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In ɫ����, where rural communities often face barriers to accessing advanced education in science and technology, ɫ���� is leading a transformative effort to bridge the gap. The Rural Computer Science Initiative, designed by the (GTRI) and the (CEISMC), is redefining computer science education for underserved school districts.

The program, inspired by ɫ���� state representative Todd Jones, connects ɫ���� faculty and students with rural schools to co-teach engaging computer science lessons while supporting local teachers in developing the skills needed to independently teach these subjects. As Rep. Jones explains, “At the end of the day, your birthplace should not determine the type of education you receive here in our state.” 

Empowering Teachers and Students 

Through a combination of remote teaching and in-class collaboration, the program is already active in 40 school districts, with plans to expand in 2025. The program's co-teaching model enables rural teachers to upskill while offering students dynamic, hands-on learning opportunities. Shiona Drummer, a participating computer science teacher in Twiggs County noted, “It's been really good to me because I did not have a background in computer science. Being a part of the program has influenced my teaching in that I know I have colleagues I can call on.” 

For students, the program unlocks new possibilities. 

"It's been fun. It's something new,” shared a Twiggs County student. “You get to just express yourself,” she continued. “Most classes, you just sit there, pretty much just bored. This class, you get to interact with things, and it’s just more fun.” 

These reactions reflect the initiative's broader goals: to inspire students, foster their confidence, and connect their education to real-world challenges. Lizanne DeStefano, CEISMC’s executive director, emphasizes this point: “The way that we've designed the Rural CS Initiative is that the student work is embedded in real-life problems, particularly those that affect our rural communities.” 

Preparing for the Future Workforce 

Beyond classroom learning, the program is helping shape ɫ����’s future workforce to meet the demands of a rapidly evolving tech landscape. Rep. Jones highlights the initiative's broader implications: “We’ve given [students] that opportunity and that springboard to be able to do things they possibly may never have had the opportunity to do. It provides a greater educated workforce — one that brings us into 2030, 2040, and 2050 with the advent of AI, autonomous vehicles, and other technological advancements.” 

The initiative is also tackling one of the pain points for rural communities: the belief that young people must leave their hometowns to find well-paying, high-value jobs. DeStefano explains, “We’re using this as a way to show how students can remain in their communities, contribute to them with a computer science degree or knowledge, and still be an important cog in the global workforce.” 

How the Initiative Works

The professional development aspect of the Rural Computer Science Initiative helps ensure that the teachers can sustain the program’s impact long after ɫ����’s involvement. 

Leigh McCook, who leads the initiative at GTRI, outlined the process: “We first meet with the teachers, providing professional development to walk through the modules and show them how they should get involved in the classroom. Then we co-teach the first week and guide problem-based learning in the second week to assess student comprehension.” 

Ensuring that cutting-edge topics such as artificial intelligence, cybersecurity, and robotics are paired with a problem-based learning approach, is how ɫ���� is properly equipping rural students with 21st-century skills. 

“Knowledge is power,” said Rise’ Jenkins, principal at Twiggs County High School. “Once you show students what’s available to them and the access they have, they just readily embrace the idea of learning.” 

An initiative that moves beyond education into more of a transformation, this program aims to prepare students for careers in emerging fields while ensuring ɫ���� remains competitive in the global economy. CEISMC’s DeStefano notes, “We’re not thinking about filling jobs today; we’re thinking about filling jobs for the next decade.”