CS Champion Teachers Share Computer Science Success Stories from their Classrooms
This presentation, titled "Innovate and Include: Promoting Diversity and Accessibility in Computer Science and STEM," emphasizes the critical need to foster inclusivity within STEM fields. It highlights the importance of early engagement and providing access to computer science education, especially for underserved students. The discussion covers various strategies, from leveraging educational outreach programs and inclusive curriculum to the use of picture books and real-world problem-solving activities, to create a more diverse and accessible learning environment. Ultimately, the presentation advocates for proactive measures to address the projected STEM/CS job vacancies and ensure that all students have the opportunity to succeed in these growing fields.
"Going into my AP Computer Science Principles class, I didn't know what to expect. As someone who had no prior coding experience, I was worried that I would fall behind. However, I had heard amazing things about Ms. Lee and how she encouraged students to take their learning outside the classroom. That was definitely true for me, as I had the opportunity to attend conferences and events, like CyberCon in Richmond and VBA Bank Day, where I received a scholarship. Ms. Lee pushed me to explore career opportunities out of my comfort zone, and I now truly believe that computer science is for everyone. I was also able to tutor some of my peers, and the culture of teamwork was a highlight of her classroom."
- Parker, IB senior at Tucker HS
"During my sophomore year, Ms. Lee shared the Girls Who Code Summer Immersion Program opportunity on our Schoology page. After completing that program, my passion for computer science grew, and the next year I took her AP Computer Science Principles class. Under her guidance, I joined the Computer Science Honor Society and the Girls Who Code club, where hands-on workshops and immersive field trips fueled my excitement for computer science. In my senior year, I served as webmaster of the Honor Society and visited industry-leading companies such as Microsoft and Capital One. I also helped plan CS‑related events and attended several RVA Tech Conferences with Ms. Lee, where I began building my professional network.
Today, as a Computer Science major at VCU, I am deeply grateful for Ms. Lee’s mentorship and the hands‑on experiences she arranged for us in high school. Her support not only accelerated my technical skills but also gave me the confidence to tackle challenging projects and engage with the tech community in ways that have set me well ahead of my university peers. Ms. Lee’s unwavering support forged a path for me and other students to explore, learn, and excel in technology."
- Theodora Y., J.R. Tucker Graduating Class of 2024, CS major (cybersecurity concentration) at VCU
"I was first introduced to computer science through Ms. Lee's AP CS Principles class in my sophomore year. Before I had joined Ms. Lee's class, I had known very little about computer science, I just wanted to learn more. In the classroom, I found it easy to explore something that at times seemed daunting, thanks to Ms. Lee's teaching and her warm guidance. Her unique teaching style made learning CS easy and, more importantly, fun. We would do activities with marshmallow towers or yarn, and apply the foundations of these activities to our assignments. Being in her APCSP class sparked my interest in CS, and I registered for CS classes for the following years until I graduated.
The same year I began APCSP, Ms. Lee encouraged me to join the Girls Who Code club. During my first year as a member, I was able to go on site visits and attend additional CS lessons in addition to my APCSP class. I enjoyed it so much that I applied to be on board for my junior year. Ms. Lee, seeing my excitement to learn more about CS, also encouraged me to apply to the Computer Science Honor Society in my junior year. That year was pivotal for me. I became highly involved in both CSHS and GWC, hosting lesson plans, organizing CS Ed Week, hosting site visits, and connecting with the larger CS community at Tucker. It was the year I decided I wanted to major in CS. With each opportunity I was given, Ms. Lee gave me the support and resources I needed to succeed. I did things I didn't even know I could do, such as planning a county-wide CS Ed Week in 2 weeks. Ms. Lee serves as a sponsor for both clubs, and her continuous support of her students has given many students interested in CS a place to start, and more importantly, a space to grow. Ms. Lee truly serves as a pillar for the CS community at Tucker and has pioneered numerous opportunities for her students, many being life-changing, including for me, who's now studying CS at Columbia University. Without Ms. Lee, I wouldn't be in the position I'm in today. Ms. Lee's never-ending ambition to support her students to succeed makes Tucker special, and that specialness continues to impact hundreds of students today."
- Kelly T. – Freshman (CS major) at Columbia University
"As a member of the Computer Science Honor Society, under Mrs. Lee’s guidance, I’ve taken an active role in expanding computer science outreach, including organizing and leading visits to local middle schools. One highlight was an outreach I led at Springfield Park Elementary, where I introduced students to the basics of coding using Minecraft block coding, a fun and accessible way to spark interest in programming. I also played a key role in planning CodeQuestVA, a full-day computer science event hosted at Fairfield Library for over fifty Richmond Public School students. This collaboration effort had hands-on activity rotations, including AI with Teachable Machine, robotics with micro:bits and mBots, and computer hardware demos. I also coordinated logistics like space usage, materials, and student engagement strategies to ensure a meaningful and engaging experience for all participants."
