Browsing by Subject "workforce development"

Now showing 1 - 5 of 5
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    Addressing specialization and time to enhance adult learning: Workshop participants’ perceptions
    (The University of Texas at Austin’s Steve Hicks School of Social Work, 2020-06) Alamdari, Sara M.; Walton, Betty A.; Moynihan, Stephanie
    Interdisciplinary workshops trained and supported supervisors and coaches to implement common assessment tools in practice across social service sectors. By applying adult learning, learning transfer, and situated learning theories, this qualitative study elicited perceptions of trainers and trainees to identify improvement training and technical assistance strategies. Ten semi-structured interviews were completed. Using thematic analysis, six themes emerged (specialization, time, engagement/interest, content, marketing, and technology). Specialized training for experienced adults helped match new knowledge and skills to practice. Addressing time constraints of busy professionals required consideration of participants' availability and training duration. Consistent with applied theories, suggestions for improvement included interactive training, small group discussions, realistic examples or vignettes, and helping participants comprehend the importance of the content. The creative use of technology, pre-training need assessment, reflexive practice, and supportive organizational factors can be helpful to advance continuing education in social service professions. Utilization of suggestions to modify workshops improved engagement and the transfer of knowledge to practice.
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    Broadening student engagement to build the next generation of cyberinfrastructure professionals
    (Association for Computing Machinery, 2023) Murillo, Angela P.; Brower, Don; Hossain, Sarowar; Kee, Kerk; Mandel, Anirban; Nabrzyski, Jarek; Scott, Erik; Ewing, Rodney; Deelman, Ewa
    The CI Compass Fellowship Program (CICF) was developed to broaden undergraduate student participation in cyberinfrastructure (CI) research, development, and operations. CICF is a distinctive program for undergraduate students pursuing studies in computer science, information science, data science, and other related fields. During year one of the program, CICF had six students participate from two institutions. During year 2 of the program, CICF had fourteen students participate from nine institutions. This poster provides details of the CICF program development and summarizes the impact of the first two years.
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    Broadening Student Engagement To Build the Next Generation of Cyberinfrastructure Professionals
    (ACM, 2023-07) Murillo, Angela P.; Brower, Don; Hossain, Sarowar; Kee, Kerk; Mandal, Anirban; Nabrzyski, Jarek; Scott, Erik; Virdone, Nicole; Ewing, Rodney; Deelman, Ewa; Library and Information Science, Luddy School of Informatics, Computing, and Engineering
    The CI Compass Fellowship Program (CICF) was developed to broaden undergraduate student participation in cyberinfrastructure (CI) research, development, and operations. CICF is a distinctive program for undergraduate students pursuing studies in computer science, information science, data science, and other related fields. During year one of the program, CICF had six students participate from two institutions. During year 2 of the program, CICF had fourteen students participate from nine institutions. This poster provides details of the CICF program development and summarizes the impact of the first two years.
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    Broadening Student Participation in Cyberinfrastructure Research and Development
    (Association for Computing Machinery, 2022) Murillo, Angela P.; Deelman, Ewa; Nabrzyski, Jarek; Pottier, Loïc
    This poster presents preliminary observations from the pilot year of a CI Compass Fellowship Program (CICF) that was created to broaden student participation in cyberinfrastructure research and development. CICF is part of the CI Compass project, which is the National Science Foundation (NSF) Cyberinfrastructure Center of Excellence, created to provide support and enhance the data lifecycle of NSF Major Facilities (MFs) [1]. MFs are the largest-scale scientific efforts that the NSF supports and are highly diverse, have heterogeneous data, and a wide range of cyberinfrastructure for capturing, processing, archiving, and disseminating data, as well as providing access to sophisticated instruments and computational capabilities. MFs span many science domains, including astronomy, climate, ecology, natural hazard, ocean science, physics, and seismology [2]. Due to the complexity of the cyberinfrastructure and data that supports MFs, it is critical that we create educational opportunities for students interested in pursuing a career in this specialized cyberinfrastructure that supports large-scale science. The CICF program aims to provide students the opportunity to learn about cyberinfrastructure development and MFs, develop cyberinfrastructure-related skill sets important to the work of MFs, and engage directly with the MF CI professionals.
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    Cyber-Informed: Bridging Cybersecurity and Other Disciplines
    (2020) Sample, Char; Loo, Sin Ming; Justice, Connie; Taylor, Eleanor; Hampton, Clay; Computer Information and Graphics Technology, School of Engineering and Technology
    A recent study by Cybersecurity Ventures (Morgan 2018), predicts that 3.5 million cybersecurity jobs around the world will be unfilled by 2021. In the United States, the demand for professionals with cybersecurity expertise is outpacing all other occupations (NIST 2018). These reports, along with many others, underpin the need for increasing workforce development initiatives founded in cybersecurity principles. The workforce shortage is across all cybersecurity domains, yet problems continue to persist, as the lines between combatants and non-combatants are blurred. Combating this persistent threat, which is a 24/7 operation, requires a more aggressive and inclusive approach. Higher education institutions are positioned to fully support cybersecurity workforce development; cybersecurity needs people with different perspectives, approaches, ways of thinking, and methods to solve current and emerging cyber challenges. This need is especially pressing when assessing the digital landscape - a tireless and ever-expanding connectivity supported by societal needs, and economic development yet compromised by the common criminal to nation-state sponsored felonious activity. Educators need to consider augmenting their approaches to educating students to include cybersecurity content. In this technology forward world, one that is expanding more rapidly than society and policy can react, increases the imperative for fundamental cyber defence skills. Accordingly, all students, no matter the major, should, minimally, understand the implications of good versus bad cyber hygiene. STEM graduates will require awareness of cyber issues that impact the security of programs, systems, codes or algorithms that they design. Operationally focused cyber-security graduates require a curriculum for careers dedicated to protecting and defending cyber systems in domain specific environments. In a world of Internet of Things (IoT), the ability for individual disciplines to understand the impact of cyber events in environments outside of traditional cybersecurity networks is critically important. This will provide the next generation defenders with domain specific cybersecurity knowledge that is applicable to specific operating environments.