WIP: DEPICT for Out-of-School Time (DEPICT4OST): Guiding Undergraduates in the Development and Implementation of Computational-Infused Writing Activities

This innovative practice WIP paper describes how undergraduate students developed their curriculum development skills while designing an after-school program for learning computational thinking through writing. DEPICT (Discovering Computational Thinking through Creative Writing) is a pioneering project aimed at integrating computational thinking (CT) principles into high school (HS) creative writing (CW) classes. Developed by computer science (CS) undergraduate students, DEPICT for Out for School Time (DEPICT4OST) introduces a set of 16 innovative lessons designed to foster critical thinking, problem-solving, and algorithmic reasoning through the medium of CW. This WIP presents an exploration of the undergraduate experience in apprenticeship in the K12 outreach instructional space, crafting the DEPICT curriculum and the transformative journey of teaching others through the creation of engaging hands-on activities. Data was collected through pre- and post program surveys, classroom observations, and student work samples to assess the impact of the DEPICT program. The analysis involved comparing quantitative survey results, coding qualitative data from observations and students reflections, and evaluating changes in student work to determine the effectiveness of the program in achieving its educational goals. Drawing upon their expertise in CS and passion for creative expression, the undergraduate team embarked on the task of bridging the seemingly disparate domains of CT and CW. Through collaborative brainstorming sessions, iterative design processes, and pedagogical research, they developed a diverse range of lesson plans that seamlessly integrate computational concepts into writing prompts, narrative structures, and story-telling techniques. The practices of DEPICT4OST build upon a departmental emphasis on student ownership of outreach activity, which will be described in the paper. The paper explores the challenges of adapting complex computational concepts for HS students and aligning activities with educational standards. It also highlights the creative solutions the undergraduate team developed to make these abstract principles accessible and engaging through interactive writing exercises, group discussions, and multimedia presentations. Furthermore, the paper explores the pedagogical insights gained through the hands-on experience of teaching the DEPICT curriculum to HS students. The undergraduates reflect on their role as facilitators of learning, the impact of active learning techniques on student engagement, and the evolution of their teaching practices. By sharing anecdotes, student feedback, and reflections, the paper offers valuable insights into the effectiveness of infusing CT into CW education. In conclusion, DEPICT represents a pioneering initiative that harnesses the interactions between CT and creative expression to enrich HS education. The paper not only documents the development of the DEPICT curriculum but also underscores the transformative potential of collaborative, interdisciplinary approaches to education. Through the exploration of the under-graduate experience, it offers a roadmap for future endeavors seeking to innovate in the realm of STEAM education.