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In this comprehensive study, a novel MATLAB to Python (M-to-PY) conversion process is showcased, specifically tailored for an intricate image skeletonization project involving fifteen MATLAB files and a large dataset. The central innovation of this research is the adept use of ChatGPT-4 as an AI assistant, pivotal in crafting a prototype M-to-PY converter. This converter’s capabilities were thoroughly evaluated using a set of test cases generated by the Bard bot, ensuring a robust and effective tool. The culmination of this effort was the development of the Skeleton App, adept at image sketching and skeletonization. This live and publicly available app underscores the enormous potential of AI in enhancing the transition of scientific research from MATLAB to Python. The study highlights the blend of AI’s computational prowess and human ingenuity in computational research, making significant strides in AI-assisted scientific exploration and tool development. 

Within computer science education, a growth mindset is encouraged. However, faculty development on the use of growth mindset in the classroom is rare and resources to support the use of a growth mindset are limited. A framework for a computer science growth mindset classroom, which includes faculty development, lesson plans, and vocabulary for use with students, has been developed. The objective is to determine if faculty development in growth mindset and active use of the growth mindset cues in the CS0 and CS1 classroom result in superior academic outcomes. Comparative study results are presented for two semesters of virtual classroom environments: one semester without Growth Mindset, and one semester with Growth Mindset. Female students demonstrated the most growth, as measured by academic grades, in CS0, and maintained that growth in CS1. Males demonstrated growth as well, with both males and females converging at the same high point of accomplishment at the end of CS1. Race and ethnicity gaps between students were reduced, improving academic equity.