In this paper, we present our design of a high school summer course which uses our Visual Design Problem-based Learning Pedagogy using Virtual Environments as a strategy to teach computer science. Students solved visual design problems by creating 3D sculptures in an online virtual environment. These creations were further explored and refined in immersive display systems fostering embodied learning and remote peer presence and support. To achieve the desired design, students use programming and computing concepts, such as loops, to solve those visual design centered problems, i.e. solving for composition, positive/negative space, balance, as opposed to computational problems first, i.e. create a loop, a fractal, randomized lines, etc. We present results from a study conducted on three high school summer courses. We compared the use of our Visual Design Problem-based teaching strategy (students wrote code to solve challenges based on art and design principles) to a traditional strategy (students wrote code to demonstrate comprehension of computer science concepts). Our results showed that test scores were higher for students in our Visual Design Problem-based courses. This work may have a positive impact on computer science education by increasing engagement, knowledge acquisition, and self-directed learning.

We report on a course, entitled "How Computers Work: Logic in Action", which we have offered the past few years at the University of Oklahoma, and which will be offered soon at the University of Wyoming. Intended for non-CS majors, this course is our answer to the question, What would you teach if you had only one course to help students grasp the essence of computation and perhaps inspire a few of them to make computing a subject of further study? Assuming no prior knowledge of computers or mathematics beyond high school algebra, the course is compatible with the "Computer Science: Principles" approach proposed by the College Board, although it is a significant departure from the pilot courses that are currently following this approach.

The logic data language (LDL) system provides a declarative logic-based language and integrates relational database and logic programming technologies so as to support advanced data and knowledge-based applications. A comprehensive overview of the system and a description of LDL language and the compilation techniques employed to translate LDL queries into target query execution plans on the stored data are presented. The architecture and runtime environment of the system and the optimization techniques employed in order to improve the performance and assure the safety of the compiled queries are given. The experience gained so far with the system and application areas where the LDL approach appears to be particularly effective are discussed.>