#1101: If One Hack Week is Pedagogically Effective, Why Not Ten?

While hackathons are established pedagogical tools, questions persist about measuring their impact when integrated longitudinally into curricula. We investigate a data science curriculum incorporating eight Kaggle-based hackathons over ten weeks with 137 participants. Using immersive ethnographic methods, we constructed narrative vignettes illuminating how longitudinal hackathon participation fosters identity development, distributed cognition, and community formation. Drawing on Communities of Practice and distributed cognition as both design principles and analytic lenses, we argue that hackathons, when embedded as recurring curricular structures, function as sites for constructing consequential learning identities.