The following courses are offered for graduate credit through Framingham State University. You must have attended the corresponding workshop at our 2024 Summer Learning Institute.

Teaching AP Computer Science A

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Description, Dates, Assignments

 This course is designed to provide the content and pedagogical background necessary for teaching Code.org’s Computer Science A (CSA) curriculum which introduces students to software engineering and object-oriented programming and design using the Java programming language. Computer Science topics covered include the design of solutions to problems, the use of data structures to organize large sets of data, the development and implementation of algorithms to process data and discover new information, the analysis of potential solutions, and the ethical and social implications of computing systems. 

      • September 25 6-8pm VIRTUAL

        • October 9, 6-8pm VIRTUAL

          • October 26, 8-4:30 IN PERSON 

            • January 8,  6-8pm VIRTUAL

              • February 5,  6-8pm VIRTUAL

                • March 1,  8-4:30 IN PERSON

              DUE OCTOBER 26: Identify an array of student artifacts and an assessment from one of the first 2 units to share with the group in Workshop 2

              DUE JANUARY 8: Identify an array of student artifacts and an assessment from one of the first 2 units to share with the group in the next workshop.

              DUE FEBRUARY 5: Research recruitment strategies and tools; create a recruiting plan to address equity gaps currently seen in your district.

              DUE MARCH 1: Create a case study of a student that has overcome barriers to success in your course. What strategies helped that student and how can that be applied more broadly? (Maximum 2 pages, single spaced)

              Teaching Computer Science Principles

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              Description, Dates, Assignments

              October 25 (8:30 – 4:30, in person)

              October 26 (8:30 – 4:30, in person)

              January 11 (8:30 – 3:30pm, virtual)

              March 1 (8:30 – 4:30, in person)

              DUE OCTOBER 26 in person:

              Identify an array of student artifacts and an assessment from one of the first 2 units to share with the group in the next workshop.

              DUE JANUARY 11 on zoom:

              Research recruitment strategies and tools; create a recruiting plan to address equity gaps currently seen in your district.

              DUE MARCH 1 in person:

              Create a case study of a student that has overcome barriers to success in your course. What strategies helped that student and how can that be applied more broadly? (Maximum 2 pages, single spaced)

              Teaching Computer Science Discoveries

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              Description, Dates, Assignments

               This course is designed to provide the content and pedagogical background necessary for teaching Computer Science Discoveries, a curriculum through which students engage with computer science as a medium for creativity, communication, problem solving, and fun. The CS Discoveries course, which is appropriate for 6th – 10th grade students, offers a wide lens on computer science covering topics such as programming, physical computing, HTML/CSS, and data. While the course includes programming, the focus is on the computational practices associated with doing computer science, rather than just a narrow focus on coding, syntax, or tools. The course explores how to inspire students as they build their own websites, apps, games, and physical computing devices, empowering them to create authentic artifacts. 

                  • October 26, 8:30 – 4:30, in-person

                    • December 7, 8:30 – 3:30, virtual

                      • February 8, 8:30 – 3:30, virtual

                        • March 1, 8:30 – 4:30, in-person

                      DUE DECEMBER 7

                      Identify an array of student artifacts and an assessment from one of the units to share with the group. You can create a slide with photos/videos to share the artifacts.

                      DUE FEBRUARY 8

                      Research recruitment strategies and tools; create a recruiting plan to address equity gaps currently seen in your district. Max 2 pages.

                      DUE MARCH 1

                      Create a case study of a student that has overcome barriers to success in your course. What strategies helped that student and how can that be applied more broadly? Max 2 pages.

                      Teaching K-5 Computer Science

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                      Description, Dates, Assignments

                       This course is an introduction for teachers to computer science knowledge, skills, and practices through the lens of hands-on playful learning. Through active learning, teachers investigate computer science practices and computational thinking skills while learning basic computer science concepts. The course addresses strategies for guiding peer feedback, classroom management for hands-on learning, ways to scaffold learning to meet different learning needs and tips for encouraging student communication and collaboration. By the end of the course, teachers are equipped with knowledge and skills needed to successfully plan and facilitate a hands-on computer science lesson with students. 

                      October 26 & 27, 8:30 – 4:30, in person

                      March 1 & 2, 8:30 – 4:30, in person

                      DUE OCTOBER 26:

                      Prepare a mini unit that embeds unplugged and plugged lessons on a single CS concept. Describe the aspects of the lessons that offer differentiation to make it accessible to all students. 

                      DUE OCTOBER 27:

                      Identify an array of student artifacts from one of the first 2 units to share with the group in Workshop 2.

                      DUE MARCH 1:

                      Prepare an artifact from your teaching that demonstrates culturally inclusive pedagogy. Be prepared to share and discuss the artifact at Workshop 3.

                      DUE MARCH 2:

                      Prepare a document (Max 3 pages single spaced) that describes ways that a particular student has overcome barriers to success in your course. What strategies helped that student and how can that be applied more broadly to serve other students?

                      Teaching Exploring Computer Science

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                      Description, Dates, Assignments

                      This course is designed to provide the content and pedagogical background necessary for teaching Exploring Computer Science (ECS) through the lens of inquiry and equity. Designed to introduce students to the breadth of the field of computer science through an exploration of engaging and accessible topics, the goal of Exploring Computer Science is to develop in students the computational practices of algorithm development, problem solving and programming within the context of problems that are relevant to the lives of today’s students. Topics cover interface design, web development, data analysis, robotics as well as societal and ethical issues associated with technological advancements. 

                          • OCTOBER 26, 8:30 – 4:30, in person

                            • JANUARY 4, 8:30 – 3:30, virtual

                              • FEBRUARY 1, 8:30 – 3:30, virtual

                                • MARCH 1, 8:30 – 4:30, in-person

                              DUE JANUARY4

                              Research recruitment strategies and tools; create a recruiting plan to address equity gaps currently seen in your district. (1-2 pages. Submit as a google doc link or MS Word file.)

                              DUE FEBRUARY 1

                              Identify an array of student artifacts from your ECS course to share with the group. (Prepare a slide with photos or videos to share virtually.)

                              DUE MARCH 1

                              Create a case study of a student that has overcome barriers to success in your course. What strategies helped that student and how can that be applied more broadly? (Max 2 pages, single spaced) 

                               

                              Teaching Integrated Data Science and Alegbra 2/IM3

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                              Description, Dates, Assignments

                              Teaching Cybersecurity

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                              Description, Dates, Assignments

                              This course is designed to provide the content and pedagogical background necessary for teaching Cyber.org’s Intro and Advanced Cybersecurity curricula for high school students. These curricula introduce students to cybersecurity concepts and inspire interest in cybersecurity careers. The focus of instruction includes the implementation and monitoring of security on network and computer systems. Students investigate strategies to identify and protect against security threats such as hackers, eavesdropping and network attacks. The basics of cryptography and logic reasoning are explored. Hands-on labs in the CYBER.ORG Range provide practice in the configuration and mitigation of system vulnerabilities. Each unit integrates current events and related cyber ethics and law. 

                              In addition to the five days Cyber.org Cybersecurity workshop you attended in July, you are required to complete an additional 12 hours of classes through Cyber.org. Please take a look at the offerings from Cyber.org and register for the ones that work for you. You can choose from the live, 1.5-hour workshops, or you can take the Self-paced online PD for K-12 , which are recordings of previously offered live events.

                              There will be a google form attached to each of the virtual PDs. You should complete that to verify your attendance and receive an attendance certificate. Email your certificates of attendance to Deborah and Shay.