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  1. Free, publicly-accessible full text available March 14, 2025
  2. Abstract

    Stretchable polymer semiconductors (PSCs) have seen great advancements alongside the development of soft electronics. But it remains a challenge to simultaneously achieve high charge carrier mobility and stretchability. Herein, we report the finding that stretchable PSC thin films (<100-nm-thick) with high stretchability tend to exhibit multi-modal energy dissipation mechanisms and have a large relative stretchability (rS) defined by the ratio of the entropic energy dissipation to the enthalpic energy dissipation under strain. They effectively recovered the original molecular ordering, as well as electrical performance, after strain was released. The highestrSvalue with a model polymer (P4) exhibited an average charge carrier mobility of 0.2 cm2V−1s−1under 100% biaxial strain, while PSCs with lowrSvalues showed irreversible morphology changes and rapid degradation of electrical performance under strain. These results suggestrScan be used as a parameter to compare the reliability and reversibility of stretchable PSC thin films.

     
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  3. Expanding access to and engaging diverse groups of students in high school computer science (CS) classes depends on qualified CS teachers. In this paper, we describe how faculty at our liberal arts college built CS teacher capacity at over 20 school districts through comprehensive college/high school partnerships. The majority of these districts serve rural or high-needs students, groups underrepresented in CS classrooms. The program works primarily with in-service teachers from other disciplines, helping them develop the expertise to teach CS. It is comprehensive in that it includes curricula and professional development for a high school level CS course and a dual-enrollment college level CS course, pathways to CS certification, community events, and opportunities for teacher leadership and collaboration. These modes of engagement are structured so that novice and veteran teachers and college faculty have opportunities to interact in different capacities over several years to create a robust professional learning community. Initial survey results show increasing levels of teacher confidence and sense of belonging, and increasing student confidence in their CS abilities. 
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  4. null (Ed.)