This paper introduces a new Software Process Improvement (SPI) concept called Emergent Agility that extends Agile software development best practices by suggesting that certain meetings, events, and activities may be most efficient when they emerge dynamically from the evolving needs of teams and stakeholders. Emergent Agility is process agnostic, meaning it is not tied to a specific Agile framework or methodology. A software development process called an Emergent Minimum Viable Process (EMVP), resulting from application of Emergent Agility to an existing software process, is also presented and explained. Traditional Agile frameworks often rely on predefined schedules for standups, sprint reviews, retrospectives, and other meetings, which can become rigid and misaligned with real-time project demands. In contrast, our concept of Emergent Agility embraces the natural tensions and conflicts that emerge from any team, leveraging them to continuously iterate towards new layers of efficiency. Emergent Agility advocates the principle of on-demand collaboration, freeing teams to convene only when necessary to address pressing issues or opportunities. We test the Emergent Agility and EMVP concepts with a pilot case study, which has shown promising initial results.

In 2020, over 116,000 students took the Advanced Placement Computer Science Principles (AP CSP) Exam. Although Black female students have participated in AP CSP at higher rates than for the AP CSA course, their representation is still disproportionately lower than the school population of Black females. In this Experience Report, we present the early results of an NSF-sponsored effort that provides an AP CSP preparatory experience and CS career awareness to Black female students from rural, urban, and suburban communities in the state of Alabama.

This poster describes the "Computer Science for All Bulldogs (CS4ALL-B) pilot, a 7-week long course taught in Fall 2013 at Opelika Middle School, located in the Auburn- Opelika, Alabama Metropolitan Area (https://cs4allb.eng.auburn.edu). The program marks the first time a formal Computer Science (CS) course has been taught in an Alabama middle school. The CS4ALL-B curriculum builds upon the Auburn University innovative 'three-step' model of K-12 computing and robotics instruction that introduces CS and Computational Thinking (CT) concepts for K-12 students. This model uses programming frameworks such as Kodu, Alice, App Inventor, Lego NXT-G and Tetrix, and Computer Science Unplugged (CSU) activities. While moving between the three steps, students explore the fundamentals of CS/CT concepts. The CS4ALL-B curriculum is structured in four main sections: First, introduction to Kodu for 7th graders and Alice for 8th graders; Second, introduction to CS/CT Concepts; Third, participation in selected CSU activities, then students develop their programs to demonstrate their abilities to design and create Kodu or Alice worlds that implement the concepts learned while participating in CSU activities; Fourth, students build their own course project that includes all concepts and skills grasped throughout their training. This model helps maintain high levels of motivation, concentration, and engagement during the entire course. The results of the pilot assessment, including tools such as traditional written assessments (e.g. quizzes, tests) as well as alternative assessments tools (e.g. projects and blog posts), will be presented. We have found that our methods foster the learners' nascent development in CS.

This poster describes a three-step ladder model of K 12 computing and robotics instruction beginning with a simpler programming environment (Kodu) and progressing to more challenging frameworks (Alice and Lego NXT). While moving between the three steps, students explore the similarities and differences in how concepts such as variables, conditionals, and looping are realized. Computer Science Unplugged activities are integrated and then implemented using Kodu, Alice and robots. This innovative model helps maintaining high levels of motivation, concentration, and fun during the entire six weeks of the camp. Feedback obtained from instructors, participants and participants' parents, reinforced by the results of the pre and post program evaluations, clearly indicated the program as a success.