CS471: Computer Science Pedagogy

[ Course Info | Course Objectives and Goals | Resources | Instructors | Textbooks | Schedule | Grading | Course Policies | Course Details ]

Think Computer Science (CS)
Universal Design for Learning from Center for Applied Special Technology (9101797199)
Kitronik micro bit Inventor's Kit (32952992662)
Welcome to CS471!

Course Info

  • Course Number and Title: CS471 - Computer Science Pedagogy
    • Section A
  • Credit Hours: 4 Semester Hours
    • Credit Hours include "contact time" in the classroom and outside course work. It is expected that the sum of classroom time and outside course work time should add up to three times the listed credit hours per week.
  • Course Designation: LINQ

  • Course Webpage: https://BillJr99.github.io/Ursinus-CSPedagogy-Fall2023

  • LMS (Canvas): Canvas

  • Course Calendar: Import the course calendar into your favorite calendar app with this link!

  • Class Notebook: Access our class notebook here! If you are unable to access the notebook, please let me know and I will share the document with your account.

  • Academic Term: Fall 2023-24

  • Term Start and End: through

  • Course Prerequisites: None. Students interested in Computer Science and/or Education are encouraged to join!

  • Class Meeting Locations and Times:
    • Section A:
      • s from 12:00 PM to 1:20 PM in Musser Auditorium
      • s from 12:00 PM to 1:20 PM in Musser Auditorium
  • Final Exam:
    • Section A: 2023/12/13 from 9:00 AM to 12:00 PM in Musser Auditorium
  • Course Description: This course is a collaborative service-learning effort among students with an interest in computing and in education. The course is intended to prepare pre-service teachers for certification in K-12 Computer Science in Pennsylvania, and to provide students with a research-based background in science communication and pedagogy. We explore unique aspects of educational design in a computing environment, as well as current challenges, trends, and opportunities in computing education. Particular emphasis will center upon equitable computing pedagogy and practice, and creating a classroom environment that is inclusive of diverse learning needs, culturally relevant, and learner-centric. Students will design educational activities according to pedagogical best practices, and work with K-12 teachers at local schools to deliver and assess those educational materials. Students will collectively create a portfolio of open-source curricular materials for teaching computing in the K-12 classroom for subsequent adoption and revision.

Course Learning Objectives and Learning Goals

Learning Objectives

  1. To develop lessons in computing that engage learners according to pedagogical best practices
  2. To design educational activities that leverage the unique opportunities for collaboration in a computing classroom
  3. To engage learners across a diverse set of learning needs
  4. To construct and maintain an equitable and inclusive computing classroom environment
  5. To employ multiple modalities and pathways to computing, including kinesthetics, design thinking, and effective group collaboration

Learning Goals

  1. To bridge the computing and education disciplines to facilitate effective K-12 Computer Science classroom teaching.
  2. To bridge K-12 learning disciplines through the ubiquity of computing and technology.
  3. To prepare for certification to teach Computer Science in K-12.
  4. To become an effective science communicator, and to describe technological solutions to a variety of audiences.
  5. To facilitate the development and delivery of technical curriculum across K-12 subjects.
  6. To aid in the preparation of all pre-service teacher education students with a focus on STEM and computing pedagogy.
  7. To enable certification in grades 7-12 computer science for pre-service teacher education students in Pennsylvania.
  8. To provide a foundation in education and technical communication for STEM students.

The Questions

Throughout the course, we will be thematically guided by the Ursinus Questions:
  • What should matter to me?
  • How should we live together?
  • How can we understand the world?
  • What will I do?

Specifically, we will collectively consider questions like:

  • How can we teach computing concepts equitably to a class with widely heterogeneous prior experiences?
  • How can we make computing activities culturally relevant?
  • How can we make computing accessible and inclusive?
  • How can we promote social emotional learning (SEL) through computing education?
  • How do we design, present, and assess an effective lesson to achieve understanding through inquiry?
  • How do we model healthy and professional collaboration in a K-12 computing classroom?
  • What strategies promote effective student engagement in a computing class?
  • How do we effectively democratize computing skills across all disciplines and for all learners?
  • How can we bridge computing across K-12 disciplines through the lens of human-centric design thinking?



Ursinus College and your instructor are committed to ensuring equal access and providing reasonable accommodations for all students. If you have, or think you have, a disability in any area such as, mental health, attention, learning, chronic health, sensory, or physical, please contact the Director of Disability Services.

