Good summary from several perspectives of why pedagogy in higher-ed often sucks

An honest account of the ups and downs of a project-based curriculum

Some former students say it "stopped being a school" and felt it wasn't worth attending. Leaked documents from all-hands meetings help explain why.

All families consider computer science to be an important subject for their kids to learn. But that's especially true for black parents and guardians.

She’s popular, but is she right? TT examines Dr. Ruby Payne’s A Framework for Understanding Poverty.

CS education in higher education Amy J. Ko, Ph.D. Professor, The Information School, University of Washington June 15th, 2020 It’s been a rough few months. Pandemic, White America slowly realizing the horrible racial injustices that have been ongoing for hundreds of years. Personally, it’s been a...

Achievement gaps increase income inequality and decrease workplace diversity by contributing to the attrition of underrepresented students from science, technology, engineering, and mathematics (STEM) majors. We collected data on exam scores and failure rates in a wide array of STEM courses that had been taught by the same instructor via both traditional lecturing and active learning, and analyzed how the change in teaching approach impacted underrepresented minority and low-income students. On average, active learning reduced achievement gaps in exam scores and passing rates. Active learning benefits all students but offers disproportionate benefits for individuals from underrepresented groups. Widespread implementation of high-quality active learning can help reduce or eliminate achievement gaps in STEM courses and promote equity in higher education.

A new CSforALL publication explores how the rationales, values, and intended impacts people have for CSEd are linked to their choices for design and implementation of learning experiences.

Interesting-looking book.

Language skills matter too!

Dr Lyndsay Grant, School of Education

The 'future proofing' factoid with a sixty year history: "65% of school-aged students will work in jobs and industries that haven’t been invented yet."