Recently, creativity has been acknowledged for its importance in improving computer science learning and attitudes. However, very little is known about how to integrate creativity in preservice teacher computing education. Toward this end, we developed a creativity-enhancement intervention in an online Creative Computing instructional module to…

This article focuses on the practical implementation of Universal Design for Learning (UDL) in an online computer science course, articulating the collaborative efforts between the instructional designer (the first author) and the faculty member to redesign the course using UDL principles. Specific instances of redesigned learning modules and…

While a growing emphasis has been placed on broadening participation in computer science (CS) education, an enduring gender gap exists. One reason for this is gender-based CS stereotypes, which serve as gatekeepers and act in exclusionary ways. However, some high schools in the U.S. have still built gender-inclusive CS programs. We conducted a…

In this article, we present a conceptual framework for teaching computer science (CS) to address the unique challenges faced by marginalized groups. The framework is grounded in feminist standpoint theory and describes three key practitioner-focused areas aimed at broadening participation and increasing participation in CS education (CSEd). These…

This study investigated the computational thinking (CT) practices of eight pre-service teachers through their Scratch and Python programs. Conducted within an undergraduate-level computer science education course, students learned CT concepts via parallel instruction in block-based programming (Scratch) and text-based programming (Python). The…