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Education and Public outreach is an important part of the activities of universities and research institutions. Moreover, public outreach is becoming an interesting career path, suited for young research scientists with strong communication skills and a broad research background. To address these opportunities and challenges, we decided to set up a spin-off company. The cooperative society, which received the status of academic spinoff from the University of Calabria, was named "Missione al Cubo", a name evocative of both the "third mission" and the "cubes", the buildings of the University of Calabria. In this work we present the activities set-up by the spin-off during its first year of activity. During this period the spin-off collaborated with schools, private enterprises and public administration developing activities directly derived from the scientific research conducted by the members of the cooperative society who are also young researchers (graduate students and post docs) of the physics department of University of Calabria. [For the full proceedings, see ED656038.]

Recent research emphasizes the need for a more sustained interaction of schools with universities and research institutions. For example, informal after-school programs integrated into the school curriculum can provide opportunities for meaningful interaction with researchers in active learning settings. At the physics department of University of Calabria it has been launched in 2016 a program aimed at recovering disused, and in several cases ancient, instrumentation in laboratories of some schools in the region of Calabria. In 2022, our local project merged into Lab2go, a national project of the National Institute of Nuclear Physics (INFN) (Lab2go; https://web.infn.it/lab2go/) and of University of Rome "La Sapienza" devoted to the enrichment of the laboratory activities of the schools. Lab2go involves a steadily increasing number of schools and has expanded to include chemistry, robotics and other subjects. This contribution discusses some didactic activities developed within Lab2go. The activities of Lab2go are integrated and form part of the (formal) school curriculum as work based experiences, which have become mandatory during the last three years of secondary schools. Thus, this project is an example of how specific policy interventions can lead to the kind of long-term structured collaboration between schools and research institutions needed to favor the shift of focus in science education. [For the full proceedings, see ED656038.]

One of the goals of advanced undergraduate mathematics courses is to engage students in activity that is authentic to the mathematics discipline. However, engaging students in such activity often involves managing tensions between authenticity-to-students and authenticity-to-the-discipline. In this paper, we use the Authentic Mathematical Proof Activity (AMPA) Framework to further explore potential relationships and tensions between different dimensions of authenticity. We analyzed classroom data from an inquiry-oriented abstract algebra course where instruction focused on unpacking the fundamental homomorphism theorem. Our results focus on the complexity dimension of authenticity and how this dimension relates to other dimensions of authenticity within instruction. We identify ways that instructor decisions shape authenticity even within the context of a carefully developed task. [ABSTRACT FROM AUTHOR]