Narratives of learning often implicitly rely on linear temporalities, such as understanding time through a clock or positioning learning as a trajectory. When designing technology-rich learning environments, we need attention to the multiple times and temporalities that exist. In this paper, we expand on a temporal vocabulary [27] to conceptualize how we may attend to and design for alternative temporalities for understanding learning in technology-rich learning environments. We conceptualize undiscoverable learning [39] as a generative orientation for configuring non-linear time(s). To develop this combination, we first describe a 3-year partnership for the design of technology-rich learning environments with a public library in the southwestern US through encounters and other-time. We then offer three original terms that help expand our understanding of temporality in design for learning: traces, stamps, and renderings. The implications of this work can be seen across the intersections of learning, HCI, and design.

In this Birds of a Feather (BoF) session, we aim to create and foster a safe and open environment that allows graduate students share experiences and issues with graduate studies in CSEd research. We invite genuine and honest conversations about the challenges facing rising academics and professionals in this area. We have three goals: (1) to foster a community of support among CSEd grad students from around the world, (2) to connect students with new opportunities and ways of thinking about CSEd, and (3) to cultivate mentorship among participants and send them off with potential collaborators, supporters, and advocates.

Norms and values in computing education are constantly changing as dominant narratives about the role of computing in society evolve over time. Within the current evolving landscape of computing education, researchers and practitioners have advocated for ensuring people from all backgrounds, and particularly women, non-binary, and Black, Indigenous, and Latinx people, are able to participate equitably within the field of computing. Yet, the values of computing educational experiences are narrowly framed within career outcomes, such as securing a career in computing, leaving many important experiences and ways of participating in the field out of the picture. To address this, we conducted reflective interviews with women who participated in broadening participation in computing (BPC) programs to understand their perceptions of computing and how it aligns (or not) with what they value about their experiences in computing learning environments. We investigate the following research questions: (1) How do women who participated in BPC programs describe their perceptions of computing? (2) How do those perceptions align or misalign with the program outcomes they valued? The findings from our study call attention to tensions arising from centering “computing careers” in BPC work and highlight the outcomes of participation valued by the women in our study, such as developing communities and relationships, gaining communication skills, and expanding perspectives on skills computer scientists should possess.

In this Birds of a Feather (BoF) session, we aim to create and foster a safe and open environment that allows participants to get feedback on research-in-progress and share experiences and issues with being a graduate student in CSEd research. We invite genuine and honest conversations about the challenges facing rising academics and professionals in this area. We have three goals: (1) to foster a community of support among CSEd grad students from around the world, (2) to connect students with new opportunities and ways of thinking about CSEd, and (3) to cultivate mentorship among participants to send them off with potential collaborators, supporters and advocates.

There are many different contexts for teaching computing/STEM, so it important that youth are able to participate in the learning environments, as well as their design. As more computing education programs are created, we need to bring youth and their communities into the fold of determining how the learning environment can serve them. This study seeks to explore ways for youth and their families to share how computing/STEM affects their community, then how to design an informal learning program with them. To do this, I propose using a photovoice project to invite youth and their families to show how STEM/computing affects their lives. The outcome of this research will help inform the design of informal computing education programs towards being more inclusive of learners whose identities are underrepresented in computing.

In this Birds of a Feather (BoF) session, we aim to create and foster a safe and open environment that allows participants to get feedback on research-in-progress and share experiences and issues with being a graduate student in CSEd research. We invite genuine and honest conversations about the challenges facing rising academics and professionals in this area. We have three goals: (1) to foster a community of support among CSEd grad students, (2) to connect students with new opportunities and ways of thinking about CSEd, and (3) to cultivate mentorship among participants to send them off with potential collaborators, supporters and advocates.

Efforts expanding computing for all continue in earnest across the U.S.. Many are short-term in nature; while it is generally known that short-term engagement in computing before college does not necessarily result in students going into computing majors or careers, there may be other outcomes from these programs that may be equally important or meaningful but currently missed. To examine this, I draw from the theoretical framework of figured worlds to see what former participants perspectives on computing are and how short-term computing education programs affect their participation in computing.