COMPSCI 1960: Designing K-12 Computer Science Learning Experiences

From computational thinking to workforce arguments, there is considerable interest in and excitement about including computer science education for all K–12 students. Yet, unlike other disciplines with a much longer history in formal schooling, the interest in computer science education is not yet supported by commensurate attention to research and teacher practice. In this course, we will examine the state of K–12 computing education: questioning its value, examining its history, and imagining and contributing to its potential. The course will be organized as both a reading group and a lab, building a community of people who are committed to K–12 CS education. Each week you will read classic and current research, and write accompanying memos to document your evolving understandings of the field. Throughout the course, either individually or with partners, you will develop an independent project that explores the design of K–12 computer science learning experiences. Some examples of possible projects include: designing CS-standalone or cross-curricular learning activities and curriculum, building a programming language for novices, developing an annotated bibliography, critically analyzing policy documents such as curriculum frameworks and standards from around the world, or contributing to current K–12 CS education research initiatives.