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Inclusive Models for Computer Science & Game Design Education

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Pennsylvania Convention Center, 113C

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Presenters

Grace Collins

CEO

Snowbright Studio
@SBrightStudio
@snowbrightstudio

Grace is the Founder/CEO of Snowbright Studio, an LGBTBE certified game studio located in Cleveland, Ohio. They previously led games and education policy at the US Department of Education and later coordinated federal game policy across the executive branch. Prior to serving at the Department, Graceimanaged and developed educational game projects at the Smithsonian Institution. Grace has taught computer science and game design at multiple levels and was profiled by the Associated Press for founding the first esports team in the nation at an all-girls’ high school.

Ciara Hamagishi

Senior Partnerships Manager, Education

Unity Technologies
@ciarakiyoko

Ciara is the Senior Partnerships Manager, Education for Unity. Her focus is on secondary/post secondary education and workforce development opportunities to create equitable access for a diverse pool of future real-time 3D creators. She works with schools globally to provide grants, create programs or incorporate Unity technology into the classroom. Ciara has over a decade of experience in education. Her expertise is in partnerships, marketing and admissions/recruitment.

Ryan Oet

Student

Swarthmore College

Ryan Oet is a rising senior at Swarthmore College, majoring in computer science and minoring in psychology. He is passionate about the intersection of education and games, LGBTQ+ activism, and diversity in video games. Ryan has worked in a variety of roles at Snowbright Studio, including as a game design fellow, community engagement coordinator, and scene writer.

Jeremy Shorr

Educational Consultant

Jeremy Shorr Educational Consulting
@JeremyShorr
@JeremyShorr

Jeremy Shorr is an education and STEM consultant and futurist who is passionate about innovating the instructional experience for learners of all ages. Jeremy has been recognized as one of NSBA's “20 to Watch”, the Ohio Technology Administrator of the Year, the Ohio Educational Leader Innovator, one of the Center for Digital Education’s “Top 30 Technologists, Transformers and Trailblazers”, and ISTE’s Making It Happen award. Jeremy is a Certified Educational Technology Leader, a Google Certified Innovator, an Apple Distinguished Educator (ADE), a Raspberry Pi Certified Educator, and received his MBA in Executive Leadership.

Session description

How can we enhance STEM and computer science K12 programs to create a pathway for greater diversity and representation through game development? Presenters will discuss the ways educators can tap into tools and practices that support LGBTQ+ students and those from underrepresented-in-tech genders.

Purpose & objective

The purpose of this session is to inspire ISTE educators to connect with each other on inclusive models for computer science education and to learn from other models existing in the field. The session will provide examples of how game development studies and other strategies can be used as a platform to invite students of all backgrounds to find their confidence and joy in STEM. Grace Collins, of Snowbright Studio, Ed Kim from the Mastery School of Hawken high school, Jeremy Shorr of TIES, and Ciara Hamagishi of Unity Technologies will discuss ways that educators can tap into fun and inviting tools and practices that support students from traditionally underrepresented backgrounds, including LGBTQ+ and gender diverse students.

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Outline

A. Welcome and introduction to Inclusive Models for Computer Science & Game Design Education (5 mins)
-Ciara Hamagishi, moderator, introduces the session focus and objectives
-Introduce self and speakers, Grace Collins of Snowbright Studio, Ed Kim from the Mastery School of Hawken, and Jeremy Shorr from TIES

B. Context for the discussion – the landscape for game development and STEM careers (5 mins)
-How games careers are growing and games devs earn good incomes (landscape of games jobs)
-Why STEM fields are important for students to explore (jobs stats, economic mobility stats, tech skills gaps and the growing talent shortage)
-How games development studies engage learners in STEM fields, often serving as the launchpad to other tech learning and further creative expression

C. Gender and LGBTQ+ underrepresentation in game development workforce and in STEM fields (10 mins)
-How games development learning yields transferable tech and 21st century skills
-How women and LGBTQ+ creators are underrepresented in the games development field AND in STEM fields in general.
-How we can address this problem by delivering inclusive games development learning opportunities for students, starting in secondary education.

