BUILDING EQUITY & EMPOWERMENT IN COMPUTER SCIENCE

Toni Dunlap is a degree-holding computer scientist and specialist in computer science education, but she didn’t always have access to the resources or tools necessary to pursue the field.

“It wasn’t until I started working at PDS that I reflected on the fact I only had one computer science-themed course during my entire PreK-12 experience, eighth-grade web design,” Dunlap shared. “Once I got to college, I better understood what I wanted to do, but so much of my experience was focused on the theoretical. I felt underprepared going into the experiences that emerged and found myself overcoming a steep learning curve as I worked to connect the dots between my conceptual knowledge and the hands-on skills I needed to develop. The struggles I faced are part of what drives me to provide each of my students a wide range of opportunities to explore and enhance their skills.”

Dunlap began her teaching journey at PDS through the Independent School Teaching Residency program, a partnership between the University of Pennsylvania’s Graduate School of Education and two consortiums of the nation’s leading boarding schools and day schools. Known on campus simply as “Penn Fellows,” the program requires master’s degree candidates to spend two years at a partner school, developing and honing skills in curriculum instruction and pedagogy. It was through this program that Dunlap solidified her teaching philosophy: opportunities to learn computational thinking should be accessible to all.

“Equity is more than equality. It’s recognizing that every student has an entry point. It’s providing curricula that can be modified as needed and encouraging students to engage with learning in a way that feels natural for them. The ultimate goal is for my students to see themselves in the work,” she shared.

In Dunlap’s classroom, that means striving to make her curriculum accessible to all learners.

“Meeting students ‘where they are’ can be challenging, and this is a challenge I strive to combat daily. No two students are the same; all students learn differently and bring varying levels of knowledge and experiences into the classroom,” said Dunlap. “App and web development classes offer students who are just starting out a great deal of confidence to realize they can create something of their own. For students who are further along in their journey, they can dive deeper. Offering opportunities for growth regardless of experience or skill level affirms the message that all students will be supported in their learning.”

The need for PDS students to be empowered, regardless of their skill level and prerequisite knowledge, has become a central focus for Dunlap.

“I’ve noticed our department is currently serving two demographics of students with diversely different needs — the students who have had opportunities to engage in computer science via summer camps, attending off-campus classes or receiving mentorship from family members or friends in the industry, and those whose interest in computer science is just beginning. Our department is constantly considering ways to empower students with experience without depriving those without. We strive to combat the inequity that comes with students entering into computer science classrooms from various entry points,” she shared.

Defying stereotypes and working towards equity is something that Chandra Smith, math and computer science department chair for grades 5-12, embraces wholeheartedly. “We have spent a significant amount of time as a math and computer science faculty working together to implement an anti- racist department, and it is central to our mission, vision and philosophy,” Smith explained. “That means reflecting on our teachers, students and the spaces — physical, social and intellectual — that we share.”

Bringing an entire department to the same page can be daunting work, but Smith found that being honest with students and transparent with faculty was a way for her to lead and enact change, not only within the department but schoolwide. Despite commitment to the work as a group, there remains an opportunity to provide the training and education that will lead to more understanding and everyone’s capacity to develop and implement concrete practices.

Dunlap recognizes this disparity and has made advocacy and peer-to-peer professional learning a top priority. Last summer, she applied for and was accepted into the Computer Science Teachers Association’s Equity Fellowship (CSTAEF), a yearlong leadership development opportunity focused on just that.

“The experience has been transformative,” said Dunlap. “Working with educators from around the country and getting a sense of the national equity landscape has sparked so many ideas surrounding how we can continue to build upon our equity practices at PDS.”

Dunlap’s involvement in the CSTA Equity Fellowship has led to an exciting partnership between PDS and the Microsoft Technology Education and Learning Support (TEALS) program, set to begin during the 2023-2024 academic year. TEALS is designed to help build, grow and sustain high school computer science programs nationwide and provide educators with industry volunteers who offer classroom mentorship and support. The computer science department believes this partnership will further open doors of opportunities for student learning and discovery.