Ursinus College is committed to ensuring equal access and providing reasonable accommodations for students with disabilities. The Institute for Student Success works with students who have any kind of disability, whether apparent or non-apparent, learning, emotional, physical, or cognitive, and need accommodations to increase their access to this learning environment. I encourage you to reach out to the Director of Disability Services, Dr. Dee Singley to discuss about supports and accommodations you may need. Dr. Singley’s office is located in the Institute for Student Success in Lower Wismer. You can schedule a meeting with Dr. Singley by using this link: https://dsingley.youcanbook.me/, by emailing her at dsingley@ursinus.edu or by calling her at 1-484-762-4329. Students can also review accessibility and disabilities services on the ISS website.

Peer Coaching

The Institute for Student Success offers Peer Coaching that you can sign up for anytime. The Institute for Student Success connects students to the resources, activities, services, and programs that can help students be successful, thrive, and persist to graduation. They offer academic skills workshops, one-on-one coaching, tutoring, and more. Contact them at instituteforstudentsuccess@ursinus.edu or 610-409-3400.

Early Alerts

From time to time, I may send academic early alerts through the college to you reagarding your academic performance or engagement in the class. These alerts are intended to help you engage in a way that will improve your ability to be successful. Should I send you an alert, I expect that you will follow up with me within 5 days to discuss your engagement on campus or in our class.

Religious and Spiritual Life Observance Policy

Per the Religious and Spiritual Life Observance Policy, students who expect to miss classes, examinations, or other assignments due to religious observance may notify me two weeks prior to the observance. I will be happy to discuss reasonable alternatives with you.

Wellness Center

Wellness Center resources are confidential and free to all students. Please consult the Wellness Center website for more information. As a student, you may experience a range of issues that can cause barriers to learning or reduce your ability to participate in daily activities. These might include strained relationships, anxiety, high levels of stress, alcohol/drug problems, feeling down, health concerns, or unwanted sexual experiences. The Wellness Center provides free short-term individual counseling, group therapy, and referral services that are confidential and are not a part of your educational record. Call Wellness at 610-409-3100 between 9:00-5:00, M-F. If you or someone you know is experiencing a crisis after hours, call Campus Safety at 610-409-3333. For a local resource, Montgomery County Mobile Crisis is available for 24/7 telephone support at (855) 634-HOPE (4673). The National Suicide Prevention Hotline also offers 24/7 support at 800-273-8255. As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student’s ability to participate in daily activities. Ursinus College Wellness Center offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus via the Wellness Center by emailing wellness@ursinus.edu or calling 610-409-3100. If you are interested in more academic support, please contact the Institute for Student Success at instituteforstudentsuccess@ursinus.edu or 610-409-3400. If you find yourself struggling with your mental or physical health this semester, please let me know. I am one of many people here at Ursinus who care about you and your welfare. For example, the Wellness Center provides numerous health and counseling services, including free short-term individual counseling, group therapy, and referral services that are confidential and are not a part of your educational record. Contact the Wellness Center by emailing wellness@ursinus.edu or calling 610-409-3100.

Center for Writing and Speaking

The Center for Writing and Speaking is available for one-on-one and group appointments to advise you as you revise your writing projects and presentations. They will even support your personal projects and extracurricular activities! Please feel free and encouraged to review any and all writing and speaking work from this class with them.


The college recognizes that temporary financial hardships can impact students' access to course materials, as well as their access to opportunities on campus. Please be aware of the Bear2Bear fund, which has been established by donors to the college and provides special grants for students who have exhausted other sources of funding.

Help Room

The Math Help Room (Pfahler 102) is a great place to go if you are struggling and is managed by the Institute for Student Success. Students who have previously taken the course will be there to help you with the assignments.

Course Instructors and Student / Office Hours

Role Name and Contact Information Student Hours / Office Hours
Professor William Mongan
Picture of Professor William Mongan

Phone: 610-409-3268
E-Mail: wmongan@ursinus.edu
Office: Pfahler Hall 101L
  • s from 10:00 AM to 12:00 PM in Pfahler Hall 101L
  • s from 1:00 PM to 2:00 PM in Pfahler Hall 101L
  • s from 11:15 AM to 12:00 PM in Pfahler Hall 101L
  • s from 11:15 AM to 12:00 PM in Pfahler Hall 101L
  • s from 4:00 PM to 5:00 PM in Pfahler Hall 101L

