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1. N-Directed fluorination of unactivated Csp ³ –H bonds

   https://doi.org/10.1039/C9SC04055B  

   Pinter, Emily N.; Bingham, Jenna E.; AbuSalim, Deyaa I.; Cook, Silas P. (January 2020, Chemical Science)

   Site-selective fluorination of aliphatic C–H bonds remains synthetically challenging. While directed C–H fluorination represents the most promising approach, the limited work conducted to date has enabled just a few functional groups as the arbiters of direction. Leveraging insights gained from both computations and experimentation, we enabled the use of the ubiquitous amine functional group as a handle for the directed C–H fluorination of Csp 3 –H bonds. By converting primary amines to adamantoyl-based fluoroamides, site-selective C–H fluorination proceeds under the influence of a simple iron catalyst in 20 minutes. Computational studies revealed a unique reaction coordinate for the catalytic process and offer an explanation for the high site selectivity. 

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2. Csp ³ –H bond activation mediated by a Pd( ii ) complex under mild conditions

   https://doi.org/10.1039/D4QI01017E  

   Na, Hanah; Wessel, Andrew J; Kim, Seoung-Tae; Baik, Mu-Hyun; Mirica, Liviu M (July 2024, Inorganic Chemistry Frontiers)

   A pentadentate pyridinophane ligand is reported, along with a palladacycle product generatedviaCsp³–H bond activation under mild conditions. 

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3. Organophotoredox/Palladium Dual Catalytic Decarboxylative Csp ³ -Csp ³ Coupling of Carboxylic Acids and π-Electrophiles

   https://doi.org/10.1039/D0SC02609C  

   Cartwright, Kaitie C; Tunge, Jon (January 2020, Chemical Science)

   A dual catalytic decarboxylative allylation and benzylation method for the construction of new C(sp 3 )–C(sp 3 ) bonds between readily available carboxylic acids and functionally diverse carbonate electrophiles has been developed. The new process is mild, operationally simple, and has greatly improved upon the efficiency and generality of previous methodology. In addition, new insights into the reaction mechanism have been realized and provide further understanding of the harnessed reactivity. 

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4. Why Do Students Enroll in AP CSP?

   https://doi.org/10.1109/RESPECT51740.2021.9620546  

   Mark, June; Zeringue, Julie Koehler; Klein, K.; Mitchell, Tunisia; Olivares, José A. (January 2021, RESPECT 2021 Conference Proceedings)

   CS4All initiatives nationwide have been working to increase and diversify student participation in computer science (CS). One intentional effort to broaden participation in CS was the launch of the Advanced Placement (AP) CS Principles (CSP) course, which sought to increase the number of students enrolling in CS overall as well as from groups historically underrepresented in CS. Early AP CSP implementation results are encouraging and have identified the need to better understand essential supports for quality implementation, differential student experiences and outcomes, and students’ motivations for course enrollment. In this paper, we explore the motivations that affect student decisions to take AP CSP using survey data collected during fall 2019 in the New York City public schools, the largest school district in the U.S. This work is part of an ongoing research-practice partnership that provides teacher and school supports for AP CSP implementation and aims to improve outcomes especially for female, Black, and Latinx students in high-need schools. In particular, we examine how students’ reasons and influences for enrolling in AP CSP may differ based on self-identified gender and race/ethnicity. Our findings indicate that while most students shared an interest in learning more about CS, students from communities historically underrepresented in computing are more likely to report being placed in the course and to be influenced by guidance counselors. The implications of these results highlight the importance of understanding why students choose AP CSP in developing recruitment resources, student engagement strategies, and supports for implementation. 

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5. Using Placement Scores for AP CSP in Chicago Public Schools

   Kelleigh, W; Ramazan, O; McGee, S (July 2025, ACM Digital Library)

   In Chicago Public Schools there is a need to provide guidance to schools on placing students into an intro-level CS class (ECS) or the more difficult AP CSP as a student’s first CS class. Previous work created a placement exam based on the ECS curriculum to identify students prepared for AP CSP without taking ECS. This analysis found that after controlling for many variables including GPA, sex, attendance at a selective enrollment school, and perceived value of CS, that the placement score was positively associated with the probability of a student passing the AP CSP exam. 

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