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This paper describes an AI Book Club as an innovative 20-hour professional development (PD) model designed to prepare teachers with AI content knowledge and an understanding of the ethical issues posed by bias in AI that are foundational to developing AI-literate citizens. The design of the intervention was motivated by a desire to manage the cognitive load of AI learning by spreading the PD program over several weeks and a desire to form and maintain a community of teachers interested in AI education during the COVID-19 pandemic. Each week participants spent an hour independently reading selections from an AI book, reviewing AI activities, and viewing videos of other educators teaching the activities, then met online for 1 hour to discuss the materials and brainstorm how they might adapt the materials for their classrooms. The participants in the AI Book Club were 37 middle school educators from 3 US school districts and 5 youth-serving organizations. The teachers are from STEM disciplines as well as Social Studies and Art. Eighty-nine percent were from underrepresented groups in STEM and CS. In this paper we describe the design of the AI Book Club, its implementation, and preliminary findings on teachers' impressions of the AI Book Club as a form of PD, thoughts about teaching AI in classrooms, and interest in continuing the book club model in the upcoming year. We conclude with recommendations for others interested in implementing a book club PD format for AI learning. 

In this experience report, we describe an AI summer workshop designed to prepare middle school students to become informed citizens and critical consumers of AI technology and to develop their foundational knowledge and skills to support future endeavors as AI-empowered workers. The workshop featured the 30-hour "Developing AI Literacy" or DAILy curriculum that is grounded in literature on child development, ethics education, and career development. The participants in the workshop were students between the ages of 10 and 14; 87% were from underrepresented groups in STEM and Computing. In this paper we describe the online curriculum, its implementation during synchronous online workshop sessions in summer of 2020, and preliminary findings on student outcomes. We reflect on the successes and lessons we learned in terms of supporting students' engagement and conceptual learning of AI, shifting attitudes toward AI, and fostering conceptions of future selves as AI-enabled workers. We conclude with discussions of the affordances and barriers to bringing AI education to students from underrepresented groups in STEM and Computing. 

Due to classrooms moving online during COVID-19, educators are faced with the challenge of adapting in-classroom curricula for online instructions. This poses challenges and opportunities for AI learning given the project-based learning approaches of existing curricula. We taught a 5-hour synchronous online class about AI to 17 middle school students. In this paper, we discuss challenges in adapting to online learning and future opportunities. Our contribution is valuable to educators and curriculum designers that are adapting their AI curricula for synchronous online learning. 

Abstract As the abyssal oceans warm, stratification is also expected to change in response. This change may impact mixing and vertical transport by altering the buoyancy flux, internal wave generation, and turbulent dissipation. In this study, repeated surveys of three hydrographic sections in the Southwest Pacific Basin between the 1990s and 2010s are used to estimate the change in buoyancy frequency. We find that below the°C isotherm,is on average reduced by a scaling factor of, a 12% reduction, per decade that intensifies with depth. At°C, we observe the biggest change:, or a 29% reduction per decade. Within the same period, the magnitude of vertical diffusive heat flux is also reduced by about, although this estimate is sensitive to the choice of estimated diffusivity. Finally, implications of these results for the heat budget and global ocean circulation are qualitatively discussed.