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Critical Zone (CZ) science investigates the interconnected processes occurring from the top of the vegetation canopy to the base of the groundwater. Recognizing the need to foster cross- disciplinary collaboration among early-career researchers (ECRs), graduate students organized two workshops in 2024 and 2025 aimed at building community, sharing research approaches, and discussing the future of CZ science. These workshops brought together participants from diverse disciplines, institutions, and career stages, and included research talks, structured discussions, and community-building activities. Survey results demonstrated increased confidence in cross-disciplinary collaboration and highlighted the value of supportive, in-person settings for networking and broadening scientific perspectives. Recommendations include expanding support for small, ECR-focused workshops and prioritizing institutional structures that sustain collaborative, transdisciplinary CZ research. 

Knot mosaics are a model of a quantum knot system. A knot mosaic is a m-by-n grid where each location on the grid may contain any of 11 possible tiles such that the final layout has closed loops. Oh et al. proved a recurrence relation of state matrices to count the number of m-by-n knot mosaics. Our contribution is to use ALLSAT solvers to count knot mosaics and to experimentally try different ways to encode the AT MOST ONE constraint in SAT. We plan to use our SAT method as a tool to list knot mosaics of interest for specific classes of knots. 

Signed networks (networks with positive and negative edges) commonly arise in various domains from molecular biology to social media. The edge signs -- i.e., the graph signage -- represent the interaction pattern between the vertices and can provide insights into the underlying system formation process. Generative models considering signage formation are essential for testing hypotheses about the emergence of interactions and for creating synthetic datasets for algorithm benchmarking (especially in areas where obtaining real-world datasets is difficult).In this work, we pose a novel Maximum-Likelihood-based optimization problem for modeling signages given their topology and showcase it in the context of gene regulation. Regulatory interactions of genes play a key role in the process of organism development, and when broken can lead to serious organism abnormalities and diseases. Our contributions are threefold: First, we design a new class of signage models for a given topology, and, based on the parameter setting, we discuss its biological interpretations for gene regulatory networks (GRNs). Second, we design algorithms computing the Maximum Likelihood -- depending on the parameter setting, our algorithms range from closed-form expressions to MCMC sampling. Third, we evaluated the results of our algorithms on synthetic datasets and real-world large GRNs. Our work can lead to the prediction of unknown gene regulations, novel biological hypotheses, and realistic benchmark datasets in the realm of gene regulation. 

Mathematical knots are interesting topological objects. Using simple arcs, lines, and crossings drawn on eleven possible tiles, knot mosaics are a representation of knots on a mosaic board. Our contribution is using SAT solvers as a tool for enumerating nontrivial knot mosaics. By encoding constraints for local knot mosaic properties, we computationally reduce the search space by factors of up to 6600. Our future research directions include encoding constraints for global properties and using parallel SAT techniques to attack larger boards. 

We provide an experience report about a remote framework for early undergraduate research experiences, which was thematically focused on sensing humans computationally. The framework included three complementary components. First, students experienced a team-based research cycle online, spanning formulating research questions, conducting literature review, performing fully remote human subject data collection experiments and data processing, analyzing and making inference over acquired data with computational experimentation, and disseminating findings. Second, the virtual program offered a set of professional development activities targeted to developing skills and knowledge for graduate school and research career trajectories. Third, it offered interactional and cohort-networking programming for community-building. We discuss not only the unique challenges of the virtual format and the steps put in place to address them but also the opportunities that being online afforded to innovate undergraduate research training remotely. We evaluate the remote training intervention through the organizing team’s post-program reflection and the students’ perceptions conveyed in exit interviews and a mid-program focus group. In addition to outlining lessons learned about more or less successful framework elements, we offer recommendations for applying the framework at other institutions as well as how to transfer activities to in-person formats. 

Assignments based on meaningful real-world contexts have been shown to be valuable in introductory computing education. However, it can be difficult to distinguish the value of a broad context from the value of a particular instantiation of that context. In this work in progress, we report on our initial findings gathered from deployments of different pencil-puzzle-based assignments. Specifically, we have investigated the use of pencil puzzles as a contextual domain, working with instructors at eight institutions to deliver assignments appropriate to their situation and aligning with their existing materials. We then evaluate the assignments using student grades and survey responses regarding student perceptions of the assignments including self-assessed learning, given a wide array of demographic variables. Our initial results show that while there was some dependency of student responses on their prior programming experience, and female students’ feedback were more positive about one aspect, overall these types of assignments do not appear to put particular groups of students at a strong (dis)advantage. 

Computing theory is often perceived as challenging by students, and verifying the correctness of a student’s automaton or grammar is time-consuming for instructors. Aiming to provide benefits to both students and instructors, we designed an automated feedback tool for assignments where students construct automata or grammars. Our tool, built as an extension to the widely popular JFLAP software, determines if a submission is correct, and for incorrect submissions it provides a “witness” string demonstrating the incorrectness. We studied the usage and benefits of our tool in two terms, Fall 2019 and Spring 2021. Each term, students in one section of the Introduction to Computer Science Theory course were required to use our tool for sample homework questions targeting DFAs, NFAs, RegExs, CFGs, and PDAs. In Fall 2019, this was a regular section of the course.We also collected comparison data from another section that did not use our tool but had the same instructor and homework assignments. In Spring 2021, a smaller honors section provided the perspective from this demographic. Overall, students who used the tool reported that it helped them to not only solve the homework questions (and they performed better than the comparison group) but also to better understand the underlying theory concept. They were engaged with the tool: almost all persisted with their attempts until their submission was correct despite not being able to random walk to a solution. This indicates that witness feedback, a succinct explanation of incorrectness, is effective. Additionally, it assisted instructors with assignment grading.