Report of the 2014 NSF Cybersecurity Summit for Large Facilities and Cyberinfrastructure

This event was supported in part by the National Science Foundation under Grant Number 1234408. Any opinions, findings, and conclusions or recommendations expressed at the event or in this report are those of the authors and do not necessarily reflect the views of the National Science Foundation

STEM Community Chairs Progress Updates Spring 2016

The following is a brief update of the activities and efforts being undertaken by UNO’s Dr. George and Sally Haddix Community Chair of STEM Education as being held by Dr. Neal Grandgenett. The goal of this position is: Position Goal: To organize, lead and inspire collaborative STEM initiatives at UNO, that cross colleges and disciplines, and that aggressively position UNO to be a true national leader in interdisciplinary STEM programs. (Curriculum, Capacity, Collaboration

January 1 - December 31, 2012

This report summarizes training, education, and outreach activities for calendar 2012 of PTI and affiliated organizations, including the School of Informatics and Computing, Office of the Vice President for Information Technology, and Maurer School of Law. Reported activities include those led by PTI Research Centers (Center for Applied Cybersecurity Research, Center for Research in Extreme Scale Technologies, Data to Insight Center, Digital Science Center) and Service and Cyberinfrastructure Centers (Research Technologies Division of University Information Technology Services, National Center for Genome Assembly Support

National Science Foundation Advisory Committee for Cyberinfrastructure Task Force on Campus Bridging Final Report

The mission of the National Science Foundation (NSF) Advisory Committee on Cyberinfrastructure (ACCI) is to advise the NSF as a whole on matters related to vision and strategy regarding cyberinfrastructure (CI). In early 2009 the ACCI charged six task forces with making recommendations to the NSF in strategic areas of cyberinfrastructure: Campus Bridging; Cyberlearning and Workforce Development; Data and Visualization; Grand Challenges; High Performance Computing (HPC); and Software for Science and Engineering. Each task force was asked to offer advice on the basis of which the NSF would modify existing programs and create new programs. This document is the final, overall report of the Task Force on Campus Bridging.National Science Foundatio

Widening the Pipeline: Identifying Practices and Structures That Effectively Recruit and Retain African-American Females in Undergraduate Computer Science Programs at Historically Black Colleges and Universities

The underrepresentation of women and women of color in the disciplines of science, technology, engineering, and mathematics (STEM) is of little surprise to those of us who have kept abreast of the statistical data supporting this phenomenon. In order for the United States (U.S.) to remain “economically and globally competitive” (Ong, 2011, p. 32), it needs to increase its “advanced domestic science and technology workforce” (Ong, 2011, p.32). Perhaps, it is not a coincidence that the majority of students attending U.S. colleges are female, and the number of minority students entering college is on the rise. However, when one looks at the number of women of color entering college and the number of whom are pursuing a STEM degree, there is a significant decrease. Furthermore, the pipeline is even narrower for women pursuing computer science (CS) degrees. This exploratory qualitative study was focused on one historically Black university located in the southeast region of the U.S. This study utilized a grounded theory qualitative inquiry approach to identify practices and strategies utilized by the historically Black colleges and universities (HBCU) to effectively recruit and retain undergraduate African-American women in its CS program. The findings suggest the importance of K-12 experiences, supportive relationships among students and faculty, industry partnerships, and relevant and challenging experiences

Keeping Data Science Broad: Negotiating the Digital and Data Divide Among Higher Education Institutions

The goal of the “Keeping Data Science Broad” series of webinars and workshops was to garner community input into pathways for keeping data science education broadly inclusive across sectors, institutions, and populations. Input was collected from data science programs across the nation, either traditional or alternative, and from a range of institution types including community colleges, minority-led and minority-serving institutions, liberal arts colleges, tribal colleges, universities, and industry partners. The series consisted of two webinars (August 2017 and September 2017) leading up to a workshop (November 2017) exploring the future of data science education and workforce at institutions of higher learning that are primarily teaching-focused. A third follow-up webinar was held after the workshop (January 2018) to report on outcomes and next steps. Program committee members were chosen to represent a broad spectrum of communities with a diversity of geography (West, Northeast, Midwest, and South), discipline (Computer Science, Math, Statistics, and Domains), as well as institution type (Historically Black Colleges and Universities (HBCU’s), Hispanic-Serving Institutions (HSI’s), other Minority-Serving Institutions (MSI\u27s), Community College\u27s (CC’s), 4-year colleges, Tribal Colleges, R1 Universities, Government and Industry Partners)

Keeping Data Science Broad: Negotiating the Digital and Data Divide Among Higher Education Institutions

The goal of the “Keeping Data Science Broad” series of webinars and workshops was to garner community input into pathways for keeping data science education broadly inclusive across sectors, institutions, and populations. Input was collected from data science programs across the nation, either traditional or alternative, and from a range of institution types including community colleges, minority-led and minority-serving institutions, liberal arts colleges, tribal colleges, universities, and industry partners. The series consisted of two webinars (August 2017 and September 2017) leading up to a workshop (November 2017) exploring the future of data science education and workforce at institutions of higher learning that are primarily teaching-focused. A third follow-up webinar was held after the workshop (January 2018) to report on outcomes and next steps. Program committee members were chosen to represent a broad spectrum of communities with a diversity of geography (West, Northeast, Midwest, and South), discipline (Computer Science, Math, Statistics, and Domains), as well as institution type (Historically Black Colleges and Universities (HBCU’s), Hispanic-Serving Institutions (HSI’s), other Minority-Serving Institutions (MSI\u27s), Community College\u27s (CC’s), 4-year colleges, Tribal Colleges, R1 Universities, Government and Industry Partners)

Alumni Perceptions of Cybersecurity Employment Preparation Using the NICE Framework

The cybersecurity workforce suffers from an ongoing talent shortage and a lack of information correlating cybersecurity education programs to alumni employment outcomes. This cross-sectional study evaluated the post-graduation employment outcomes of alumni who attended two-year colleges designated by the National Security Agency (NSA) as Centers of Academic Excellence in Cyber Defense (CAE-CD). Stakeholders of this project were identified as government agencies, the NSA, employers, faculty, students, and organizations that rely on cybersecurity talent to keep their systems secure from cyberattacks. This study used the explanatory sequential mixed methods approach to compare perceptions of the intended Program of Study work roles to alumni employment outcomes using the NICE Framework work roles. This multi-phased, nested sample study included CAE-CD designated Points of Contact (POCs) at two-year colleges and their alumni. The first phase included a call for participation requesting POCs to provide academic program information via online survey and to contact their cybersecurity program alumni with a link to an online survey. The second phase of the study included an online survey requesting that the alumni provide data about their work experience, academic program information, industry-recognized certification achieved, and any co/extra-curricular participation. Overall, the demographics of the alumni sample were more diverse than those of the U.S. cybersecurity workforce and the alumni noted that their two-year academic programs were important to the preparation for their current job. Of the alumni who reported they were currently employed, approximately 80% held technology-related positions. Recommendations are made for the use of the resulting knowledge by cybersecurity stakeholders to better understand the employment outcomes of two-year college alumni from CAE-CD cybersecurity programs