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In this paper, we use an auto-ethnographic approach to describe first-hand the experiences and learnings from ideating, developing, and launching a book series enabling young learners, especially girls, to familiarize themselves with STEM. The primary authors are high school students and recent graduates, who are also founders of STEM initiatives for young learners. With the help of three engineering educators, they use their individual self-narratives to address the tripartite goals of this Innovation in Engineering Teaching Practices paper: 1) to share their story of why books for children developed by children are needed to promote STEM, 2) to delve deeper into learnings and accomplishments as they co-author the book series and reflect on how this work shaped their identities as storytellers and affected their interests in Engineering Education, and 3) to develop a deeper understanding of the broad question of how engineering-related interactions with peers helped develop their own commitment to the professions of engineering and education.
Bhaduri, S., & Mandala, K., & Dailey, Z., & Virguez, L., & Battel, K., & ERICKSON, L. (2022, August), How Writing a Book on Engineering helped Rewrite Our Interests in the Field - An AutoEthnography Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/40863
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