In an increasingly digital world, understanding the technology that powers our daily lives has become not just a valuable skill, but a fundamental human right. Yet, access to computer science education is the United States is scarce and inequitably distributed:
-- Only 40% of U.S. high schools offer computer science. 
-- Only 33% of computer science teachers have a degree in computer science. 
-- Poor and minority students are taught by a disproportionately low percentage of the most qualified teachers in their state. 
To this day, the vast majority of American students still do not have access to a single high quality computer science class at any time during their schooling. Would we accept these conditions for other fundamental subjects like algebra or biology?
The goal of this EPICS project is to support local elementary, middle, and high school students and teachers. Participation in this course consists primarily of regular weekly visit, in a team of 2-3, to a local partner school to serve as a teachers' aide in a computer science or STEM classroom. Weekly transportation is provided via Uber and paid for by this program.
Enrollment in this course is strictly limited to 10 students per semester. For more information, please contact Dr. Leyzberg, email@example.com.
 Google Inc. & Gallup Inc. (2016). Trends in the State of Computer Science in U.S. K-12 Schools. Retrieved from http://goo.gl/j291E0.
 Century, J., Lach, M., King, H., Rand, S., Heppner, C., Franke, B., & Westrick, J. (2013). Building an Operating System for Computer Science. Chicago, IL: CEMSE, University of Chicago with UEI, University of Chicago. Retrieved from http://outlier.uchicago.edu/computerscience/OS4CS/.
 Peske, H.G. and Haycock, K. (2006). Teaching Inequality: How Poor and Minority Students Are Shortchanged on Teacher Quality: A Report and Recommendations by the Education Trust. Education Trust.