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1. The principles of tomorrow's university

   https://doi.org/10.12688/f1000research.17425.1  

   Katz, Daniel S. ; Allen, Gabrielle ; Barba, Lorena A. ; Berg, Devin R. ; Bik, Holly ; Boettiger, Carl ; Borgman, Christine L. ; Brown, C. Titus ; Buck, Stuart ; Burd, Randy ; et al ( January 2018 , F1000Research)

   In the 21st Century, research is increasingly data- and computation-driven. Researchers, funders, and the larger community today emphasize the traits of openness and reproducibility. In March 2017, 13 mostly early-career research leaders who are building their careers around these traits came together with ten university leaders (presidents, vice presidents, and vice provosts), representatives from four funding agencies, and eleven organizers and other stakeholders in an NIH- and NSF-funded one-day, invitation-only workshop titled "Imagining Tomorrow's University." Workshop attendees were charged with launching a new dialog around open research – the current status, opportunities for advancement, and challenges that limit sharing. The workshop examined how the internet-enabled research world has changed, and how universities need to change to adapt commensurately, aiming to understand how universities can and should make themselves competitive and attract the best students, staff, and faculty in this new world. During the workshop, the participants re-imagined scholarship, education, and institutions for an open, networked era, to uncover new opportunities for universities to create value and serve society. They expressed the results of these deliberations as a set of 22 principles of tomorrow's university across six areas: credit and attribution, communities, outreach and engagement, education, preservation and reproducibility, and technologies.more »Activities that follow on from workshop results take one of three forms. First, since the workshop, a number of workshop authors have further developed and published their white papers to make their reflections and recommendations more concrete. These authors are also conducting efforts to implement these ideas, and to make changes in the university system.  Second, we plan to organise a follow-up workshop that focuses on how these principles could be implemented. Third, we believe that the outcomes of this workshop support and are connected with recent theoretical work on the position and future of open knowledge institutions.« less
2. Workshops for Building the Mechatronics and Robotics Engineering Education Community

   Gennert, M. ; Lotfi, N. ; Mynderse, J. ; Jethwani, M. ; Kapila, V. ( June 2020 , ASEE annual conference exposition proceedings)

   Intelligent Autonomous Systems, including Intelligent Manufacturing & Automation and Industry 4.0, have immense potential to improve human health, safety, and welfare. Engineering these systems requires an interdisciplinary knowledge of mechanical, electrical, computer, software, and systems engineering throughout the design and development process. Mechatronics and Robotics Engineering (MRE) is emerging as a discipline that can provide the broad inter-disciplinary technical and professional skill sets that are critical to fulfill the research and development needs for these advanced systems. Despite experiencing tremendous, dynamic growth, MRE lacks a settled-on and agreed-upon body-of-knowledge, leading to unmet needs for standardized curricula, courses, laboratory platforms, and accreditation criteria, resulting in missed career opportunities for individuals and missed economic opportunities for industry. There have been many educational efforts around MRE, including courses, minors, and degree programs, but they have not been well integrated or widely adopted, especially in USA. To enable MRE to coalesce as a distinct and identifiable engineering field, the authors conducted four workshops on the Future of Mechatronics and Robotics Engineering (FoMRE) education at the bachelor’s degree level. The overall goal of the workshops was to improve the quality of undergraduate MRE education and to ease the adoption of teaching materials to prepare graduatesmore »with a blend of theoretical knowledge and practical hands-on skills. To realize this goal, the specific objectives were to generate enthusiasm and a sense of community among current and future MRE educators, promote diversity and inclusivity within the MRE community, identify thought leaders, and seek feedback from the community to serve as a foundation for future activities. The workshops were intended to benefit a wide range of participants including educators currently teaching or developing programs in MRE, PhD students seeking academic careers in MRE, and industry professionals desiring to shape the future workforce. Workshop activities included short presentations on sample MRE programs, breakout sessions on specific topics, and open discussion sessions. As a result of these workshops, the MRE educational community has been enlarged and engaged, with members actively contributing to the scholarship of teaching and learning. This paper presents the workshops’ formats, outcomes, results of participant surveys, and their analyses. A major outcome was identifying concept, skill, and experience inventories organized around the dimensions of foundational/practical/applications and student preparation/MRE knowledgebase. Particular attention is given to the extent to which the workshops realized the project goals, including attendee demographics, changes in participant attitudes, and development of the MRE community. The paper concludes with a summary of lessons learned and a call for future activities to shape the field.« less
3. Grand Challenges for Archaeology

   https://doi.org/10.7183/0002-7316.79.1.5  

   Kintigh, Keith W. ; Altschul, Jeffrey H. ; Beaudry, Mary C. ; Drennan, Robert D. ; Kinzig, Ann P. ; Kohler, Timothy A. ; Limp, W. Fredrick ; Maschner, Herbert D. ; Michener, William K. ; Pauketat, Timothy R. ; et al ( January 2014 , American Antiquity)

