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The ability to understand how software work is becoming increasingly relevant and calls have been made to help students further develop their computational thinking skills. However, research has shown that learning to program is a challenging task, particularly for non-computer science majors. Seeking to address these issues, this research asks the question:“how can we design a course curriculum to teach the fundamentals of programming to IS undergraduate students?” We draw from pedagogical theory and literature on distributed leadership to design a course that aims at helping IS students learn the fundamentals of programming and leverage digital artifacts–Python, Jupyter Notebook, and GitHub to enhance students’ awareness of programming as a collaborative and social endeavor. We contribute to the literature on teaching non-programmers to program and offers digital artifacts as a means to transform what has traditionally been perceived by students as a challenging activity into a positive learning experience.