E-Mentoring Program - Mentors Needed!
Hello Prospective Mentor!
I am contacting you on behalf of the Elizabeth Seton High School Learning Engineering and Design (LEAD) Program's E-Mentor initiative. Seton is an all-female high school that has implemented an optional engineering curriculum into the course-work. The LEAD Program promotes increased achievement in science, technology, engineering, and math in a problem solving environment. Seton offers four years of LEAD classes including Foundations of Engineering, Robotics Engineering, Advanced Design Application, and Engineering Design. The LEAD Program also exposes students to STEM competitions, service opportunities, and internship and workplace shadow opportunities.
In order to bridge the gap between the high school classroom environment and college or the workplace, we have established an E-Mentoring Program for the students. This is where we need your help! We are looking for female college students, recent graduates, and professionals to become E-Mentors. An E-Mentor serves as a mentor to a student through offering guidance on STEM classes, projects, college decisions,
and professionalism via e-mail.
What to expect: We would love for our mentors to commit to one e-mail communication per week for 8 to 10 weeks between September and November. That's it! Any additional communication is up to you, but we understand how busy college students and industry professionals are! We will also have a E-Mentor "Kick-off" Event, in which you will have an opportunity to meet the students and help them interact professionally! Mark your calendar's now, the Kick-Off will be Tuesday, September 20thfrom 7:00pm to 8:30pm at Seton. We would like to see all of our E-Mentors there, but if you will not be able to attend, please do not let it discourage you from applying.
How to apply: Please fill out the (new and shorter) online application. The link to the application is below. In addition to the application, please send a pdf of your resume to: leadmentors@setonhs.org.
E-mentor application: https://goo.gl/forms/o3NPTuzaOVukjLW72
Who can apply: Females studying/working in Engineering, Architecture, or Computer Science fields. Please specify your major/work field in the application. If you do not see your field in this list, please feel free to still apply! Any undergraduate student, recent graduate, or professional is encouraged to apply.
Why should you apply? A mentorship program is beneficial to both the mentor and mentee! Having an impact on younger students and being active in the community provides personal satisfaction to the mentor. Additionally, it is a great program to participate in for professional development. Being a mentor demonstrates leadership and knowledge in the STEM fields, your community involvement, and that you are proactive about helping others.
Our statistics show that the program and mentors are making a difference! Of the students who graduated in the program, 81% have entered into college with a declared major in the STEM or design fields. Advice and engagement from mentors like you are making a difference!
For more information about Elizabeth Seton High School and the LEAD program, please visit our website www.setonhs.org. There is a "LEAD Learning Engineering and Design" section under the "Academics" tab.
In addition to applying, please encourage your peers/co-workers/classmates to also apply! There are 92students in the program, and we are aiming for 100 E-Mentors to pair with them! Please forward this e-mail to ASME, Tau Beta Pi, SWE, NSBE, ALCHE, ASCE, SHPE, CSEE, and other STEM related chapters of your school.
Thank you,
Annette
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Hello Prospective Mentor! I am contacting you on behalf of the Elizabeth Seton High School Learning Engineering and Design (LEAD) Program's E-Mentor initiative. Seton is an all-female high...
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Thu, 08 Sep 2016 20:33:08 -0400
talk: Categorizing Misconceptions of Cybersecurity Reasoning
11:15am-12:30pm Friday, 9 Sept 2016, ITE 237
The UMBC Cyber Defense Lab presents
Categorizing Misconceptions of Cybersecurity Reasoning
Travis Scheponik, CSEE, UMBC
11:15am-12:30pm Friday, 9 September 2016, ITE 237
We present preliminary analysis of student responses to cybersecurity interview prompts.
During spring 2016, we interviewed twenty-six students at three diverse colleges and universities (UMBC, Prince George’s Community College, Bowie State University) to understand how they reason about cybersecurity. Each interview lasted approximately one hour during which we asked the subject to solve four cybersecurity problems. For this purpose, we developed twelve engaging interview prompts organized in three protocols each comprising four prompts. Using a paired expert-novice methodology, we are analyzing transcriptions of the interviews produced from audio and video recordings. The twelve prompts focused on five difficult and important concepts identified from a Delphi method with thirty-six experts, which we carried out in fall 2014.
Preliminary analysis of student responses reveals common misconceptions and problematic reasoning, including conflating concepts, biased reasoning, unsound logic, and factual errors. For example, students commonly conflate authentication and authorization, as well as encryption and hashing. Examples of biased reasoning include seeing the situation only from the user's perspective, placing inappropriately high trust in physical objects, and underestimating potential vulnerabilities from insider threats. Initially, we marked student statements as ``correct’’ or ``incorrect.’’ From the ``incorrect’’ responses, we identified misconceptions about cybersecurity. Then, we categorized why responses were incorrect and we identified a variety of biases and problematic reasonings.
Our motivation is to produce educational assessment tools that will measure how well students understand cybersecurity concepts, for the purpose of identifying effective ways to teach cybersecurity. Results of our work will also be useful in developing curricula, learning exercises, and other educational materials and policies.
Joint work with David Delatte, Geoffrey Herman, Michael Neary, Linda Oliva, Alan Sherman, and Julia Thompson. Support for this research is provided in part by the U.S. Department of Defense under CAE-R grants H98230-15-1-0294 and H98230-15-1-0273, and by the National Science Foundation under SFS grant 1241576. We will present our results at the Frontiers in Education Conference, October 12-15, 2016, in Erie, PA.
About the Speaker: Travis Scheponik is a PhD student in computer science at UMBC, working with Dr. Alan T. Sherman. His research interests include cybersecurity education.
