Walk into a classroom where computer science is working, and you’ll notice it immediately.
Students aren’t just completing assignments—they’re building, testing, leading, and solving problems that don’t have one right answer. The energy feels different.
That shift doesn’t come from a program alone. It comes from educators who are willing to try, build, and expand what’s possible for their students.
Across Virginia and beyond, educators are doing exactly that—creating robotics programs, designing new lessons, building cross-grade experiences, and opening pathways that didn’t exist before.
Here’s what that work looks like in real classrooms.
Melodie Surratt — Building Pathways Through Robotics
Melodie Surratt saw an opportunity to expand access—and started with one program.
As a middle school computer science teacher and District Robotics Advisor in Chesapeake Public Schools, she piloted VEX IQ Robotics in her district. What began as a single initiative quickly scaled.
“I am most proud of piloting and expanding the VEX IQ Robotics program in Chesapeake Public Schools. What started as a single program has grown across multiple schools… This year we have two teams from our district who have made it to the Worlds Championship of Robotics.”
Her work goes beyond competition. It creates entry points for students who may not initially see themselves in computer science.
“Computer science matters because it teaches students how to solve problems in a world driven by technology. It gives them the skills needed to open doors for students who may not see themselves in STEM.”
And the impact shows up in confidence.
“One of the most rewarding experiences is watching students who have never programmed before gain confidence.”
Her advice is practical—and scalable.
“Start small, but be intentional… Most importantly, create an environment where every student feels like they belong.”
Patrick Hausammann — Building Systems That Scale
For Patrick Hausammann, the work starts with educators.
As Supervisor of Instructional Technology in Clarke County Public Schools, he focuses on building the infrastructure that makes computer science sustainable—through funding, professional learning, and shared resources.
Through Advancing Computer Science Education grants, Patrick helped equip K–8 educators with tools, training, and a growing lesson library.
But the impact is clearest in the classroom.
“The ‘lightbulb’ moments that come along after a student is able to overcome deficit thinking are impactful for all involved.”
His approach is grounded in momentum, not overwhelm.
“Start small and collaborate. Don’t try to do too much too soon… Pay it forward as you have success (& failures) to help all of us move forward together.”
Because when educators are equipped, those moments multiply.
Mikaela Stauder — Integrating Computer Science Into Everything
In Mikaela Stauder’s classroom, computer science isn’t separate—it’s embedded.
As a fourth grade teacher, she designs lessons that integrate coding, robotics, and computational thinking into core subjects. The goal isn’t just exposure—it’s ownership.
“My students learn how to break down complex tasks, recognize patterns, and develop solutions—skills that go far beyond the classroom.”
Her work extends beyond her own students. After securing funding for classroom robots, she built a full set of standards-aligned lessons and shared them across her school—then trained other teachers to use them.
She also created something more powerful: student teachers.
By pairing her fourth graders with kindergarten classrooms, her students teach coding fundamentals to younger peers—reinforcing their own learning while building leadership.
And sometimes, the impact shows up where you least expect it.
A previously disengaged student found success through a coding project, stepped into a leadership role, and began helping others—changing how he saw himself in the classroom.
Her perspective reframes the challenge many educators feel:
Computer science isn’t one more thing. It’s a way to deepen everything.
Yvonne Richard — Expanding Access Across a Division
Yvonne Richard is focused on a bigger question: how do you make computer science part of every student’s experience?
As a K–5 STEM teacher and division leader in King George County Schools, she works at the intersection of curriculum, professional learning, and implementation.
Her work on an ACSE grant is helping educators with little or no computer science background begin integrating it into their classrooms—building confidence and capacity across the system.
Her perspective is clear:
“I believe the most critical issue in K–12 Computer Science Education is the intentional integration of Computer Science into the core curriculum.”
“Students should begin learning how computational thinking, problem solving, and digital literacy relate to reading, math, science, and history from the earliest grades.”
She also names the reality educators face—and the path forward.
Computer science doesn’t need to be an additional subject. It works best when it’s embedded into what’s already happening.
“Break down the bigger idea of Computer Science into smaller, more manageable parts… Don’t be afraid to ask for help.”
Kathryn Cossa — Creating Opportunities That Last
After 20 years in the classroom, Kathryn Cossa is still expanding what computer science can look like for students.
As a high school teacher and Computer Science Honor Society advisor in Loudoun County Public Schools, she focuses on creating real-world opportunities—inside and outside the classroom.
“Throughout my career I've tried to provide as many opportunities for my students as possible… bringing in professionals from industry, piloting new courses, and creating service projects.”
One of those projects—CS Buddies—connects high school students with elementary classrooms.
High school students step into teaching roles. Younger students are introduced to computer science early. Both groups gain confidence.
“The high school students get to share knowledge and passion… and the elementary students are exposed to CS topics at an early age, which helps build confidence and interest.”
Her approach reflects a broader mindset:
“Computer Science is a mindset: how can we make things… better, faster, more efficient?”
Across these classrooms, the pattern is clear.
Computer science isn’t being added. It’s being built—through robotics programs, cross-grade teaching, lesson design, and system-level implementation.
It starts with one educator. One lesson. One program.
Then it scales.
That’s how access expands. That’s how confidence builds. That’s how students begin to see themselves not just as users of technology—but as creators.
Bring Computer Science to Your School with ACSE Support
If you’re exploring an Advancing Computer Science Education (ACSE) grant, you don’t have to build it alone.
CodeVA partners with educators and divisions to strengthen applications, design implementation plans, and ensure funding translates into real classroom impact. From shaping your proposal to supporting rollout, we help you turn an idea into a scalable program.
Connect with our partnerships team to get started: