C Martin - US grants

This project is involved in interesting young minority women in future careers in science and engineering by providing them with enrichment skills, incentives, mentors and role models upon which to base their career choices. Twenty-four minority girls who are in grades 9 and 10 and six high school teachers are participating in a year-long program which includes a Saturday program during the school year and a 10- day summer residence program. Objectives include interacting with female scientists and university professors as role models, raising sights toward higher education, developing a peer network, and upgrading skills and confidence with computers.

This two-year project sponsored by the George Washington University is designed to enhance the content knowledge and teaching skills of middle school science educators, to create a model for the innovative use of computer aided, hypermedia technology in the science classrooms and to encourage increased collaboration between education and scientists. The first year will focus on life sciences and the second year will focus on the physical sciences both as appropriate for the middle school curriculum. Each year fourteen teams from schools in the greater Washington, D.C. area will participate in a four week summer workshop with school year follow up sessions and site visits. The summer workshops consist of content enhancement, skill building in the use of computer aided hypermedia and skill and content utilization through the development of classroom lessons and leadership skills development. The school year follow up includes team meetings, implementation of science lessons, site visits, Saturday sessions, inservice workshops lead by participants and participation in a regional science educators conference.

9354626 Martin The purpose of this proposal is to develop a plan and materials for integrating social impact and ethics topics across the computer science curriculum. It will address the two major problems that hamper the implementation of an across-the-board curricular change: The lack of materials that can be adapted or adopted into the existing CS curriculum and the lack of awareness and expertise on the part of most CS faculty regarding the need and methodology for presenting such material in their courses. The project is comprised of three interrelated tasks: 1) define the content of teaching modules to be developed that will facilitate the presentation of these topics; 2) develop the actual modules that can be disseminated as a teaching kit to interested CS departments and faculty members; and 3) develop a pilot faculty enhancement seminar that can be presented for interested CS faculty members to prepare them to use the materials. The first task will be implemented as follows: a two-day working conference of experts in ethics, social impact, and computer science curriculum will be convened to determine the appropriate content for the teaching modules. They will discuss possible topics for a freshman computers-and-society course, the traditional computer science core courses, and the senior design course. The expected outcome of this conference will be consensus from this group regarding which topics, how much time, and the level of such topics that should be included in the CS curriculum. The second task will be implemented as follows: Based upon the recommendation of the working conference, teaching modules will be developed that can be used together as a single course or independently within a number of courses across the curriculum. These modules will include scenarios, exercises for discussion and written comment, and teaching strategies for presenting the topics. The modules will be developed for a freshman course, use in computer science cor e courses, and use in a senior design course. These modules will be sent out for comment and pilot testing by computer science professors. A kit of teaching modules will be developed for general dissemination. The third task will be implemented as follows: Based upon the materials developed, a pilot two-day faculty enhancement seminar will be developed and conducted to provide guidance to computer science professors regarding how to effectively use the materials. Based upon results from the pilot seminar, a kit for faculty enhancement seminars will also be developed for general dissemination. ***y

This project develops a portable computer security laboratory that may be used in a wide range of computer security and information assurance (CSIA) courses at multiple institutions. A suite of hands-on exercises and case studies dedicated to computer security and information assurance education is developed for use in conjunction with this laboratory. The exercises cover numerous aspects of computer security and information assurance including risk assessment, security policy, firewalls, intrusion detection, secure protocols, and public key infrastructure. In addition to specifying, building, and testing the laboratory, the project develops and tests educational modules that use the laboratory in actual courses at multiple institutions. These modules have instructor and student guides, are usable in multiple courses, and fully integrate classroom material with hands-on exercises in the laboratory. The modules emphasize the importance of the proper, ethical use of the tools and provide ample controls to prevent the laboratory from being used in an unauthorized manner or to launch attacks over the Internet. This project is multidisciplinary, integrating material from computer science, management, law, and other areas important to CSIA. The project team from three universities has well over fifty years of combined experience in research and in teaching in this area. The project creatively uses the existing infrastructure of a regional consortium of universities that already has easy cross-enrollment to leverage new course development and make CSIA knowledge much more accessible at all three institutions. The George Washington University in this project forms a partnership with two local universities with long histories of serving traditionally underrepresented groups. Gallaudet University is the world's only university that brings together deaf, hard of hearing, and hearing students and faculty in the common pursuit of education.
Marymount University, until 1986 a women's college, is now a coeducational liberal arts institution in which women make up 70% of its students.

