CV

Computer science educator and curriculum architect. Nineteen years of classroom instruction, the last seven building CS pathways from the standards up. I design coherent programs rather than individual courses, and I verify them with tooling rather than by assertion.

Contact: nvedugator@gmail.com · LinkedIn · GitHub · ORCID 0009-0001-4704-3601

Education

PhD, Computer Science — National University · expected 2028 Design-based research on AI literacy pedagogy in secondary computer science. Committee formation June 2027.

EdS, Curriculum & Instruction (computer science emphasis) — University of Florida · 2025

MEd, Sport and Athletic Management — Northcentral University (now National University)

Experience

Computer Science Teacher — Dayton High School, Lyon County School District, NV · 2019–Present

• Own the design, rigor, and standards alignment of five CS pathways end to end: AP Computer Science Principles, Advanced CS I, Computer Engineering Technology, Digital Game Development, and Web Development & Design.
• Author all curriculum, formative and summative assessment, scoring materials, and teacher-facing documentation in-house. Technical instruction spans Python, JavaScript, C#, p5.js, and web fundamentals.
• Run formal audit-and-revision cycles against learning outcomes and external standards; conduct crosswalk analyses comparing commercial CS curricula to Nevada CTE standards, informing course sequencing and articulation decisions.
• Serve as the school’s primary CS pathway lead for CTE standards compliance, pathway documentation, and program reporting.
• Facilitate district-wide professional development in AI, data literacy, and educational technology; mentor colleagues on CS instruction; advise the FBLA chapter.
• Sole operator of the school’s credit-recovery program, taken over from a predecessor who ran it on unpaid weekends and renegotiated into a contracted in-day assignment reporting to the principal.

APEP Teacher (In-School Suspension) — Dayton High School, Lyon County School District, NV · 2014–2019

• Delivered targeted, data-informed academic intervention for at-risk students across subject areas.
• Built and maintained individualized instructional plans supporting student re-engagement and academic progress.

Earlier Classroom Assignments — Nevada public schools · 2002–2014

• Held full instructional responsibility in successive long-term assignments: special education (2002–2004), music and art (2004–2005), computers (2007–2008), alternative education (2009–2010), and middle and high school mathematics (2011–2012).
• Substitute instruction across grade levels and subject areas in the intervening years.

Selected Work

Standards Crosswalk Auditor — review infrastructure that checks whether instructional materials actually deliver the outcomes they claim. A Python pipeline parses day-level lesson plans, joins them against parsed AP CSP, CSTA, and Nevada CTE standards catalogs, and flags genuine coverage gaps while filtering scope mismatches, with a roll-up across all five pathways. Its first honest run told me a course I believed was 77% aligned was actually at 54%. I rebuilt all seventeen units around what it found.

NASEM Foundational Competencies Coverage Analysis — scored four course builds against the seven data-and-computing competencies named in the 2026 National Academies consensus study, reading the lesson files rather than the unit titles. Method and limits stated; ratings are analytic judgment, not a validated instrument.

Program-scale rebuilds — authored a complete replacement course covering all 51 Nevada Appendix A standards after a vendor curriculum stopped meeting them. Removed a third-party platform dependency across an entire 17-unit course and replaced it with p5.js, CodePen, and self-authored instruction. Re-paced an eight-unit course from block to daily scheduling, re-chunking every lesson sequence.

AI literacy progression — designed a four-phase classroom AI-literacy sequence (awareness, bounded practice, critical evaluation, synthesis) running through a full-year course.

Publications

“Distrust the Machine” — ACM Inroads. Submitted July 2026, under review.

Credentials & Service

• AP Computer Science Principles Reader, College Board · 2020–present. Annual scoring calibration and rubric application alongside practicing educators.
• Secondary instructor representative, Nevada Digital Game Development Standards Committee · 2019–2020. Cross-organizational state CTE standards development with postsecondary and industry participants.
• Nevada 7–12 Computer Science Teaching Credential; Nevada 5–9 Mathematics Teaching Credential. Licensed in Nevada since 2012.

Skills

Curriculum & instruction: curriculum architecture and backward design · standards alignment and crosswalk analysis · CTE program administration · project- and problem-based learning · assessment and rubric design · content review and approval processes · adult-learner PD facilitation · technical writing

Standards frameworks: AP CSP · CSTA · Nevada CTE / Appendix A · NASEM foundational competencies

Technical: Python · JavaScript · Java · C# · p5.js · HTML/CSS · SQL · Unity · VEX AIM · Git/GitHub Pages · agentic AI development · AI pipeline design and automated evaluation