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 and appreciating the extraordinary efforts of chapter leader Kimberly Smith.
What inspired you to volunteer your time with CSTA? How has this experience impacted you?
I joined CSTA back in 2005, when few people were talking about computer science in elementary schools. I was determined to create hands-on, inclusive CS experiences for my students—even when no curriculum, funding, or roadmap existed. CSTA became my professional home: a community that shared my belief that every student deserves access to high-quality CS education.
Volunteering has allowed me to give back, connect with educators nationwide, and share what’s working in real classrooms. It’s also helped me grow as a leader, coach, and advocate for K–8 equity, UDL, and accessible design. CSTA has been central to my journey—it’s where I found my voice, and where I help others find theirs too.
How long have you been involved with CSTA, and what motivated you to join?
I’ve been a member since 2005, and officially stepped into leadership in 2017 when I became Webmaster for CSTANJ. I currently serve as the Chapter Secretary, a member of the CSTANJ Steering Committee, and a planner for our CSPD Week team.
I joined because I saw how much CS teachers—especially those at the K–8 level—needed community, resources, and validation. And I stayed because CSTA has grown alongside me, constantly evolving to reflect what teachers actually need.
Can you share any memorable experiences or highlights from your involvement with CSTA?
One of the most impactful turning points in my journey was receiving financial support through a grant to attend my very first CSTA Leadership Summit and National Conference. At the time, I was doing the work—creating curriculum, training teachers, and integrating inclusive design thinking—but I didn’t yet have a national community. That experience changed everything. I didn’t just attend sessions—I found my people. I found educators who understood the heart of what I was doing and why it mattered. I came home energized, seen, and ready to keep going.
Since then, I’ve continued to grow through CSTA, especially through my work on the Reflective Teachers Committee, where we support teachers in deepening their understanding of the CSTA Standards through reflective practice. As a committee, we are currently co-writing a self-paced online course designed to guide educators in reflecting on how their teaching aligns with the standards. This project is rooted in supporting teachers where they are—helping build clarity, confidence, and a more intentional connection between classroom practice and CS learning goals.
I’ve also served as a conference proposal reviewer, helping bring forward innovative, inclusive ideas and ensuring diverse teacher voices are heard. My work with CSTANJ—as Webmaster, Chapter Secretary, and part of the CSPD Week planning team—has allowed me to connect with hundreds of educators, building confidence and community through statewide professional development.
And then last year, everything came full circle when I had the honor of presenting at the CSTA National Conference. I led a three-hour hands-on workshop for over 80 educators, sharing my own journey and focusing on inclusive K–8 practices, 3D design, and virtual makerspace strategies that remove access barriers. That moment reminded me why I do this work—and just how far I’ve come with CSTA by my side.
How has CSTA impacted your teaching career and professional development?
CSTA has supported and amplified my evolution as an educator, mentor, and systems thinker. It’s helped me expand beyond my classroom to lead at the chapter, state, and national levels. I’ve been able to share my passion for inclusive, design-driven learning through conference sessions, reflective leadership, and by mentoring other teachers.
One of my proudest initiatives is my STREAM Camp, where teachers earn professional development credit while working alongside students on hands-on, creative challenges using 3D design, coding, and AI. CSTA has given me the confidence and network to turn that local program into something that models what equity-focused, project-based CS learning can look like in any setting.
In what ways do you see CSTA shaping the future of computer science education?
CSTA is leading the future of CS education by being teacher-driven and equity-centered. I see it continuing to play a vital role in:
- Supporting early and accessible K–8 pathways
- Creating high-quality, practical PD that fits into real teaching lives
- Leading efforts in AI literacy, ethics, and readiness
- Expanding micro-credentials and professional recognition for classroom teachers
- Building momentum around policy, funding, and sustainable CS programs for all students—not just those in well-resourced schools
CSTA’s strength is its people, and that’s why its future is so bright.
Are there any specific initiatives or projects within CSTA that you’ve been particularly passionate about?
I’m especially passionate about my work on the Reflective Teachers Committee, where I’m co-writing a self-paced online course to help educators reflect on how their teaching aligns with the CSTA Standards. It’s a meaningful project grounded in reflective practice and built to meet teachers where they are.
My continued leadership with CSTANJ and CSPD Week has also been incredibly rewarding. Our chapter is one of the most active and vibrant in the country, and we are always working hard to expand CS access in schools. CSTANJ has played a key role in shaping state-level policy, including helping to pass legislation requiring schools to offer computer science and creating pathways for teachers to earn CS certification in New Jersey. Being part of a chapter that not only supports teachers but also drives systemic change has been both humbling and energizing.
What does the future of CSTA look like?
CSTA’s future is inclusive, teacher-powered, and bold. I see it expanding its reach into more early grades, empowering new leaders, and continuing to advocate for CS that is equitable, ethical, and engaging. It will remain a space where teachers don’t just receive resources—they shape them. A space where community comes first, and every teacher knows they belong.