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I am a PhD Candidate in the Teaching, Learning, and Leadership Division of the Graduate School of Education at University of Pennsylvania, and I design, implement, and study learning experiences that use creative, interdisciplinary technologies to support identity authorship, speculative storytelling, and creative expression among Black and Brown youth interested in learning STEM. I am advised by Dr. Yasmin Kafai.
I am also a comic illustrator interested in merging education research and comic art to make research communication more accessible and culturally-relevant.
Full CV
Education
University of Pennsylvania
Graduate School of Education
PhD in Teaching, Learning, and Teacher Education
2017 - present
University of Nevada - Las Vegas
MEd in Curriculum and Instruction (Secondary Science Education)
2012 - 2014
Stanford University
BAH in Human Biology (Adolescent Development)
2008-2012
Teaching
TeenSHARP
Instructor
2019 - 2021
Techbridge Girls
Program Coordinator
2014 - 2017
Teach For America: Las Vegas
8th Grade Science Teacher
2012 - 2014
Fellowships & Awards
Ford Foundation Dissertation Fellowship
2022 - 2023
Curriculum Inquiry Writing Fellowship and Writing Retreat
Summer 2022
Spelman College COE-MWS Care and Create 2022 Working Retreat
Spring 2022
Lucas Education Research Student Voice in PBL Fellowship
2017 - 2018
Featured Publications
Shaw, M. S., Coleman, J. J., Thomas, E. E., & Kafai, Y. B. (2023). Recoding Black Girls’ Futures: Using Womanist Quilting Methodologies to Reimagine Dominant Social Codes in Computing Education. Journal of the Learning Sciences, DOI: 10.1080/10508406.2023.2179847
Fields, D. A., Lui, D., Kafai, Y. B., Jayathirtha, G., Walker, J. T., & Shaw, M.S. (2021). Communicating about computational thinking: understanding affordances of portfolios for assessing high school students’ computational thinking and participation practices. Computer Science Education, 31(2), 224-258.
Shaw, M. S., Fields, D. A., & Kafai, Y. B. (2020). Leveraging Local Resources and Contexts for Inclusive Computer Science Classrooms: Reflections from Experienced High School Teachers Implementing Electronic Textiles. Computer Science Education, 30(3), 313-336.
Shaw, M. S., Fields, D. A., & Kafai, Y. B. (2019). Connecting with Computer Science: Electronic Textile Portfolios as Ideational Identity Resources for High School Students. International Journal of Multicultural Education, 21(1).
Illustrations
2022
PBS Kids Equity and Computational Thinking Presentation with Dr. Amon Milner
2021
PACE Equity Summit presentation with Dr. Deborah Fields
2021
Book chapter and illustrations in Drs. Katie Pak and Sharon Ravitch's "Critical Leadership Praxis for Educational and Social Change"
Featured Proceedings
Shaw, M. S., Ji, G., Zhang, Y., & Kafai, Y.B. (2021). Promoting socio-political identification with computer science: How high school youth restory their identities through electronic textile quilts. Proceedings of RESPECT 2021. Available at http://respect2021.stcbp.org/wp-content/uploads/2021/05/001_Research_10_paper_81_Updated.pdf
Shaw, M. S., Kafai, Y.B., Zhang, Y., Ji, G., Russo, R., & Aftab, A. (2021). Connecting with Computer Science: Two Case Studies of Restorying CS Identity with Electronic Textile Quilts. In E. de Vries, J. Ahn, & Y. Hod (Eds.), 15th International Conference of the Learning Sciences – ICLS 2021 (pp. 697-700). International Society of the Learning Sciences, 2021.
Shaw, M. S. (2020). Restorying through Computational Quilts: A Critical Approach Towards Reimagining Computer Science. In Proceedings of the 2020 ACM Conference on International Computing Education Research (ICER '20). Association for Computing Machinery, New York, NY, USA, 344–345. DOI: https://doi.org/10.1145/3372782.3407114
Shaw, M. S., & Kafai, Y. B. (2020). Charting the Identity Turn in K-12 Computer Science Education: Developing More Inclusive Learning Pathways for Identities. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 114-121). Nashville, Tennessee: International Society of the Learning Sciences.