UMBC faculty, alumni and corporate partners discuss cybersecurity and industry challenges

Cybersecurity is regularly a headliner in the news, especially when personal information stored online has been compromised, whether through a breach, hack, or threat. On Thursday, December 7, UMBC hosted experts from industry and academia at the National Press Club to discuss the cyber challenges professionals face, and how those groups can work together to prepare future generations of cybersecurity professionals.

Scott Shane, a reporter with The New York Times, led the discussion with five panelists representing industry, small business, and higher education. “I think it’s fair to say the internet was built without adequate attention to security,” stated Shane, who writes about cyber and information attacks regularly. “It’s almost like somebody who starts a bank with branches all over the world, and after it’s up and running and has millions of account holders, suddenly starts to think about safes, locks on the doors and bulletproof glass. I think that’s sort of the stage that we’re at right now.”

UMBC President Freeman Hrabowski and Anupam Joshi, professor and chair of computer science and electrical engineering, and director of the Center for Cybersecurity at UMBC, were joined by alumni and partners who have been working on the challenge of educating the workforce together. Hrabowski explained that there are currently about 350,000 unfilled cybersecurity jobs, and that number is expected to continue to grow. By 2021, it is anticipated that there will be approximately three million job openings in cyber-related fields.

Over the course of his professional career, Nigel Faulkner, chief technology officer at T. Rowe Price, has experienced the emergence of technology and many changes. “As the CTO of a medium-large company, cyber is a defensive investment for us. The best thing that can happen is nothing happens,” Faulkner said, adding that he is always thinking about whether the company is investing enough, doing the right thing, and making the right connections in the industry to keep clients’ information safe.

As president and founder of TCecure, LLC, and cybersecurity academic innovation officer for University System of Maryland (USM), Tina Williams ’02, computer science, shared the importance of building security into technology from the beginning, rather than adding these features on at the “tail end of a development cycle.” Not only does her company handle security, they also monitor threats and risks that can compromise the technology’s health. In her role at USM, Williams represents the system as a whole to integrate academia and academic research, relationships, and resources into what’s taking place nationally, at the Federally Funded Research and Development Centers.

As head of UMBC’s Center for Cybersecurity, Joshi explained that UMBC is combating these national challenges by partnering with industry and government leaders to conduct research that addresses specific real-world needs that benefit both. Collaborative relationships, such as UMBC’s work with Northrop Grumman and T. Rowe Price, is one way that UMBC is working to cultivate the next generation of cybersecurity talent.

As an alumna of UMBC and a current employee at Northrop Grumman, Lauren Mazzoli ’15, computer science and mathematics, M.S. ’17, computer science, a systems engineer in the Future Technical Leaders Program at Northrop Grumman, discussed her experience in the Cyber Scholars Program. The Cyber Scholars Program works to increase the participation of women and underrepresented minorities in the field. Mazzoli explained that her experience at UMBC, in the Cyber Scholars Program, and working alongside mentors on and off-campus led her to be involved with continuing to encourage women to pursue careers in cybersecurity. “For me it’s been a product of the relationship between academia and industry, that have allowed me to find my own career path, and at the same time help others find theirs,” she explained, noting her passion for helping students consider careers in cybersecurity and related fields.

“We know there’s a huge workforce that we need and we can’t fill that pipeline. So yes, we need more women, yes, we need students of all backgrounds, but we need diversity of thought, experience, education, and problem-solving skills,” said Mazzoli, adding that it is important for students to know from a young age that cybersecurity is a field they can pursue.

Adapted from a UMBC News article article written by Megan Hanks Photo by Abnet Shiferaw ’11, visual arts.

The post UMBC faculty, alumni and partners discuss cybersecurity and industry challenges appeared first on Department of Computer Science and Electrical Engineering.

A reflection by student staff member, Marie, on her personal journey to becoming a feminist and beginning the process of raising her own daughters as feminists.

I am not usually one to make excuses for myself. However, there is a first time for everything, and I am about to give my excuse.  I am extremely behind the times when it comes to being a feminist and knowing everything there is to know about feminism.  

Why is this, you might be asking?  Well, I can think of two reasons.  The first is because I am old.  It is hard to keep up with the constant evolution of feminism in this day and age when you have had a preconceived notion of feminism instilled into your brain for decades.  The second reason, which directly correlates with the first, is because of the circumstances surrounding my early education.  I was (un)fortunate to attend a private, catholic school from the time that I was in kindergarten all the way up until my senior year in high school.  I was an honored member of my school’s thirteen year club.  It felt so prestigious at the time.

