This work-in-progress study examines the development and impact of peer-led faculty learning communities (FLCs) focused on integrating social responsibility in computing (SRC) curricula. Employing design-based research methods, this research explores faculty perceptions and curricular changes following a two-day summer workshop in 2024. Data sources include pre- and post-workshop faculty surveys assessing confidence in implementing SRC content and intended curricular changes, and a reflective focus group with FLC leadership. Survey results indicate increased faculty confidence in teaching SRC, with reported intentions to incorporate related content, such as social and environmental impacts, ethical design, and considerations of bias, across computing coursework. The focus group highlighted the importance of interdisciplinary collaboration between social science and computing faculty, a spiral curriculum design, and shared FLC leadership across campuses in fostering effective faculty development and promoting the adoption of SRC principles. This study contributes practical recommendations for faculty developers seeking to promote social responsibility in computing education.
The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025