Abolitionist Computer Science Teaching: Moving from Access to Justice
In this episode I unpack Ivey et al.’s (2021) publication titled “Abolitionist computer science teaching: Moving from access to justice,” which argues that the field of CS education can use abolitionist pedagogical practices to move from focusing on access to focusing on the full humanity of students.
-
Welcome back to another episode of the
CSK8 podcast my name is jared o'leary
each episode of this podcast is either
an interview with a guest or multiple
guests or a solo episode where i unpack
some scholarship in relation to computer
science education
in this week's episode i unpacked the
paper titled abolitionist computer
science teaching
colon moving from access to justice this
particular paper was written by allison
ivey
stephanie running hawk johnson max
gorodinsky
jimmy snyder and joanna goode apologies
if i mispronounced any names
all right so here's the abstract for
this paper quote as high school computer
science course offerings have expanded
over the past decade
gaps in race and gender have remained
this study embraces the all
in the cs for all movement by shifting
beyond access and toward abolitionist
computer science teaching
using data from professional development
observations and interviews we lift the
voices of bypoc cs teachers and bring
together a tenant put forth by love for
abolitionist teaching along with how
these tenants map onto the work
occurring in cs classrooms our findings
indicate the importance of bipoc teacher
representation in cs classrooms and ways
abolitionist teaching tenants can inform
educators efforts at moving beyond
broadening participation and toward
radical inclusion
educational reform and
self-determination for all
in quote now by the way the word love is
an author's last name and by poc stands
for
black indigenous people of color just in
case you hadn't heard of the term or
haven't heard of bettina love
all right so if i were to summarize this
paper into a single sentence i would
say that this paper argues that the
field of cs education can use
abolitionist pedagogical practices
to move from focusing on access to
focusing on the full humanity of
students all right if you're interested
in actually reading this paper i do
include a link to it in the show notes
which you can find at jared o'leary.com
and clicking on the podcast tab where
you will also find some
other resources such as the interview
that i did with one of the authors
joanna good
and links to hundreds if not thousands
of free resources that i have created or
curated on my website
including a link to boot up pd.org which
has a 100 free coding curriculum that i
continue to develop
all right the last plug that i'll give
before unpacking this particular paper
is that if you're interested in being a
guest on the show
click the contact me button on my
website and we can schedule a recording
at a time that works best for both of us
and it can be months down the road you
can also contact me if you're interested
in doing some collaborations on
any upcoming grants all right so let's
dive into this particular paper
so in the intro section in the purpose
the authors mentioned
that quote cs has one of the most
pronounced racial participation gaps of
any subject in high school
in terms of enrollment and achievement a
gap that continues to become more
pronounced in college and in industry
professions
this racial gap however extends beyond
the students who are
granted access to cs courses to also
include the teachers in these classrooms
end quote from pdf page one so the
authors know that there
are many people who are trying to raise
this issue and to
center things around i see us for all
movement however the authors mentioned
that this movement
quote has been focused on notions of
equity in terms of access to and
participation in
existing classes without taking into
account the pedagogical commitments
being centered
end quote which is an excellent point so
yes we
have been focusing on more access so
having more course offerings in schools
that's wonderful but once you actually
have kids in the classroom
you need to also think of the resources
that you're using and the pedagogies
that you are using
so for example i did a previous
unpacking scholarship episode where i
talked about how
the imagery in the curriculum can have
an impact on
whether or not students feel welcome or
included
or have a place in cs as a field so i'll
include a link to that particular
episode in the show notes if you have
not listened to that one yet but this
particular
paper is talking about pedagogy alright
so the authors mentioned
in their section two which is discussing
a theoretical framework that
we as a field need to center anti-racism
within the curriculum and within our
pedagogy now at the time of this writing
there was not much guidance
on what does that actually look like but
the episode that i did two weeks ago
that unpacks the k-pop center's recent
framework
on culturally responsive sustaining cs
education
is a framework that has some discussions
on anti-racism within the classroom so
make sure you check out that episode
and that particular resource if you
haven't listened to that one yet because
it does expand upon some of the ideas
mentioned in this particular paper
now the authors also mentioned on pages
one and two that
even though that the field is
encouraging people to think of
cs from a critical lens examine like
power relationships and dynamics
and to discuss like the social cultural
and political contexts and whatnot
within the classrooms and in particular
within marginalized
or minoritized groups quote the field of
cs predominantly centers a eurocentric
perspective with little attention paid
to teachers or students who exist
