About Lily Stice
Hi, I’m Lily— a computer science teacher in Provo, Utah. I teach a wide range of nine different courses in a year, from web development and Python to game development, creative coding, general computer programming, AP Computer Science A, and cybersecurity. My classroom is built around the belief that students learn best when they’re actively creating, so I design hands-on, project-based experiences where students build real things: games, websites, simulations, and interactive tech projects that help them see the purpose behind what they’re learning.
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I’m passionate about making computer science feel accessible and empowering for every student. I use clear standards and a mastery-focused approach so students know exactly what they’re working toward and can grow through feedback and revision. I also care deeply about student well-being and engagement, which is why I intentionally build routines and a supportive classroom culture that helps students stay motivated, connected, and confident.
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Outside of teaching, I’m constantly learning and building—whether that’s exploring new tools, developing creative curriculum resources, or working on tech and design projects of my own. I love blending creativity with STEM, and my goal is to help students leave my classroom with strong skills, curiosity, and the confidence to keep creating long after the course ends.
My Teaching Pedagogy
My teaching pedagogy is built around scaffolded learning and mastery—I believe students succeed when they first develop a strong foundation of knowledge, and then are given structured opportunities to practice until they reach mastery. In every class I teach, I break complex skills into clear, manageable steps and guide students through learning progressions that reduce overwhelm while still maintaining high expectations. I intentionally design my courses so students can build confidence early, understand the “why,” and then grow their skills through repetition, feedback, and refinement.
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I use mastery-based learning systems across my curriculum by emphasizing progress over perfection. Students are allowed and encouraged to revisit concepts, revise work, and demonstrate growth over time. I also align my teaching to learning taxonomies by moving students from basic understanding (remembering and explaining) into deeper thinking (applying, analyzing, and creating). In computer science, this often looks like: learning a concept, practicing it in small controlled tasks, applying it in a structured challenge, and then using it creatively in a project that demonstrates real understanding.
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At the center of my teaching is the belief that computer science should feel accessible, relevant, and empowering. I design learning experiences that are hands-on, student-centered, and grounded in real applications—helping students not only learn technical skills, but also build problem-solving abilities, independence, and confidence in their ability to learn hard things.
My teaching philosophy is built around making computer science feel meaningful, creative, and achievable for every student. I design learning experiences that are hands-on and project-based, where students learn by building—games, websites, simulations, robotics challenges, and real-world tech solutions—so they can see that coding isn’t just a subject, it’s a tool for creating. I use clear standards and standards-based grading to keep expectations transparent, and I structure assignments in a way that reduces overwhelm while still pushing students toward mastery through iteration, feedback, and chances to improve.
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I also believe students learn best when they feel motivated, supported, and mentally well. I intentionally build a classroom culture that emphasizes teamwork, communication, and belonging, and I use themes and gamified systems (like my Starfleet Academy approach) to boost engagement and confidence. My goal is for students to leave my classroom not only with stronger technical skills, but with the belief that they can learn hard things, collaborate well, and create work they’re proud of.
My Teaching Philosophy
Work Experience
I bring a mix of classroom leadership, curriculum design, and real-world tech experience. As a computer science teacher at a Title I charter school in Provo, I teach multiple courses (Python, web development, game development, creative coding, AP Computer Science A, and cybersecurity) and design structured, engaging learning systems that help students build real skills through projects, iteration, and mastery-based feedback. I build digital course content in Canvas, create standards-aligned assessments, and focus heavily on clarity, motivation, and student confidence.
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Outside of my full-time teaching role, I founded and ran Kids Who Code, a free program I led for four years at local elementary schools. I designed hands-on lessons that introduced young students to coding in a fun, accessible way and helped make computer science available to families who otherwise wouldn’t have had access.
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I also have professional experience as a web developer supporting real clients and maintaining production websites for a few months, as well as experience as a programmer for the MTC in Utah, where I worked in Ionic and shipped updates through a Git-based workflow. Across all roles, I’m known for creating organized, student-centered learning experiences, building polished digital resources, and turning complex topics into clear, engaging instruction.
Education
I am currently pursuing a master’s degree in Technology and Engineering Education at BYU (June 2026), with a thesis focused on how wellness routines and physical activity can support student engagement and learning in computer science classrooms. I earned my bachelor’s degree in Technology and Engineering Education from BYU in 2022. I I also hold a teaching license endorsed in Computer Science and Engineering, and I continue building my skills through ongoing professional development and certifications in technology and digital design tools.
My master’s coursework strengthened my instructional design and classroom practice by helping me build more engaging, student-centered learning experiences. Through training in video editing and online course design, I improved how I create clear, structured lessons and student-facing learning resources. Coursework in teaching and leadership helped me refine classroom systems, communication, and learning progression. I also studied the psychology of learning spaces, which directly influenced how I designed my classroom environment—leading to a space-themed room that supports focus, motivation, and a mission-driven learning culture.
