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In 2021, National Science Foundation (NSF) Computer and Information Science and Engineering (CISE) directorate implemented a Broadening Participation in Computing (BPC) plan requirement for all medium and larger research proposals in Core, CPS, and SaTC. This panel comprises faculty and administrators from US computing departments who have participated in the writing of Departmental or Project BPC plans, two in response to NSF’s encouragement and one prior. Panelists represent a range of institutions as well as departmental awareness of BPC prior to writing their plans. Regardless of where they or their departments lie in the spectrum of knowing about and implementing BPC activities, and regardless of the current demographic makeup of the students in their major, they all encountered challenges as they wrote their plans. They all also experienced successes, not the least of which is that they succeeded in getting a plan written in accordance with the current guidelines. With the support of a moderator, the three panelists will share their experiences developing BPC plans with the audience, offering lessons learned and tips for overcoming common challenges. Audience members will also receive helpful links and handouts to facilitate the writing of their own departmental or project plans 

It is widely accepted that active learning and group work generally enhance learning in the statistics classroom, but how should those groups be formed? This study aims to better understand the characteristics of a productive team in the undergraduate introductory statistics course. Specifically, we explore the relationship between the attitudes of a student’s teammates and that student’s academic performance in both individual and group settings. We find moderate evidence that positive teammate attitudes towards statistics are associated with greater improvement from a student’s individual to the team exam score. If we can better understand what combination of student characteristics results in productive teams, instructors can be intentional with how they form groups in the classroom, realizing the full efficacy of active learning. 

The proposed study documents the status of computer science education at the middle school level. It also beyond previous studies by focusing on the perspective of teachers and attempting to measure their beliefs about their own self-efficacy. Understanding teacher's experience of change and building teacher capacity for change is essential to effective educational reform. The challenges faced by teachers that may arise in our data collection can have sociological or psychological context. To better understand the context of those challenges, we have developed a contextual framework. 

As part of a continuing conversation related to Indigenous methodologies in Western academic contexts, this manuscript includes a summary of the scholarly dialogue by providing background information and situatedness to an exchange that is positioned in the academy and Indigenous community simultaneously. The dialogue thus far includes a keynote presentation and a series of manuscripts that collectively help explain Indigenous research methodologies (IRMs) and delineates important considerations for practitioners and communities who relate to Indigenous research. The authors share where they agree, and where they diverge as well as their rationale for continuing the discourse in an academic forum. The paper concludes with an alternative method for dissemination (a winter count), that reimagines epistemological pluralism and knowledge protection through bicultural accountability. We consider the repatriation of Indigenous knowledge to be paramount in this process. 

Exposure to science, technology, engineering, and mathematics (STEM) at a young age is key to inspiring students to pursue careers in these fields. Thus, many institutions of higher education offer events to engage youth in STEM activities. These events are most effective when they are adapted to the specific audience. In Montana, a large percentage of the K-12 student population is from rural communities, where the ability to participate in such events is limited due to travel logistics and a shortage of relatable materials. We have developed a computer science outreach module that targets these populations through the use of storytelling and the Alice programming environment, thus drawing a parallel between storytelling and building algorithms. We describe the module's implementation, report and analyze feedback, and provide lessons learned from the module's implementation at outreach events. 

Alignment with the Montana Indian Education for All (IEFA) Act, tenets of Tribal Critical Race Theory (TribalCrit) (Brayboy, 2006) and the 7 Essential Understandings, results in the effective integration of Computer Science and Storytelling into the classroom. Teacher disposition and pedagogies that reflect current education transformation trends are also discussed. 

Research suggests that introducing students to computational concepts at a young age improves the likelihood that they will become interested in computer science later on in life (Super, 1953). As such, it is becoming increasingly important to develop lessons for K-12 students that include computational thinking (Barr, 2011). The storytelling project at Montana State University integrates computational thinking skills into the Indian Education for All (IEFA) curriculum for middle school students in Montana. 1. Identify an object not in Alice and needed for a lesson. 2. Develop rough draft and provide to the model developer. 3. Develop model in 3Ds max. 4. Add model to world, and add methods as needed. References Plateau Indian Beaded Bags 5. Gather feedback from students and instructors. Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: what is Involved and what is the role of the computer science education community? Acm Inroads, 2(1), 48-54. Cooper, J. (n.d.). Plateau beaded bag, ca. 1930 [Photograph found in Fred Mitchell, Montana Historical Society, Helena]. Retrieved from http://mhs.mt.gov/ Portals/11/education/ABeautifulTradition/tradition%20design%20color% 20brochure.pdf Super, D. E. (1953). A theory of vocational development. American Psychologist, 8(5), 185-190. We work to develop lesson plans, plan outreach events, and find relevant literature to satisfy the content standard requirements as well as the essential understandings associated with IEFA. Furthermore, we strive to integrate basic computer science concepts into these lessons to help pique student interest in programming and computational thinking. This is done using the Alice software, a drag-and-drop programming environment that allows students to use computational thinking in a beginner-friendly interface to create animations. 

Interview with Stacey Hancock which discussed the project.