Computing concepts are often highly abstract and can be difficult for introductory students to learn. Instructors use analogies to make these computing concepts more relatable and memorable. However, analogies may contain references that are not always relatable to students. This gap between instructor-student shared references and students' experiences can lead to students' confusion. Students can make their own analogies to learn course content, however, student analogy creation is largely an unguided process with that leads to mixed results. This project is designed to create classroom activities, tools, and an online library that will guide students as they create more robust and personalized analogies. This has the potential to help students more meaningfully and effectively learn computing concepts. By developing these shared learning tools, this project aims to improve comprehension, confidence, and persistence for learners from all backgrounds in introductory computing courses. As a result, this project has the potential to increase the nation’s pool of well-prepared computing professionals. This project is designed to address two primary challenges: (i) scaffolding novices to decompose abstract introductory computing concepts into key components, and (ii) guiding students to map key conceptual components onto personally meaningful analogous experiential domains. By developing digital scaffolding tools and peer- and instructor-feedback mechanisms that deliver ti