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During the summer of 2011, twenty-four high school students participated in an intense, three-week computer science course at the University of Virginia. The course met for twentyone three-hour sessions, thus encompassing more contact time than a standard college-level course. The course was structured in an "Inform, Experience, Implement" active-learning format: students were exposed to the history of a particular problem in context and participated in an active learning lesson regarding thedoi:10.1109/fie.2012.6462268 dblp:conf/fie/LayerST12 fatcat:kksh2uzinjhrjnp66pbrvi3uwy