CIT 651
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Technology
Instructional Methods for Computer Science
Course Overview
Credits: 3
Prerequisites:
Consent of instructor.
Availability & Programs
Offered:
Summer Odd Years
Summer Even Years
Catalog Description
Study of research-based practices and methods in the teaching of computer science topics including algorithmic processes and their principles, object orientation and programming, elements of software design and usability, data abstraction and logic structures, and interface design. Emphasis is on project-based learning (PBL) strategies in a web-based development environment.
Extended Summary
CIT 651 is a graduate course designed to help educators develop effective, student-centered approaches to teaching computer science. The course emphasizes instructional methods rather than programming skills, focusing on how to design learning experiences that are grounded in theory, aligned with standards, and responsive to diverse learners.
Delivered in an intensive five-week format, the course requires sustained engagement through discussions, readings, and applied assignments. Content is organized sequentially by week to simplify navigation and support a clear learning progression.
A central feature of the course is alignment with professional standards, particularly those from the Computer Science Teachers Association (CSTA), along with Nevada and ISTE standards. These frameworks guide both instruction and assessment, ensuring relevance to real-world teaching contexts.
The course begins with an introduction to student-centered instructional design, including the “Own It, Learn It, Share It” framework. Subsequent modules explore key themes such as equity and inclusion, professional growth, and instructional design. Students examine justice-centered approaches to CS education and reflect on their evolving identity as educators.
In parallel, students engage with core CS concepts from the CSTA K–12 standards, including data structures, loops and conditionals, and programming languages. They apply these concepts by creating lesson plans and instructional materials rather than learning to code directly.
Assessment includes weekly discussions, reading reflections, methods exercises, and lesson plan assignments. The course culminates in a final project in which students develop a resource website that integrates course concepts. Overall, the course prepares educators to design meaningful, inclusive, and standards-aligned CS instruction.
Delivered in an intensive five-week format, the course requires sustained engagement through discussions, readings, and applied assignments. Content is organized sequentially by week to simplify navigation and support a clear learning progression.
A central feature of the course is alignment with professional standards, particularly those from the Computer Science Teachers Association (CSTA), along with Nevada and ISTE standards. These frameworks guide both instruction and assessment, ensuring relevance to real-world teaching contexts.
The course begins with an introduction to student-centered instructional design, including the “Own It, Learn It, Share It” framework. Subsequent modules explore key themes such as equity and inclusion, professional growth, and instructional design. Students examine justice-centered approaches to CS education and reflect on their evolving identity as educators.
In parallel, students engage with core CS concepts from the CSTA K–12 standards, including data structures, loops and conditionals, and programming languages. They apply these concepts by creating lesson plans and instructional materials rather than learning to code directly.
Assessment includes weekly discussions, reading reflections, methods exercises, and lesson plan assignments. The course culminates in a final project in which students develop a resource website that integrates course concepts. Overall, the course prepares educators to design meaningful, inclusive, and standards-aligned CS instruction.