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Increasing wildfire activities across the Great Plains has raised concerns about the effectiveness and safety of prescribed fire as a land management tool. This study analyzes wildfire records from 1992 to 2020 to assess spatiotemporal patterns in wildfire risk and evaluate the role of prescribed fires through the combined analysis of wildfire and prescribed fire data. Results show a threefold increase in both wildfire frequency and area burned, with fire size increasing from east to west and frequency rising from north to south. Wildfire seasons are gradually occurring earlier due to climate change. Negative correlation between prescribed fires in spring and wildfires in summer indicated the effectiveness of prescribed fire in mitigating wildfire risk. Drought severity accounted for 51% of the interannual variability in area burned, while grass curing accounted for 60% of monthly variability of wildfires in grasslands. The ratio of wildfire area burned to total area burned (dominated by prescribed fires) declined from over 20% in early March to below 1% by early April. The results will lay a foundation for the development of a localized fire risk assessment tool that integrates various long-term, mid-term, and short-term risk factors, and support more effective fire management in this region. 

This empirical case study utilizes conjecture mapping to capture and systematically map conjectures about the support needed for K-12 teachers to incorporate computational thinking into teaching. The case analysis highlighted a teacher’s year-long professional development experience focused on integrating computational thinking. The evolving conjecture map provides a framework to trace and understand relationships between the learning designs, activities, and teacher outcomes. Using rich data from the teacher's experience, the study tests and refines the hypothesized connections laid out in the original conjecture map to build an understanding of effective computational thinking professional development design.