D. Engaging underserved students in interdisciplinary learning to support STEM education (20 mins)
-How can interdisciplinary learning connect with computer science education and game-based education?
-How do students’ identities affect learning contexts and environments
-Case study: interdisciplinary educator
-Case study: district and school models in Title I schools

E. How educators here at ISTE can create more inclusive learning models (10 mins)
-Share out via mobile collaboration site
-Best practices to take back to their classrooms (include links to resources doc)
-How to access other free resources

F.Q&A (10 mins)

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Supporting research

Bowling, Jessamyn, et al. "'It just feels right': Perceptions of the effects of community connectedness among trans individuals." PLoS ONE, vol. 15, no. 10, 2020, p. e0240295. Gale Academic OneFile, https://link.gale.com/apps/doc/A637508302/AONE?u=j043905010&sid=AONE&xid=c04c5a73. Accessed 7 Oct. 2020.

Gillig, Traci K., and Sheila T. Murphy. "Fostering support for LGBTQ Youth? The effects of a gay adolescent media portrayal on young viewers." International journal of communication [Online], 2016, p. 3828+. Gale Academic OneFile, https://link.gale.com/apps/doc/A491909946/AONE?u=j043905010&sid=AONE&xid=2727f735. Accessed 7 Oct. 2020.

Khan, Mudasar, et al. "CHALLENGES FACING LGBTQ YOUTH." Georgetown Journal of Gender and the Law, vol. 18, no. 3, 2017, p. 475+. Gale Academic OneFile, https://link.gale.com/apps/doc/A528328738/AONE?u=j043905010&sid=AONE&xid=196f9593. Accessed 7 Oct. 2020.

Proctor, Sherrie L. "Intersectionality as a Prism for Situating Social Justice at the Intersection of Marginalization and Discrimination." Communique, vol. 49, no. 1, Sept. 2020, p. 1+. Gale Academic OneFile, https://link.gale.com/apps/doc/A635067586/AONE?u=j043905010&sid=AONE&xid=6bd6dfe6. Accessed 7 Oct. 2020.

Pronouns, EduPrideAlliance. "Edupridealliance - Pronouns". Edupridealliance.Org, 2020, https://www.edupridealliance.org/twitter-chats/pronouns. Accessed 7 Oct 2020.

Terminology, EduPrideAlliance. "Edupridealliance - Terminology". Edupridealliance.Org, 2020, https://www.edupridealliance.org/twitter-chats/terminology. Accessed 7 Oct 2020.

Wallace, Emma. "The School Library as Sanctuary Supporting Students' Social and Emotional Wellbeing." School Librarian, vol. 68, no. 3, Autumn 2020, p. 131+. Gale Academic OneFile, https://link.gale.com/apps/doc/A635159366/AONE?u=j043905010&sid=AONE&xid=cd1626e8. Accessed 7 Oct. 2020.

https://www.psychologytoday.com/us/blog/all-things-lgbtq/201711/why-visibility-matters

https://www.bcg.com/publications/2020/inclusive-cultures-must-follow-new-lgbtq-workforce

https://decaturian.com/views/2019/10/07/why-lgbtq-representation-matters-going-beyond-the-token-gay-friend/

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Session specifications

Topic:

Computer science & computational thinking

Grade level:

PK-12

Skill level:

Beginner

Audience:

Curriculum/district specialists, Principals/head teachers, Teachers

Attendee devices:

Devices useful

Attendee device specification:

Smartphone: Android

Subject area:

Computer science, STEM/STEAM

ISTE Standards:

For Coaches:
Change Agent

Facilitate equitable use of digital learning tools and content that meet the needs of each learner.

For Educators:
Designer

Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.

Disclosure:

The submitter of this session has been supported by a company whose product is being included in the session

Inclusive Models for Computer Science & Game Design Education

, Pennsylvania Convention Center, 113C

Presenters

Session description

Purpose & objective

Outline

Supporting research

Session specifications

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Pennsylvania Convention Center, 113C