This paper considers the motivations and experiences of young people who are multiple jobholders. The research is based on structured face-to-face interviews with 73 people aged 18-34 years who worked in cafe/restaurant and/or creative occupations. Young people working in either occupational group were ambivalent about why they held multiple jobs: they reported wanting to work in this way and also having to, for financial and other reasons. However, whereas those in cafe/restaurant jobs often saw multiple job holding as a transitional work arrangement to support themselves and their lifestyle while they pursued other activities, those in creative occupations tended to view multiple job holding as a long-term working arrangement. Despite the negative impacts multiple job holding had on many aspects of their personal and social life, most young people described multiple job holding as a positive experience. These findings add to our understanding of the range of work options now taken by younger workers and point to some policy implications.

No abstract

No abstract

Several changes and reforms in teaching computer science have been proposed and championed as part of the CS10K initiative [1][2][3][4]. The CS Principles (CSP) project and the overarching CS10K initiative include a public/private partnership offering curricula, curricular frameworks, professional development, online support, and a community of practice to support individual and systemic reforms at scale. In this special session, we hear from those leading large CSP projects and from the teachers participating in these large projects. The session is designed to inform the education community of these efforts and to situate them in the context of understanding how a diversity of approaches to implementing the CSP framework is necessary to succeed with different and diverse student populations, schools, districts, and teachers. Knowledge of these approaches will help those teaching these students as they move from high school to college, bringing related but diverse experiences because of how each student is learning the material that is based on the same curricular framework. This framework is part of the CS Principles project, but the efforts we report on in this session realize the framework at different scales, in different populations, and with different pedagogical approaches.In this session the PIs on several CS Principles/CS10K initiatives will talk briefly and at a high-level about the projects they are leading, the approaches they are taking to scale their projects, and the curricula, pedagogy, and professional development they are employing to expand and enable teachers and students. Pilot teachers who are part of each of the projects will offer a different, on-the-ground perspective of how each approach is succeeding and the challenges faced from a teacher perspective.Outlining issues related to equity in the classroom, broadening participation, pedagogical approaches, and supporting diverse learners will be the responsibility of the leadership group from the CS Principles project. They will facilitate the discussion related to these diverse initiatives and call-on or represent pilot teachers from these different projects. Overview (Owen Astrachan)The projects highlighted in this special session are three of many designed to introduce CS Principles at local, regional, state, and national levels. In this overview we will situate these projects and their work in the context of other, related projects to highlight the diversity of approaches that can and should inform related efforts in expanding and transforming computer science education. This session is designed to present these projects in the context of transformational approaches, not simply as exemplars of one facet of the CS10K initiative.As the PI of the CS Principles project, Owen Astrachan works to help the community of educators working on this and related projects achieve their goals. Project Engage (Bradley Beth)Project Engage uses the framework from CS Principles to deliver a course rooted in the inquiry-based pedagogies of problem-based-lea...

No abstract