Strategies for Effective and Inclusive CS Teaching - Course Syllabus

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Joel Fox
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1 Strategies for Effective and Inclusive CS Teaching - Course Syllabus Contact: Dr. Carol Fletcher, carol.fletcher@utexas.edu 24 hrs CPE Credit Course Description This course is designed to support computer science teachers in implementing effective strategies for recruiting, retaining, and teaching students who are traditionally underrepresented in computer science. By enrolling in this course, learners will have taken an important step in ensuring their computer science teaching and programming is equitable and inclusive for all students, regardless of their ethnicity, socioeconomic status, or gender preferences. This course was designed to support learner s efforts, as a computer science teacher or related stakeholder, in developing the insight, resources, and skills to move computer science education into the forefront of their school and communities educational system. Further, they will gain an understanding of the factors influencing how and why we must reach the students that need computer science the most. Today with less than 13% of minority students entering the computer science/technology field and only 24% of the computer science workforce being made up of women, we must look to our educators, on the frontlines, to help make computer science education and career paths a priority. As learners move through the course, they will not only define equity, but also learn about how computer science and computational thinking can be a vehicle for exploring issues of personal relevance and social justice for students in their school. Instructional Design This course is designed to be facilitated by a trained instructor over a 6-week period with 2-5 PLC meetings. However, it can be modified to consolidate the number of PLC meetings by combining some weeks together. The course cohort is optimally made up of a group of peers. This cohort of study can be from a school, district, regional service center, or other organization. The online portion of the course includes interactive simulations, videos,

2 discussion forums and activities that can be implemented the classroom. The course requires a minimum of 10 participants and could support up to 30 teachers. Learning Objectives Learners that complete this course will 1. Gain an understanding of equity and social justice as it applies to computer science field from classroom to career. 2. Expand their insight into the importance of computer science education and the current and future state of the field. 3. Explore their own unconscious biases, beliefs and stereotypes can influence their teaching and student recruiting; program and material selection, and even their subjectivity. 4. Develop the skills to advocate for computer science using facts, dispelling myths, and sharing the impact on the bottom line when students gain life-long career skills. 5. Identify ways to make significant social change and feel empowered to do so. 6. Acquire, through knowledge, discussion, and skill building, more confidence in addressing sensitive issues such as diversity, equity, inclusion, prejudice, and social justice. 7. Recognize the unconscious biases, stereotypes, prejudices and long-standing inequitable practices in both traditions and pedagogy, along with the impact of those biases and beliefs on teaching and interaction with students and other stakeholders, program funding, administration support community awareness and acceptance. 8. Demonstrate proficiency in assessing the ethnic, gender, socio-economic make-up of their classroom and community along with methodologies for accessing, developing programming, recruiting, and retaining under-represented students. 9. Understand the vital role of parents and guardians play in supporting and advocating for computer science education (essential and advanced skills) for all students. 10. Learn specific techniques, skills, and how to create an action plan that will provide a foundation for shifting their classroom, school, district, and community towards a more equitable and inclusive computer science program.

3 Course Schedule Week 1 - The Importance of CS and the Relation to Equity and Social Justice In Week One learners participate in activities and discussions around the importance of computer science teaching and how it relates to equity and social justice. Discussion Post: Students submit background information and share why they are 1 taking the course and what they hope to get out of it Discussion Post: Equity and Social Justice in Computer Science Education 1 Interactive Activity and Discussion Postings to identify the ethnic, socioeconomic and gender makeup of participant s class (or future class) and the inequities in their CS program 1 Week 2 - Exploring Under Representation In Week Two the activities support the learner in identifying their classroom, school and district diversity, or lack thereof. In addition the activities give learners the opportunity to uncover their own biases in an effort to make them more aware of what changes and actions they need to take to improve equity, education, and ultimately social justice for us all. Activities Myths vs. Truth - Uncovering bias you might not know you have. How do data and decisions lead to equity in CS? Includes activity with mock classroom, discussion board questions and link to CPL discussion* Implicit Bias Quiz through either the Harvard Implicit Bias Quiz or the Understanding Prejudice.org site includes post quiz discussion board questions Discussion Post: Broader Issues of Underrepresentation and its Implications for Equity Classroom Management Observation followed by discussion board questions Reflect on the work of one of these orgs includes reflection questions and link to CPL discussion* Discussion Post: Identify the need and process for reaching out to a specific target audience using existing organizations and local resources with discussion board post and link to CPL discussion* 1 Indicates topic will be further explored in the Professional Learning Community

4 Week 3 - CS in the Classroom, College and Community In Week Three, learners will be exploring many ways that computer science is being used in middle/high classroom, college, and communities. Discussion Board: Brainstorming Ideas for Change* Discussion Board: Transformative Thinking* Interview Students on Making Change with Technology includes discussion board questions. Week 4 - Advocating for CS in your School In Week Four, learners begin the process of defining how to advocate for more, comprehensive, and equitable computer science programming in their school and community. They will review successful efforts in advocacy and programming, along with learning to use an analysis system called SWOT to gain an understanding and the benefits, challenges, barriers, and biases to making computer science a mainstream course of study. Finally, in preparation for program planning, they will be plotting their course of action with objectives, strategies, and timelines. Conduct a SWOT Analysis Discussion Post: Brainstorm Your Own Advocacy Chart Discussion Post: What Would You Do? * Discussion Post: Writing Your Advocacy Plan Discussion Post: Writing Your Pitch Piece Week 5 - Building Your Program In Week Five, learners will be exploring the nuts and bolts of creating an equitable program. They will be looking at the type of program they want to launch and what the key features will be. Through use of strategies, selection and use of effective program components, utilization of appropriate materials, and creating a truly culturally balanced and sensitive program they will prepare to take the course s lessons back to their school. Discussion Post: Other Strategies for A Friendly Classroom Discussion Post: Taking Action at the Classroom Level* Interactive: Using Video Discussion: They Are All the Right Student

5 Week 6 - Plan for Action In Week Six, learners will be reviewing the course with a focus on next steps in applying the skills, knowledge and techniques gained over the last five modules. They will be sharing through the discussion board and in the next PLC, their overall experience with this course and what they are taking away from it from ideas to personal growth. In addition, they will be exploring how to network beyond their own community and PLC to access resources, support, and peers with the same goals for computer science education. At the conclusion of this Week, learners will be asked to complete a course evaluation that will help guide future course improvements, additions, and changes. Activities Discussion Post: You are up to the challenge - revisiting your new skills, knowledge, and resources* Discussion Post: Next Steps* Survey: Evaluation

California Professional Standards for Education Leaders (CPSELs)

California Professional Standards for Education Leaders (CPSELs) Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element