Shannon Campe, BA

Shannon Campe

Research Associate III

shannon.campe@etr.org

(831) 438-4060 x152


Biography

Shannon Campe is a Research Associate and Project Manager in the Research Department at ETR. She focuses on bridging research and practice in K-12 education with an emphasis on increasing interest and retention of girls/women and other less represented groups in computing and STEM more broadly. Her understanding of both educational practice and computing has led to presentations and publications in the fields of education and computer science education.

Ms. Campe writes grant proposals, designs and coordinates multi-site research projects and manages data collection and analysis. She applies her teaching skills to writing curriculum and working with teachers, schools and community organizations to bridge research and practice. She enjoys working in all areas of education, with the focus on coordinating all parts and team members of a project, while staying connected to the youth and educators involved in the work.

Ms. Campe earned her BA in Art History at University of California Santa Cruz and a California Multiple Subject Teaching Credential at California State University Monterey Bay.


Current Projects

  • Can Pair Programming Be Used to Increase Diversity in Computer Science?
  • The Digital NEST: Building Pathways to Computing Education and Careers Among Latino/a Youth
  • Career Technical Education: Factors Associated with Enrollment and Persistence in ICT Among Underrepresented Groups
  • Synthesis of Research on the Benefits of Computer Game Programming


Publications

Research on Equity & Inclusion in Computer Science

Denner, J. & Campe, S. (2018). Equity and inclusion in computer science education. In S. Sentence (Ed.), Computer Science Education in School: Perspectives on Teaching and Learning. UK: Bloomsbury.

Denner, J., Marsh, E., & Campe, S. (2017). Approaches to reviewing research in education. In D. Wyse et al. (Eds.), The BERA/SAGE Handbook of Educational Research. Sage Publications.

Hartl, A. C., DeLay, D., Laursen, B., Denner, J., Werner, L., Campe, S., & Ortiz, E. (2015). Dyadic instruction for middle school students: Liking promotes learning. Learning and individual differences 44, 33-39.

Werner, L., Denner, J., & Campe, S. (2015). Children programming games: A strategy for measuring computational learning. ACM Transactions on Computing Education (TOCE), 14 (4): 24.

DeLay, D., Hartl, A. C., Laursen, B., Denner, J., Werner, L., Campe, S., & Ortiz, E. (2014). Learning from friends: Measuring influence in a dyadic computer instructional setting. International Journal of Research & Method in Education, 37 (2): 190-205.

Denner, J., Ortiz, E., Campe, S., & Werner, L. (2014). Beyond stereotypes of gender and gaming: Video games made by middle school students. In H. Agius & M. Angelides (Eds.), Handbook of Digital Games, 667-688. John Wiley & Sons, Inc.

Denner, J., Werner, L., Campe, S. & Ortiz, E. (2014). Pair programming: Under what conditions is it advantageous for middle school students? Journal of Research on Technology in Education, 46 (3): 277-296.

Denner, J., Werner, L., Campe, S., & Ortiz, E. (2014). Using game mechanics to measure what children learn from programming games. International Journal of Game-Based Learning, 4 (3): 13-22.

Werner, L., Denner, J., & Campe, S. (2014). Using computer game programming to teach computational thinking skills. In K. Schrier (Ed.), Learning, Education and Games: Volume 1 Curricular and Design Considerations, 37-53. Pittsburgh, PA: ETC Press.

Campe, S., Denner, J., & Werner, L. (2013). Intentional computing: How teachers can maximize student learning from computer game programming.  Journal for Computing Teachers.

Hartl, A., DeLay, D., Laursen, B., Denner, J., Werner, L., Campe, S., & Ortiz, E. (2013). Learning from friends: Measuring influence in a dyadic computer instructional setting. International Journal of Research & Method in Education.

Werner, L., Denner, J., Campe, S., Ortiz, E., Delay, D., Hartl, Amy C. & Larsen, B. (2013). Pair Programming for Middle School Students: Does Friendship Influence Academic Outcomes? Proceedings of the Special Interest Group on Computer Science Education (SIGCSE), Denver, Colorado.

