Tag Archives: CS Education

All of Google’s CS Education Programs and Tools in One Place

Posted by Chris Stephenson, Head of Computer Science Education Programs

(Cross-posted on the Google Research Blog)

Interest in computer science education is growing rapidly; even the President of the United States has spoken of the importance of giving every student an opportunity to learn computer science. Google has been a supportive partner in these efforts by developing high-quality learning programs, educational tools and resources to advance new approaches in computer science education. To make it easier for all students and educators to access this information, today we’re launching a CS EDU website that specifically outlines our initiatives in CS education.
The President’s call to action is grounded in economic realities coupled with a lack of access and ongoing system inequities. There is an increasing need for computer science skills in the workforce, with the Bureau of Labor Statistics estimating that there will be more than 1.3 million job openings in computer and mathematical occupations by 2022. The majority of these jobs will require at least a Bachelor’s degree in Computer Science or in Information Technology, yet the U.S. is only producing 16,000 CS undergraduates per year.

One of the reasons there are so few computer science graduates is that too few students have the opportunity to study computer science in high school. Google’s research shows that only 25% of U.S. schools currently offer CS with programming or coding, despite the fact that 91% of parents want their children to learn computer science. In addition, schools with higher percentages of students living in households below the poverty line are even less likely to offer rigorous computer science courses.

Increasing access to computer science for all learners requires tremendous commitment from a wide range of stakeholders, and we strive to be a strong supportive partner of these efforts. Our new CS EDU website shows all the ways Google is working to address the need for improved access to high quality computer science learning in formal and informal education. Some current programs you’ll find there include:
  • CS First: providing more than 360,000 middle school students with an opportunity to create technology through free computer science clubs
  • Exploring Computational Thinking: sharing more than 130 lesson plans aligned to international standards for students aged 8 to 18
  • igniteCS: offering support and mentoring to address the retention problem in diverse student populations at the undergraduate level in more than 40 universities and counting
  • Blockly and other programming tools powering Code.org’s Hour of Code (2 million users)
  • Google’s Made with Code: movement that inspires millions of girls to learn to code and to see it as a means to pursue their dream careers (more than 10 million unique visitors)
  • ...and many more!
Computer science education is a pathway to innovation, to creativity and to exciting career opportunities, and Google believes that all students deserve these opportunities. That is why we are committed to developing programs, resources, tools and community partnerships that make computer science engaging and accessible for all students. With the launch of our CS EDU website, all of these programs are at your fingertips.

Enrollments Explode! But diversity students are leaving…




Posted by Vinton G. Cerf, Vice President and Chief Internet Evangelist and Maggie Johnson, Director of Education and University Relations

(Cross-posted on Communications of the ACM)

Editor's note: This piece by Vint and Maggie was recently published on Communications of the ACM, and we wanted to share it here as well.





I want to return to a theme I have explored before: diversity in our discipline. To do this, I have enlisted the help of my colleague at Google, Maggie Johnson. We are both concerned the computer science community is still not benefiting from the diversity it could and should have. College students are more interested than ever in studying computer science (CS). There has been an unprecedented increase in enrollment in CS undergraduate programs over the past four years. Harvard University's introductory CS course—CS50—has recently claimed the spot as the most enrolled course on campus. An astounding 50% of Harvey Mudd's graduates received engineering degrees this year. The Taulbee Study is an annual survey of U.S. Ph.D.-granting institutions conducted by the Computing Research Association. Table 1 from the 2014 Taulbee report shows the increases CS departments are experiencing.

While the overall number of students in CS courses continues to increase, the number of women and underrepresented minority students who go on to complete undergraduate degrees is, on average, not growing at all. As noted in Table 2, recent findings show that while these students may begin a CS degree program, retaining them after their first year remains a serious issue.

Why is this important? The high-tech industry is putting enormous effort into diversifying its work force. First, there is a social justice aspect given the industry demand and the high salaries associated with that demand. Second, high-tech companies recognize if they are going to create truly accessible and broadly useful products and services, a diverse workforce will best create them. Third, with the advent of an increasing amount of software in virtually every appliance ranging from cars to clocks to say nothing of smartphones, we are going to need every bit of system design and programming talent we can find to avoid collapse into a morass of incompatible, uncooperative, and generally recalcitrant devices in our homes, offices, cars, and on or in our persons. Whether we like it or not, programmable devices are much more malleable than electromechanical ones, potentially less expensive to make, and, possibly, easier to update. The Internet of Things is upon us and we need all hands on deck to assure utility, reliability, safety, security, and privacy in an increasingly online world.

