2025 ASEE Annual Conference & Exposition

UCLA developed the Exploring Computer Science (ECS) curriculum to increase participation of women and people of color in computer science, focusing on content comprehension, inquiry-based learning, and educational equity. Initially launched in Los Angeles, ECS expanded nationwide with NSF support. However, teachers in AnonTown encountered challenges in adapting the ECS curriculum, particularly Unit 3 on web development, due to virtual settings, rising truancy, and Chromebook limitations. Many teachers opted for web-based alternatives with automated coding activities, despite these being less effective for underrepresented students. These platforms lacked project submission and feedback features, increasing teacher workload.

In response, we developed the ECS Web Lab (ECS-WL), a Chromebook-compatible web tool
designed to facilitate HTML and CSS learning while preserving ECS's core principles: CS
comprehension, inquiry-based learning, and educational equity.

ECS-WL integrates features such as an in-browser code editor using CodeMirror, secure HTML sanitization with Dompurify, and real-time data management via Firebase. This tool enables students to write, test, and submit code directly through their browsers, eliminating the need for software installations and addressing logistical hurdles faced by educators.

To enhance ECS-WL's pedagogical effectiveness, we revised Unit 3 of the ECS curriculum. The modifications introduced culturally responsive assignments encouraging students to create web pages based on their interests and cultural backgrounds, promoting equity and engagement. For instance, students designed websites about their favorite restaurants or fictional businesses, allowing them to express their identities and cultures authentically. These adjustments clarified guidance, reduced ambiguity, and supported inquiry-based, student-driven projects.

During the 2023-2024 academic year, ECS-WL was piloted in five classrooms within the *PS
district, involving 242 students who created and submitted 755 unique web pages using 41
distinct HTML tags. Assessments of student submissions on the first two assignments revealed a wide array of topics reflecting personal interests and cultural diversity. Students created websites about local, chain, and fictional restaurants representing various ethnic cuisines, and a diverse selection of books and movies. The Linguistic Inquiry and Word Count (LIWC) tool showed that students added more personal content, authenticity, and references to their motivations and lifestyles compared to the starter code, indicating deeper engagement and incorporation of their experiences.

However, the pilot identified areas for improvement. Student engagement declined noticeably by Day 9, before the introduction of CSS on Day 10, suggesting the curriculum's length and structure may be overwhelming. Teachers noted ECS-WL's inability to customize the curriculum, manage multiple classes, or facilitate group work. Presenting the entire 25-day curriculum at once was daunting, and the absence of features like a class overview menu and language translation options limited the tool's accessibility and usability.

In response, we have implemented several enhancements to ECS-WL. Teachers can now edit
daily instructions for classroom customization. A system to hide completed and future days has made the curriculum more flexible, allowing length adjustments. Features to distinguish between different ECS classes taught by the same teacher and to group students for collaborative learning have improved classroom management. An overview menu offers a comprehensive view of student progress. Additionally, a personal workspace enables students to apply daily concepts to their projects, fostering creativity. We will collect teacher feedback through surveys on engagement, usability, curriculum adaptability, and student outcomes. Student progress will be tracked through metrics like assignment completion rates and evaluations of submitted work. This feedback will guide ongoing refinements to ECS-WL and the curriculum.