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The COVID-19 pandemic has dramatically affected U.S. schools since March 2020. K–12 schools have put in place various forms of remote learning to continue the education of students. In trying times like these, young students face unique unprecedented challenges. Often, they need parents’ and/or guardians’ supervision and guidance at home. How can teachers work with young students and their parents or guardians to ensure high-quality and equitable teaching and learning during the COVID-19 pandemic? More specifically, how can teachers support young students’ word study from home during trying times? An ABC scavenger hunt can be a great activity to support young students’ word study while bridging home and school and fostering a positive home learning environment. We share teaching tips developed by a first-grade teacher over the past several months.

Engaging students in rudimentary programming concepts is challenging when code examples do not yield practical payoff or are otherwise uninteresting. The purpose of Adventure RPG is to enable students to utilize first-semester object-oriented programming concepts to build a text adventure game. In this paper, we describe the incremental development and modular deployment that characterize the game's introduction into the course curriculum. In its earliest stages, the game welcomes players and asks them to select a lineage for their heroes. In its final stage, it is a fully functioning text adventure game utilizing selection statements, loops, methods, classes, objects, arrays, and file input/output. A survey of 60 students revealed that a majority of students scored the activity as highly valuable and self-reported high scores for positivity and participation in the Adventure RPG live-coding activities, while also reporting low levels of perceived distraction. The project provides ample opportunities for co-creation and incorporation of student-sourced enhancement ideas. Given the importance of live coding in delivering content in programming courses, this teaching tip provides student-supported content to refresh instructors' live coding exercises and enhance curriculum in introductory Java programming courses.

Many universities in the United States have resumed campus-based learning during the coronavirus disease of 2019 (COVID-19) pandemic. Under these special circumstances, many instructors have considered the HyFlex approach to redesign their undergraduate courses. However, a HyFlex teaching model that one adopts in reaction to a global pandemic significantly differs from HyFlex teaching that one adopts under normal conditions. In this paper, we provide actionable practical tips that will allow fellow instructors to better prepare themselves for running a COVID-19 HyFlex classroom. First, we explain how the COVID-19 HyFlex model has some key distinctions from the regular HyFlex teaching model. Then, in the COVID-19 HyFlex classroom, we focus specifically on how to effectively use group work as the learning instrument in these types of classrooms. We consciously seek to go narrow and deep on the dimension of group work as it has the most potential to yield beneficial outcomes while also being fraught with logistical challenges in the COVID-19 HyFlex context. Our collective success with undergraduate HyFlex teaching in future academic terms during COVID-19 will determine our universities’ economic success and our jobs’ security.

This teaching tip offers valuable insights into establishing a GenCyber student camp in underserved communities. It provides teaching tips and best practices for designing a curriculum tailored to high school students. The study highlights effective strategies for recruiting a diverse group of participants, addressing the global shortage in the cybersecurity workforce. Over a six-month period, students participated in a variety of online and in-person activities. The study presents practical assignments used to boost student engagement and participation. Experiential Learning Theory was applied to develop and implement learning objectives, with adapted scales to measure outcomes specific to the program's needs. Overall, students demonstrated increased cybersecurity knowledge upon completing the camp. This teaching tip serves as proof of concept, encouraging others to seek NSA funding for GenCyber grants to benefit their local communities.

The growing use of analytics has increased the demand for more highly data literate graduates. Awareness of ambiguity in data has been suggested as a new data literacy skill. Here, we describe a student- centered semester-long project that can be used to teach this skill in an introductory analytics or database course. The project requires students to anticipate and collect survey data about themselves and their fellow students that can be used to predict student exam performance later in the course. We summarize relevant prior research on ambiguity, describe the project in which ambiguity is explained and applied, present a preliminary analysis of the lesson's impact on student awareness of ambiguity, and discuss implications and future research.