Category Archives: Computer Science
NYS Board of Regents adopts first-ever learning standards for computer science and digital fluency – RochesterFirst
ALBANY, N.Y. (WTEN) The Board of Regents adoptedNew York States first-ever K-12Learning Standards for Computer Science and Digital Fluency.These standards willensure that every student knows how to live productively and safely in a technology-dominated world, including understanding the essential features of digital technologies, why and how they work, and how to communicate and create using those technologies.
The new standardsare the culmination ofa two-year, collaborative process that included New York State teachers and statewide experts on computer science and educational technology.
Technology is a large part of childrens lives, and the ability to understand and use technology safely and effectively to learn, communicate and create is critical for 21stcentury life, work and civic engagement, Board of Regents Vice Chancellor T. Andrew Brown said. The COVID-19 emergency has magnified the digital divide that separates so many of our most vulnerable students from their peers. As the Board of Regents and the Department work to ensure that all students have access to a high-quality education, its critical that comprehensive technology learning is available to our youngest students and continues throughout their scholastic career.
The New York State K-12 Computer Science and Digital Fluency Standards are organized into five concepts: Impacts of Computing, Computational Thinking, Networks and Systems Design, Cybersecurity, and Digital Literacy.
Each concept contains two or more sub-concepts and within the sub-concepts are a number of standards. The standards are grouped into grade-bands: K-1, 2-3, 4-6, 7-8, and 9-12. Students are expected to master the standards by the end of the last year of the grade band (ex: end of third grade for the 2-3 grade band). Visual representations of and graphics on reading the standards are available in thepresentation made today to the Board of Regents
To comply with a 2018 statute requiring the development of Computer Science Standards, and to ensure that students, teachers, and leaders will have clear standards for what students should know and be able to do with technology, the Department worked with over 120 stakeholders in seven workgroups to create new Computer Science and Digital Fluency Standards. The workgroups worked on different areas and phases of the standards and included:
The standards were approved by the Board of Regents P-12 Committee in January to allow the Department additional time to ensure the early grades standards are appropriate and to begin to develop resources and guidance to help implement the standards. For additional information on the new standards, please see the DepartmentsComputer Science and Digital Fluency website.
In January, NYSED sent requests for educators with expertise in early learning to assist with reviewing and revising the early grade band standards. The Early Learning Review Committee was formed and included New York State-certified teachers and experts in early learning from across the State, as well as representation from New York State United Teachers (NYSUT).
In early March, the Early Learning Committee reviewed the standards and submitted feedback. Work on the standards was paused due to the COVID-19 pandemic, as the majority of the early learning experts assisting with the revision work were New York State teachers. Because of these circumstances, an extension was given to deliver revised standards to the Board of Regents for final approval.
The Early Learning Committee met weekly in August and September to revise the Early Learning Standards. In October, additional revisions were made to ensure alignment with the upper grade bands. The Standards were presented to the Executive Standards Committee in November for final feedback.
The NYS K-12 Computer Science and Digital Fluency Standards were developed and revised in partnership with numerous stakeholders. Care was taken to ensure participation by representatives of all regions of New York State, as well as key stakeholder groups, including:
The Department will return to the Board of Regents in Fall 2021 with regulatory and policy recommendations related to embedding this new subject area into the K-12 program requirements. Department staff will engage with partners across the state to develop guidance materials and tools to aid schools in the implementation of the new standards.
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Gift from Ann S. Bowers ’59 creates new college of computing and information science | Cornell Chronicle – Cornell Chronicle
A transformative gift from Ann S. Bowers 59 a Silicon Valley champion and longtime philanthropist will establish the Cornell Ann S. Bowers College of Computing and Information Science, supporting Cornells preeminence in these fields.
Her nine-figure commitment will provide the enabling support for the construction of a new building for the Faculty ofComputing and Information Science (CIS). The building will accommodate sorely needed growth in CIS, where half of all Cornell undergraduates take at least one class and enrollment is increasing at a pace unmatched anywhere at the university. It will also ultimately provide significant endowment support for faculty and students in CIS.
Bowers led human resources at Intel Corporation in the 1970s and was one of Apples first vice presidents in the 1980s. She spent her career developing and fostering an environment where technologists could thrive. It is thus especially meaningful that her gift supports CIS at Cornell, which, when created 21 years ago, was one of the nations first programs to combine computer science, with its emphasis on technology, and information science, with its focus on the ways technology impacts humanity.
Ann S. Bowers 59, whose gift will establish a new college of computing and information science.
Today, CIS also incorporates statistics and data science, and faculty from those three departments will make up the new college. Students who pursue its majors will apply to Cornell through other colleges, as they do now.
Anns generosity and her passion for nurturing scholarship have already touched the lives of countless Cornellians, President Martha E. Pollack said. This new gift creates so many exciting possibilities for our faculty and students to learn and to create knowledge in one of the best programs of computing and information science in the world one that has always emphasized both the design and creation of technology, and an understanding of its social impact. The Cornell Ann S. Bowers College of Computing and Information Science will be a fitting tribute to Anns many achievements.
In addition to her professional accomplishments, Bowers has been an active philanthropist for many years. After the death of her husband, Robert Noyce, in 1990, the Noyce family established The Noyce Foundation, where Ann chaired the board. She has alsobeen a longtime dedicated volunteer and generous benefactor for Cornell, giving more than $20 million over three decades.
