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1. Stability-enhanced AP IMEX-LDG schemes for linear kinetic transport equations under a diffusive scaling

   https://doi.org/10.1016/j.jcp.2020.109485  

   Peng, Zhichao; Cheng, Yingda; Qiu, Jing-Mei; Li, Fengyan (August 2020, Journal of Computational Physics)
2. MetaShield: a Multi-Function AP-Surrounding Metasurface

   https://doi.org/10.1145/3615453.3616510  

   Bilgin, Burak; Knightly, Edward W (October 2023, ACM)
3. 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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4. Optimal Access Point Placement for Multi-AP mmWave WLANs

   https://doi.org/10.1145/3345768.3355914  

   Liu, Yuchen; Jian, Yubing; Sivakumar, Raghupathy; Blough, Douglas M. (January 2019, Proceedings of the 22nd International ACM Conference on Modeling, Analysis and Simulation of Wireless and Mobile Systems)

   mmWave communication in 60GHz band has been recognized as an emerging technology to support various bandwidth-hungry applications in indoor scenarios. To maintain ultra-high throughputs while addressing potential blockage problems for mmWave signals, maintaining line-of-sight (LoS) communications between client devices and access points (APs) is critical. To maximize LoS communications, one approach is to deploy multiple APs in the same room. In this paper, we investigate the optimal placement of multiple APs using both analytical methods and simulations. Considering the uncertainty of obstacles and clients, we focus on two typical indoor settings: random-obstacle-random-client (RORC) scenarios and fixed-obstacle-random-client (FORC) scenarios. In the first case, we analytically derive the optimal positions of APs by solving a thinnest covering problem. This analytical result is used to show that deploying up to 5 APs in a specific room brings substantial performance gains. For the FORC scenario, we propose the shadowing-elimination search (SES) algorithm based on an analytic model to efficiently determine the placement of APs. We show, through simulations, that with only a few APs, the network can achieve blockage-free operation in the presence of multiple obstacles and also demonstrate that the algorithm produces near-optimal deployments. Finally, we perform ns-3 simulations based on the IEEE 802.11ad protocol at mmWave frequency to validate our analytical results. The ns-3 results show that proposed multi-AP deployments produce significantly higher aggregate performance as compared to other common AP placements in indoor scenarios. 

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5. CSAwesome: AP CSA curriculum and professional development (practical report)

   https://doi.org/10.1145/3421590.3421593  

   Ericson, Barbara; Hoffman, Beryl; Rosato, Jennifer (October 2020, Proceedings of the 15th Workshop on Primary and Secondary Computing Education)

   null (Ed.)

   CSAwesome is a new approved curriculum and professional development (PD) provider for the Advanced Placement (AP) Computer Science (CS) A high school course. AP courses are taken by secondary (typically ages 14-19) students for college placement and/or credit. CSAwesome's free curriculum and teacher resources were developed in 2019 by adapting the CSA Java Review ebook on the open-source Runestone platform. The goals of CSAwesome are to broaden participation in the AP CSA course and to support new-to-CS students and teachers as they transition from the AP Computer Science Principles (CSP) course to the AP CSA course by using inclusive teaching practices and curriculum design. The AP CSP course is equivalent to a first course for non-majors at the college level, while the AP CSA course is equivalent to a first course for majors. Currently, AP CSA attracts a much less diverse student body than AP CSP. This new curriculum supports student engagement and scaffolded learning through an interactive ebook with embedded executable and modifiable code (Active Code), a variety of practice types with immediate feedback, and adaptable mixed-up code (Parsons) problems. Collaborative learning is encouraged through pair programming and groupwork. Our pilot Professional Development (PD) incorporates inclusive teaching strategies and active recruitment with the goal of broadening participation in CSA. This paper presents the design of the CSAwesome curriculum and teacher professional development and initial results from the curriculum use and pilot PD during the first year of CSAwesome. 

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