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Amid corrosion degradation of metallic structures causing expenses nearing 3 trillion or 4% of the GDP annually along with major safety risks, the adoption of AI technologies for accelerating the materials science life-cycle for developing materials with better corrosive properties is paramount. While initial machine learning models for corrosion assessment are being proposed in the literature, their incorporation into end-to-end tools for field experimentation by corrosion scientists remains largely unexplored. To fill this void, our university data science team in collaboration with the materials science unit at the Army Research Lab have jointly developed MOSS, an innovative AI-based digital platform to support material science corrosion research. MOSS features user-friendly iPadOS app for in-field corrosion progression data collection, deep-learning corrosion assessor, robust data repository system for long-term experimental data modeling, and visual analytics web portal for material science research. In this demonstration, we showcase the key innovations of the MOSS platform via use cases supporting the corrosion exploration processes, with the promise of accelerating the discovery of new materials. We open a MOSS video demo at: https://www.youtube.com/watch?v=CzcxMMRsxkE 

As high school computer science course offerings have expanded over the past decade, gaps in race and gender have remained. This study embraces the “All” in the “CS for All” movement by shifting beyond access and toward abolitionist computer science teaching. Using data from professional development observations and interviews, we lift the voices of BIPOC CS teachers and bring together tenets put forth by Love (2019) for abolitionist teaching along with how these tenets map onto the work occurring in CS classrooms. Our findings indicate the importance of BIPOC teacher representation in CS classrooms and ways abolitionist teaching tenets can inform educator’s efforts at moving beyond broadening participation and toward radical inclusion, educational freedom, and self-determination, for ALL. 

Creating data visualizations requires diverse skills including computer programming, statistics, and graphic design. Visualization practitioners, often formally trained in one but not all of these areas, increasingly face the challenge of reconciling, integrating and prioritizing competing disciplinary values, norms and priorities. To inform multidisciplinary visualization pedagogy, we analyze the negotiation of values in the rhetoric and affordances of two common tools for creating visual representations of data: R and Adobe Illustrator. Features of, and discourse around, these standard visualization tools illustrate both a convergence of values and priorities (clear, attractive, and communicative data-driven graphics) side-by-side with a retention of rhetorical divisions between disciplinary communities (statistical analysis in contrast to creative expression). We discuss implications for data-driven work and data science curricula within the current environment where data visualization practice is converging while values in rhetoric remain divided.