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  1. By age 15 girls start to lose interest in STEM, and less than 50% consider a STEM-related career. Providing hands-on internship opportunities has been one of the leading ways to help connect students with exploring computing careers; however, these opportunities are limited in high school. We propose a framework for a university-led high school internship initiative that focuses on service learning, co-design, and the propagation of engaging computing curricula for younger audiences. We piloted this model virtually in summer 2021, with high school students and teachers as interns mentored by university role models. Teams led the development and implementation of computing-infused curricula for a virtual summer coding camp. In this article, we share our framework and review the importance of service-learning for recruiting diverse participants and the use of co-design as a way to broker relationships between developers and community stakeholders. Additionally, we provide preliminary outcomes of our internship model on student and teacher participants gathered from qualitative data including end-of-summer presentations and post-program interviews. 
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  2. null (Ed.)
    The Covid-19 pandemic has offered new challenges and opportunities for teaching and research. It has forced constraints on in-person gathering of researchers, teachers, and students, and conversely, has also opened doors to creative instructional design. This paper describes a novel approach to designing an online, synchronous teacher professional development (PD) and curriculum co-design experience. It shares our work in bringing together high school teachers and researchers in four US states. The teachers participated in a 3-week summer PD on ideas of Distributed Computing and how to teach this advanced topic to high school students using NetsBlox, an extension of the Snap! block-based programming environment. The goal of the PD was to prepare teachers to engage in collaborative co-design of a 9-week curricular module for use in classrooms and schools. Between their own training and the co-design process, teachers co-taught a group of high school students enrolled in a remote summer internship at a university in North Carolina to pilot the learned units and leverage ideas from their teaching experience for subsequent curricular co-design. Formative and summative feedback from teachers suggest that this PD model was successful in meeting desired outcomes. Our generalizable FIRST principles—Flexibility, Innovativeness, Responsiveness (and Respect), Supports, and Teamwork (collaboration)—that helped make this unique PD successful, can help guide future CS teacher PD designs. 
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