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Developers rarely build programming environments that help secondary teachers support student learning. We interviewed 11 K12 teachers to discover how they support students learning to program and how tools might assist their teaching practice. Based on thematic analysis and organizing teacher activities around student actions, we have derived a new framework that can be used to design a programming learning system to support teachers. Our results suggest that teachers structure their activities based on their ideals about effective programming teaching and learning, and student problem solving and help-seeking processes. Therefore, our framework relates the themes we discovered about teacher activities to ideals and student problem solving in a time-based framework that can inform the design for new programming learning systems. 

Computer Science (CS) Frontiers is a 4-module curriculum, 9 weeks each, designed to bring the frontiers of computing to high school girls for exploration and development. Our prior work has showcased the work in developing and piloting our first three modules, Distributed Computing, Artificial Intelligence (AI), and the Internet of Things (IoT). During the summer of 2022, we piloted the completed curricula, including the new Software Engineering module, with 56 high school camp attendees. This poster reports on the newly developed software engineering module, the experiences of 7 teachers and 11 students using the module, and our plans for improving this module prior to its release in formal high school classrooms. Initial survey and interview data indicate that teachers became comfortable with facilitating the open-endedness of the final projects and that students appreciated the connections to socially relevant topics and the ability of their projects to help with real-world problems such as flood prevention and wheelchair accessibility. The CS Frontiers curriculum has been added to course offerings in Tennessee and adoption through the North Carolina Department of Public Instruction is currently underway. Teachers from Tennessee, North Carolina, Massachusetts, and New York have piloted the materials. Together with researchers, we are working to package the course and curricula for widespread adoption as additional support to students as they try out computing courses in their high school pathways. Our aim is to increase the interest and career awareness of CS for high school girls so they may have an equitable footing to choose CS as a potential major or career. 

By age 15 girls start to lose interest in STEM, and less than 50% consider a STEM-related career. Providing hands-on internship opportunities has been one of the leading ways to help connect students with exploring computing careers; however, these opportunities are limited in high school. We propose a framework for a university-led high school internship initiative that focuses on service learning, co-design, and the propagation of engaging computing curricula for younger audiences. We piloted this model virtually in summer 2021, with high school students and teachers as interns mentored by university role models. Teams led the development and implementation of computing-infused curricula for a virtual summer coding camp. In this article, we share our framework and review the importance of service-learning for recruiting diverse participants and the use of co-design as a way to broker relationships between developers and community stakeholders. Additionally, we provide preliminary outcomes of our internship model on student and teacher participants gathered from qualitative data including end-of-summer presentations and post-program interviews. 

The lack of routine viral genomic surveillance delayed the initial detection of SARS-CoV-2, allowing the virus to spread unfettered at the outset of the U.S. epidemic. Over subsequent months, poor surveillance enabled variants to emerge unnoticed. Against this backdrop, long-standing social and racial inequities have contributed to a greater burden of cases and deaths among minority groups. To begin to address these problems, we developed a new variant surveillance model geared toward building ‘next generation’ genome sequencing capacity at universities in or near rural areas and engaging the participation of their local communities. The resulting genomic surveillance network has generated more than 1,000 SARS-CoV-2 genomes to date, including the first confirmed case in northeast Louisiana of Omicron, and the first and sixth confirmed cases in Georgia of the emergent BA.2.75 and BQ.1.1 variants, respectively. In agreement with other studies, significantly higher viral gene copy numbers were observed in Delta variant samples compared to those from Omicron BA.1 variant infections, and lower copy numbers were seen in asymptomatic infections relative to symptomatic ones. Collectively, the results and outcomes from our collaborative work demonstrate that establishing genomic surveillance capacity at smaller academic institutions in rural areas and fostering relationships between academic teams and local health clinics represent a robust pathway to improve pandemic readiness. 

The Covid-19 pandemic has offered new challenges and opportunities for teaching and research. It has forced constraints on in-person gathering of researchers, teachers, and students, and conversely, has also opened doors to creative instructional design. This paper describes a novel approach to designing an online, synchronous teacher professional development (PD) and curriculum co-design experience. It shares our work in bringing together high school teachers and researchers in four US states. The teachers participated in a 3-week summer PD on ideas of Distributed Computing and how to teach this advanced topic to high school students using NetsBlox, an extension of the Snap! block-based programming environment. The goal of the PD was to prepare teachers to engage in collaborative co-design of a 9-week curricular module for use in classrooms and schools. Between their own training and the co-design process, teachers co-taught a group of high school students enrolled in a remote summer internship at a university in North Carolina to pilot the learned units and leverage ideas from their teaching experience for subsequent curricular co-design. Formative and summative feedback from teachers suggest that this PD model was successful in meeting desired outcomes. Our generalizable FIRST principles—Flexibility, Innovativeness, Responsiveness (and Respect), Supports, and Teamwork (collaboration)—that helped make this unique PD successful, can help guide future CS teacher PD designs.