As PDS works to remain ahead of the curve, a shift to focusing on creating equitable opportunities for all students to succeed in computer science is crucial.

“There’s an opportunity for us to build upon our reputation as an elite institution by offering even more than the traditional view of the classroom. Diversity among our student body gives us all an enriched and nuanced learning experience,” Dunlap shared.

This includes ensuring the success of all learners by prioritizing the use of accessible platforms.

“For the majority of the coding-based platforms we use in class, modifications can be made to the curriculum for every student. For example, let’s say a student needs to incorporate screen readers while engaging in a lesson — that technology is embedded within the lessons. Instructions are available in both written and audio forms. For various classes, I also really enjoy creating custom self-paced NearPod lessons. They allow students to engage at their own pace and display their learning through a variety of interactive mediums,” she shared.

Dunlap believes that accessibility as a key component of equity is critical. “Some of the most brilliant minds our world has ever seen include individuals who learn differently or who have been challenged by traditional education — for example, take Bill Gates, Steve Jobs or Lady Ada Lovelace, the writer of the first computer program. All three are or were neurodivergent, with both Gates and Jobs having learning disabilities. Nonetheless, the innovative work of these individuals has permanently transformed life as we know it today. It just goes to show that reaching the next generation of changemakers and innovators requires accessible opportunities to learn and grow within the field.”

To further her goal of creating more accessible learning opportunities, Dunlap has partnered with three colleagues from CSTAEF to design a website that serves as a computer science access resource hub.

“The website consists of resources, lesson plans, lesson modifications, instructional support and more. Many lesson modification resources are aimed at addressing various learning needs including neurodevelopmental disorders, hearing or vision loss, mobility and more,” she shared. “The goal of the access hub is not only to serve as a resource to current computer science educators, but also to support educators from all backgrounds with computer science classroom integration.”

And, with the abundance of computer sciencebased programs and opportunities at PDS from Middle School rotations and ninth-grade STEAMinars to the everpopular computer science education week, there are more entry points than ever before. One of those options is Girls Who Code, a national nonprofit organization and subsequent school program that supports young women interested in exploring the field. Sophia Zhou ’25, one of the club’s leaders and a regular in Dunlap’s classroom, has seen firsthand how empowering access to computer science can be.

“I’ve been experimenting with code since I was seven years old,” she said. “My dad told me computer science would be the future of the world and that if there was one thing that I should learn, it was coding.”

While she didn’t quite understand his message at the time, she took it to heart.

“In middle school, I watched a crash course video about HTML. I remember proudly showing my first website to my mom when she got home from work. I loved how logical coding was and I found myself continually seeking opportunities to further my knowledge.”

Among those opportunities was the option to take a class with Dunlap the following year, which she loved. As Zhou transitioned to the Upper School, her feeling of confidence grew as she continued to pursue computer science. Soon, she would find herself recruiting friends to Girls Who Code who always wanted to learn to but never had the opportunity.

Zhou feels empowered by her experiences despite knowing that, for many women of color, the field can be fraught with inequalities.

“I’m grateful to be surrounded by peers who challenge my thinking and teachers who support my aspirations as a computer scientist, who urge me to think from different points of view and who encourage me to ask questions,” Zhou shared. “And, I enjoy helping to defy the gender stereotype.”

As Smith and Dunlap consider the future of computer science, they exude excitement about the massive role it will play and the opportunities it will bring to all students across the divisions.

“Computer science is forever,” Dunlap said, “It will always be part of our world, and because of that, the demand for skilled computer scientists is higher than ever. I am so proud to expose all types of students to computer science because, regardless of skill level, the goal is they’ll leave my classroom knowing that they are capable of success. If we never stop striving to make the material accessible to all, and if students feel like there is an entry point for them, then we are bound to empower them.”

As Paul J. Stellato, Princeton Day School’s eleventh head of school, prepares to step away from the post after fifteen years of extraordinary service, we celebrate the legacy he and his wife Maureen leave behind. Through conversation with his longstanding colleague and friend Carlos Cara, Stellato reflects on the indelible mark his leadership has made upon the institution.