Dennis Brylow

Professor of Computer Science

Marquette University, Milwaukee, Wisconsin

 

Why do you want to serve on the CSTA Board and what do you hope to accomplish as a member of the Board? How does this align with current CSTA activities?

 

The CSTA chapter in WI has been the key organization working with me this past decade to build teacher community and support classroom instruction. I rely on the teachers of our CSTA chapter to plan, co-develop and lead our PD efforts, as well as to sharpen the research questions that drive my laboratory. The teachers of CSTA-WI, in turn, have often relied on me to bring the resources of my university to bear on our shared problems, including providing facilities, expertise, new tools, curricula and grant dollars to address the persistent shortage of CS learning opportunities in our schools. Working as a member of the CSTA Board of Directors, I would continue to forge bonds between IHEs and K-12 practitioners, expanding our professional network’s capacity to help CS teachers everywhere.

 

What leadership experiences and skills can you contribute to CSTA and its Board?

 

In the past 17 years, I have led the development, deployment and evaluation of federally-funded CS curriculum for both secondary and post-secondary students, and have facilitated CS PD experiences for more than 2000 classroom teachers across the breadth of grade bands K-12. I lead the Code.org Regional Partnership program for WI, and have organized more than 100 PD workshops all over the state. I direct and budget several multi-million dollar grants focused on expanding access to K-12 CS education and improving the CS teacher preparation pipeline. I co-chaired the committee that wrote WI’s K-12 CS Standards, making us only the ninth state to do so. I have helped create three different pathways for licensing CS teachers in WI, including undergrad, post-bacc and portfolio alternative.

 

What previous experience do you have with CSTA? 

 

I am a founding officer of our local CSTA-Wisconsin Dairyland chapter, and continue to co-organize and bankroll (secure grant funding for) its annual statewide CS Educators Summit since 2016. I have presented a workshop at the CSTA Annual conference on a novel curriculum module my research team built to support area high school teachers. I continue to be an active participant on our chapter’s lively discussion forum. I advise the student group that runs an annual high school CS competition in cooperation with the chapter teachers. This annual outreach event has reached more than 400 students per year at its pre-pandemic peak, and we’ve published research on how the Scratch-based track we introduced has been more welcoming to ECS and CSP students than the traditional Java-based track.

 

What experiences and perspectives do you bring to supporting equitable participation in computing education?

 

As the first member of my extended family to attend four-year college, it was important to me as a professor to add a new CS track for my university’s first-generation summer bridge program. As a child, I was lucky to be in the right public school at the right time to have access to computers and amazing teachers who encouraged me to learn about CS from third grade onward. It is difficult to overstate how much of an impact these teachers had on my eventual future. As a result I have worked with school systems all over my state, but especially closely with Milwaukee Public Schools — our largest and most diverse district — to recruit and support new CS teachers in communities where they do not already exist. We’ve made solid progress, but much more remains to be done.

Richard Ladner

Professor Emeritus Paul G. Allen School of Computer Science

AccessCSforAll, University of Washington, Seattle, Washington 

 

Why do you want to serve on the CSTA Board and what do you hope to accomplish as a member of the Board? How does this align with current CSTA activities?

 

As one of the leaders of AccessCSforAll since 2014, I have been engaged with K-12 computer science in trying to make it more accessible for students with disabilities who are about 18% of the K-12 students in the United States. I have also helped develop accessible educational technology on several research projects. I believe I can bring expertise to the board about the state of computer science education for students with disabilities. My goal in joining the board would be to help the organization learn about accessible educational technology and pedagogy in the computer science space. Also, I would like to help the organization move beyond DEI to DEIA (diversity, equity, inclusion, and accessibility).

 

What leadership experiences and skills can you contribute to CSTA and its Board?

 

Since 2006 I have been the leader of AccessComputing, a National Science Foundation funded project with the goal of increasing the participation of students with disabilities in computing fields. In 2014, I joined with Andreas Stefik to create AccessCSforAll which works on developing accessible computer science educational technology and trains computer science teachers to include students with disabilities in their classes. In 2018 Stefik and I were awarded the Champion of Computer Science Award by CSTA and Code.org. I have served on several boards, the Gallaudet University Board of Trustees from 2007-2016 and the Center for Minorities and People with Disabilities from 2010 to the present.

 

What previous experience do you have with CSTA? 

 

I have been a plus member of CSTA for several years and have presented at several CSTA conferences. I have written articles for the CSTA Voice. I have helped with the publication of the State of Computer Science Education report for several years. The CSTA is an AccessComputing partner.

 

What experiences and perspectives do you bring to supporting equitable participation in computing education?

 

At this stage of my career, emeritus faculty at the University of Washington, I am all about DEIA (diversity, equity, inclusion, and accessibility). I have taught in and run summer computing programs for students with disabilities. I understand these students, their challenges and their aspirations. I have worked closely with teachers who specialize in students with disabilities. I have worked with organizations to try to help them do better in the disability space. Those organizations include CSTA, Code.org, Exploring Computing Education Pathways (ECEP), UTeach, WeTeach, Mobile CSP. the College Board, and others. I also track disability data and have helped the State of Computer Science Education reports do better in reporting demographic data on disability.

Tasha Penwell

Computer Science Program Manager

Hocking College, Nelsonville, Ohio 

 

Why do you want to serve on the CSTA Board and what do you hope to accomplish as a member of the Board? How does this align with current CSTA activities?

 

Education equals opportunities. This is a motto that I share in my classrooms and workshops frequently. The ability to gain knowledge and grow in skill sets opens unlimited opportunities for our students’ futures. The CSTA’s vision to help ensure that teachers have the resources needed to provide these opportunities to the students is one that I support as a vision and in practice.

 

What leadership experiences and skills can you contribute to CSTA and its Board?

 

Technology is ever changing and it’s difficult to stay on top of the resources and skills needed to teach students in-demand skills that will help pave the way for opportunities upon graduation. I believe that my experience and community involvement align with the goals of CSTA to provide resources and knowledge to be shared.

 

What previous experience do you have with CSTA? 

 

In addition to being a full-time instructor at a local community college. I support the growth of educational opportunities by providing instruction on computer skills for the community. This includes providing ISTE recognized training to a local drug and alcohol rehabilitation clinic and a frequent presenter at conferences focusing on broadening the scope of computer science skills and career opportunities.

 

What experiences and perspectives do you bring to supporting equitable participation in computing education?

 

I’m a strong advocate for educational opportunities in the computer sciences fields – especially in the rural areas. As the founder of an organization whose mission is to “Stay, Study, Succeed in Rural Ohio ” I work with local community members and non-profits to provide Computer Science workshops. These workshops range from basic computer skills, web development, and more advanced skills such as AWS cloud computing. Education equals opportunities to learn, to grow and to succeed.