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Indigenous communities remain among the most underrepresented groups in computing and STEM fields, facing systemic barriers to equitable participation in computer science (CS) education. This study examines how Indigenous-serving teachers, through a sustained professional development (PD) program, design and implement culturally responsive computing (CRC) curricula in Indigenous-serving schools. Guided by the research question: How does sustained CS professional development inform the design of culturally responsive computing curricula by experienced CS teachers in Indigenous-serving schools? We employed a natural language processing (NLP) data fusion approach that integrates text mining and qualitative thematic analysis to investigate how teachers incorporate Indigenous knowledge into computing instruction. Our findings reveal three emergent themes in teacher learning and lesson design: Creating opportunities to access culture through computation, Leveraging Research and Critical Thinking Skills to Critically Engage Students with Computing, and Reflection, refinement, and professional growth through ongoing collaboration. These themes underscore the impact of CRC on bridging cultural traditions with computing, fostering engagement, and enhancing Indigenous students’ sense of belonging in CS. By supporting teachers in developing culturally relevant lessons that integrate storytelling, traditional arts, and computational thinking, this research contributes to the broader discourse on inclusive CS education. This study informs future efforts to expand Indigenous student participation in computing by highlighting the role of culturally sustaining pedagogy in professional development and curriculum design. 

Abstract Understanding hydrogen dissolution mechanisms in bridgmanite (Bgm), the most abundant mineral in the lower mantle, is essential for understanding water storage and rheological and transport properties in the region. However, interpretations of O‐H bands in Fourier transform infrared spectroscopy (FTIR) spectra of Bgm crystals remain uncertain. We conducted density functional theory (DFT) calculations on vibrational characteristics of O‐H dipoles and performed polarized FTIR measurements to address this issue. DFT calculations for four substitution models—Mg vacancies, Si vacancies, Al³⁺ + H⁺substitution for Si⁴⁺, and Al substitution with Mg vacancies—reveal distinct O‐H bands with different polarizations. Deconvolution of polarized FTIR spectra on Mg_0.88Fe²⁺_0.035Fe³⁺_0.065Al_0.14Si_0.90O₃and Mg_0.95Fe²⁺_0.033Fe³⁺_0.027Al_0.04Si_0.96O₃crystals shows five major O‐H bands with distinct polarizations along principal crystallographic axes. These experimental and calculated results attribute O‐H bands centered at 3,463–3,480, 2,913–2,924, and 2,452–2,470 cm⁻¹to Mg vacancies, Si vacancies, and Al³⁺ + H⁺substitution for Si⁴⁺, respectively. The total absorbance coefficient of bridgmanite was calculated to be 82,702(6,217) L/mol/cm². Mg and Si vacancies account for 43%–74% of the total water content, making them dominant hydrogen dissolution mechanisms in Bgm. The band frequencies for the Mg and Si vacancies in Bgm are drastically different from those in olivine and ringwoodite, corresponding to the significant changes in O‐H bond strengths and in the Si and Mg coordination environments from upper‐mantle to lower‐mantle minerals. These results highlight the need to incorporate hydrogen dissolution mechanisms in Bgm for understanding electrical conductivity and rheology of the lower mantle. 

To broaden indigenous students' participation in Computer Science (CS) education, we conducted a research practitioner partnership (RPP) project, where teachers were taught the CS principles lessons offered by Code.org and asked to integrate mobile application development within their current courses. Additionally, modules and guidance were provided on culturally responsive pedagogy (CRP), and an in-classroom implementation of a five-day lesson plan was co-created via a participatory approach. In this experience report, we describe the RPP organization and early findings from our collected teachers' pre/post survey, lesson plans, projects, and students' pre/post survey. The positive outcomes from our RPP project provided valuable teacher learning experiences and actionable, culturally responsive computing lesson plans for the indigenous community.