   Abstract This article represents a systematic effort to answer the question, What are archaeology’s most important scientific challenges? Starting with a crowd-sourced query directed broadly to the professional community of archaeologists, the authors augmented, prioritized, and refined the responses during a two-day workshop focused specifically on this question. The resulting 25 “grand challenges” focus on dynamic cultural processes and the operation of coupled human and natural systems. We organize these challenges into five topics: (1) emergence, communities, and complexity; (2) resilience, persistence, transformation, and collapse; (3) movement, mobility, and migration; (4) cognition, behavior, and identity; and (5) human-environment interactions. A discussion and a brief list of references accompany each question. An important goal in identifying these challenges is to inform decisions on infrastructure investments for archaeology. Our premise is that the highest priority investments should enable us to address the most important questions. Addressing many of these challenges will require both sophisticated modeling and large-scale synthetic research that are only now becoming possible. Although new archaeological fieldwork will be essential, the greatest pay off will derive from investments that provide sophisticated research access to the explosion in systematically collected archaeological data that has occurred over the last several decades.
4. Workshop on Internet Economics (WIE 2020) final report

   https://doi.org/10.1145/3464994.3464999  

   claffy, kc ; Clark, David ( April 2021 , ACM SIGCOMM Computer Communication Review)

   On 16-17 December 2020, CAIDA hosted the 11th interdisciplinary Workshop on Internet Economics (WIE) in a virtual Zoom conference. This year our goal was to gather feedback from researchers on their experiences using CAIDA’s data for economics or policy research. We invited all researchers who reported use of CAIDA data in these disciplines. We discussed their successes and challenges of using the data, and how CAIDA could help these fields via Internet measurement and data curation. To avoid Zoom fatigue, we had a conversation-focused rather than presentation-focused workshop. Research topics we discussed included: Internet data for macroeconomics; connectivity and its effect on economic interdependence; effects of the EU’s new GDPR on internet interconnection; measuring corporate cyber risk; measuring work-from-home trends; measuring the economic value of open source software; and more generally how to best support evidence-based policymaking.
5. DeapSECURE: Empowering Students for Data- and Compute-Intensive Research in Cybersecurity through Training

   https://doi.org/10.1145/3332186.3332247  

   Purwanto, Wirawan ; Wu, Hongyi ; Sosonkina, Masha ; Arcaute, Karina ( January 2019 , Proceedings of ACM Practical Experience in Advanced Research Computing Conference (PEARC’19))

   As the volume and sophistication of cyber-attacks grow, cybersecurity researchers, engineers and practitioners rely on advanced cyberinfrastructure (CI) techniques like big data and machine learning, as well as advanced CI platforms, e.g., cloud and high-performance computing (HPC) to assess cyber risks, identify and mitigate threats, and achieve defense in depth. There is a training gap where current cybersecurity curricula at many universities do not introduce advanced CI techniques to future cybersecurity workforce. At Old Dominion University (ODU), we are bridging this gap through an innovative training program named DeapSECURE (Data-Enabled Advanced Training Program for Cyber Security Research and Education). We developed six non-degree training modules to expose cybersecurity students to advanced CI platforms and techniques rooted in big data, machine learning, neural networks, and high-performance programming. Each workshop includes a lecture providing the motivation and context for a CI technique, which is then examined during a hands-on session. The modules are delivered through (1) monthly workshops for ODU students, and (2) summer institutes for students from other universities and Research Experiences for Undergraduates participants. Future plan for the training program includes an online continuous learning community as an extension to the workshops, and all learning materials available as open educationalmore »resources, which will facilitate widespread adoption, adaptations, and contributions. The project leverages existing partnerships to ensure broad participation and adoption of advanced CI techniques in the cybersecurity community. We employ a rigorous evaluation plan rooted in diverse metrics of success to improve the curriculum and demonstrate its effectiveness.« less