- Atif A., Senior (ACA) at Tucker HS
"I really like my Computer Science Principles class because both Ms. Lee and the environment make it a great experience. Ms. Lee is super supportive and explains things in a way that’s easy to understand, which helps a lot when we’re learning new topics. The class itself has a really warm and open vibe where I feel comfortable asking questions or working with others. I also like how we have a good balance of work time and fun, and the assignments are really creative and interesting. Coding in SNAP! is fun and makes learning more hands-on. I like the class because I enjoy working on the cool projects we do, the relaxed environment, and how Ms. Lee makes everything clear and engaging."
- Sarina, Freshman, J.R. Tucker, AP Computer Science Principles
By: Sarah Noffsinger
As technology’s impact on our lives rapidly grows, so does the need for computer science education in middle school classrooms. By neglecting to include computer science integration in core content areas we take away opportunities for our students to build upon their critical thinking and problem solving skills in meaningful ways. These skills are imperative in today’s world and, more importantly, the future world. A misunderstanding of who should be teaching– and learning– computer science is important to me because it can potentially expand or restrict access to opportunities for our students, especially those in marginalized communities, to develop key skills in our technology-driven world.
This misconception starts with educators and our understanding of computer science. At the center of this issue is the inability to accurately define who computer scientists really are. The applications of computer science are vast; however, the versatility of this field is not widely understood. If educators better understood how computer science integrates with fields like healthcare, environmental science, and even the arts, would they be more inclined to teach these essential skills that are crucial for student success? Would we start to see a closure of opportunity gaps for underrepresented groups? There is a critical need to deliberately engage all students in computer science, we can no longer sit on the sidelines and hope students decide to take an elective course (Prottsman, 2024). Our core content teachers have a unique opportunity to demonstrate how computer science blends into different contexts, making it accessible for all students, opening the door to more exploration and pathways for students’ futures.
Dispelling the myth that only certain people can teach or learn computer science starts with shifting the focus to include computer scientists from a variety of backgrounds: Hopper, Bryant, Dean, Easley, Arana-Daniels, Hamilton, Goldwasser, Ellis, and Granville. Students must see representations of themselves in a field in order to understand that they too fit. When we show our students the expansive ways computer science can fit into their existing interests, we show them that they, too, can be computer scientists – regardless of background or future career goals. We have to be intentional about this, too, since a students’ first experiences with computer science are likely to influence their belief about the field and their place in it (Prottsman, 2024). This work involves developing a genuine enthusiasm for computer science by immersing students in all facets of it at an early age. Students should be given opportunities to program, create, develop, and experience the world of computer science when their brains are making sense of the world around them.
Computer science is a vast, multifaceted field that not only prepares students for future careers in a variety of fields, but equips them with critical soft skills essential for success in a variety of fields. When embedding computer science into existing curriculum, it can be easy to think of the development of technical skills such as programming, computational thinking, data literacy, and cybersecurity. While those are key components of computer science, this discipline shines in its ability to enhance interpersonal and adaptive skills. Computer science is less about passing along information and more about inspiring curiosity and critical thinking in students (Prottsman, 2024). The cycle of coding, debugging, and troubleshooting promotes grit and resilience in students. When students are working together to complete a project, they are problem-solving and effectively communicating by explaining complex ideas, both written and verbal. Weaving computer science principles into middle school education not only equips students with technical skills, but fosters relational skills that prepare them for our dynamic world and their futures.
It is evident that the integration of computer science into core content classes is fundamental to our students’ success on many levels. By blending computer science into contexts that students are already familiar with, we give them a chance to spark genuine curiosity and personal engagement. Computer science becomes the vehicle (or drone, bolt, microbit) in which problem solving, critical thinking, grit, and perseverance are showcased. Now, more than ever, is the time for ALL students to see themselves as computer scientists and learn to program like Evelyn Boyd Granville, design like Gordon Bellamy, think like Katherine Johnson, code like Clarence Ellis, and ultimately create their OWN identity in the space.
References
Prottsman, K. (2024). Let's ALL teach Computer Science: A Guide to Integrating Computer Science Into the K-12 Classroom. Corwin.
Are you an educator looking into how to integrate computer science into your lesson plans?
Not sure where to start??
Then the CodeVA Programming Institute is for YOU!
The 2025 CodeVA Programming Institute is your chance to dive into the world of computer science with a high-intensity, three-day crash course built specifically for educators. Whether you’re joining virtually (June 23–25) or in-person in Roanoke (July 21–23), you’ll gain hands-on experience with coding languages like Python, Java with Processing, Micro:Bit, Twine, Javascript, or Scratch.
The program starts with foundational pedagogy—helping you explore instructional strategies, decode Virginia’s Computer Science Standards of Learning, and select the most developmentally appropriate tools for your students. From there, you’ll build your own project, earn 18 CEUs, and leave with ready-to-teach resources aligned with best practices like PRIMM and pair programming.
The course is free for the first 20 teachers from Virginia and DC, with additional spots available at $497 in-person or $249 virtual.
Visit https://codevirginia.org/programming-institute for more information.
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