What can faculty do in their own departments? There are several simple interventions that can increase student retention in CS programs. Here are some examples:

  • Consider student interests when planning assignments.
  • Provide early and consistent feedback on assignments.
  • If you have teaching assistants, ensure they are aware of the best practices you follow.
  • Emphasize that intellectual capacity—like a muscle—increases with effort. (You are not born with the ability to program!)
  • Tell students about conferences and the benefits of attending conferences for targeted support groups.
  • Women and minority students often believe they are not performing well, even when their grades tell a different story. It is important to tell women and minority students they will succeed if they stay.
  • Be open and accessible to students. You may not know who needs a sounding board, but generally letting students know you are available can make it easier for them to ask for help or guidance.
  • Consider helping to form student chapters of ACM-W and IEEE. 
  • A list of constructive steps, created by NCWIT, is here.

Faculty can make a huge difference in retaining our diversity students. As leaders in the CS field, your actions and words have a profound impact. When we lose the interest of a significant part of our diverse society, we suffer irretrievably. We cannot even calculate the opportunities we may have lost for the CS discipline. The next potential scientific breakthrough or blockbuster business might have come from someone whose interest we failed to keep. Please join us in highlighting this important opportunity and sharing these and your own solutions with your faculty.

Register today for Google Code Jam 2016

Posted by Chelsea Lax, on behalf of the Google Code Jam Team


Google Code Jam 2016 is here, and we’re calling all coders from around the globe to put their skills to the test in multiple online rounds of intense, algorithmic puzzles.* The contest kicks off with the Online Qualification Round in just a few days on April 8 at 23:00 UTC, so register today!


Back for its 13th year, the competition will be bigger and better than ever with the return and expansion of the Distributed Code Jam track, which we introduced in 2015 to allow coders to solve problems in a distributed environment. Finalists will compete for the titles of both Code Jam and Distributed Code Jam Champion at the World Finals held at Google New York on August 5-6 (see the full schedule here).

We’re looking for all programmers - from returning champions to first-time competitors - who want to take a stab at practicing their programming skills in the contest arena to solve some of the most challenging problems out there. For those needing an introduction to Google Code Jam or simply a refresher, review the Quick-Start Guide, try your hand at past problems, and check out our new Tutorials section for an in-depth look into solving puzzles.

In case you need further convincing, registering for Code Jam gives you the chance to win grand prizes of $15,000 (Code Jam) or $5,000 (Distributed Code Jam), the esteemed World Champion titles, and/or a limited edition Code Jam T-shirt if you’re in the top-scoring 1000 contestants from Code Jam Round 2 or the top-scoring 500 contestants from Distributed Code Jam Round 1. Take a peek at the 2016 T-shirt design, which creatively depicts our World Finals location using 27 lines of code in 25 different languages written by 26 different 2015 Code Jammers.

To better understand the magic of Google Code Jam, watch highlights from last year’s World Finals in Seattle, or tune into the entire live streamed event. For more updates and to keep in touch, join our G+ community or follow along with us on Twitter.

We hope to see you in contest arena during the Online Qualification Round. Are you up for the challenge? Register today at g.co/codejam.

P.S. Don’t forget to share the Code Jam 2016 flyer with your friends, classmates and communities!

*Per the Terms and Conditions, you may participate in the Contest only if you are 13 years of age or older at the time of registration, but you must be 18 years of age or older at the time of registration to be eligible for the onsite final round; if not, you are only eligible to win a t-shirt.


#CSforAll: expanding computer science to all students

Posted by Mo Fong, Director K-12 Education Outreach

We believe it's important that all students have the opportunity to be creators—not just consumers—of technology. The study of computer science (CS) develops critical thinking skills, the kind that help solve complex problems and drive innovation, and opens doors for a variety of careers that integrate technology. That’s why we’re thrilled to be part of President Obama’s announcement this morning to expand CS to all students, especially those from underrepresented communities.

Today, alongside the President’s announcement, Google is committing to an additional investment of $23.5 million in 2016 to support K-12 CS education, with the aim to reach an additional 5 million students through our programs.

