UMBC Training Centers received a $5,000 grant financed by the Economic Alliance of Greater Baltimore (EAGB) that will be used to defer tuition costs for students in the Cyber Operations Program. According to Tom Sadowski, President and CEO of EAGB:

“This contribution reflects EAGB’s commitment to growing the cybersecurity industry and talent base within the Greater Baltimore region. There are thousands of cybersecurity jobs available for highly motivated and trained individuals. The students that complete the Certificate in Cyber Operations program at UMBC Training Centers Cybersecurity Academy are ready to analyze complex network architectures, determine threat exposure and implement appropriate defenses.”

The Certificate in Cyber Operations, starting on January 21, 2014, is an intensive 9-month, part-time program. Cyber Operations features a rigorous curriculum that delivers a focused set of skills reinforced by multiple industry certifications, including CompTIA Network+, CompTIA Security+, Cisco Certified Network Associate (CCNA) and Certified Ethical Hacker. This program is closely aligned with the recent National Institute of Standards and Technology release of the National Initiative for Cybersecurity Education framework.

UMBC Training Centers received a $5,000 grant financed by the Economic Alliance of Greater Baltimore (EAGB) that will be used to defer tuition costs for students in the Cyber Operations Program. According to Tom Sadowski, President and CEO of EAGB:

“This contribution reflects EAGB’s commitment to growing the cybersecurity industry and talent base within the Greater Baltimore region. There are thousands of cybersecurity jobs available for highly motivated and trained individuals. The students that complete the Certificate in Cyber Operations program at UMBC Training Centers Cybersecurity Academy are ready to analyze complex network architectures, determine threat exposure and implement appropriate defenses.”

The Certificate in Cyber Operations, starting on January 21, 2014, is an intensive 9-month, part-time program. Cyber Operations features a rigorous curriculum that delivers a focused set of skills reinforced by multiple industry certifications, including CompTIA Network+, CompTIA Security+, Cisco Certified Network Associate (CCNA) and Certified Ethical Hacker. This program is closely aligned with the recent National Institute of Standards and Technology release of the National Initiative for Cybersecurity Education framework.

Meet Vani. She is a Biological Sciences and Psychology major currently doing an internship at the National Institute on Drug Abuse (NIDA) in Bethesda. Her research investigates cocaine abuse. She is also a member of the Honors College.

Who did you work with on this project (PI, graduate students, other students) and how did you learn what you needed to know to be successful in this lab?
I would say that I have been extremely fortunate to have a position in this lab mainly because of the people that I work with. My most immediate team consists of my mentor, a post-bac, and a post-doc, with whom I am currently working on a series of projects. I have done my fair share of reading articles and practicing certain skills to gain a solid understanding of my project, but everyone in my lab has been extremely helpful and supportive of fostering my growth in the lab.

Do you get course credit for this work? Paid? How much time do you put into it?
This internship is unpaid, but I do receive credit through the Honors College and courses in my major. I put in approximately 16-18 hours each week.

What was the hardest part of your research experience?
The hardest part for me was finding the perfect balance between classes and research. Especially because I have a 20 minute commute to my lab, I had to be careful in scheduling classes while making sure I was still challenging myself academically. I have learned to get things done ahead of time in either lab or in studying for my classes depending on upcoming deadlines or exam dates.

What was the most unexpected thing?
We still laugh over it, but my current mentor and I entered the lab at the same time last year and went through training together- little did I know back then that I would be working under him!

How does this research experience relate to your work in other classes?
This research has given me a head start on the material covered in a few of my science and psychology classes, especially BIOL302 (Genetics) and PSYC335 (Physiological psychology).

What is your advice to other students about getting involved in research?
My best advice would be to take advantage of every opportunity that presents itself because you never know where it will take you! And don’t hesitate to ask your mentor or peers if you have any questions- they were in your shoes at some point in their lives so keep that in mind and make the very best of your experience!

Read her abstract here...

Program Description: Summer programs at the National Institutes of Health (NIH) provide an opportunity to spend a summer working at the NIH side-by-side with some of the leading scientists in the world, in an environment devoted exclusively to biomedical research. The NIH consists of the 240-bed Mark O. Hatfield Clinical Research Center and more than 1200 laboratories/research projects located on the main campus in Bethesda, MD and the surrounding area as well as in Baltimore and Frederick, MD; Research Triangle Park, NC; Hamilton, MT; Framingham, MA; and Detroit, MI.  NOTE: the number of positions in Hamilton, Framingham, and Detroit is limited.

Internships cover a minimum of eight weeks, with students generally arriving at the NIH in May or June. The NIH Institutes and the Office of Intramural Training & Education sponsor a wide range of summer activities including lectures featuring distinguished NIH investigators, career/professional development workshops, and Summer Poster Day.

Encouraging young people from diverse backgrounds to pursue careers in science is a national priority, and the Medical College of Wisconsin (MCW) is committed to meeting this goal in its recruitment and admissions practices.

Several enrichment programs are offered to help historically underrepresented local high school, resident and non-resident college level students jump-start their exposure and develop a broad perspective about the array of careers available within biomedical research, medicine and allied health. Our hope is that this early exposure will ultimately lead to an increase in the number of graduates having diverse perspectives in medical education.

Professor Marie desJardins received a research award from the National Science Foundation focused on increasing the expertise of Maryland high school teachers for teaching computer science, with the ultimate goal of increasing the number of computer science classes offered in Maryland and the number and diversity of students taking them.

The project, CS10K: Collaborative Research: A Structured CS Principles Approach to Professional Development for Maryland High School Teachers, is led by Dr. desJardins and will involve collaborators from the Computer Science department at the University of Maryland, College Park, and high school teachers from Charles County and Baltimore County. The NSF award will provide $845,000 in funding over a three year period and is part of the Computing Education for the 21st Century (CE21) program, which aims to build a robust computing research community, a computationally competent 21st century workforce, and a computationally empowered citizenry.

The project is also part of the CS 10K community, which works to make computer science accessible in high schools. The nationwide effort has a goal of getting rigorous academic computer science courses into 10,000 schools taught by 10,000 well-prepared teachers. The project pays careful attention to the inclusion of women and minorities–groups that have been traditionally underrepresented in computing.

The project will develop and evaluate professional development activities focused on increasing the expertise of Maryland high school teachers for teaching computer science. Experienced higher education faculty and highly effective high school teachers will collaborate to train other high school teachers to develop and offer a college preparatory CS curriculum. In the first year, an initial cohort of 12 master teachers will collaborate with the project leadership team to develop standardized classroom materials based on the CS Principles curriculum and then offer the CS Principles course in their home schools. In the second year, the project staff will train less experienced teachers in the CS Principles curriculum, and in the third year, the leadership team will demonstrate scalability by supporting the delivery of multiple independently funded regional workshops. The project’s ultimate goal is to achieve significantly increased interest of Maryland students in studying and pursuing careers in computer science.