REU Site: Research Experience in Cyber and Civil Infrastructure Security for Students with ADHD: Fostering Innovation

REU 网站：针对多动症学生的网络和民用基础设施安全研究经验：促进创新

基本信息

批准号：
1461165
负责人：
Arash Esmaili Zaghi
金额：
$ 34.41万
依托单位：
University of Connecticut
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2015
资助国家：
美国
起止时间：
2015-02-01 至 2019-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1461165&HistoricalAwards=false
关键词：
REU Site Research Experience Cyber

项目摘要

BROADER SIGNIFICANCE OF THE PROJECT:Supported by the NSF Division of Engineering Education and Centers, this REU Site addresses a national need for research and workforce training in critical infrastructure resilience by providing undergraduate students with ADHD with interdisciplinary research experience in the cyber and physical security aspects of critical infrastructure resilience. The program will cultivate individuals with highly-desirable skills sets, including creative problem solving and risk taking abilities, for careers in the security of critical infrastructures while targeting the needs of ADHD students who are severely underrepresented and underserved in engineering programs and at risk of academic failure. The REU Site will directly benefit the ADHD students in the program by providing a positive research and education experience that recognizes their unique intellectual strengths and encourages them to continue in engineering careers. Understanding the difficulties and problems these students face in traditional engineering research and education settings enables specialized learning environments to be designed that increase their participation and foster their creative potential. These specialized learning environments may increase the level of education of a traditionally under-accomplished group in the society. Efforts will be made to inform engineering researchers and educators about the project to promote awareness within the engineering community of the diverse learning needs and learning styles of divergent thinkers. The information disseminated through this project may help lead to a paradigm shift in how individuals with ADHD are perceived by our society and education system and may lead to significant improvements to the wellbeing of these individuals and their families.PROJECT DESCRIPTION:Supported by the NSF Division of Engineering Education and Centers, this REU Site program adopts a radically novel approach to education and training of engineering students for careers in critical infrastructure security. The growing interconnection, interdependence, complexity, and integration among cyber and civil infrastructure systems; the ever-increasing sophistication of cyber threats, and the severity of recent manmade and natural hazards, demand novel, interdisciplinary research approaches to the security of critical infrastructure. This project capitalizes on the potential of individuals with significant divergent thinking and risk taking characteristics to suggest radical solutions for the security of critical infrastructure. By offering interdisciplinary research training opportunities to engineering students with high creative potential who have ADHD, this REU departs from traditional approaches that focus on talent development, and the outcomes of this project may lead to improvements in how engineering education is performed. The knowledge generated through this project regarding the experience of ADHD students and the impediments they face in traditional engineering education and research settings, may significantly encourage future research in learning environments, workforce development, and may ultimately broaden participation of non-traditional, underrepresented groups in engineering disciplines. This REU Site program has the potential to underscore findings concerning the ability of ADHD students to perform well in situations that demand creative problem solving approaches. If retained, trained, and mentored properly, this underserved population of students presents significant potential to benefit the society in areas in which innovation and creativity are most needed.

该项目的更广泛意义：在 NSF 工程教育和中心部门的支持下，该 REU 站点通过为患有 ADHD 的本科生提供网络和物理安全方面的跨学科研究经验，满足了国家对关键基础设施复原力方面的研究和劳动力培训的需求关键基础设施的弹性。该计划将培养具有高度理想技能的个人，包括创造性解决问题和承担风险的能力，以从事关键基础设施安全的职业，同时满足多动症学生的需求，他们在工程项目中代表性严重不足，服务不足，并面临学术风险。失败。 REU 网站将通过提供积极的研究和教育体验，认识到他们独特的智力优势并鼓励他们继续从事工程职业，从而使该项目中的多动症学生直接受益。了解这些学生在传统工程研究和教育环境中面临的困难和问题，可以设计专门的学习环境，以增加他们的参与并培养他们的创造潜力。这些专门的学习环境可能会提高社会中传统上成绩不佳群体的教育水平。我们将努力向工程研究人员和教育工作者通报该项目，以提高工程界对不同思想家的多样化学习需求和学习方式的认识。通过该项目传播的信息可能有助于导致我们的社会和教育系统如何看待多动症患者的范式转变，并可能导致这些个人及其家庭的福祉显着改善。项目描述：由 NSF 部门支持工程教育和中心的这一 REU 站点项目采用了一种全新的方法来教育和培训工程学生，以从事关键基础设施安全的职业。网络和民用基础设施系统之间日益增长的互连性、相互依赖性、复杂性和集成性；网络威胁的日益复杂性以及最近人为和自然灾害的严重性，需要采用新颖的跨学科研究方法来保护关键基础设施的安全。该项目利用具有显着发散思维和冒险特征的个人的潜力，为关键基础设施的安全提出根本性的解决方案。通过为患有 ADHD 的具有高创造潜力的工程学生提供跨学科研究培训机会，该 REU 背离了注重人才发展的传统方法，该项目的成果可能会改善工程教育的实施方式。通过该项目产生的关于多动症学生的经历以及他们在传统工程教育和研究环境中面临的障碍的知识，可能会极大地鼓励未来在学习环境、劳动力发展方面的研究，并可能最终扩大非传统的、代表性不足的群体的参与工程学科。 REU 站点计划有可能强调有关 ADHD 学生在需要创造性解决问题方法的情况下表现良好的能力的发现。如果保留、培训和指导得当，这些服务不足的学生群体将在最需要创新和创造力的领域展现出造福社会的巨大潜力。