Since last week, we are working on the new curriculum for our Computer Science program (BCC). First, we addressed Software engineering and Software analysis and design. Later (yesterday), our target was CS0. In Brazil, several students did not have the opportunity to study Computing subjects in high school (and the scenario primary education is even worse). At the same time, some students did and even attended technical courses on the subject. The disparity between students is, thus, striking. And that is a friction point when discussing a new curriculum.

It is much easier to design a course if we consider that every student had the same opportunities, attended classes on Computing, and had a successful learning experience. For sure, some students meet all these requirements. However, what about other students? Is ignoring those students the right call? I would say that it is not! Fostering diversity, equity and inclusion is our duty.

As such, when designing a new course, we must consider DEI. For CS0, we must provide a welcoming environment, provide equitable learning opportunities and experiences for any student, which will support them in the following courses and their success as professionals. For those students with more advanced concepts, we may provide an alternative path, bypassing CS0, or include them on CS0 in a way to improve the learning experience of fellow students. Taking by example peer instruction, we could not only improve cognitive skills, but also affective ones (which are so much required, although often ignored when designing a course or program).