outside of the mythical computing
identity norm of white
middle class and male end quote while
many would argue that these trends are
the very foundation of schooling in
general it is especially prevalent
within the field of cs as white men tend
to dominate the space both within
education and industry
end quote now on this point i actually
respectfully disagree so i did an
episode a while back
on another kapoor center report so this
one is
the computer science teacher landscape
and it's results of a nationwide teacher
survey
and so in that particular report they
found that on average
so that aligns with what they are
discussing here however 64
of educators identify as a female
and within elementary space that's 78
identifies female
in middle school it's 70 and in high
school it's 55 so even though the
percentage of
males across computer science education
is higher than
other teacher demographics so for
example teaching as a whole or other
specific subject areas
men in this particular scenario are
actually still
the minoritized gender group which by
the way that report does not mention
trans non-binary individuals i kind of
unpack that a little bit in the
podcast that i do on that but that being
said the overall point is that
yes there is this myth of what computer
science education and educators look
like
but in education it's actually white
women who tend to teach it more
whereas in industry it's white men who
tend to be in
industry at least according to some of
the data that i've been able to look at
like in the
report that i mentioned and some other
areas all right so here's a quote from
pdf page two
quote when framing the goal of cs for
all as merely access
many students of color find themselves
in cs classroom spaces
where teachers predominantly engage in
colorblind rhetoric a form of systemic
violence which minimizes
and erases their histories and lived
experiences end quote alright
so the idea of colorblind we could do
several podcasts just kind of unpacking
this but colorblind is the idea of oh
well i don't see the color of your skin
or i don't see your race or your
ethnicity and while the intent
hopefully is good and that you're trying
to say oh well i'm not going to treat
you as a demographic i'm going to treat
you as an individual that can
also have a negative effect because it
can deny
somebody's identity if they do identify
that way and that is a part of
their cultures or themselves as a
multiplicity
so in other words if i identify as a
white individual
and somebody says oh i don't see you as
white i don't really
necessarily want to talk about or
explore your whiteness
in the classroom that is a form of
colorblind and it can erase
my identity or cultures if i held
whiteness
as a key part of who i am as an
individual which by the way i don't i
tend to not include
heritable traits within my own core
identities
so for example i'll identify as a
percussionist or drummer
long before i'll identify as a
non-binary individual
alright so a little bit further on the
author's mention more of bettina loves
quotes so here's a quote on abolitionist
education and so this is from page two
quote abolitionist educator love
describes abolitionist teaching as
trying to restore humanity for kids in
schools arguing that
abolitionist teachers are willing to put
their reputation home
and lives on the line for other people's
children love goes on to frame this way
of teaching and being as the choice to
engage in the struggle for educational
justice
through a variety of means including a
refusal to uphold policies and practices
that dehumanize dark children
while being committed to calling out
teachers who engage in such behavior by
acknowledging the history of
unjust and dehumanizing treatment of
dark children within schools
abolitionist teaching creates space for
black joy love
and solidarity and the fight to ensure
that all students can thrive end quote
so in other words
abolitionist teaching goes a bit above
and beyond just
allowing a space for that conversation
being like a
what love would describe as like a
co-conspirator i am here to
assist you in this fight against the
struggle
so i am not just an ally but i am
actually here putting things on the line
so one of the examples discussed with
martin erbach
in the podcast that i did with them is
talking about how somebody was going to
tase a pole
where a person was climbing up it a
metal pole and so
a a white individual put their hand on
that pole so that would have to taste
both of them
so rather than just being an ally saying
hey don't do that thing the
co-conspirator would say hey if you're
going to harm them you're also going to
harm me so hopefully that explanation
from the authors is useful to you
but martine erbach's description of it
might also be useful
so i'd recommend checking out that
interview which i'll link to in the show
notes
all right so the next section of the
paper the methods section so this talks
about
okay so this took place over a couple of
years it was professional development
around the exploring computer science
curriculum and they used field notes and
some interviews
etc but these conversations took place
outside of the pd so it was like
on breaks or during lunches after
workshops things like that all right so
the next section talks about the
different data sources and then the
following section talks about the actual
results so in particular they provide
some examples of interview data for each
one of the
abolitionist teaching tenants that i'm
about to mention so if you want to check
out the
interview data check out the actual link
to this article in the show notes all
right so here's a quote from page
three and it's again referring to
bettina love quote love describes a
number of ways in which
