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Amongst efforts to realize computer science (CS) for all, recent critiques of racially biased technologies have emerged (e.g., facial recognition software), revealing a need to critically examine the interaction between computing solutions and societal factors. Yet within efforts to introduce K-12 students to such topics, studies examining teachers' learning of critical computing are rare. To understand how teachers learn to integrate societal issues within computing education, we analyzed video of a teacher professional development (PD) session with experienced computing teachers. Highlighting three particular episodes of conversation during PD, our analysis revealed how personal and classroom experiences—from making a sensor-based project to drawing on family and teaching experiences—tethered teachers’ weaving of societal and technical aspects of CS and enabled reflections on their learning and pedagogy. We discuss the need for future PD efforts to build on teachers’ experiences, draw in diverse teacher voices, and develop politicized trust among teachers. 

Increased interest in ecosystem recovery and resilience has been driven by concerns over global change-induced shifts in forest disturbance regimes. In frequent-fire forests, catastrophic wind disturbances modify vegetation-fuels-fire feedbacks, and these alterations may shift species composition and stand structure to alternative states relative to pre-disturbance conditions. We established permanent inventory plots in a catastrophically wind-disturbed and fire-maintained Pinus palustris woodland in the Alabama Fall Line Hills to examine ecosystem recovery and model the successional and developmental trajectory of the stand through age 50 years. We found that sapling height was best explained by species. Species with the greatest mean heights likely utilized different regeneration mechanisms. The simulation model projected that at age 50 years, the stand would transition to be mixedwood and dominated by Quercus species, Pinus taeda, and P. palustris. The projected successional pathway is likely a function of residual stems that survived the catastrophic wind disturbance and modification of vegetation-fuels-fire feedbacks. Although silvicultural interventions will be required for this system to exhibit pre-disturbance species composition and structure, we contend that the ecosystem was still resilient to the catastrophic disturbance because similar silvicultural treatments were required to create and maintain the P. palustris woodland prior to the disturbance event. 

As high school computer science course offerings have expanded over the past decade, gaps in race and gender have remained. This study embraces the “All” in the “CS for All” movement by shifting beyond access and toward abolitionist computer science teaching. Using data from professional development observations and interviews, we lift the voices of BIPOC CS teachers and bring together tenets put forth by Love (2019) for abolitionist teaching along with how these tenets map onto the work occurring in CS classrooms. Our findings indicate the importance of BIPOC teacher representation in CS classrooms and ways abolitionist teaching tenets can inform educator’s efforts at moving beyond broadening participation and toward radical inclusion, educational freedom, and self-determination, for ALL.