In today's rapidly changing technological landscape, it is becoming increasingly evident that solar weather, simulations, and artificial intelligence (AI) are topics that can be and should be integrated into middle school education. Solar weather events can create massive problems with climate, communication, and technology, problems that can be alleviated by prediction. These events generate massive amounts of data that AI can use for such prediction. These topics can be introduced through simulations. How can we integrate solar weather data and simulations with AI-driven models to create interactive and educational software? This paper reviews lessons and pedagogical approaches used to teach about solar weather, AI and incorporate simulations to integrate CS concepts into other middle school subject areas. The research supports year one of a three-year project. The length of the project allows time to develop a progression to introduce CS concepts and the development of a simulation that can be used in a variety of middle school classrooms.

Guided by grounded theory and using a drawing task, this study aimed to analyze how education stakeholders, including K-8 teachers and school administrators, perceive and conceptualize the work of computer scientists. Twenty-eight participants completed the draw-a-computer-scientist task and underwent a six-session summer professional development workshop at a major university in New Jersey. The content analysis of the collected drawing data revealed various stereotypical images people hold of computer scientists, especially male computer scientists. The study findings also highlighted that a few participants contemplated the traditional view of a computer scientist and demonstrated their enhanced understanding of the computer science field. Considering the existence of deep-rooted stereotypes regarding the computer science field and computer scientists, this study identified important implications for how well-designed professional development workshops can address the lack of awareness about and broaden the perspectives of the computer science field.

States are moving to adopt Computer Science (CS) education standards to help K-12 teachers adapt and integrate computing /computational thinking (CT) concepts into the curriculum. These approaches also rely heavily on training current and pre-service teachers and creating opportunities to learn CS while also managing the rigors of their education career. This poster presents elements of the collaboration between the Department of CS and Department of Teaching and Learning at Montclair State University (MSU) to bring CS to pre- and in-service educators. Here we will highlight our curriculum work and professional development (PD) series. The New Jersey (NJ) Department of Education has adopted CS Education standards for K-12 and distinctly funded curriculum development and faculty formation programs. MSU has built programs that support teachers through PD experiences in CT and CS. In the 10-month period ending March 2023, we will offer 30 PD opportunities for a CS and CS education. To date, more than 200 educators have received PD to address their educational needs regarding CS curricula.