abolitionist teachers can engage in this
work the results of our study show that
bipoxy us teachers are already embedding
many of these described tenants within
their teaching such as
an understanding that mattering is
essential for students within their
classroom
and acknowledgement that there is a need
to move beyond gimmicks and toolboxes
that claim to solve all the education's
achievement gaps
a general refusal to take part in zero
tolerance policies and instead an
engagement in deep relationship and
community building through restorative
justice mindset both the desire and
capacity to call out deficit
perspectives within school buildings by
teachers and administrators
and an acknowledgement of historical and
systemic injustice discussed
intentionally through the curriculum and
embedded alongside cs concepts end quote
it's from page three so on the first
tenets so mattering is essential so
not only mattering like who they are as
an individual but what they do as
individuals
matters and so encouraging kids to
understand that by humanizing them and
not saying oh you're irrelevant because
you are ex-demographic or why
demographic
this can be especially beneficial if
that particular demographic is not
often represented within the field of cs
either in industry or in media or
wherever
so the next tenant moving past gimmicks
so there are often these like best
practices ideas of oh if you just do
this one thing then it's going to like
solve all equity issues in your
classroom while that one thing might
assist
in some way it's likely not going to
solve everything indefinitely
so the refusing to take part in zero
tolerance policies tenant
is basically saying like hey instead of
saying
you did a b or c thing so therefore this
is the punishment you get
it's actually looking at it and going oh
well what led to that person doing a b
and c
how did their home life impact this how
did their school life impact this
how did other people impact this so
trying to understand
contexts rather than just issuing out
punishments
that don't take into account those
contacts so the next tenant of calling
out deficit perspectives so an example
of a deficit perspective might be like
oh well this
particular demographic can't learn how
to do computer science
and while that might sound outlandish
and you're like okay jared people don't
actually say that
i respectfully disagree so like in music
education there is a
administrator at a well-known national
music education organization who made a
comment about
like a particular demographic could not
make music
as well as others and probably shouldn't
study it basically this is somebody in
charge of
a large national organization for music
education
and they held a deficit perspective that
certain individuals could not
participate so an example in cs along
those particular lines might be like oh
well that
particular demographic or those
particular kids they can't do
like project-based coding they need to
instead go through
problem-based or puzzle-based because
they're just not
able to create they needed to just solve
problems that would be a deficit
perspective
and then the last tenet of acknowledging
historical and systemic injustices
this is an ongoing thing that we need to
continue to highlight
and again that kpoor center's recent
framework on culturally responsive
sustaining education
is something that i point to to explore
how to acknowledge
historical and systemic injustices in
the classroom again i link to that in
the show notes
all right so the last section is just
basically discussing the significance of
this in relation to other scholarship so
i'm going to read one more quote from
page four
quote teachers cs content knowledge and
pedagogical content knowledge alone is
insufficient in confronting
and dismantling race-related
participation gaps in cs
expanding our notion of the all in cs
for all must necessarily move beyond
considerations of all bodies
having access to cs and also embrace
anti-racist pedagogy that supports the
full humanity of
all cs students including nurturing
their entire self
mind body and spirit this shift asks the
teachers to get comfortable with feeling
uncomfortable
as they engage in a collective struggle
to create cs classrooms where all
students can thrive
end quote now that last particular
sentence talking about getting
comfortable with feeling uncomfortable
as you're doing this work is something
that really relates to me
as this podcast has over many times
for me been very uncomfortable recording
some things because
of the canceled culture that goes on
right now
and has been going on for years there
have been episodes honestly where i've
been
afraid of people taking the things that
i say
out of context so for example taking the
middle sentence in a paragraph of
discussions
or eliminating out the disclaimer that i
give before i say something that might
be controversial
especially in this like polarized and
political climate that we kind of have
been existing in for
years now i will say as an individual
with one perspective on this
as uncomfortable as it has been sharing
these things and that like anxiety of
like oh no
is this going to blow up on me it has
been good
for me to at least explore these topics
more
and to do so in a public way as i know
some people have listened to this and
gone oh
i now better understand this because you
shared this particular topic or you were
vulnerable with your
genuine thoughts on whatever it was the
thing that was interesting to them now
that being said there have been some
people who have reached out
expressing their appreciation because of
the things that i've brought up on here
and just like openly voicing some of my
oh here's my wonderment or here's a
thing that i've been still considering