This program provides opportunities for students with diverse backgrounds to become Computer Security and Information Assurance (CSIA) professionals and to help protect the safety and security of our nation's information infrastructure. Professors who are internationally recognized specialists in CSIA, some of whom have over thirty years experience teaching this material and producing graduates trained in the CSIA, educate students in this program. Using traditional computing lab resources along with newly developed resources such as a battle lab, students will be exposed to hands-on demonstrations and experience that are on the cutting edge of CSIA education, as befits an NSA-designated Center of Academic Excellence in Information Assurance Education (CAE/IAE) such as The George Washington University (GW). In this proposal, GW is partnering with Gallaudet University and Marymount University to expand CSIA education opportunities to citizens of the Washington DC area and to capitalize on the strength and accessibility of courses available to students through the eleven-member Consortium of Universities of the Washington Metropolitan Area. This partnership also broadens the participation of traditionally underrepresented groups in CSIA. Gallaudet is the world's only university that brings together deaf, hard of hearing, and hearing students and faculty in the common pursuit of education. Marymount, until 1986 a women's college, is now a coeducational liberal arts institution with women making up 70% of its students.

Computer Science (31) The George Washington University (GW) in collaboration with students and professors from two universities with long histories of serving traditionally underrepresented groups, Gallaudet University (for deaf, hard of hearing, and hearing students and faculty) and Marymount University (until 1986 a women's college that still has 70% women in its student population) are partners in this project. Modules that adapt case studies, laboratory exercises and problems used at other institutions (West Point, Iowa State, and the NSF ethics project) to present Computer Security Information Assurance (CSIA) topics are the focus of this project. What makes these modules unique are their portability, extensibility, and flexibility for integration into courses at various levels. The modules are used and evaluated in actual courses at the three Washington area universities participating in Project PISCES, an endeavor that provides opportunities for students to become CSIA professionals.

The High-5 STEM Collaborative proposes an Alliance for Graduate Education and the Professoriate (AGEP) that brings together five Metro-linked universities in the national capital region, around the common purpose of diversifying the professoriate in science, technology, engineering, and mathematics (STEM). Led by The George Washington University, High-5 includes American University, Gallaudet University, Marymount University, and the University of the District of Columbia. The vision for the High-5 STEM Collaborative is to become a sustainable model Alliance, reproducible in other urban environments, to enable talented students reflecting the demographics of the nation overall to prepare for and enter the STEM professoriate in large numbers. The overall goal of the Collaborative is to build a vibrant five-campus community with climate and structures, faculty, curriculum, and students purposefully aligned to enable diverse individuals to achieve academic and career success in STEM with significant numbers entering the STEM professoriate.
The goal of this planning proposal is to lay the groundwork for the implementation phase and accomplishment of the overall goal. During the planning phase, the project will (1) identify barriers and challenges within its institutions that limit the attraction, retention, persistence, attachment, and progression into the professoriate of underrepresented minorities in STEM; (2) identify and understand best practices within its institutions and from successful AGEP alliances that enable the inclusion and advancement of underrepresented minorities in STEM; (3) design the structures, incentives, and feedback systems that can create the alignment and become the framework for institutional transformation during the implementation phase; (4) pilot one or two community-building components to launch the Collaborative and engage departments, schools, faculty, and students at all member institutions; and (5) generate information that will inform a future AGEP model.
Intellectual Merit. The High-5 Collaborative will transcend campus boundaries and transform institutional cultures to prepare significant numbers of URM, including deaf individuals, for STEM faculty positions at the full range of institutions of higher education. The Collaborative is innovative in its full integration of deaf faculty and students as part of the URM population; the extent to which students at all levels will cross-enroll, collaborate, and teach across the Alliance; and the extent to which quality STEM academic programs that cross institutional boundaries will be fostered. STEM undergraduate majors will have access to additional and varied research experiences across the five institutions, and become part of a diverse, multidisciplinary, STEM peer group with peer and faculty mentors from other campuses. The Collaborative will also expand and strengthen STEM research at the Alliance institutions through shared access to facilities, equipment, resources, and the creation of a community of faculty and student collaborators
Broader Impact. Course and curriculum coordination will allow talented URM and deaf undergraduates to take advanced STEM courses and join research groups at the research institutions, thereby becoming pre-acclimated to graduate study. Further, new 3-2 programs will be created to allow students to enter majors not available at their home institution. Sharing of graduate teaching assistants (TAs) across the Alliance will have three broader impacts: (1) provide a talented pool of instructors; (2) provide undergraduate students with role models close to their age, who are doing research in these disciplines; and (3) provide the TAs with experience teaching different types of students in different institutional contexts and settings. Another broader impact of this proposal is the planning of an exemplar model alliance in an urban setting with intentional pathways between multiple institutions to provide greater access for all students in the alliance to provide maximum opportunity for them to participate in the STEM workforce and professoriate. This model will include an assessment plan with metrics that can be adopted and adapted by other potential alliances to help them develop their change strategies.