Our research shows that 9 in 10 parents want their child to learn CS but unfortunately schools face many barriers to offering CS in the classroom. Principals and superintendents say that they don’t have have enough time in the school day to have a dedicated CS class, and many schools aren’t able to find trained CS teachers. We applaud the White House, and the growing number of advocates, educators and companies across the country working to address these and other barriers.
We know we have to work together to overcome these challenges and we invite you to learn more about our programs and even more importantly, to join our efforts! Bring CS First to your school, encourage high school girls to try coding with Made with Code, or simply be part of the conversation about expanding access to CS in your community. Read more about some of our 2016 initiatives below that are part of today’s White House announcement, and roll up your sleeves, we’re right there with you!

  • CS First gives students ages 9-14 a chance to express themselves with code through projects focused on interest areas like sports, fashion, music, and more. No tech experience is needed to facilitate the program and materials are free. Over 250,000 students have experienced programming through CS First, and more are joining every day!
  • Made with Code inspires millions of girls to learn to code and to see computer science as a means to pursue their dream careers through introductory coding projects, profiles of women mentors using coding in diverse job paths, and a community of partners and nonprofits helping to sustain girls’ interest along their coding journey.
  • Google Summer of Code is a global online program offering student developers ages 18+ stipends & mentorship for open source coding projects. 
  • For computer science teachers, CS4HS is an annual program that improves the CS educational ecosystem by providing funding for the design and delivery of professional development. CS4HS supports teachers to learn and master new technical content and teach in more innovative and engaging ways.
  • We support non-profit organizations such as Code.org, through Google.org, Google Fiber, and our RISE Awards which are grants for organizations working to inspire the next generation of computer scientists, especially those that reach girls, underrepresented minorities, and students who face socio-economic barriers.
  • To dispel stereotypes, we’re working with Hollywood studios, writers and advocacy groups to showcase positive portrayals of girls, women, and underrepresented minorities in tech. 

Mindy Kaling at our kickoff Made with Code event in New York, June 2014
And while important work is getting done on the ground, we’re also helping to inform the field about the barriers to access CS education in our formal education system. Our computer science education research with Gallup helped us gain a deeper understanding of how administrators, teachers, parents and students perceive CS and the main challenges that high schools face in providing CS courses. This research will continue as a three year study so we can see how we are progressing over time. We’re excited that President Obama is elevating CS education as a vital, national issue and look forward to building on the momentum of #CS4All to bring CS learning opportunities to all students.

Google RISE Awards are Open: Inspire the Next Generation of Computer Scientists!

Posted by Nicky Rigg, RISE Awards Program Manager

“Everybody approaches problems in different ways and if you only have a certain type of computer scientist, then you are missing a whole part of the solution.” 
- Kevin Smith, Product Development Engineer, ELiTE Education

We need more students from diverse backgrounds to have access to computer science (CS) education so that they can be creators, not just consumers, of tomorrow’s technology. Yet we know that many students lack access to CS learning opportunities in school (in the US, for example, only 1-in-4 schools offers programming). One of the ways we’re working to address the lack of diversity in the tech industry and the lack of access to CS education is through the RISE Awards.

The RISE Awards are an annual grants program for nonprofit organizations that promote CS education opportunities with a specific emphasis on outreach to girls and underrepresented minorities. In 2015, 37 organizations from 17 countries received RISE Awards for projects ranging from programming clubs in Johannesburg to workshops on CS and music production in San Francisco.

Learning about CS promotes valuable problem solving skills that students can apply to any field of study. Unfortunately, many students have a negative perception of what CS is and who it’s for. By partnering with nonprofits that are providing students with access and exposure to CS, we hope to change this perception and encourage more students to pursue CS. We’ve been inspired by the creativity and passion we’ve seen from our past RISE awardees, and this year we’re excited to expand the reach of the RISE awards by opening two rounds of funding applications for nonprofit organizations.

The RISE Awards are now accepting applications through February 19, and more information on the application process is listed on our website. Visit g.co/csedu to learn more about Google’s other CS resources, including our CS teacher professional development awards, Computer Science for High School (CS4HS), which is also currently accepting applications for the 2016 year.

Sparking passion in computer science through undergraduate mentoring

Posted by Erin Mindell Cannon, Program Manager

For a number of years, I thought I would become a rabbi. I loved the idea of merging my interests in creative writing, philosophy and parsing texts with social engagement and counseling. But as an interracial Jewish woman, I struggled with how to pursue that path. It was painfully clear that I looked so different than others around me and it eventually became too difficult for me to ignore. I decided not to pursue rabbinical school, and I left the Jewish nonprofit world. When I thought about what made the rabbinate so appealing to me was, I realized that what I really wanted to do was help people.