after having read this particular set of
scholarships so hopefully we can start
shifting that pendulum back to having
open conversations where we as a field
can actually say
oh i don't actually understand why you
said this or i don't understand
what this particular thing means but i
honestly think the only way that we can
do that is by continuing to engage in
discussions with people we might
disagree with but after that rant i now
want to share some of my lingering
questions or thoughts
i do this after each one of the
unpacking scholarship episodes because i
wanted to share oh here are some of the
things that i'm still
thinking through after having read a
particular article
the first question that i'm still
continuing to think through is
what other abolitionist practices are
missing from this article that you might
recommend while the
recommendations in here are great what
else might you recommend this is from a
narrow subset of
cs educators who took the exploring
computer science professional
development so
there likely are some things that were
not mentioned that you might be engaging
in if you have some ideas of
abolitionist practices that you would
recommend i'd recommend sharing them
with others
either using like hashtags on the social
medias posting them in groups
or just engaging in conversations with
other cs educators that you know now
another question that i have is how
might these pedagogical practices inform
how you consider other demographic
categories besides race and ethnicity
alone so what i mean by this
is i think it's great to center
anti-racist
practices in the classroom but there's
an interview that's coming up that i'm
doing
with jesse rathgaber that talks about
anti-ableist practices
so you'll learn more about that in that
particular episode but ableism is the
idea that
it's a discrimination against somebody
with a disability so anti-ableist
practices
are practices that confront some of the
biases around disabilities and
disability culture so what are the
pedagogical practices that are similar
to
the practices discussed in this article
that might relate to
other demographic categories like gender
or disability
or socioeconomic status or primary
language
spoken at home etc now here's another
one of those questions that i'm going to
openly share out loud
and i hope it's not ever taken out of
context so just sharing a thought that i
have is
when is centering a demographic or
genetic characteristic a form of
axiological colonization
so axiological colonization by the way
it's the idea of colonizing a set of
values
so saying like if i am a colonizer i
will say
i value this thing and i expect you to
value it as well even if you don't i'm
going to
make you value this particular thing
whatever that may be
so as an example if i were a cs student
my gender identity is non-binary
which is within the trans community so
it's a marginalized group or at least
underrepresented
but even though i have that identity i
honestly don't think about it nearly as
much as other people do
because it's not as high a priority for
how i personally identify
as it is for other people in particular
cisgendered individuals who are
very well meaning one of the reasons why
i bring it up in the podcast is because
i'm trying to normalize it more
but it's honestly not something that i
think about i have to go out of my way
to
bring it up but again if i'm a cs
student and we focus on this particular
demographic category within a class is
that a form
of colonizing values axiological
colonization
by forcing a way of valuing upon
individuals so if i had to create
computer science projects around my
gender identity
even though that's not something that i
am really interested in doing
is that a form of axiological
colonization so i share this to say that
yes it's great to take into account
different pedagogies but we can't make
the assumption
that just because somebody identifies a
particular way that that is something
that they
want to focus on so while i totally
agree with
what the authors are mentioning in this
article i think it's great i think we
need to
engage in abolitionist practices we
can't assume just because somebody
identifies within a demographic that
it's something that they necessarily
want to explore
so while i might write publications and
do some presentations on transculture
and i'll mention it in the podcast i
don't necessarily want to create a cs
project around that i'd rather make one
around music or video games or whatever
but if an educator were to simply say
i had the option to do any of those then
cool that allows people to express
themselves how they want to rather than
forcing a particular topic
that kids are supposed to express
themselves on in cs education i hope
that makes sense
if not please let me know and i can
elaborate it on a future podcast all
right so those are three of my lingering
thoughts after this particular article
i do highly recommend reading it and i'm
curious what you think if you have a
topic
that you'd like to talk about on this
podcast that hasn't been discussed yet
please let me know i'm always interested
in getting some more scholars and
practitioners
on the podcast so press the contact me
button at jaredaler.com if you enjoyed
this particular episode please consider
sharing with another cs educator or
leaving a review on whatever podcast app
you're listening to this on stay tuned
next week for another podcast and until
then i hope you're all staying safe and
are having a wonderful week
Article
Ivey, A., RunningHawk Johnson, S., Skorodinsky, M., Snyder, J., & Goode, J. (2021). Abolitionist Computer Science Teaching: Moving from Access to Justice. Research in Equity and Sustained Participation in Computing (RESPECT), 1–4.