Sign up for a one-on-one appointment during my office hours!
Student hours (also known as "Office Hours") are certainly available for asking questions about the course, about your assignments, and other academic questions you may have. You do not need an appointment to come to student hours, and you do not even need to have an agenda or set questions! You can come and just have a general chat about things with us. If you cannot make it to student hours, you can contact us for an appointment as well. Student hours are also for non-instructional topics of conversation: you can talk with me about your adjustments to college life, your long-term goals, advice about your academic journey, and most other things. If I don't know the answer to something or if I don't feel I am the best person to offer you advice about it, I will be happy to help connect you with the right people. In other words, don't be afraid to ask me things that you think are "off topic" - I love teaching because I love to be a resource for you on your journey. I'll be happy to see you there.


Required? Title Author Edition ISBN Freely Available?
Required The Big Book of Computing Pedagogy Online Version
Required The Big Book of Computing Content Online Version
Required Computer Science Education: Perspectives on Teaching and Learning in School Sue Sentance (Editor), Erik Barendsen (Editor), Nicol R. Howard (Editor), Carsten Schulte (Editor) 2nd Edition 978-1350296909
Please Note: The cost of the book may be prohibitive for some students, so please note that renting the book is much cheaper. Please communicate as early as possible if you are having trouble obtaining the book, rather than keeping this to yourself, so that we can work on a solution together. If you are experiencing a financial hardship, please consider the Bear2Bear Emergency Fund for temporary relief applications.

Course Schedule

Week Date Title Readings Deliverables Handed Out Deliverables Due
Week 1 Course Overview
Week 1 What is Computer Science and Why CS Education?
Week 2 code.org Lightning Talks
Week 2 Pedagogy Background: Understanding by Design and Backwards Design
Week 3 Pedagogy Background: Understanding by Design and Backwards Design
Week 3 Assessing Learning: Bloom's Taxonomy
Week 4 Assessing Learning: Rubrics and Contract Grading
Week 4 Lightning Talks
Week 5 Unique Challenges in CS Pedagogy
Week 5 Using Kinesthetics: Computer Science Unplugged
  • Big Book of Pedagogy - Go Unplugged
  • CS Education Chapter 3
Week 6 UbD Lightning Talks
Week 6 Collaboration in the CS Classroom: Pair Programming and Think-Pair-Share
Week 7 Inclusive Pedagogy: Universal Design for Learning (UDL)
Week 7 Inclusive Pedagogy: Universal Design for Learning (UDL)
Week 8 CS4All: UDL for Inclusive Computing Pedagogy
Week 9 CS4All and UDL: Multiple Means of Representation
Week 9 CS4All and UDL: Multiple Means of Action and Expression
Week 10 CS4All and UDL: Multiple Means of Engagement
Week 10 Learning by Discovery: Process Oriented Guided Inquiry Learning in Computer Science (CS-POGIL)
Week 11 Learning by Discovery: Process Oriented Guided Inquiry Learning in Computer Science (CS-POGIL)
Week 11 Computer Science Unit Design
Week 12 From Grades to Feedback: Formative and Summative Assessments
Week 12 Accessibility in CS Educational Design
Week 13 Social Emotional Learning (SEL)
Week 14 SEL in Computing Education
Week 14 Equity Pedagogies in Computer Science
Week 15 Review and Workshop
Week 15 Review and Workshop
Please note the following holidays this term:
Please note the following key calendar dates:
  • Add Deadline:
  • Drop with a W Deadline:
  • Reading Day:

Grade Breakdown

Letter grades will be assigned on the scale below at the end of the course. "Grade grubbing" is not conducive to professional practice; every assignment has or will have very precise expectations and point breakdowns, and I will evaluate submitted work carefully according to these standards. I will also return assignments in a timely manner, and the running weighted grades will be updated frequently. Therefore, I expect a commensurate level of respect from you. In sum, you should know where you stand at all times, there will be plenty of opportunities to improve your standing, and there should be no surprises at the end of the course.

Grading Table

Item Weight
Written Assignments 25%
Curriculum Development Labs 35%
Service Learning Classroom Project 20%
Technical Project and Presentation 10%
Reflections 10%

Letter Grades

Letter Grade Range
A+ 96.9-100
A 93-96.89
A- 89.5-92.99
B+ 87-89.49
B 83-86.99
B- 79.5-82.99
C+ 77-79.49
C 73-76.99
C- 69.5-72.99
D+ 67-69.49
D 63-66.99
D- 59.5-62.99
F 0-59.49

Course Policies

Netiquette in Online Discussion Boards infographic
Courtesy of the Online Education Blog of Touro College.

