The increasing ubiquity of web-based generative artificial intelligence technologies necessitates that all students experience teaming with such technologies -- exploring their strengths and limitations and learning how to create synergy with them. To aid in this effort, we designed an open-ended generative AI project for the freshmen taking our general-education introduction to computing course. Students were required to team with generative AI to create something beyond what they alone (or the AI alone) could accomplish. Upon completion, students submitted a short written critical analysis documenting their experiences and presented a three-minute demonstration of their project in class. Despite limited course coverage of AI and generative AI prior to this project, we were impressed by the creativity and sophistication of the submitted final products as well as the breadth of generative AI tools explored. Student reflections on the experience illustrated numerous insights into the strengths and limitations of the tools they employed. Our results underscore that students can learn about the benefits and limitations of generative AI in as little as a single assignment and that covering such topics need not require extensive amounts of course time and resources.

While there has been exciting recent progress in developing curricula for data education, more work is needed to establish connection points between data science, computer science, and other disciplines. This position paper argues for a broader, more all-encompassing perspective on data education to ensure opportunities are not missed. Our primary contribution is a comprehensive framework to visualize the data education landscape with the goal of improving understanding of how the various data education disciplines, work roles, core competencies, and skills fit together. Students and educators could benefit from such a framework, and all constituents of data education might better communicate requirements and more effectively make use of data and the data workforce.

Existing approaches to computing-based cyber undergraduate majors typically take one of two forms: a broad exploration of both technical and human aspects, or a deep technical exploration of a single discipline relevant to cybersecurity. This paper describes the creation of a third approach--a multifarious major, consistent with Cybersecurity Curricula 2017, the ABET Cybersecurity Program Criteria, and the National Security Agency Center for Academic Excellence--Cyber Operations criteria. Our novel curriculum relies on a 10-course common foundation extended by one of five possible concentrations, each of which is delivered through a disciplinary lens and specialized into a highly relevant computing interest area serving society's diverse cyber needs. The journey began years ago when we infused cybersecurity education throughout our programs, seeking to keep offerings and extracurricular activities relevant in society's increasingly complex relationship with cyberspace. This paper details the overarching design principles, decision-making process, benchmarking, and feedback elicitation activities. A surprising key step was merging several curricula proposals into a single hybrid option. The new major attracted a strong initial cohort, meeting our enrollment goals and exceeding our diversity goals. We provide several recommendations for any institution embarking on a process of designing a new cyber-named major.

In recent years, all computing disciplinary communities and curricular guidelines have increased their expectations of and requirements for incorporating cybersecurity into their discipline. For computer science, this has been a daunting task for a number of reasons, including the fast-paced evolution and expansion of the discipline, the perceived challenge of finding space in the curriculum, and the difficulty of selecting the best content. This paper takes the position that infusing security concepts pervasively into an undergraduate Computer Science program is a crucial and attainable best practice. A five-step methodology is presented to incorporate cybersecurity into a traditional computer science curriculum in a way that maintains disciplinary integrity without adding significant new curricular content. This methodology is consistent with the philosophy and recommendations of the latest computer science and cybersecurity curricular guidelines. The paper also illustrates the application of these techniques to a typical Computer Science program.

As the worldwide demand for cybersecurity-trained professionals continues to grow, the need to understand and define what cybersecurity education really means at the college or university level. Given the relative infancy of these efforts to define undergraduate cybersecurity programs, the panelists will present different perspectives on how such programs can be structured. They will then engage with the audience to explore additional viewpoints on cybersecurity, and work toward a shared understanding of undergraduate cybersecurity programs.

This special session will introduce current work on program criteria currently being developed for use by ABET in accrediting undergraduate cybersecurity programs. It will provide a status report on current efforts in this area, along with expectations for future development and deployment of these criteria.

In an ideal world, interface design is the art and science of helping users accomplish tasks in a timely, efficient, and pleasurable manner. This paper studies the inverse situation, the vast emergence of deliberately constructed malicious interfaces that violate design best practices in order to accomplish goals counter to those of the user. This has become a commonplace occurrence both on and off the desktop, particularly on the web. A primary objective of this paper is to formally define this problem, including construction of a taxonomy of malicious interface techniques and a preliminary analysis of their impact on users. Findings are presented that gauge the self-reported tolerance and expectation levels of users with regard to malicious interfaces as well as the effectiveness and ease of use of existing countermeasures. A second objective of this paper is to increase awareness, dialogue, and research in a domain that we consider largely unexplored but critical to future usability of the WWW. Our results were accomplished through significant compilation of malicious interface techniques based on review of thousands of web sites and by conducting three surveys. Ultimately, this paper concludes that malicious interfaces are a ubiquitous problem that demands intervention by the security and human computer interaction communities in order to reduce the negative impact on the global user population.

In today's era of the global ubiquitous use of free online tools and business models that depend on data retention and customized advertising, we face a growing tension between the privacy concerns of individuals and the financial motivations of organizations. As a critical foundation step to address this problem, we must first understand the attitudes, beliefs, behaviors, and expectations of web users in order to create an environment where user privacy needs are met while still allowing online companies to innovate and provide functionality that users desire. As security and usability professionals we must identify areas where misperceptions exist and seek solutions, either by raising awareness, changing policy, or through technical means. In this paper, we explore these issues and report the results from a survey of 352 college undergraduates and a comparison group of 25 middle aged adults The results were at times surprising and even contradictory to the views held by security professionals. To summarize our findings, the students we surveyed believe that "an honest man has nothing to fear."

The digitized battlefield of the 21st Century will revolutionize the methods used to maintain military command and control. The tremendous amount of data available will necessitate the use of intelligent automated systems that augment, and in some cases replace, the human structures currently in place. One aspect of such systems is terrain-based tracking. We discuss an intelligent terrain-based system for tracking multiple vehicles moving across terrain. Specifically, our system extracts and utilizes knowledge about groups to improve the performance of a discrete state-space motion model. Parallel programming techniques are utilized to compute probability densities for the vehicles. A learning component allows for real-time adjustment based on performance.