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Abstract Traditional deep fluorescence imaging has primarily focused on red‐shifting imaging wavelengths into the near‐infrared (NIR) windows or implementation of multi‐photon excitation approaches. Here, the advantages of NIR and multiphoton imaging are combined by developing a dual‐infrared two‐photon microscope that enables high‐resolution deep imaging in biological tissues. This study first computationally identifies that photon absorption, as opposed to scattering, is the primary contributor to signal attenuation. A NIR two‐photon microscope is constructed next with a 1640 nm femtosecond pulsed laser and a NIR PMT detector to image biological tissues labeled with fluorescent single‐walled carbon nanotubes (SWNTs). Spatial imaging resolutions are achieved close to the Abbe resolution limit and eliminate blur and background autofluorescence of biomolecules, 300 µm deep into brain slices and through the full 120 µm thickness of aNicotiana benthamianaleaf. NIR‐II two‐photon microscopy can also measure tissue heterogeneity by quantifying how much the fluorescence power law function varies across tissues, a feature this study exploits to distinguish Huntington's Disease afflicted mouse brain tissues from wildtype. These results suggest dual‐infrared two‐photon microscopy can accomplish in‐tissue structural imaging and biochemical sensing with a minimal background, and with high spatial resolution, in optically opaque or highly autofluorescent biological tissues. 

What if “regular” CS faculty each taught elements of inclusive design in “regular” CS courses across an undergraduate curriculum? Would it affect the CS program's climate and inclusiveness to diverse students? Would it improve retention? Would students learn less CS? Would they actually learn any inclusive design? To answer these questions, we conducted a year-long Action Research investigation, in which 13 CS faculty integrated elements of inclusive design into 44 CS/IT offerings across a 4-year curriculum. The 613 affected students’ educational work products, grades, and/or climate questionnaire responses revealed significant improvements in students’ course outcomes (higher course grades and fewer course fails/incompletes/withdrawals), especially for marginalized groups; revealed that most students did learn and apply inclusive design concepts to their CS activities; and revealed that inclusion and teamwork in the courses significantly improved. These results suggest a new pathway for significantly improving students’ retention, their knowledge and usage of inclusive design, and their experiences across CS education—for marginalized groups and for all students.