Classroom Environment and Inclusivity Standards

My goal is to foster a environment in which students across all axes of diversity feel welcome and valued, both by me and by their peers. Axes of diversity include, but are not limited to, age, background, beliefs, race, ethnicity, gender/gender identity/gender expression (please feel free to tell me in person or over e-mail which pronouns I should use), national origin, religious affiliation, and sexual orientation. Discrimination of any form will not be tolerated. Furthermore, I want all students to feel comfortable expressing their opinions or confusion at any point in the course, as long as they do so respectfully. As I will stress over and over, being confused is an important part of the process of learning computer science. Therefore, I will not tolerate any form of put-downs by one student towards another about their confusion or progress in the class. Learning computer science and struggling to grow is not always comfortable, but I want it to feel safe. Much of this material is probably new to everyone, and those with some prior experience likely recall a time when it was new to them, too. Remember that this is not a competition: helping others to grow is itself a richly rewarding professional development opportunity. In order to allow for equitable access to class for students who may be attend and participating remotely, I may record our class sessions. These recordings will only be available on our Canvas site. I will announce that we are recording in the beginning of any classes of this kind; out of respect and privacy for me and all class members, please do not download, copy, or redistribute class recordings.

Online Communication Policy

Since this is a class-wide communication, the following rules apply to message groups and electronic communications:
  1. Students are expected to be respectful and mindful of the classroom environment and inclusivity standards.
  2. They are equally applicable to a virtual environment as they are in class.
  3. Students are not permitted to share direct answers or questions which might completely give away answers to any homework problems or labs publicly on Microsoft Teams. When in doubt, please send me a direct message there.
  4. I will attempt to answer questions real time during student / office hours. Otherwise, I will make every attempt to respond within 24 hours. Of course, students can and should still respond to each other outside of these intervals, when appropriate!
  5. Students may ask anonymous questions.

Course Management Systems: Canvas, Microsoft OneNote, and Microsoft Teams

We will be using Canvas to post all of the grades. For the most part, we will submit work using Canvas as well. For class activities and notes, we will be using OneNote, and for other discussions and announcements for the course, including messaging me directly with questions, we will use Microsoft Teams. OneNote and Teams are linked to your Office suite through Ursinus, so you are automatically enrolled. There you can ask and answer questions about the lecture content and assignments.

Since it is likely that students will have similar questions, it is much more efficient for me to answer them there so the whole class can see the answer, so it is possible that I will ask you to re-send a question publicly that I get in an e-mail. If you'd prefer, I could anonymize the question as well, but I'd like you to have the opportunity to post it so that you are credited with having such a good question!

Collaboration Policy and Academic Integrity Policy

Communication between students is allowed (and encouraged!), but it is expected that every student's code or writeups will be completely distinct! Please do not copy code off of the Internet (repurposing code from the Internet will probably make it harder anyway because the assignments are so specialized). Please cite any sources in addition to materials linked from the course website that you used to help in crafting your code and completing the assignment.

See the Course Management page in the Faculty Handbook for an explanation of college policies on plagiarism and other academic honesty violations.

To encourage collaboration, students will be allowed to choose one "buddy" to work "near" during the assignment. Students are still expected to submit their own solutions, but they are allowed to provide substantial help to their designated buddy, and even to look at the buddy's code during the process. Students must indicate their buddies in the README upon assignment submission. Please let me know if you would like a buddy but are having trouble finding one.

Below is a table spelling out in more detail when and how you are allowed to share code with people (table style cribbed from Princeton CS 126).

Please Note: The terms "exposing" and "viewing" exclude sending or ingesting electronically, which would be considered copying. Exposing and viewing are normally done in the context of in-person working or in the help room. In addition, "Other People" includes internet sources!
Your Buddy Course Staff Course Grads Classmates Others
Discuss Concepts With OK OK OK OK OK
Acknowledge Collaboration With OK OK OK OK OK
Expose Your Code/Solutions To OK EXCEPT FOR
View the Code/Solutions Of OK EXCEPT FOR
Copy Code/Solutions From NO NO NO NO NO

If the work you submit appears to be copied from previous work or the collaboration policy has been violated in any way (including working with more collaborators or "buddies" than the course deliverable specifies) according to the College Academic Honesty policy, regardless of intent, then it may be an academic dishonesty case, and it will be referred to the Associate Dean for Academic Affairs. I am required to make this report in every occurrence, so it is best to speak with me first if there are any questions about the policy or expectations. You should feel free to have these conversations with me anytime prior to making your submission without fear of penalty. Finally, aside from the collaboration policy here, it is expected that your work is your original work. You must cite any collaborations or references that you use, including consultation with or work generated through the use of generative AI systems. You may have a friend or relative with computing experience, but they should not do your assignments, labs, etc., for you.

