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In this paper we investigate the impact of transient noise artifacts, or glitches, on gravitational- wave inference from ground-based interferometer data, and test how modeling and subtracting these glitches affects the inferred parameters. Due to their time-frequency morphology, broadband glitches cause moderate to significant biasing of posterior distributions away from true values. In contrast, narrowband glitches induce negligible biasing effects, due to distinct signal and glitch morphologies. We inject simulated binary black hole signals into data containing three occurring glitch types from past LIGO-Virgo observing runs, and reconstruct both signal and glitch waveforms using BayesWave, a wavelet-based Bayesian analysis. We apply the standard LIGO-Virgo-KAGRA deglitching pro- cedure to the detector data, which consists of subtracting from calibrated LIGO data the glitch waveform estimated by the joint BayesWave inference. We produce posterior distributions on the parameters of the injected signal before and after subtracting the glitch, and we show that removing the transient noise effectively mitigates bias from broadband glitches. This study provides a baseline validation of existing techniques, while demonstrating waveform reconstruction improvements to the Bayesian algorithm for robust astrophysical characterization in glitch-prone detector data. 

This paper describes an NSF (National Science Foundation) S-STEM-funded scholarship program, representing a collaborative five-year grant project among three prominent universities in the Southeast region of the United States. Its primary objective is to support dedicated scholars in graduating and finding a professional pathway. Each institution recruited a cohort of 15-20 scholars annually for three years. The project offers scholarships and provides curricular and cocurricular support to academically talented but financially challenged students in the computing disciplines, including Computer Science, Computer Engineering, Cybersecurity, and Information Technology majors, starting from their junior years. The program aims to impact 150 scholars, most of whom are underrepresented in computing. Scholars receive support throughout their graduation and beyond should they pursue graduate studies in a STEM (Science, Technology, Engineering, and Math) discipline at any of the three participating institutions. Besides funds, the program provides an expansive career pathway opportunity to each of its students, accompanied by various supporting services, a dedicated advising team, experiential learning offices, career services offices, and graduate schools. Supporting services include internship fairs, panel discussions with alumni, resume workshops, graduate school application workshops, and career fairs. The project brings together the unique collaboration of three institutions for each of its supported activities to significantly enhance the support and opportunities offered to its scholars and to conduct meaningful research studies that include significant-sized intersectional populations. 

The demand for computing professionals has grown exponentially due to the rapid expansion of technology and digitalization in various industries. As a result, understanding the importance of pathways into computing education and professions has become crucial. These pathways serve as structured routes that guide individuals in acquiring the necessary skills and knowledge to pursue careers in the computing field. Hence, it is essential for educational institutions to understand students’ perspectives, particularly those from lower-income socio-economic status, to broaden participation within computing education and professional fields. Though there are various pathways into computing education and professions, for the purposes of this research and the program, we review the existing literature about three primary pathways: graduate school, internship or industry profession, and entrepreneurship. 

The demand for computing professionals has grown exponentially due to the rapid expansion of technology and digitalization in various industries. As a result, understanding the importance of pathways into computing education and professions has become crucial. These pathways serve as structured routes that guide individuals in acquiring the necessary skills and knowledge to pursue careers in the computing field. Hence, it is essential for educational institutions to understand students’ perspectives, particularly those from lower-income socio-economic status, to broaden participation within computing education and professional fields. Though there are various pathways into computing education and professions, for the purposes of this research and the program, we review the existing literature about three primary pathways: graduate school, internship or industry profession, and entrepreneurship. 

The Florida IT Graduation Attainment Pathways (Flit-GAP), an NSF S-STEM, Track 3 grant effort, involves three public metropolitan institutions from Florida’s three most populous areas: Florida International University (FIU) in Miami, University of Central Florida (UCF) in Orlando, and University of South Florida (USF) in Tampa. Flit-GAP supports up to 50 students per year for each of the first 3 years of the project’; recruits are juniors from Computer Science, Information Technology, Computer Engineering, and Cybersecurity, and other computing majors. The relationship among the three institutions is formalized as the Consortium of Florida Metropolitan Research Universities. The consortium is a strategic priority of each institution. In Year 1, 42 students participated in the scholarship program at the three institutions (16 FIU; 14 UCF; 11 USF). 

The Florida IT Graduation Attainment Pathways (Flit-GAP), an NSF S-STEM, Track 3 grant effort, involves three public metropolitan institutions from Florida’s three most populous areas: Florida International University (FIU) in Miami, University of Central Florida (UCF) in Orlando, and University of South Florida (USF) in Tampa. Flit-GAP supports up to 50 students per year for each of the first 3 years of the project’; recruits are juniors from Computer Science, Information Technology, Computer Engineering, and Cybersecurity, and other computing majors. The relationship among the three institutions is formalized as the Consortium of Florida Metropolitan Research Universities. The consortium is a strategic priority of each institution. In Year 1, 42 students participated in the scholarship program at the three institutions (16 FIU; 14 UCF; 11 USF). 

The Florida IT Graduation Attainment Pathways (Flit-GAP), an NSF S-STEM, Track 3 grant effort, involves three public metropolitan institutions from Florida’s three most populous areas: Florida International University (FIU) in Miami, University of Central Florida (UCF) in Orlando, and University of South Florida(USF) in Tampa. Flit-GAP supports up to 50 students per year for each of the first 3 years of the project’; recruits are juniors from Computer Science, Information Technology, Computer Engineering, and Cybersecurity, and other computing majors. The relationship among the three institutions is formalized as the Consortium of Florida Metropolitan Research Universities. The consortium is a strategic priority of each institution. In Year 1, 42 students participated in the scholarship program at the three institutions (16 FIU; 14 UCF; 11 USF).