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FACT: Femineer® Active Learning with Computational Thinking

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Conference

2021 CoNECD

Location

Virtual - 1pm to 5pm Eastern Time Each Day

Publication Date

January 24, 2021

Start Date

January 24, 2021

End Date

January 28, 2021

Conference Session

CoNECD Session : Day 2 Slot 4 Technical Session 1

Tagged Topics

Diversity and CoNECD Paper Submissions

Page Count

23

Permanent URL

https://peer.asee.org/36089

Download Count

9

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Paper Authors

biography

Kristina Rigden California State Polytechnic University, Pomona Orcid 16x16 orcid.org/0000-0002-1974-4734

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Dr. Rigden is the Director of Outreach Programs and the Women in Engineering Program for the College of Engineering at Cal Poly Pomona. In her position, she secures funding and provides several different outreach programming events to engage K-12 female students to pursue STEM majors and/or careers. Dr. Rigden’s research focus is the STEM pipeline from K-12 to college and career for underrepresented minorities. Her teaching and scholarship are grounded in the conceptual framework of culturally responsive pedagogy and andragogy for teaching diverse populations of students in virtual learning environments. Dr. Rigden earned her Doctor of Education in Educational Leadership with a concentration in Teacher Education in Multicultural Societies from the University of Southern California.

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Abstract

The Cal Poly Pomona College of Engineering Femineer® Program is a unique and innovative program devoted to inspiring and empowering K-12 female students to pursue STEM majors and careers. Created in 2013, the program enhances the College of Engineering’s commitment to support underserved populations by recruiting and graduating increased numbers of historically underrepresented students. This mixed method study determined what factors are involved in identifying STEM-confidence in a female-only classroom environment in a middle school, and if students developed algorithmic reasoning or computational thinking interacting with the new Innovative Coding curriculum. The results from this study showed that Femineer® students regulated their own learning by working together and individually to construct and code the Ardibot. This was achievable since the instructor and teachers provided clear instruction to the students about the Innovative Coding curriculum.

Rigden, K. (2021, January), FACT: Femineer® Active Learning with Computational Thinking Paper presented at 2021 CoNECD, Virtual - 1pm to 5pm Eastern Time Each Day . https://peer.asee.org/36089

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