Higher Ed Learning Circles

Due to re-aligned grant funding cycles, we will be offering our next Learning Circles Cohort in 2025-2026 (rather than 2024-2025). Express your interest in joining the 2025-2026 Learning Circles here!

Join an NCWIT Higher Ed Learning Circle, small groups of individuals (one per institution) that meet online throughout an academic year with NCWIT staff, consultants, and invited speakers. Concurrent with the Learning Circle experience, participants work with their committed local institutional team to plan and implement strategies for broadening participation in their undergraduate computing program. All four-year higher ed institutions are encouraged to apply. Past participants included a wide variety of institutional types, including minority serving institutions, liberal arts colleges, and research institutions.

As a Learning Circle participant, you will receive: 

  • training and support for leading and implementing NCWIT’s Tech Inclusion Journey® with your local departmental team 
  • guidance on developing and implementing a strategic plan utilizing research-based approaches 
  • access to peers and experts to address recruitment and retention challenges
  • advice on analyzing your enrollment and graduation data 

A quote from a Learning Circle Participant reading: Our involvement with the learning circle was essential in bringing our department together to consider what activities would work best for us, then to develop a usable plan for increasing retention and recruitment of women and underrepresented students of color.

A graphic outlining some of the benefits of Higher Ed Learning Circles.

Learn more about NCWIT Learning Circles

Learning Circle Interest Form
Overview of learning circles
Current Learning Circles Participants
Sample Learning Circle Resources

This project is funded by NSF Solicitation: NSF BPC-AE: Scaling and Sustaining Gender Diversity in Postsecondary Computing using NCWIT’s Systemic Change Approach. The material is based upon work supported by the National Science Foundation under Grant No. 2216561. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

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