Flexible Submission Policy

In the absence of accommodations arranged in advance with the instructor or college, all assignments are due at 10:59PM Eastern Time on the date(s) stated on the schedule. Assignments will be accepted without prior permission following this time with a points deduction of 4% per day if submitted before 10:59 PM Eastern Time on the day submitted. Each student will receive a total of 10 "slack days" for the semester with which to waive these grade reductions; for example, one assignment may be submitted 10 days late, or two assignments may be submitted 5 days late, with no grade reduction. Extra credit will not be awarded for assignments submitted under the flexible submission policy. Students with accommodations will receive additional "slack days" as specified within the accommodations letter; however, some deliverables cannot be subject to accommodations due to the time-sensitive nature of the assignment (for example, group assignments, presentations, and course surveys). Students who add the class late shall receive additional slack days equal to the number of days between the start of classes and the first date that approval is given or that class is attended (whichever occurs first). Under no circumstances (including accommodations) can late work be accepted after the final class meeting, nor during final exams week, nor after the exam.

A Word About Submitting Work On-Time

Managing your time and pacing yourself consistently are crucial to your academic success. In professional practice – and in the spirit of the Ursinus Question “how should we live together?” – others will depend on you and will build upon the work you create. In the classroom, these interactions are modeled in the form of group projects and activities, and also in the form of cumulative course content that builds upon itself thematically throughout the semester. Research indicates that self-imposed or flexible deadlines does not lead to optimal scheduling [1], which, in turn, can lead to a compounding of overdue work across multiple classes. In addition, extensions to or prolonging of assignment deadlines has been shown to yield a detrimental appearance of complexity [2]: we tend to believe that assignments with longer durations are more difficult, and can find it more difficult to get started due to the anxiety that results. Your professor has established a schedule and procedure for completing and submitting classwork that complements the topics being covered during the semester. The specific details of that schedule and of those procedures may vary from instructor to instructor, depending upon the unique needs and instructional approach of the class. These details are specified in the course syllabus, and because those details have been designed thoughtfully and intentionally to best enable your consistent engagement with the class, the guidelines in that syllabus pertaining to engaging in the course, completing work, and posting grades (including a grade of incomplete) shall be considered effective policy for the course. Regardless of the implementation details from one course or from one instructor to another, these instructional designs are intended to enable you to engage with the course in a healthy and consistent manner, to manage your time effectively between your class, your other classes, and your extracurricular activities, and to better position you for success in class and beyond. (References: [1] Ariely, Dan, and Klaus Wertenbroch. “Procrastination, Deadlines, and Performance: Self-Control by Precommitment.” Psychological Science, vol. 13, no. 3, May 2002, pp. 219–224, doi:10.1111/1467-9280.00441. [2] Meng Zhu, Rajesh Bagchi, Stefan J Hock, The Mere Deadline Effect: Why More Time Might Sabotage Goal Pursuit, Journal of Consumer Research, Volume 45, Issue 5, February 2019, Pages 1068–1084, https://doi.org/10.1093/jcr/ucy030.)

Grade Posting Policy

Feedback and grades will be provided frequently, generally within one week of the due date of any deliverable, and no more than two weeks following the due date. Inquiries seeking a change of grade must be made within 7 days of the posting of the grade in question, including the posting of a reduced grade for a missing submission. Final grades are due within 48 hours of the final exam (or last class scheduled meeting in a class with no final exam); grades are not subject to change (including a change from a posted grade to a grade of incomplete) once submitted to the college.

Incomplete Policy

A grade of I may only be granted by permission of the Office of the Dean. A petition to the Office of the Dean will only be made upon written request by the student, including all information requested by the Office of the Dean. Requests for a grade of I will only be made in situations where such a request is warranted. Specifically, the student's grade must be passing at the time the request is made. A petition for a grade of I will not be considered if an academic alert was submitted by the instructor prior to the course Drop with a W (withdraw) deadline.

