Meeting of the Minds — The Power of Microaffirmations: Fostering Belonging and Mattering in Computing

This session explores how microaffirmations – small, intentional acts of recognition, validation, and support – play a pivotal role in shaping students’ sense of belonging and mattering in computing education. Drawing on research from psychology, education, and computing, the session demonstrates how microaffirmations can enhance student engagement, cultivate inclusive and supportive learning environments, and improve both academic and psychosocial outcomes.

Meet the Presenter:

Roderick Lee is an Associate Professor of Human‑Centered Computing & Social Informatics and Information Systems at Penn State – an NCWIT Higher Ed Alliance member institution – where he also serves as the Team Lead for the NCWIT Learning Circles 2025–2026 Cohort. He holds an affiliate appointment in the Department of Education Policy Studies at Penn State. His scholarship focuses on broadening participation in AI and computing education; designing inclusive, equitable, and identity‑affirming STEM learning environments; and advancing human‑centered AI innovations across organizational and societal contexts. Roderick is also actively engaged in national initiatives aimed at building a shared vision for advancing undergraduate and master’s‑level AI education, including efforts that strengthen interdisciplinary curricula, promote responsible AI literacy, and expand access to emerging AI workforce pathways. (https://cra.org/level-up-ai/).

Key takeaways include:

• Understand the theoretical taxonomies and operational definitions of microaffirmations.
• Recognize the impact of microaffirmations on students’ academic engagement, persistence, and psychosocial outcomes, particularly for historically underserved students.
• Apply practical, evidence‑based microaffirmation strategies in teaching, mentoring, advising, and peer interactions to cultivate inclusive and supportive classroom and lab environments.
• Integrate microaffirmation practices into broader instructional design and faculty development to ensure these strategies become intentional, consistent, and embedded across curricula and departmental culture.

This interactive session invites educators, administrators, and researchers to explore how everyday actions can meaningfully transform students’ experiences in computing – and how adopting microaffirmations as a systemic practice can help broaden participation, support accessibility, and create learning environments where every student feels seen, valued, and capable of succeeding.