Abstract
“As high school computer science course offerings have expanded over the past decade, gaps in race and gender have remained. This study embraces the “All” in the “CS for All” movement by shifting beyond access and toward abolitionist computer science teaching. Using data from professional development observations and interviews, we lift the voices of BIPOC CS teachers and bring together tenets put forth by Love (2019) for abolitionist teaching along with how these tenets map onto the work occurring in CS classrooms. Our findings indicate the importance of BIPOC teacher representation in CS classrooms and ways abolitionist teaching tenets can inform educator’s efforts at moving beyond broadening participation and toward radical inclusion, educational freedom, and self-determination, for ALL.”
Author Keywords
Computer science teaching, social justice, abolitionist teaching, critical computer science pedagogies
My One Sentence Summary
This paper argues that the field of CS education can use abolitionist pedagogical practices to move from focusing on access to focusing on the full humanity of students.
Some Of My Lingering Questions/Thoughts
What other abolitionist practices are missing from this article that you might recommend?
How might these pedagogical practices inform how you consider other demographic categories besides race/ethnicity alone?
When is centering a demographic or genetic characteristic a form of axiological colonization?
Resources/Links Relevant to This Episode
Other podcast episodes that were mentioned or are relevant to this episode
Applications of Affinity Space Characteristics in [Computer Science] Education
In this episode I unpack my (2020) publication titled “Applications of affinity space characteristics in music education,” which has twelve characteristics of informal learning spaces that I will discuss in relation to computer science education.
Abolitionist Computer Science Teaching: Moving from Access to Justice
In this episode I unpack Ivey et al.’s (2021) publication titled “Abolitionist computer science teaching: Moving from access to justice,” which argues that the field of CS education can use abolitionist pedagogical practices to move from focusing on access to focusing on the full humanity of students.
In this episode I unpack Yadav and Heath’s (2022) publication titled “Breaking the code: Confronting racism in computer science through community criticality, and citizenship,” which articulates some biases in CS curricular design and pedagogy, then provides three suggestions for teaching CS as an agenda for social reconstruction.
Culturally Responsive School Leadership: A Synthesis of Literature
In this episode I unpack Khalifa, Gooden, and Davis’ (2016) publication titled “Culturally responsive school leadership: A synthesis of the literature,” which summarizes and synthesizes literature on culturally responsive school leadership as it relates to principals in urban schools.
Culturally Responsive-sustaining Computer Science Education: A Framework
In this episode I unpack the Kapor Center’s (2021) publication titled “Culturally responsive-sustaining computer science education: A framework,” which describes multiple courses of action for six core components of culturally responsive-sustaining CS education.
Decolonizing Education through SEL and PBL with Matinga Ragatz
In this interview with Matinga Ragatz, we discuss Matinga’s journey into education, creating environments where kids can learn through struggle, the importance of social and emotional learning (SEL), how schools promote individualism and exceptionalism, the intersections of project-based learning and SEL, decolonizing education, the importance of shared values in education, and so much more.
Depression, Suicide, and Computer Science Education
In honor of national suicide prevention week, in this week’s episode I read a paper I wrote on the topic of depression, suicide, and computer science education. This paper is formatted into the following sections: 1) A vignette on my own experiences coping with depression and suicide; 2) Statistics on depression and suicide as it relates to various populations computer science educators work with; 3) A vignette of a computer science educator helping a student through depression and suicidal thoughts; 4) Risk factors and warning signs; 5) Suggestions for providing support; 6) A vignette from a computer science educator's perspective on a student who committed suicide; and 7) Closing thoughts.
Education for Liberation with Martin Urbach
In this interview with Martin Urbach, we discuss the importance of intentionality in education, exploring the social/political/historical contexts that can be explored in an educational experience, student choice and agency in the design of a space or experience, how to fight oppressive systems in education from the inside, committing to continuing to learn and grow on a daily basis, and much more.
