Join WestEd at the Special Interest Group on Computer Science Education (SIGCSE) 2026 Technical Symposium on Computer Science Education, February 18–21, 2026, in St. Louis, Missouri.
The Symposium aims to address problems common among educators working to develop, implement, and/or evaluate computing programs, curricula, and courses.
WestEd staff will lead sessions that focus on key topics, such as the following:
- creation and maintenance of researcher–practitioner partnerships
- English language arts (ELA)–integrated computational thinking curricula
- the bridging of computational thinking, science, and storytelling
- peer mentoring
Add WestEd’s presentations (see below) to your calendar.
Thursday, February 19
Creating and Sustaining Partnerships Between Researchers and Practitioners
Time: 5:30–6:20 p.m.
Presenters: Jennifer Rosato (University of Minnesota), Aleata Hubbard Cheuoua (WestEd), Kathryn M. Rich (American Institutes for Research)
Explore how to establish research–practice partnerships (RPPs) in computer science education. This session covers building trust across communities—from K–12 educators to museum partners to interdisciplinary research teams. Newcomers will learn what RPPs are and how to start one. Experienced participants will discuss common challenges and solutions.
Friday, February 20
Boosting Coding Confidence in Elementary Students: The Impact of ELA-Integrated Computational Thinking Curriculum
Time: 1:40–2 p.m.
Presenters: Leiny Garcia, Yvonne Kao (WestEd), Sharin Jacob (Digital Promise), Clare Baek, Dana Saito-Stehberger (UC Irvine), Diana Franklin (University of Chicago), Mark Warschauer (UC Irvine)
Can integrating literacy and computational thinking broaden CS participation for Multilingual Learners? This cluster randomized controlled trial with 1,325 students (grades 3–5) across 23 schools tested an ELA-integrated Scratch curriculum in predominantly Latine, multilingual districts. Results showed significant increases in coding confidence, though other attitude dimensions remained unchanged. Findings demonstrate the value of early computing exposure through integrated approaches.
Bridging Computational Thinking, Science, and Storytelling: Reflections on an Interdisciplinary Learning Approach
Time: 2–2:20 p.m.
Presenters: Jessica Vandenberg, Andy Smith, Robert Monahan, James Minogue, Kevin Oliver (NC State), Aleata Hubbard Cheuoua, Cathy Ringstaff (WestEd), Bradford Mott (NC State)
This experience report presents a narrative-centered learning environment combining digital storytelling, block-based programming, and hands-on maker activities for upper elementary classrooms. Through problem-based storylines, 41 students in 4th and 5th grade tackled real-world challenges via physical science experiments and interactive narratives. Students showed significant CT knowledge gains but faced challenges with narrative coherence, science alignment, and conditional logic. This includes design insights and practical recommendations for story-driven computing education.
The Benefits of Socially Responsible Computing in Early Computing Courses: A Multi-Institutional Study at Primarily Undergraduate Hispanic-Serving Institutions
Time: 2:30–3 p.m.
Presenters: Ayaan M. Kazerouni (Cal Poly SLO), Melissa Lee, Aleata Hubbard Cheuoua (WestEd), and researchers from the University of Pittsburgh and five CSU campuses
Six CSU universities (five Hispanic-Serving Institutions) incorporated socially responsible computing into early CS courses to strengthen Hispanic/Latine students’ sense of belonging. This 2-year study examined impacts on belonging, perceived learning, and agency. At campuses without competitive enrollment, the intervention significantly improved belonging—with Hispanic/Latino students experiencing slightly stronger benefits. Results also revealed that Hispanic/Latino students were more likely to report work and family obligations interfering with learning. Findings suggest positive outcomes for integrating socially responsible computing at PUIs, with implications varying by campus demographics and enrollment policies.
Saturday, February 21
Informal Learning in Computer Science
Time: 10 a.m.–12 p.m.
Presenters: Rosalind Owen, Elysse Caballero, Yvonne Kao (WestEd)
Informal CS environments like after-school programs and summer camps help broaden participation in computing. This poster reviews literature on curricula and instructor training, revealing significant variation in content and delivery. While programs improve student attitudes and conceptual understanding, challenges persist in engagement, pacing, and instructor preparedness—particularly with lecture-heavy activities and mixed student backgrounds. A California nonprofit case study identifies common classroom management issues. This session proposes a toolkit of supplemental resources to support teachers and inform curriculum development.
Supporting K–12 CS Teacher Identity Development Through Peer Mentoring
Time: 2:20–2:40 p.m.
Presenters: Aleata Hubbard Cheuoua (WestEd), Portia Morrell, Bryan Twarek (CSTA), and CSTA chapter leaders
Teaching confidence and belonging influence educators’ practice and retention, yet K–12 CS teachers rarely have opportunities to develop these skills. This peer mentoring program for high school teachers includes one-on-one mentoring aligned with CSTA Standards, monthly mentor communities of practice, and community-building opportunities. Four years of data from three CS teacher communities demonstrate how the program fosters professional development for both mentors and mentees while it emphasizes equitable CS teaching. This session offers insights for developing initiatives that holistically support educators.
Tutorial 405: Developing Peer Mentoring Programs for K–12 CS Teachers
Time: 3:30–6:30 p.m.
Presenters: Portia Morrell, Bryan Twarek (CSTA), Linnea Logan (CSTA Wisconsin Dairyland), Aleata Hubbard Cheuoua (WestEd)
MENTORS in CS is an equity-focused peer mentoring program for high school teachers within their first 3 years of teaching CS. Over 4 years, 100+ educators have reported increased teaching confidence, commitment, and professional belonging. This hands-on tutorial covers program structure, practices, and materials through three activities: analyzing data to inform program design, exploring equity-focused community of practice activities, and applying goal-setting tools aligned with CSTA Standards. This tutorial is for teacher educators, university faculty, and K–12 CS professional learning leaders.