Welcome to the CSTA Volunteer Spotlight series, where we celebrate the incredible individuals who dedicate their time and passion to making a difference in the CSTA community. Join us in recognizing the extraordinary work of Jeffrey in their role as Chapter Leader and CSHS Advisory Committee member.
What inspired you to volunteer your time with CSTA? How has this experience impacted you?
I first began volunteering as a chapter leader for CSTA Susquehanna Valley because I felt the Central region of Pennsylvania lacked connection and opportunity. I knew I wanted to expand my professional network, and when I realized there were no existing avenues to do so, I took the initiative to create the very thing I was looking for. Since then, I have served on the leadership team for CSTA Susquehanna Valley and began reviewing conference proposals to help make the CSTA conference as impactful as possible. This year, I joined the CSHS Advisory Committee after completing my first year as a CSHS advisor. I believe CSHS has a unique opportunity to set a new standard for inclusive honor societies and to serve as a model for meaningful collaboration and innovation.
How long have you been involved with CSTA, and what motivated you to join?
I have been connected with CSTA since 2013, when I first began teaching computer science. I joined because, during my undergraduate studies, I was taught the importance of professional organizations for networking, staying informed about best practices, and recognizing that the work we do each day extends beyond ourselves.
Can you share any memorable experiences or highlights from your involvement with CSTA?
Overall, my most memorable experience was at CSTA Las Vegas in 2024. Being in the midst of so many amazing people with shared values and interests was overwhelming, encouraging, and rejuvenating. I felt much more connected, driven to keep pushing for CSTA growth in my state, and had a chance to meet people I have connected with virtually through CSTA opportunities. Some of my biggest highlights is that professionally, I feel I am a leader and ahead in the movements happening in education because of CSTA. We are at the forefront of professional learning and set the bar high on research-backed pedagogy. My involvement in CSTA results in me consistently being an expert leader in my district.
How has CSTA impacted your teaching career and professional development?
I have completed all of the online computing courses offered by CSTA, attended many of the Chapter Leadership Summits in both winter and summer, participated in several CSTA conferences, and, as a CSTA Chapter Leader, organized numerous professional development opportunities throughout the school year. These experiences have directly influenced my curriculum, instructional strategies, and overall teaching approach. They have shaped the assignments I design, how I implement problem-based learning, how I apply universal design for learning in my classroom, and how I continue to expand course offerings to better serve my community. As a result of this training, I have become well known by my administration and have had the opportunity to assist in school-wide professional development, particularly in areas related to equity. CSTA has played a vital role in helping me maintain an open mind, reflect meaningfully on my course design and student opportunities, and ultimately grow into the educator I am today.
In what ways do you see CSTA shaping the future of computer science education?
You can look at what CSTA has accomplished to see where we are heading. First, CSTA directly impacts teachers by involving them in every aspect of decision-making, from the CSTA board to committees to local chapters. We have empowered teachers and created opportunities for anyone willing to step up. CSTA has set a standard for excellence in professional development by providing both a national connection and strong regional ties through chapter leaders. Looking ahead, I see CSTA continuing to uplift teachers, fostering difficult conversations on challenging topics like the digital divide, and advocating for rigorous, exceptional computer science education for all students.
Are there any specific initiatives or projects within CSTA that you’ve been particularly passionate about?
I’m really passionate about CSTA’s efforts to advocate for equitable access to computer science education for all students. One initiative that stands out to me is their work on the K-12 Computer Science Standards. These standards help ensure that computer science education is accessible, relevant, and engaging for all students, regardless of their background. I’ve also been really impressed by CSTA’s emphasis on teacher professional development. The organization has done a great job of creating a community where educators can collaborate, share resources, and support each other in building strong computer science programs. Finally, I admire CSTA’s commitment to amplifying the voices of underrepresented groups in computer science, particularly through initiatives like the CSTA Equity Fellowship. These projects align with my own values and goals as an educator, and I find them incredibly inspiring.
What does the future of CSTA look like?
I believe CSTA will continue to champion equitable programming for both teachers and students. It will ensure that standards remain accessible, expand into areas like CS+, including artificial intelligence, and offer guidance on best practices for these topics. As new challenges arise, particularly in the realm of equity, I am confident that CSTA will remain steadfast, continuously affirming and supporting our entire community.