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Novelty and impact are key characteristics of the scientific enterprise. Classic theories of scientific change distinguish among different types of novelty and emphasize how a new idea interacts with previous work and influences future flows of knowledge. However, even recently developed measures of novelty remain unidimensional, and continued reliance on citation counts captures only the amount, but not the nature, of scientific impact. To better align theoretical and empirical work, we attend to different types of novelty (new results, new theories, and new methods) and whether a scientific offering has a consolidating form of influence (bringing renewed attention to foundational ideas) or a disruptive one (prompting subsequent scholars to overlook them). By integrating data from the Web of Science (to measure the nature of influence) with essays written by authors of Citation Classics (to measure novelty type), and by joining computational text analysis with statistical analyses, we demonstrate clear and robust patterns between type of novelty and the nature of scientific influence. As expected, new methods tend to be more disruptive, whereas new theories tend to be less disruptive. Surprisingly, new results do not have a robust effect on the nature of scientific influence. 

Culturally responsive STEM and computing initiatives aim to engage and embolden a diverse range of learners, center their identity and experiences in curriculum, and connect learners to each other and their communities. With an abrupt pivot to online learning at the beginning of 2020, more educational experiences have taken place virtually. We ran a virtual synchronous culturally responsive computing camp and saw that establishing the right environment online to support a good sense of connectedness was challenging. To investigate this further, we interviewed eight K-12 instructors of culturally responsive STEM and computing programs. Three themes emerged on defining and cultivating connectedness in learning experiences, the role of equity in supporting community online, and affordances of being online specific to culturally responsive perspectives. We support our thematic findings with vignettes from the camp data. In this study, we address K-12 culturally responsive STEM and computing instructors' beliefs, experiences, and approaches regarding cultivating connectedness online. This work fills a gap in understanding instructor perspectives on building in-program and broader community connections online from a culturally responsive STEM and computing lens. 

Robot technologies have been introduced to computing education to engage learners. This study introduces the concept of co-creation with a robot agent into culturally-responsive computing (CRC). Co- creation with computer agents has previously focused on creating external artifacts. Our work differs by making the robot agent itself the co-created product. Through participatory design activities, we positioned adolescent girls and an agentic social robot as co- creators of the robot’s identity. Taking a thematic analysis approach, we examined how girls embody the role of creator and co-creator in this space. We identified themes surrounding who has the power to make decisions, what decisions are made, and how to maintain social relationship. Our findings suggest that co-creation with robot technology is a promising implementation vehicle for realizing CRC. 

Jumbo phages form “phage bouquets” during viral particle assembly and maturation, revealing novel phage assembly pathway.