|Keynote I||March 14, 2:30 - 3:30pm|
|Maria Klawe, President, Harvey Mudd College, Claremont, California|
|Getting More Women into Tech Careers and Why It Matters: Over the past decade the participation of females in the tech industry has declined rather than advanced. This is unfortunate for young women because of the incredible career opportunities, for the tech industry because of the loss of incoming talent, and for society because of the loss of diversity of perspective among tech teams. I will talk about the reasons why women tend not major in computer technology fields and how Harvey Mudd College dramatically increased the number of females majoring in computer science, from 10% of the majors to 40% over a four year period.|
|Biography: Maria Klawe began her tenure as Harvey Mudd College's first female president in 2006. Prior to joining HMC, she served as dean of engineering and professor of computer science at Princeton University. Klawe joined Princeton from the University of British Columbia where she served in various roles from 1988 to 2002. Prior to UBC, Klawe spent eight years with IBM Research in California and two years at the University of Toronto. She received her Ph.D. (1977) and B.Sc. (1973) in mathematics from the University of Alberta. Klawe is a member of the board of Microsoft Corporation, Broadcom Corporation and the nonprofit Math for America, a fellow of the American Academy of Arts & Sciences, a trustee for the Mathematical Sciences Research Institute in Berkeley and a member of both the Stanford Engineering Advisory Council and the Advisory Council for the Computer Science Teachers Association.|
|Keynote II||March 14, 6:30 - 7:30pm|
|Jim Blythe, USC Information Sciences Institute, Marina del Rey, California|
Human-Centered Computer Security: Research in computer security has produced an array of tools that are
essential to safe computing, including access control, firewalls and
anti-virus systems. However attackers still gain access to protected
networks regularly, partly because researchers have ignored the people
who fill the networks and operate those tools. We are not always
rational, may have a poor mental model of security and tend to see the
tools as onerous, hindering us in our work, difficult to understand
and oblivious to how our organization functions.
What can be done about this? Fieldwork can help us gain a better understanding of how people interact with security systems, sometimes defeating tools intended to protect them. Our experimental user interface learns the user's mental model of security and uses the knowledge to communicate risk and choices more effectively. Cognitive architectures can model human decisions about security, to better simulate the impact of security systems in a testbed like DETER.
I will describe some existing undergraduate and grad courses in human-centered security. The topic provides a great context for integrating different areas of computer science, including computer security, user interfaces, cognitive science and artificial intelligence.
|Biography: Jim Blythe is a research scientist at the Information Sciences Institute of the University of Southern California. His work in behavior modeling and interfaces for human-centered security is funded by DHS and NSF and was previously funded under DARPA's National Cyber Range. He serves on the steering committee for the Usable Security workshops, and was program chair in 2012. He has over 80 publications in AI planning and scheduling tools, grid environments and social networks, with funding mostly from DARPA. He was a fellow of the UK E-Science Centre and was Speaker Chair for CCSC SW in 2011 and 2012.|
|Keynote III||March 15, 8:30 - 9:30am|
|Jeff Forbes, National Science Foundation|
|Building a Talent Pool: The CS 10K Project: Both innovations in computing and innovations using computing are fundamental to national competitiveness and societal progress, but the talent pool needed to sustain that innovation is uncertain. The building of a talent pool should start with K-12 education, but our schools are not providing broad access to quality computer science courses. While enrollment in high school STEM courses have increased substantially, the percentage of high school students who take CS is lower now than it was 20 years ago. The CS 10K Project aims to address this fundamental challenge by developing effective and engaging new high school curricula in computing and getting that curricula into courses taught by 10,000 well-prepared teachers in 10,000 high schools. While much has been accomplished in terms of developing curricula and providing professional development for teachers, we still need to more research on the effective teaching and learning computing skills and concepts. This talk will be an update on the CS 10K project and our related efforts t build an evidence base for computer science education.|
|Biography: Jeff Forbes works at the National Science Foundation as a Program Director for the Education and Workforce Cluster in the Division of Computer and Network Systems, Directorate for Computer and Information Science and Engineering. At NSF, he works with programs that address the critical and complex issues of education and broadening participation in computing. Jeff is currently on leave from Duke University where he is an Associate Professor of the Practice of Computer Science. He received his B.S. and Ph.D. Degrees in Computer Science from Stanford University and the University of California, Berkeley, respectively. His research interests include computer science education, intelligent agents, learning analytics, and social information processing.|