We attempted to address the challenge of effectively conveying the innovative literary device known as the Rashomon effect (tRe), using a digital tool. We opted for Augmented Reality (AR) in combination with MERGE cubes for this purpose. These cubes served as a practical medium for illustrating the complexities of tRe, a narrative technique renowned for its ability to offer multiple perspectives on a single event or storyline. This narrative device is known for its ability to create narrative uncertainty, withholding a clear and absolute truth, and instead exposing the readers to an assortment of interpretations. The Rashomon Augmented Reality Cube (RARc) was designed with two main goals in mind. Firstly, it was created to provide a vivid visual representation of the Rashomon effect. This not only makes storytelling engaging but also serves as a stepping stone for students to explore a variety of interpretations. Secondly, it was conceived as an educational tool for introducing students to key CT principles, such as abstraction, solution design, and computational innovations. By instilling these principles, students acquire problem-solving skills that are increasingly essential in our technology-driven world. This AR tool, known as the RARc, serves as a hands-on digital activity crafted for creative writers, with a particular focus on engaging female participants. It encourages them to unleash their creativity and explore the nuances of storytelling within an immersive and interactive learning experience. In this paper, we share development and implementation strategies that were utilized throughout the design of the RARc. The Rashomon Augmented Reality Cube (RARc) was designed with two main goals in mind. Firstly, it was created to provide a vivid visual representation of the Rashomon effect. This not only makes storytelling engaging but also serves as a stepping stone for students to explore a variety of interpretations. Secondly, it was conceived as an educational tool for introducing students to key CT principles, such as abstraction, solution design, and computational innovations. By instilling these principles, students acquire problem-solving skills that are increasingly essential in our technology-driven world. This AR tool, known as the RARc, serves as a hands-on digital activity crafted for creative writers, with a particular focus on engaging female participants. It encourages them to unleash their creativity and explore the nuances of storytelling within an immersive and interactive learning experience. In this paper, we share development and implementation strategies that were utilized throughout the design of the RARc.

In our modern society, technology has profoundly reshaped various aspects of our lives, influencing the way we work, communicate, and interact. This raises a fundamental question: Is the current K-12 education system adequately preparing students for success in this technology-driven era, where innovation and problem-solving skills are essential? A recent study investigated this inquiry. The goal was to integrate Computational Thinking (CT) into the domains of Creative Writing and Creative Media and measure its impacts. This poster describes the design and refinement of summer camp experiences in which predominantly Hispanic female students participated in hands-on CT-based learning to create their own creative stories and films. Educational outcomes were evident through increased student engagement, enhanced collaboration, and improved problem-solving skills, underscoring the intervention's advantages. Furthermore, the researchers gained transforming insights, recognizing the versatility of CT across domains. Camp participants experienced a shift in perspective, with a greater interest in vocations and domains connected to computing. We share lessons learned from these summer camps in the hopes that they will inform other researchers and practitioners who are interested in designing and deploying similar experiences. In summary, the study outlines a trajectory where students and educators skillfully navigate the complexities of contemporary paradigms

The New Mexico teaching workforce does not mirror the demographics of the student population. 60% of NM teachers are white, 34% are Hispanic, and only 3% are Native American, while 61% of NM students are Hispanic, 25% are white, and 11% are Native American, almost guaranteeing that students will not be taught by someone that shares their background and experiences. A potential remedy of this mismatch is for teachers to embrace culturally responsive pedagogy. The goal of this BoF session is to promote a collaborative conversation about mechanisms to expand the under- standing of culturally responsive pedagogy among K-12 computer science teachers and other relevant stakeholders.

This poster highlights a sociocultural analysis of a multifaceted K12 outreach program at New Mexico State University, a Hispanic Serving Institution that has had success recruiting local young women into the computer science department and beyond into the computing workforce. YWiC began in 2006 and has become a rich, extensive outreach program, reaching over 10,200 students across southern New Mexico. Over the years, YWiC has produced strong evaluation results related to computer science knowledge gains and computing interest (see Nesiba, et. Al 2015). The social scientists used Lave and Wenger's (1991) community of practice concept to analyze program design and implementation. Findings show four ways in which the program promotes individual agency, belonging to the local and global computing communities, and "positioning" (Davies and Harre, 1990) of young women as competent computer scientists. Specifically, YWiC: a) makes multiple pathways into computing education and computer science careers via intentional role modeling, b) provides common base knowledge through initial experiences and deep support from multiple role models, c) gives opportunities for young women to identify, and be identified by others as, competent in computing, and d) promotes belonging to a group of like-minded girls with multiple interests.