takes to Bring AI Literacy to Rural K\u20132 Classrooms: Reflections from an Ongoing Professional Development Initiative<\/td><\/td>3:15PM – 3:30PM<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n

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