About

ECEP Fact Sheet

ECEP mission

The goal of ECEP is to have a significant impact on improving and broadening participation in computing education state by state. Increasing the number of computing and computing-intensive degree graduates, and the diversity of those graduates, requires systemic change to educational pathways.

Why broaden participation in computing?

Women, persons with disabilities, African Americans, Hispanics, Native Americans and indigenous peoples are notably absent in computing in K-12, higher education, and industry. These groups represent 70% of the population. ‘Without their participation, talents, and creativity, our nation cannot meet its imperative for a globally competitive, computationally savvy workforce and we cannot hope to achieve the appropriate scientific, technological and economic innovations that will serve our highly diverse society.’ (National Science Foundation) ECEP is committed to ensuring that states, state leaders, teachers, and researchers are prepared to tackle the lack of diversity in computing and computing intensive degrees.

Systemic change to educational pathways

For computing to move forward, K-20 broad-based groups of educational stakeholders (parents, educators, researchers, industry leaders, government leaders) must:

  • define high school computing curricula
  • increase the number of well-trained, certified computing teachers
  • improve post-secondary degree programs
  • properly align curriculum
  • offer comprehensive advising to underrepresented students
  • assist in retention efforts
  • increase recruitment of underrepresented students
  • promote K-20 computing education reform

ECEP history

The Expanding Computing Education Pathways (ECEP) Alliance builds on five years of work by BPC projects in Massachusetts and Georgia—the Commonwealth Alliance for Information Technology Education (CAITE) and GeorgiaComputes! Together, these projects facilitated state-level systemic change that improved the quality of computing education and broadened participation in computing. ECEP began in partnership with California and South Carolina and has grown to include Alabama, Arkansas, Connecticut, Hawaii, Indiana, Maryland, Minnesota, Mississippi, New Hampshire, Nevada, North Carolina, Ohio, Oregon, Puerto Rico, Rhode Island, Texas, Utah, Virginia, and Washington to transfer this success to other states and regions, while at the same time building an alliance of thought leaders prepared to engage in this work together.

ECEP 2.0 Leadership Team 

  • Carol Fletcher, Principal Investigator, University of Texas at Austin
  • Joshua Childs, Co-Principal Investigator, The University of Texas at Austin
  • Maureen Biggers, Senior Leader (Former Co-Principal Investigator), Indiana University
  • Leigh Ann DeLyser, Senior Leader (Former Co-Principal Investigator), CSforAll
  • John Goodhue, Co-Principal Investigator, Massachusetts Green High Performance Computing Center
  • Anne Leftwich, Co-Principal Investigator, Indiana University
  • Debra Richardson, Co-Principal Investigator, University of California-Irvine
  • Sarah T. Dunton, ECEP Alliance Director, Massachusetts Green High Performance Computing Center

Evaluators

SageFox Consulting Group

Executive Board

  • Dr. Chinma Uche, ECEP_CT & Math and Computer Science teacher at the Academy of Aerospace and Engineering in Hartford, Connecticut. 
  • Dr. Thanh Trúc T. Nguyễn, ECEP_HI & faculty member in the Curriculum Research & Development Group, College of Education at the University of Hawai‘i at Mānoa
  • Dr. Joseph Carroll-Miranda, ECEP_PR &Professor in the Graduate Studies Department College of Education at the University of Puerto Rico, Rio Piedras Campus. 
  • Dr. Amy Ko, ECEP_WA & Professor at the The Information School at the University of Washington in Seattle.
  • Crystal Franklin, ECEP_OH &Director, K-12 Computer Science Education, CSforCLE at Cleveland State University  
  • Dr. Lien Diaz, ECEP_GA & Director Director, Educational Innovation and Leadership at the Constellations Center for Equity in Computing at Georgia Tech.

Advisors

  • W. Richards Adrion, Past Principal Investigator, University of Massachusetts Amherst
  • Renee Fall, Past Co-Principal Investigator, University of Massachusetts Amherst (currently at the College of Saint Scholastica)
  • Mark Guzdial, Past Principal Investigator, Georgia Tech (currently at University of Michigan)
  • Barbara Ericson, Past Co-Principal Investigator, Georgia Tech (currently at University of Michigan)