Many people want to use their knowledge, skills, and interests to help others. With that in mind, this week, we are introducing a new opportunity called igniteCS.

The goal of igniteCS is twofold. First, we want to encourage undergraduate students who have an interest in computer science, diversity, and helping others to apply what they’re learning in the classroom through mentoring. We provide funding, resources, and support while student groups develop a program, find a faculty advisor, and take it into their local community. Here’s how it works:
The second goal for igniteCS is to provide a space or those undergraduate students who may be feeling discouraged on their own journeys to experience community, build confidence and create a mentoring program they can feel positive about. I can’t help but think that if I had a similar program to help me through my struggles as a person of color interested in rabbinical school, maybe I would have persevered.

We piloted igniteCS last spring with ten ACM-W chapters in the US and one in Puerto Rico. We received such positive feedback that we are now opening up the application process to groups of students in all US higher education schools, provided they have a faculty advisor and at least one student involved in a women in computer science student group.
igniteCS participants Haley Adams and Keely Hicks check out apps created by their mentees at Rhodes College
Applications are now open through January 22, 2016. Before applying, you can check out the eligibility requirements, guidelines and what to expect from the application on our website at g.co/igniteCS. You will also find a calendar for our Hangout On Air sessions to help you create a solid program, ask any questions you may have, and feel confident in applying. We are excited to help you help others, as you ignite passion for computer science in younger generations!

My coding journey

Posted by Hania Guiagoussou, Dublin High School, Dublin, California

Editor's note: Hania Guiagoussou is a junior attending Dublin High School in Dublin, California. Born in Montreal with parents from Chad, Hania is a tri-citizen Canadian / Chadian / American. Hania, when not coding, is also a long distance runner with Dublin High’s Track & Field team. She joins us today to share her perspective on how she became a coder. We celebrate CS Education so students like Hania can keep changing the world through apps like Hania’s WaterSaver.

What’s the first thing that comes into your mind when you hear the term “coding”? Is it “geek”, “weird”, “boring”, or “complex”? If you came up with anything similar, chances are you are just like me before I started programming. My dad is a computer engineer and was constantly trying to get me into coding. I was more interested in enhancing my talent in art and drawing. I resisted, and just like most people my age, thought coding was a complicated foreign language. Nothing seemed cool or fun about it.

All of my opinions about programming changed, however, once I attended a Java programming workshop for kids. I was skeptical and honestly wasn’t excited about going at first. Once I arrived we started playing around with an animation tool called Alice. After a few hours we were taught the basics of the tool, and were left alone to experiment and develop our own programs. I ended up getting hooked and spent hours creating my first animation. I was actually having fun and forgot that I was programming. I still felt like an artist, applying my imagination to a screen instead of paper. After the workshop I fell in love with coding and began to program animations for school projects and for fun.

Using my newly acquired coding skills, I went on to develop projects with social impact. My first project was WaterSaver, which opened doors to countless opportunities and even fame! WaterSaver is a Java-based system built on the Raspberry Pi platform that intelligently controls water sources. The project was inspired by California’s severe drought and Lake Chad’s progressive disappearance (my parents are originally from Chad). The idea came about when I noticed that despite the severe drought, many households in my neighborhood weren't controlling their water usage. To solve this problem I programmed a system that adapts to changes in weather and soil conditions, and that gives users the ability to monitor and control water sources from anywhere. After completing my project I realized that my coding skills were like superpowers that I could use to innovate, help others, and change the world!
Hania hard at work on her Rasberry Pi / Java-based WaterSaver project
I submitted WaterSaver to a Pan-African competition in Chad. There I competed against many highly skilled competitors a lot older than me. The experience was nerve-racking, but I believed in my project and knew that it had the potential to help others. I ended up winning 3rd place in Africa and 1st place in Chad. The prize was quite grand, $10,000 in my pocket! After the award ceremony, kids were running up and trying to take pictures with me; they were just amazed by what I had accomplished. I also had the media dying to schedule newspaper, radio, and TV interviews with me. Keep in mind that 24 hours prior, I was just an ordinary, unknown teen.

My favorite part of the experience was that I inspired so many children in Chad. During my trip I had the chance to sit down with other girls and exchange details of our everyday lives. I discovered that these girls were a lot like me -- they were connected to social media, watched TV, and went to school. The striking difference, however, is that many young girls in Chad (and in many other countries in Africa) are forced to get married before the age of 18 despite restriction regarding underage marriage in their countries. This fact shocked me and helped me realize how lucky American girls are to have the opportunity to finish school.

