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This paper presents findings from a qualitative study of eleven experienced STEM educators who worked alongside developers to design and implement data-rich lessons in their grades 6–9 mathematics and science classrooms. In the context of a project that seeks to develop professional learning for data fluency, researchers documented the co-development process to articulate a model of what teachers need to know and be able to do in order to support their students’ data fluency. The project team distilled key findings into two framing documents: 1) a description of high-leverage areas of focus for PL which highlight challenges faced by teachers, which are common, important for data fluency, and represent opportunities for supporting teacher and student growth; and 2) a logic model that describes how the PL course under development is expected to influence teacher, classroom, and student outcomes. This paper contributes to the larger education community by defining the professional learning needs of educators who wish to integrate data into their STEM classrooms. These frameworks provide designers and researchers with touchpoints to structure and study PL experiences, lesson materials, and other classroom resources for both new and veteran educators. These tools can provide STEM teachers with guidance for reflecting on their current knowledge, skills, beliefs, and teaching practices that help their students become more data fluent. 

This work-in-progress paper describes the development of an assessment for teachers’ pedagogical content knowledge (PCK) for data fluency – the ability and confidence to actively make sense of and use data. In the context of a project that seeks to develop and pilot test data fluency professional learning for mathematics and science teachers in grades 6–9, researchers constructed a novel instrument for assessing teachers’ specialized knowledge for teaching, which lives at the intersection of data knowledge, domain-specific knowledge, pedagogy, and technology. This online one-hour instrument is a written performance task and is sensitive to three dimensions of PCK: 1) teachers’ ability to analyze student thinking, 2) teachers’ ability to plan instruction, and 3) the degree to which teachers’ responses reflect a learner-centered orientation. The project team is currently developing a scoring rubric for this instrument, which will be revised based on the pretest and posttest data from the pilot study. 

While millimeter-wave (mmWave) wireless has recently gained tremendous attention with the transition to 5G, developing a broadly accessible experimental infrastructure will allow the research community to make significant progress in this area. Hence, in this paper, we present the design and implementation of various programmable and open-access 28/60 GHz software-defined radios (SDRs), deployed in the PAWR COSMOS advanced wireless testbed. These programmable mmWave radios are based on the IBM 28 GHz 64-element dual-polarized phased array antenna module (PAAM) subsystem board and the Sivers IMA 60 GHz WiGig transceiver. These front ends are integrated with USRP SDRs or Xilinx RFSoC boards, which provide baseband signal processing capabilities. Moreover, we present measurements of the TX/RX beamforming performance and example experiments (e.g., real-time channel sounding and RFNoC-based 802.11ad preamble detection), using the mmWave radios. Finally, we discuss ongoing enhancement and development efforts focusing on these radios. 

Obtaining spectroscopic observations of the progenitors of core-collapse supernovae is often unfeasible, due to an inherent lack of knowledge as to what stars experience supernovae and when they will explode. In this Letter we present photometric and spectroscopic observations of the progenitor activity of SN 2023fyq before the He-rich progenitor explodes as a Type Ibn supernova. The progenitor of SN 2023fyq shows an exponential rise in flux prior to core collapse. Complex He Iemission line features are observed in the progenitor spectra, with a P Cygni-like profile, as well as an evolving broad base with velocities of the order of 10 000 km s⁻¹. The luminosity and evolution of SN 2023fyq is consistent with a Type Ibn, reaching a peakr-band magnitude of −18.8 mag, although there is some uncertainty regarding the distance to the host, NGC 4388, which is located in the Virgo cluster. We present additional evidence of asymmetric He-rich material being present both prior to and after the explosion of SN 2023fyq, which suggests that this material survived the ejecta interaction. Broad [O I], C I, and the Ca IItriplet lines are observed at late phases, confirming that SN 2023fyq was a genuine supernova, rather than a non-terminal interacting transient. SN 2023fyq provides insight into the final moments of a massive star’s life, demonstrating that the progenitor is likely highly unstable before core collapse.