This paper explores the efficacy of near-peer computing mentors in fostering computing identity among students in courses across disciplines. The Computing Fellows program ''attaches'' near-peer mentors to a wide range of undergraduate courses to create a cross-disciplinary learning environment for mentors and students. The mentors support the integration of computing into courses through activities including in-class workshops, one-on-one consultations, and drop-in office hours. Prior research has established the positive impact of near-peer mentoring on students' sense of computer science identity in computer science educational pathways. Our paper contributes to this literature by studying the experience of near-peer mentoring for students in courses across disciplines, including in courses in which there is no coding prerequisite. Our research demonstrates a positive relationship between increases in key aspects of computing identity and interaction with a computing fellow. In a multi-year mixed-methods study, we analyze student evaluations from courses with attached fellows and cross-reference the results with student focus group data. Among our findings, students who say they met with a fellow at least once demonstrate a reported increase in computing interest (not seen in our full sample) and computing competency (larger than in our full sample). These increases also hold among the sub-group of students in courses with no coding prerequisites. Our qualitative data further shows the variety of ways students describe the impact of computing fellows on their engagement with computing.

In this paper, we investigate the effect of participating as a near-peer mentor for computing activities in undergraduate courses across disciplines. Many studies on near-peer mentorship have demonstrated academic and professional growth--as well as an increase in self-efficacy--of mentees. In this paper, we focus on how participation as a mentor in an undergraduate Computing Fellows program contributes to the strengthening and expansion of the mentors' computing identity through their interactions in the program, including via investigation of the mutual benefits of the program on mentees and mentors. The Computing Fellows program "attaches" near-peer mentors to undergraduate courses across the sciences, social sciences, humanities, and the arts. The mentors support the integration of computing into courses through activities including in-class workshops and drop-in office hours. In a mixed-methods study, we conducted semi-structured interviews over two years with mentors (all of whom identify as women) after their participation and we cross-reference the results with course evaluation data. We find that fellows' experience in the program, both as near-peer mentors and through their engagement in critical discussions about computing and computing pedagogy as part of their training, expands and deepens their computing identity and the various ways they can engage with computing in their lives in and beyond college.

This essay brings psychoanalytic theory on trauma together with film and television criticism on rape narrative in an analysis of Michael Coel’s 2020 series I May Destroy You. Beyond the limited carceral framework of the police procedural, which dislocates the act of violence from the survivor’s history and context, Coel’s polyvalent, looping narrative metabolizes rape television’s forms and genres in order to stage and restage both trauma and genre again and anew. Contesting common conceptions of vulnerability and susceptibility that prefigure a violent breach of autonomy, Coel’s series and her interviews about it invite an ethics of looking that embraces a curiosity in the unknowable and untreatable kernel of subjective experience and defies and resists a policing of the survivor’s thoughts and emotions. By emphasizing and exploring what psychoanalysis calls the “afterwardness” of trauma, Coel foregrounds her main character’s subjectivity prior to her victimization, widens the sphere of consequence beyond the victim and criminal justice system to the survivor’s larger community, and entreats that community to preserve a space for her to look and look again at everything, without judgment.

We describe initial research results investigating the impact of a new Computing Fellows program. The program provides computing-related peer mentoring and teaching in undergraduate courses across disciplines. Results suggest that the program positively contributes to both fellows and students engagement with computing.

Over the last 15 years, scholars have compellingly argued that Sutton E. Griggs’ 1899 novel Imperium in Imperio is an important precursor to Afrofuturism. Mark Bould, for example, posits that Griggs and other turn-of-the-century African American authors—including W.E.B. Du Bois, Pauline E. Hopkins, Roger Sherman Tracy, George Schuyler, and others—anticipated Afrofuturist texts of the twentieth and twenty-first centuries with