A year after my trip to Africa, I was given another amazing opportunity, a Keynote speech at Javaone for Kids. During my talk I had the chance to inspire hundreds of kids to pursue coding and follow their dreams. A week later I was selected among 9 million Java developers from around the world to become the youngest recipient of Oracle’s Duke’s Choice Award, which recognizes and honors outstanding innovation using Java technology. This award was not just a win for me, but for all teenage girls. I want other girls to see what I have accomplished and have the opportunity, and the will, to do the same.
Hania receiving the Oracle Duke's Choice Award (Hania is with her dad Mahamat and an Oracle rep)
I used to be a typical teenage girl who thought coding was boring and odd. I never really saw myself as programmer and just thought it wasn't for me. But little did I know that attending one workshop would completely change my perception. I came to realize that programming is like art: you use creativity, imagination, and critical thinking to create a functioning piece of code.

Women are highly underrepresented in the tech field. Statistics from The Huffington Post indicate that In 2013, just 26 percent of computing jobs in the U.S. were held by women. I don't have to check statistics to figure that out. At my school, every engineering class has an uneven male to female ratio. I remember one of my friends asking me “what class are you going to” and I responded “computer programming”. She cringed with a disgusted look!

My friend’s reaction opened my eyes. I see my old self in every single girl who believes that she isn’t smart enough, strong enough, or determined enough to engage in the tech field. That is why I have made it my mission to get young girls around the world to embrace and see the potential of programming, to discover their hidden talents, and to believe that all you need to code is the determination and passion to learn.

The movies you love are Made with Code

Posted by Kate Parker, Google's Made with Code initiative

Editor's note: Building on the last post about the importance of perceptions of CS—and computer scientists—in the media, here we're sharing more about the new initiative from Made with Code and Disney•Pixar to show the power of code this CSEdWeek. 

If you’ve seen Disney•Pixar’s latest hit Inside Out, a film about 11 year old Riley as she journeys through life with the help of her Emotions, you know it’s a movie with the power to capture students’ imaginations, engage their creativity and tap into their emotions.

This year, in celebration of Computer Science Education Week, Google’s Made with Code initiative is tapping into that spirit by teaming up with Disney•Pixar to launch a new Inside Out coding project—inspiring students to explore how computer programming plays a role in animated films like Inside Out.
The new coding project invites students to navigate Riley through three different movie scenes using a visual programming language, and introduces coding principles, such as sequencing, if / then statements and looping, along the way. After each completed level, students unlock scenes from the film, and when students need to try again, the lovable Emotions from Inside Out cheer on.
In addition, to help change perceptions of coding, the initiative also features profiles of the women who use computer science to bring Inside Out and Disney•Pixar animated films to life, including Danielle Feinberg who uses code to create the lighting for animated films, and Fran Kalal who uses programming to design and simulate characters’ outfits.

This project builds on Made with Code’s effort to engage more teen girls in computer science and to help them see coding as a means to pursue their dream careers. Since its launch in 2014, millions of teen girls have participated in introductory Made with Code projects, ranging from coding holiday trees outside of the White House to programming 3D printed wearables, and even making the lights and patterns of an LED dress that went down the runway of NY Fashion Week.

As students across the U.S. participate in this year’s Hour of Code we hope students and teachers alike will enjoy the new Disney•Pixar and Made with Code project online, as well as the supporting videos, this week and all year long

CS in media: we are what we see

Posted by Julie Ann Crommett, CS Education in Media Program Manager

Editor's note: Positive perceptions of Computer Scientists make CS Education more inclusive, accessible and identifiable to all students. If you’re ready to start your first Hour of Code during CSEdWeek 2015, check out Google’s High Seas and Inside Out introductory Hour of Code activities.

My TV hero growing up had red hair, wore awesome outfits, and taught science to a diverse group of students. You guessed it, she’s Ms. Frizzle aka The Frizz from PBS’s The Magic School Bus! Her mantra was “Take chances, make mistakes and get messy. It’s the only way you learn.” That mantra is particularly relevant in the world of technology and computer science (CS), and here at Google we are continually trying new, sometimes crazy ideas, and learning from our successes and from our failures. But, what if Ms. Frizzle had never existed?