Eliminating Gender Bias in Computer Science Education Materials
In this episode I unpack Medel and Pournaghshband’s (2017) publication titled “Eliminating gender bias in computer science education materials,” which examines three examples of “how stereotypes about women can manifest themselves through class materials” (p. 411)
Exploring (Dis)Ability and Connecting with the Arts with Jesse Rathgeber
In this interview with Jesse Rathgeber, we discuss what educators should know about (dis)ability culture and research, person-first language vs identity-first language, suggestions for combating ableism through anti-ableist practices, how the arts and CS can come together and learn from each other (great for sharing with arts educators who might be interested in CS), and much more.
Exploring Computer Science with Joanna Goode
In this interview with Joanna Goode, we discuss corporate influence through neoliberal practices in CS education, reflecting on engaging all students in CS programs, considerations around equity and inclusion in CS education, layers of curriculum design and implementation, discussing and problematizing integration, influences of policy and administrative support (or the lack of) on CS education, Joanna’s experience with developing Exploring Computer Science, and much more.
How to Get Started with Computer Science Education
In this episode I provide a framework for how districts and educators can get started with computer science education for free.
Rather than listen to this week’s planned unpacking scholarship episode, please take the time to learn from the anti-racism resources in the show notes, then share and respectfully discuss them with others.
Intersections of Cultural Capital with Kimberly Scott
In this interview with Kimberly Scott, we discuss some of the problems with discourse around grit, students as techno-social change agents, teaching with culturally responsive approaches in communities that are hostile toward culturally responsive pedagogies, unpacking discourse and Discourse, considering both present and future identities when teaching, potential disconnects between theory and practice with intersectional work, comforting the disturbed and disturbing the comforted, and so much more.
Nicki Washington is Unapologetically Dope
In this interview with Nicki Washington, we discuss the importance of cultural competency, expanding beyond “diversity” by focusing on creating inclusive and equitable environments, learning from people and scholarship outside of the field, lessons learned working with CS educators across the country, lessons learned while teaching during a pandemic, focusing on the humanity in computer science education, and much more.
Racial Justice Amidst the Dangers of Computing Creep: A Dialogue
In this episode I unpack Shah and Yadav’s (2023) publication titled “Racial justice amidst the dangers of computer creep: A dialogue,” which presents a dialogue that problematizes issues around racial justice in computing education.
In this episode I unpack Kallia and Cutts’ (2021) publication titled “Re-examining inequalities in computer science participation from a Bourdieusian sociological perspective,” which uses Bourdieu’s discussions of capital, habitus, and field to analyze 147 publications on CS interventions.
Rhizomatic Learning with Catherine Bornhorst, Jon Stapleton, and Katie Henry
In this panel discussion with Catherine Bornhorst, Jon Stapleton, and Katie Henry, we discuss what rhizomatic learning is and looks like in formalized educational spaces, affordances and constraints of rhizomatic learning, how to support individual students within a group setting, standards and rhizomatic learning, why few people know and use rhizomatic learning approaches, how to advocate for and learn more about rhizomatic learning, and much more.
The Computer Science Teacher Landscape: Results of a Nationwide Teacher Survey
In this episode I unpack Koshy, Martin, Hinton, Scott, Twarek, and Davis’ (2021) publication titled “The Computer Science Teacher Landscape: Results of a Nationwide Teacher Survey,” which provides recommendations for the field based on a summary of findings on teacher demographics, current challenges for CS educators, and the state of cultural relevance in CS education.
Toward a Theory of Culturally Relevant Pedagogy
In this episode I unpack Ladson-Billings’ (1995) seminal publication titled “Toward a theory of culturally relevant pedagogy,” which influenced much of the discourse around culturally relevant pedagogy in computer science education.
In this episode I unpack Coppola’s (2021) publication titled “What if Freire had Facebook? A critical interrogation of social media woke culture among privileged voices in music education discourse,” which summarizes Paulo Freire’s works and hypothesizes how Freire may have responded to some forms of woke culture.
When Twice as Good Isn't Enough: The Case for Cultural Competence in Computing
In this episode I unpack Washington's (2020) paper titled "When twice as good isn't enough: The case for cultural competence in computing," which explores the five elements and six stages of cultural competence in relation to undergraduate computing programs.
Find other CS educators and resources by using the #CSK8 hashtag on Twitter
Free CS Resources I Have Created
More Content