Title IX

Title IX is a federal law, under which it is prohibited to discriminate, harass, or commit misconduct on the basis of gender or sex. The Title IX Coordinator is available to receive inquiries and to investigate allegations in this regard. As a professor, I am a mandatory reporter under Title IX, and am required to report disclosures made to me related to Title IX.

Inclement Weather and Class Cancellation Policy

In the event that the College closes due to inclement weather or other circumstances, our in-person class sessions, student / office hours, labs, or other meetings will not be held. I will contact you regarding our plan with regard to rescheduling the class or the material, any assignments that are outstanding, and how we can move forward with the material (for example, any readings or remote discussions that we can apply). If necessary, I may schedule online virtual sessions in lieu of class sessions, and will contact you with information about how to participate in those. I will communicate this plan to the department so that it can be posted on my office door if it is feasible to do so. This policy and procedure will also apply in the event that the College remains open but travel conditions are hazardous or not otherwise conducive to holding class as normal. Should another exigent circumstance arise (for example, illness), I will follow this policy and procedure as well.

Student Perception of Teaching Questionnaire (SPTQ)

I will be soliciting student feedback through the SPTQ and possibly through other forms of commentary. This feedback greatly assists me and the department as we develop our courses and overall curriculum for this program. This course has benefitted from the feedback of those students who took the course before you, and your feedback will help maintain and improve the course for those to follow. I strongly encourage you to participate in this important and valuable process.

Syllabus Subject to Change

I will do my best to provide all relevant information about the course on this syllabus. Sometimes, exigent circumstances, the pace of the class, or other circumstances will warrant minor revisions to the syllabus. For example, inclement weather or other campus closure might affect the course schedule and assignment deadlines; in addition, I may find that the class benefits from spending more time on a particular topic, and adjust accordingly. Although I try to avoid rescheduling student / office hours, it may become necessary from time to time to accommodate other events in the College. Should any revisions be necessary, I commit to making any revisions in my estimation of the best interests of the class, and commit to communicating those changes to you as soon as I make them.

Course Details


Welcome to our Computer Science Pedagogy class!

This course was inspired by a partnership between the instructor and the Pennsylvania Department of Education, in collaboration with the Montgomery County Intermediate Unit (MCIU). We will collaborate together and with local in the development of K-12 computing curriculum and in the development of computing skills needed to teach both computer science and instructional technology across the disciplines.

We will partner across disciplines (i.e., computing students will work with education students) to further develop your technical knowledge through a teaching lens. We will explore the unique nuances of computing pedagogy in the context of classical educational theory. As a service-learning course, students will work with K-12 teachers in the county to develop and present their developed lessons in the classroom setting. This may qualify as field experience time for students seeking a teaching certification through the Education department here at Ursinus. In addition, we will assess, refine, and make publicly available all developed lesson materials.

A key ingredient of this course is the intended blending of the audience between STEM and education students. It is my goal that a foundation in education and a foundation in computing will be attained, in part, by organic collaboration between students who are becoming experts in technology with students who are becoming experts in teaching. The course will focus on the unique opportunities in blending and applying computing in education (and vice-versa), and in doing so, will yield opportunities for students to share with one another, and to benefit from one another.

Students in both education and computing will be encouraged to look beyond their “home” discipline. For example, computing students will reflect upon the role Computer Science plays across other disciplines such as the arts, humanities, and sciences. Similarly, education students will look more deeply at their targeted subject area to consider how technology can enhance the teaching and learning of their field. Each will creatively and collaboratively develop materials to showcase and celebrate these connections, and then deliver those materials in a K-12 setting. This course is designed to be inherently multidisciplinary, bridging pedagogy and computing in order to a) facilitate the development and delivery of technical curriculum across K-12 subjects to aid in the preparation of all pre-service teacher education students, b) enable certification in grades 7-12 computer science for pre-service teacher education students, and c) provide a foundation in education and technical communication for STEM students. To ensure that these bridge connections are made explicit, students will reflect upon their partnership with their classmates and with their participating teacher(s) throughout the semester. In addition to the collaborative development and delivery of curricular modules, students will be asked to reflect in writing and in synchronous and/or asynchronous class discussions upon their experiences in working with their classroom counterparts (i.e., CS students working with Education students, and vice-versa), and with their partner teachers. These discussions will be framed through guided questions that students will be asked to consider before class, and be prepared to discuss during class.


Please note that some clearances may be required to visit area schools in Pennsylvania. Information about those clearances can be found on the Education department webpage. Your instructor will advise you if any clearances are needed.