Programming consisted of a multifaceted and modular pedagogical strategy with three computing themes: computational thinking, programming, and robotics. Students learned the foundations of computational thinking through interactive and hands-on activities to ingrain concepts such as problem-solving with logic, pattern recognition, and algorithm design and interpretation. On Day 1, the students ‘programmed’ a human robot to build a peanut butter and jelly sandwich and learned the importance of having specific, logical, and detailed code. We then jumped into learning about control flow statements by playing Simon Says If/Else, and Hula Hoop For Loops. The students quickly mastered control flow and had the opportunity to put their newfound computing expertise to the test by designing a Cup Stacking Algorithm. After writing their algorithm ‘code’ in groups, we rotated around the room to test each other’s programs. After debugging a few errors, towers of cups abounded (and at times, bounded to the floor!).
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In the following days, the students engaged with foundational coding skills using high-level block-based visual programming including Scratch and MakeCode for micro:bit (pocket-size computers).  After refining their programming skills, the students developed interactive computer games, programmed hardware to interface via Bluetooth connections, and even coded their own Tamagotchi-esque micro:pet. Led by near-peer mentor Alicia Thoney, the students worked through group programming exercises including displaying a ‘Hello World’ message on micro:bits. They quickly caught on and we expanded into the new frontier of variables, boolean expressions, and practiced coding control flow statements. To further their programming skills, we incorporated external sensors and learned how to manipulate input and output data in an efficient manner. The students wrapped up the computational programming component by building a micro:pet and programming its basic necessities. The micro:pets had input buttons for interactive feeding and watering, and the students even programmed a ‘sleep mode’ for their pets. The students loved the hands-on programming aspect and thoroughly enjoyed learning the ins and outs of block programming.

On the last day of camp, we led a suite of fun science activities ranging from basic chemistry and bottle rockets, to aquatic ecology, and geology. We went on a field trip to the near-by Kleenburn Recreation Area and explored the restored ponds. The students learned about the natural history of the area, sampled for zooplankton, and explored the ancient geology of the nearby cliffs.  After collecting zooplankton samples from the ponds, the students returned to Sheridan College to examine their specimens under the microscope. We wrapped up camp by exploring the history of the earth and learning about the process of fossilization.

An informal survey completed by students at the end of the camp revealed coding was unanimously the most exciting or interesting thing learned during COWGIRLS in STEM.  73% of the participants explicitly stated that coding the micro:pets was their favorite part, while the rest mentioned coding more generally.  Further, COWGIRLS in STEM programming inspired four students (ages 8, 9, 10, and 13) to consider pursuing computer science in college, with 50% of those students indicating they did not intend to attend college before participating in camp. We believe COWGIRLS in STEM programming successfully advanced the computational learning of youth participants and broadened the engagement and reach of the School of Computing across Wyoming.

Throughout the week, the students had the opportunity to interact and learn from four near-peer mentors who helped guide the programming activities. Our near-peer mentors included Alicia Thoney (Senior at UWyo, major: Computer Science), Sara McCullough (Graduate Student, UWyo, Dept. of Geology & Geophysics), Zoey Brown (incoming freshman, UWyo, major: Mechanical Engineering and Computer Science), and Carlie Niemitalo (incoming freshman, UWyo, major: Computer Science). Our near-peer mentors developed confidence in their interpersonal communication and instructional skills by developing and leading lessons and learning how to facilitate active learning in the classroom. When asked how participating in COWGIRLS in STEM influenced them as individuals, they shared “COWGIRLS in STEM was the program that gave me the confidence to pursue STEM in a graduate program!” and “I am more confident in my own coding skills by watching the materials with the [students]!”. With respect to how COWGIRLS in STEM influenced their perspective on pursuing a career in STEM, the near-peer mentors shared, “I was already pretty sure I would like pursuing a degree in [computer science], but COWGIRLS in STEM made me sure that I would love the subject and introduced me to new peers that would support me” and “This has reassured me that I am on the right track!”. Further, the near-peer mentors cultivated leadership skills that will directly contribute to their potential as competent and engaged members of Wyoming’s workforce.

We also collaborated with Sheridan College Computer Science Instructor, Mark Thoney, and Tanya McCoy from Tongue River Valley Community Center. Our community partners shared: “I love that the students get hands-on experience and get to interact with mentors in different subject areas. [It] gives students a perspective of areas they could study and shows them others who are pursuing those careers” and “COWGIRLS in STEM is a great experience for the campers! I have been more than pleased with this program every time we have partnered. This year had several additions and improvements! I hope it can continue!” COWGIRLS in STEM directly supported and enhanced partnerships in computing with K-12, community colleges, and community partners in Sheridan County. COWGIRLS in STEM furthered Wyoming’s progress towards achieving a more diverse, inclusive, and equitable workforce and economy by preparing students from diverse backgrounds and using research-based practices to enhance the learning opportunities and confidence of student participants and near-peer mentors.