Campe, S., Werner, L., & Denner, J. (2012). Game Programming with Alice: A Series of Graduated Challenges. Special Issue: Computer Science K-8: Building a Strong Foundation, Computer Science Teachers Association.

Denner J., Ortiz, E. & Campe, S. (2012). Gender Difference and Similarity in Video Games Made by Middle School Students. Poster presented at the Gender Development Research Conference, San Francisco, CA.

Denner, J., Werner, L., Campe, S. & Ortiz, E. (2012) Children Programming Games: Strategies for Fostering and Measuring Computational Thinking. Paper presented at the American Educational Research Association conference, Vancouver, BC, Canada.

Ruvalcaba, O., Werner, L., & Campe, S. (2012). Computer-based Collaboration in Middle School: A Socio-cultural Perspective on Pair Programming with Mexican-heritage and European-heritage Students. In Round Table session at the American Educational Research Association conference, Vancouver, BC, Canada.

Werner, L., Campe, S., & Denner, J. (2012). Children Learning Computer Science Concepts via Alice Game-Programming. Proceedings of the 43rd ACM Technical Symposium on Computer Science Education (SIGCSE), Raleigh, NC, February 29 - March 3, 2012.

Werner, L., Denner, J., Campe, S. & Kawamoto D. C. (2012). The Fairy Performance Assessment: Measuring Computational Thinking in Middle School. Proceedings of the 43rd ACM Technical Symposium on Computer Science Education (SIGCSE), Raleigh, NC, February 29 - March 3, 2012

Denner, J., Werner, L., & Campe, S. (2011, April). Strategies for engaging middle school students in computational thinking. On panel at American Educational Research Association, New Orleans, LA.

Denner, J. & Campe, S. (2008). What do girls want? What games made by girls can tell us. In Y. Kafai, C. Heeter, J. Denner, & J. Sun (Eds.),Beyond Barbie and Mortal Kombat: New perspectives on girls and games. Cambridge, MA: MIT Press.

Denner, J., Campe S., & Weil, M. (2006). Girls Creating Games: Increasing Girls’ Participation in Technology. In Round Table session at the American Educational Research Association conference. San Francisco, CA.

Werner, L., Denner, J., & Campe, S. (2006). IT fluency from a project-based program for middle school students. Journal of Computer Science Education Online, issue 2, 2005-2006.www.iste.org

Campe, S. (2005). The Girls Creating Game program. Afterschool and Technology: Strategies to Advance Content-rich Learning. On panel at 14th Annual Community Technology Conference. Cleveland, OH.

Campe, S., Werner, L., & Denner, J. (2005). Information technology fluency for middle school girls. IASTED International Conference on Computers and Advanced Technology for Education (CATE), Oranjestad, Aruba.

Denner, J. Werner, L., Bean, S., Campe S. (2005). The Girls Creating Games Program: Strategies for Engaging Middle-School Girls in Information Technology. Frontiers, 26(1), 90-98.

Research on Reducing Sexual Risk

Coyle, K. K., Glassman, J. R., Franks, H. M., Campe, S., Denner, J., Lepore, G. (in press, 2013). All4You2! A randomized controlled trial of an HIV/STI/pregnancy prevention curriculum and service learning for youth in alternative high schools. Journal of Adolescent Health.

Coyle, K., Glassman, J., Franks H., Campe, S., Denner, J., & Lepore, G. (2012). Reducing Sexual Risk Among Youth in Continuation Schools: Outcome Results from a Randomized Trial. Poster presented at American Public Health Association (APHA), San Francisco, CA.

Coyle, K., Glassman, J., Franks, H., Campe, S., Denner, J., & Lepore, G. (2012). Reducing Sexual Risk Among Youth In Continuation Schools: Outcome Results from a Randomized Trial. Poster presented at XIX International AIDS Conference, Washington D.C.

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