During my thirteen year sentence, I can vividly remember taking the ONE class that spent a nanosecond talking about reproductive health.  This class, which was mandatory, was not even offered until our junior year in high school.  We literally looked at outdated (even for back then) pictures of both the female and male anatomy.  This lasted for about the amount of time in which the nervously sweating nun, teaching our class, could utter the phrase, “Abstinence only!”  I remember vaguely learning about menstruation, but by that time it was too late, I’d already gotten my own period.  And let me tell you the amount of time we spent on contraception, birth control, or even (gasp) abortion.  Hold on, wait for it…absolutely none.  I guess there was never any thought or consideration put into the fact that half of our class was already having sex.  Or maybe the nuns  really didn’t know, or they just chose to ignore it.

I tell you all this because my catholic education was the start of my lack of education that I was given in regards to women that had any sort of affiliation with the word feminism.  Here’s what I did know about feminism back in the late 1990’s.  It basically followed this particular guideline:

1. Feminists hate men.
2. Feminists are angry.
3. Feminists are unattractive and not feminine.
4. All feminists are lesbians.
5. Feminists are all pro-choice.
6. If you are a feminist, you cannot be religious.
7. All feminists are career women and do not support stay-at-home moms.
8. Feminists are Bra- Burners who hate sex.
9. Feminists can only be women.
10. Feminists don’t believe in marriage.

I’m being 100% serious…this is what I thought.  This is what my girlfriends thought.   The idea that feminists were man hating, hairy arm pitted, bull-dykes was the epitome of the picture that came to mind if or when I ever even remotely thought about feminism.  Do you hear the problem in that last sentence??  There was a period in my life where I never even thought about feminism!  Now, you are probably thinking that this Gender and Women’s Studies double major who works at the Women’s center at UMBC, (which is centered around women and their experiences, stories, and potential) has been, since the late 90s, immersing herself in feminist theory and the constant evolution of feminism.  I am here to tell you that this has not been the case. Until recently.

I started UMBC in fall of 2014.  My intention was to get in and to get out of school.  I am 38 years old (I did it, I aged myself) and a single parent to two young, adorable children.  Going back to school was supposed to be the big catalyst that advanced my earning potential as a social worker.  It was not supposed to be this eye-opening journey down the ins and outs of a society in which there is an ever present need for the fight for equality and equity amongst genders, races, religions, ethnicities, sexualities, the LGBTQ community, etc.

But that is exactly what happened!  I came here as a Social Work (SOWK) major with a minor in Gender and Women’s Studies (GWST).  To be completely honest, I was required as a SOWK major to have a minor.  I thought that GWST was going to be my “easy out.”  Little did I know that it would literally change the way I thought, parented, lived, and experienced my day to day life.  I’m leaving here this coming May with a double major and a greater appreciation for the word feminism and all that it represents.  I owe it all to this school, in particular the Women’s Center and the Gender and Women’s Studies program.  

Summer session of 2015 was my first experience with GWST classes.  I took two “obligatory” online classes in order to expedite my graduation status.  The two classes seemed simple enough: Issues in Gender and Women’s Studies and Gender and Sitcoms.  I mean, how hard could it be to watch TV and write papers about the differences between Lucille Ball and Roseanne Arnold?  As for Issues in Gender and Women’s Studies??  I am a woman, duh.  That class was a “no brainer.”  Except neither of them turned out to be what I expected.

I wanted more.  I needed to have interactions with “real” people.  Discussion boards were not enough.  I was dying to have feminist theories explained to me, (which I later regretted wishing as I was knee deep into Feminist Theory!)  I hated that I had boring gen ed requirements that I had to take because they took the place of GWST classes.  I began to LEARN what feminism meant, not only from my own personal perspective, but from a broader point of view.  

I have been so fortunate to have had some of the best teachers along the way who have challenged me, excited me, frustrated me, and really pushed me to think outside the box.  (Thank you Dr. Kate, Dr. Bhatt, and Dr. McCann…you all have changed me!!)  In addition to these amazing classes, I started meeting people who LIVED this way of life both inside and outside of the classroom.  These theories were ways of life and not just classroom rhetoric.  I learned about activism, and feminism on a global level.  I learned what feminism is, and most importantly, what feminism is not.

