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1. Broadening participation in computing: Promoting affective and cognitive learning in informal spaces

   Yang, H.; Codding, D.; & Pollock, L. (January 2021, TechTrends)

   null (Ed.)

   In this work we examine youth learning in an informal computing program implemented through a library-university partnership. In particular, we introduce and illustrate a culturally responsive computing framework which served as a foundation for the design of the program. Subsequently, we examine youth collaboration as well as affective and cognitive learning outcomes. Data were collected from university program facilitators and 30 youth over one semester. Data were collected through observations, lesson plans, computational artifacts and interviews with two case study youth. Results indicated that youth formed a variety of learning communities during the collaborative development of computing artifacts. Frequent participants were found to work with a greater number of peers compared to less frequent participants. Results from case study participants also indicated improvements in their computational competencies. Findings from this work have implications for the design of informal learning environments that help broaden participation in computing. 

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2. A Multiyear Investigation of Student Computational Thinking Concepts, Practices, and Perspectives in an After-School Computing Program

   https://doi.org/10.1177/0735633120905605  

   Mouza, Chrystalla; Pan, Yi-Cheng; Yang, Hui; Pollock, Lori (September 2020, Journal of Educational Computing Research)

   In this work, we examine whether repeated participation in an after-school computing program influenced student learning of computational thinking concepts, practices, and perspectives. We also examine gender differences in learning outcomes. The program was developed through a school–university partnership. Data were collected from 138 students over a 2.5-year period. Data sources included pre–post content assessments of computational concepts related to programming in addition to computational artifacts and interviews with a purposeful sample of 12 participants. Quantitative data were analyzed using statistical methods to identify gains in pre- and post-learning of computational thinking concepts and examine potential gender differences. Interview data were analyzed qualitatively. Results indicated that students made significant gains in their learning of computational thinking concepts and that gains persisted over time. Results also revealed differences in learning of computational thinking concepts among boys and girls both at the beginning and end of the program. Finally, results from student interviews provided insights into the development of computational thinking practices and perspectives over time. Results have implications for the design of after-school computing programs that help broaden participation in computing. 

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3. Designing diverse informal learning environments to support computational thinking

   Yang, H.; Codding, D.; Mouza, C.; Pollock, L. (January 2019, American Educational Research Association)

   This work examines the design of computer science informal learning programs in two public libraries offered through a university-library partnership. Specifically, the work focuses on dilemmas encountered by program facilitators when designing informal environments that focus on engaging culturally diverse youth with CT concepts. We analyzed over 40 reflection journals from program facilitators, illustrating content selection, pedagogical decisions, and the application of culturally relevant frameworks related to the design of the computing environment. Findings of this study provided insights related to the design, implementation and outcomes of informal computing programs for youth from diverse backgrounds. 

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4. Exploring Diverse Youth’s Computational Literacy and Learning Through Interdisciplinary, Multimodal and IoT Computing and Game Making Out-of-School Learning Activities

   https://doi.org/10.1109/ICETC66579.2025.11387041  

   Richard, Gabriela T; Xu, Yanping; Faimon, Lillyanna; Weible, Jennifer L; Zimmerman, Heather Toomey (September 2025, IEEE)

   This paper reports on preliminary findings from a design-based research project that includes a collaborative research-practice partnership that builds on prior efforts to understand and support youth’s STEM engagement, curiosity, and computational thinking through learner-centered, interdisciplinary computing and engineering activities. Primary participants (n=49) were secondary school-aged youth (aged 14-18) with little to no prior computer science and engineering educational experience, who participated in Upward Bound, a federal program for youth from low-income families, where they would be the first to attend college. Youth participants engaged in 1-week summer workshops centered on interdisciplinary computational science and engineering education as part of summer Upward Bound STEM enrichment activities in two different states (one in the Midwest and one in the mid-Atlantic). We measured changes in their computational thinking qualitatively, utilizing interaction analysis of video data captured during the workshop and a validated quantitative measure that holistically captures several aspects of CT self-efficacy (e.g., collaborating, abstracting, developing computational artifacts). Findings include quantitative changes in different aspects of their computational thinking attitudes and perspectives, and a qualitative case study that helps illustrate how and why certain aspects of CT may have been more statistically significant for the diverse rural and urban youth participants. We discuss the trends and complexities in the findings, as well as ongoing efforts to improve outcomes in related research and practice. 

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5. Computing for communities: Designing culturally responsive informal learning environments for broadening participation in computing

   https://doi.org/10.51869/104/dch  

   Codding, D.; Yang, H.; Mouza, C.; Pollock, L. (January 2021, The Journal of applied instructional design)

   Despite increased attention on promoting access to computer science among all students, female and racially minoritized youth continue to be underrepresented in STEM, often lacking opportunities for computer science due to under-resourced schools and a lack of teacher preparation. As a result, K-12 schools are unable to fulfill the goal of expanding access and broadening participation in computing alone. In this paper, we examine how our university-library partnerships can provide access to computer science instruction while attending to issues of social justice through culturally responsive informal learning design. Findings provide insights related to the design, implementation, and outcomes of informal computing clubs for youth from diverse backgrounds. 

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