This research aims to demonstrate how integrating human-robot teaming dynamics into mission planning tools impacts the abilities of robot operators as they coordinate multiple robot agents during a mission. This was investigated in a pilot study using two inter-robot collaboration modalities and interface tools, which required different human-robot interaction techniques to execute a mission with a team of four robots. In the first modality, the operator manually inserted waypoints for each robot, as they acted as individual agents. In the second modality, the operator used the Planning Execution to After-Action Review (PETAAR) toolset to plot a single waypoint for the team of robots, as the robots coordinated their movement as a group. One novel component of this study is the investigation of how human-robot teaming dynamics and the PETAAR toolset impacted robot operators' real-time situation awareness and perceived cognitive load as well as team performance. Although the teaming modalities differed greatly with respect to the level of operator input needed, the time required to complete the simulation, the participant's perceived cognitive load, and interface usability were very similar for both modalities. In contrast, the results revealed statistically significant differences between the two teaming modalities related to participants' abilities to maintain a wedge formation while remaining situationally aware. Results from this work will be used to guide development of PETAAR along with the design of future studies investigating more complex teaming scenarios and for creating a baseline for comparing future results.

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.

Beginning with the publication of Curriculum 68, ACM and IEEE-Computer Society have sponsored various efforts to establish international curricular guidelines for undergraduate programs in computing. Work on the next volume, Computer Science 2013 is well underway, with the Ironman draft out shortly before SIGCSE 2013. The Ironman draft includes course and curricular exemplars, which should serve as a rich resource for those trying to meet the curriculum standards. This special session highlights the exemplar section of the Ironman report through a description of its purpose, presentation of several exemplars, and an invitation to the SIGCSE community to participate by submitting exemplars and providing feedback on what they would find useful in this section of the CS 2013 final report.

We elaborate a proposal for capturing, extending, and reusing design knowledge gleaned through usability testing. The proposal is specifically targeted to address interface design for notification systems, but its themes can be generalized to any constrained and well-defined genre of interactive system design. We reiterate arguments for and against using critical parameters to characterize user goals and usability artifacts. Responding to residual arguments, we suggest that clear advantages for research cohesion, design knowledge reuse, and HCI education are possible if several challenges are overcome. As a first step, we recommend a slight variation to the concept of a critical parameter, which would allow both abstract and concrete knowledge representation. With this concept, we demonstrate a feasible approach by introducing equations that elaborate and allow evolution of notification system critical parameters, which is made operational with a variety of usability evaluation instruments. A case study illustrates how one general instrument allowed system designs to be meaningfully compared and resulted in valuable inferences for interface reengineering. Broad implications and conclusions about this approach will be of interest to others concerned with using critical parameters in interface design, development of notification systems interfaces, or approaches to design rationale and knowledge reuse.

Reacting to challenges that have been observed in human-computer interaction (HCI) education, as well as the multidisciplinary design, science, and engineering underpinnings, we investigate a pedagogical approach based on case methods. Our study of various case method techniques in an undergraduate HCI class provides insights into challenges that can be expected in the employment of case methods, student learning outcomes, and considerations for HCI curriculum planning. In general, case methods show great promise with a wide variety of topics, and we present broad recommendations for future work that will improve integration of HCI professional practice, research, and education.

Addressing the need to tailor usability evaluation methods (UEMs) and promote effective reuse of HCI knowledge for computing activities undertaken in divided-attention situations, we present the foundations of a unifying model that can guide evaluation efforts for notification systems. Often implemented as ubiquitous systems or within a small portion of the traditional desktop, notification systems typically deliver information of interest in a parallel, multitasking approach, extraneous or supplemental to a user's attention priority. Such systems represent a difficult challenge to evaluate meaningfully. We introduce a design model of user goals based on blends of three critical parameters---interruption, reaction, and comprehension. Categorization possibilities form a logical, descriptive design space for notification systems, rooted in human information processing theory. This model allows conceptualization of distinct action models for at least eight classes of notification systems, which we describe and analyze with a human information processing model. System classification regions immediately suggest useful empirical and analytical evaluation metrics from related literature. We present a case study that demonstrates how these techniques can assist an evaluator in adapting traditional UEMs for notification and other multitasking systems. We explain why using the design model categorization scheme enabled us to generate evaluation results that are more relevant for the system redesign than the results of the original exploration done by the system's designers.