AND…. I found the Women’s Center.  I found a home on this campus that incorporated everything that I was learning, and smooshed it all into a cozy center with amazing bean-bag chairs (seriously, come check them out, you won’t regret it) and a loving, safe, and colorful space.  I became part of a community that, as a non-traditional student, I struggled to fit into.  Not only that, but I could talk and ask questions about everything that I was learning  or struggling to comprehend with people who wanted to engage in this type of conversation.

Basically, what I am trying to say with all of this, is that coming to UMBC and having the engagement with the Women’s Center and the GWST program that I have been fortunate to have, has changed my perspective and my outlook on life.  I am now profoundly committed to being a better feminist on a daily basis.  I am passionate about carrying my knowledge outside of this institution and making a change in the world…or at least trying to.  I am confident in my ability to speak about feminism and am open and willing to expand my knowledge.  I am lucky to have learned what I have, even though it is considered to be “late in the game.” Feminism is an ever evolving concept, and I know that there is so much in this world that I still need to learn, and so much more that I am going to have to know how to teach…. Especially to the two little girls at home that call me “mama.”

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Programming and problem-solving skills are musts for today’s college graduates! 

Enroll in a special section of CMSC 201 Computer Science I that emphasizes programming topics applicable to the social and biological sciences and other majors. Sample topics include statistical analysis, working with large data sets, and data visualization. You will also receive more individual attention in this smaller CMSC 201 section!

This section fulfills any major’s requirement for CMSC 201 and is open to all non-CS, non-engineering majors. 

No programming experience is required. Click here for more details about this unique opportunity.

DELEGATE DANA STEIN IS LOOKING FOR LEGISLATIVE INTERNS

APPLY by Friday, 12/15 via UMBCworks, position 9295922

RESPONSIBILITIES

Delegate Stein is Vice Chair of the Environment and Transportation Committee and Chair of the Natural Resources, Agriculture and Open Space subcommittee. Delegate Stein also introduces 8-12 bills per session. Therefore, there are lot of opportunities to learn state environmental and transportation policy, interact with advocates, and understand the legislative process.

We are seeking an intern who can work Mondays and Wednesdays from 9 to 5, but schedules can be flexible as needed for class and travel. The stipend is $850.

In addition to the responsibilities described in the MGA Intern Program Overview, Delegate Stein’s interns also have the responsibilities listed below. They report to Delegate Stein’s Legislative Director, Margie Brassil.

We are especially interested in an intern with a strong interest in environmental issues, including Chesapeake Bay, climate change, and environmental public health issues.

1.    Answer office phone 
•    Respond to constituent calls,
•    Take messages for Delegate Stein or his Legislative Director when they are not available

2.    Constituent Contact
•    Reply to Constituent issue advocacy calls, letters, and emails
•    Add constituents names to a database

3.    Newsletter and social media contact with Constituents
•    Help write and email newsletters every other week
•    Post legislative updates on Facebook
•    Update webpage with legislative information

4.    Scholarship Applications
These begin to come to the office in late January through the deadline on March 31. Intern has primary responsibility for keeping track of all applications.
•    Create Google Spreadsheet log with Applicants’ information as applications are received
•    Help prepare and send letters to previous year’s applicants reminding them of the need to re-apply
•    Work with Legislative Director and others to assess applications.
•    Respond to phone and email questions about applications

5.    Research and Writing
•    As needed, research information on Delegate Stein’s legislation to prepare testimony or on bills before the Committee
•    Help draft Delegate Stein’s bill testimony
•    Help contact advocates to support bills
•    Help maintain schedule of bill hearings
6.    Environment and Transportation Committee Duties
•    Help prepare Committee Testimony files for Delegate Stein each day before hearings
•    Help Committee staff as needed to prepare for hearings

Interns will also be given the opportunity to attend any Committee hearings, advocates’ receptions and lunches, as well as any other networking and educational opportunities available during the 90-Day Session.

The season long Community Relations Internship is designed to gain experience and insight into overseeing and executing programs and events for a Major League Baseball team. All duties are performed under the direction of the Internship Mentor and are designed to be an extension of the interns education. The individuals who participate in this program are paid and may earn credit, but are not eligible for benefits.

Find out more information about the internship and how to apply by searching Job ID 9295603 in UMBCworks

The Nebraska Summer Research Program is committed to quality mentoring and research projects. We limit our summer offerings to active research labs and projects led by faculty who have established themselves as excellent undergraduate student mentors. Since each program has several Summer Research Program scholars, you'll have peers and colleagues in which to share your educational experience with.

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