Conference Agenda

Foundational STEM areas—including artificial intelligence, cybersecurity, and inclusive software development—are often missing from 9–12 computing curricula. A major reason for this lack of inclusion is the shortage of high-quality, easy-to-use teaching materials. This gap is especially challenging for smaller or under-resourced schools that disproportionately serve underrepresented students. As a result, many 9-12 classrooms are unable to cover these essential topics, contributing to a broader ``diversity crisis'' in the U.S. STEM pipeline.

The [hidden] are a collection of 15 experiential, computing-focused educational modules originally developed and validated for undergraduate learners. Designed to promote hands-on engagement with computing-focused topics such as machine learning, artificial intelligence, inclusive software development and ethics-focused topics, these modules have demonstrated strong effectiveness in building foundational technical skills and increasing student confidence. This paper presents the adaptation of the [hidden] modules for high school students in grades 9–12, highlighting modifications to content, scaffolding, and delivery to ensure developmental appropriateness and curricular alignment with secondary education standards. We describe the pedagogical framework guiding the redesign, pilot implementations strategies, and provide recommendations for integrating the modules into existing computer science pathways. By offering flexible, accessible, and engaging learning experiences, the adapted [hidden] modules aim to expand early exposure to inclusive computing practices and support a more diverse pipeline of future technologists. Complete project materials are openly available on our website: [hidden]

This experience report describes a six-week Collaborative Online In-

ternational Learning (COIL) module integrated into an undergraduate

Software Engineering course, connecting students from the United States

and Panama. The primary aim was to enhance student engagement and

motivation through cross-cultural, project-based collaboration.

Students collaborated to complete software projects, including a stand-

out game featuring campus-native animals symbolizing the partnership.

Survey data from U.S. participants indicate increased motivation, im-

proved project completion rates, and heightened interest in global col-

laboration.

Challenges such as time zone coordination and language barriers

emerged but were effectively mitigated through the universal language

of programming. The experience also fostered the development of soft

skills, including enhanced communication and intercultural competence.

This report offers insights into the pedagogical benefits, technological

tools employed, and lessons learned.