Close your eyes. Think of your favorite TV show or movie. Is there a scientist, a hacker or, more specifically, a computer scientist in it? What do they look like? Chances are, they are male, white or Asian, wear glasses, and are portrayed as nerdy and anti-social. Based on analysis from the Geena Davis Institute (GDI), only 11% of family films, 19% of children’s shows and 22% of prime-time programs feature women and men equally in speaking parts. Combine these staggering statistics with an overall dearth of CS characters on-screen (see chart below), and it’s no wonder we all think of the same stereotypical image for a programmer.
Why is this a problem? As Google’s Women Who Choose CS--What Really Matters study and the recently published Google-Gallup report, Images of Computer Science: Perceptions Among Students, Parents and Educators in the U.S. found, perceptions of careers in computer science really matter. On-screen stereotypes of those who engage in CS persist as do students’, parents’, and educators’ personal perceptions leading to particularly girls and underrepresented boys not seeing themselves in the field- or in other words, if you can’t see it you can’t be it.

At Google we believe we have a role to play in bridging this gap, which is why we’ve assembled a team that is focused on making CS more appealing to a wider audience, by dispelling stereotypes and showcasing positive portrayals of underrepresented minorities in tech. We are working hand-in-hand with writers, producers, networks, studios, and our own YouTube team to create new and diverse storylines about the limitless creative opportunities computer science provides. This is an opportunity to lift back the curtain on tech and feature stories that all too often go untold.

We’ve partnered with writers and producers of a variety of shows, including ABC Family’s The Fosters, Disney Jr’s Miles from Tomorrowland, FOX’s Empire and HBO’s Silicon Valley to bring the voices of real-life diverse software engineers to the screen. We also premiered award-winning director Lesley Chilcott’s newest film, CodeGirl, on YouTube for free for five days garnering almost 1M views. Great partners like Geena Davis Institute, Paley Center for Media, Campus Movie Fest and others are raising awareness of these issues and helping to move the needle on diversity in Hollywood.

We’re excited to join YouTube Kids in celebrating Computer Science Education Week with a curated playlist (on the YouTube Kids app) of Google engineers’ favorite CS content, including a special piece celebrating Ada Lovelace’s 200th birthday (Today, Dec. 10th). We hope Ada will inspire budding programmers everywhere so over on YouTube Kids we’re bringing her story to life with a little help from Presley at Act Out Games and Inklings Creative. Who is Ada Lovelace, you might ask? Well, you’ll have to watch the short film to find out!
Celebrate Ada’s contributions to CS by sharing the short with friends and family and join us in changing the face of CS one image at a time.

Ideally, one day all students will have an inspiring role model that they can relate to and that encourages them to “take chances, make mistakes and get messy!” It really is the only way to learn.

Google Code-in: may the source be with you

Posted by Stephanie Taylor, Open Source Programs

(Cross-posted on the Open Source blog.)

Editor's note: We're celebrating Computer Science Education Week through December 13, and hope to inspire students to explore CS all year long. Code-in is a great opportunity for students to start on their 'second hour of code' and beyond.


For the sixth year running, teens from around the world now have the chance to learn and develop new CS skills by competing in Google Code-in (GCI). By working on real software projects—with help from mentors along the way—students just starting out with Computer Science can begin to investigate and discover the countless opportunities at their fingertips through code.


During the seven weeks of Google Code-in, pre-university students (ages 13-17) can browse hundreds of tasks created by 14 open source organizations. Students then get to choose the tasks they find most intriguing. A wide variety of skills and interests are required to make any software project work, so the tasks in Google Code-in are designed to reflect that diversity. Students can choose to work on projects across documentation, coding, training, research, quality assurance, user interface and outreach tasks.

The 14 organizations students can work with during the contest encompass many fields: health care for developing countries, learning activities for elementary students, desktop and portable computing, the encouragement of young women in computer science, game development, to operating systems used in satellites and robots.

Each task has at least one mentor assigned to it - not only to review the student’s work, but to help answer questions along the way. Each organization also offers beginner tasks that give students who are newer to open source development an easy and clear place to get started. Another goal of the contest is to encourage students to find a coding community that they enjoy working with and hopefully become an active contributor for years to come.

Over the last 5 years, over 2,200 students from 87 countries have successfully completed tasks by participating in Google Code-in. To celebrate CS Ed Week this year, please help us introduce even more young minds to open source software development through Google Code-in. To learn more about Google Code-in— including rules and FAQs—please visit the site and the Getting Started Guide.