Her influential gifts have included support for the construction of Gates Hall CISs current home as well as for Cornell faculty and students in the liberal arts, science, technology, engineering and math, including endowed professorships and research scholarships. She served as trustee and a member of the Presidents Council of Cornell Women and numerous Cornell advisory boards. She chaired the Cornell Silicon Valley Advisors, where she passionately sought to galvanize the universitys presence in her Bay Area community.
The Cornell Ann S. Bowers College of Computing and Information Science will be a fitting tribute to Anns many achievements.
President Martha E. Pollack
Anns love for Cornell, her experience during the foundational days of Silicon Valley, her commitment to education in math and science to me this gift is a lovely coalescing of the many different strands of her life, said Bowerss friend and fellow alumni volunteer Rebecca (Beckie) Robertson 82, who serves on the Cornell Board of Trustees and the Cornell Engineering Council, and worked with Bowers through the Cornell Silicon Valley Advisors. Shes a very generous leader who cares deeply about mentoring the next generation.
The new college will be the first at Cornell named for a woman a fittinghonor for a college with a female dean, Kavita Bala, professor of computer science; at a university led by a female president, Pollack, who is also a computer scientist; and where 43% of CIS majors are women, far above the national average.
The creation of CIS was 20 years ahead of its time. We believed computing and information technology would have a profound impact on life and society, and our unique multidisciplinary structure now serves as a model to other academic institutions, Bala said. This is an exciting time in technology, with amazing opportunities and hard problems. This incredibly generous gift will propel Cornell to lead the way in addressing the technological and societal challenges of our time.
Events celebrating the gift and the new college are being planned for next year.
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U of Texas will stop using controversial algorithm to evaluate Ph.D. applicants – Inside Higher Ed
In 2013, the University of Texas at Austins computer science department began usinga machine-learning system called GRADE to help make decisions about who gets into its Ph.D. program -- and who doesnt. This year, the department abandoned it.
Before the announcement, which the department released in the form of a tweet reply, few had even heard of the program. Now, its critics -- concerned about diversity, equity and fairness in admissions -- say it should never have been used in the first place.
Humans code these systems. Humans are encoding their own biases into these algorithms, said Yasmeen Musthafa, a Ph.D. student in plasma physics at the University of California, Irvine, who rang alarm bells about the system on Twitter. What would UT Austin CS department have looked like without GRADE? Well never know.
GRADE (which stands for GRaduate ADmissions Evaluator) was created by a UT faculty member and UT graduate student in computer science, originally to help the graduate admissions committee in the department save time. GRADE predicts how likely the admissions committee is to approve an applicant and expresses that prediction as a numerical score out of five. The system also explains what factors most impacted its decision.
The UT researchers who made GRADE trained it on a database of past admissions decisions. The system uses patterns from those decisions to calculate its scores for candidates.
For example, letters of recommendation containing the words best, award, research or Ph.D. are predictive of admission -- and can lead to a higher score -- while letters containing the words good, class, programming or technology are predictive of rejection. A higher grade point average means an applicant is more likely to be accepted, as does the name of an elite college or university on the rsum. Within the system, institutions were encoded into the categories elite, good and other, based on a survey of UT computer science faculty.
Every application GRADE scored during the seven years it was in use was still reviewed by at least one human committee member, UT Austin has said, but sometimes only one. Before GRADE, faculty members made multiple review passes over the pool. The system saved the committee time, according to its developers, by allowing faculty to focus on applicants on the cusp of admission or rejection and review applicants in descending order of quality.
For what its worth, GRADE did appear to successfully save the committee time. In the 2012 and 2013 application seasons, developers said in a paper about their work, it reduced the number of full reviews per candidate by 71percent and cut the total time reviewing files by 74percent. (One full review typically takes 10 to 30 minutes.) Between the years 2000 and 2012, applications to the computer science Ph.D. program grew from about 250 to nearly 650, though the number of faculty able to review those applications remained mostly constant. In the years since 2012, the number of applications has reached over 1,200.
The universitys use of the technology escaped attention for a number of years, until this month, when the physics department at the University of Maryland at College Park held a colloquium talk with the two creators of GRADE.
The talk gained attention on Twitter as graduate students accused GRADEs creators of further disadvantaging underrepresented groups in the computer science admissions process.
We put letters of recommendation in to try to lift people up who have maybe not great GPAs. We put a personal statement in the graduate application process to try to give marginalized folks a chance to have their voice heard, said Musthafa, who is also a member of the Physics and Astronomy Anti-Racism Coalition. The worst part about GRADE is that it throws that out completely.
Advocates have long been concerned about the potential for human biases to be baked into or exacerbated by machine-learning algorithms. Algorithms are trained on data. When it comes to people, what those data look like is a result of historical inequity. Preferences for one type of person over another are often the result of conscious or unconscious bias.
That hasnt stopped institutions from using machine-learning systems in hiring, policing and prison sentencing for a number of years now, often to great controversy.
Every process is going to make some mistakes. The question is, where are those mistakes likely to be made and who is likely to suffer as a result of them? said Manish Raghavan, a computer science Ph.D. candidate at Cornell University who has researched and written about bias in algorithms. Likely those from underrepresented groups or people who dont have the resources to be attending elite institutions.
Though many women and people who are Black and Latinx have had successful careers in computer science, those groups are underrepresented in the field at large. In 2017, whites, Asians and nonresident aliens received 84percent of degrees awarded for computer science in the United States.
At UT, nearly 80percent of undergraduates in computer science in 2017 were men.
Raghavan said he was surprised that there appeared to be no effort to audit the impacts of GRADE, such as how scores differ across demographic groups.
GRADEs creators have said that the system is only programmed to replicate what the admissions committee was doing prior to 2013, not to make better decisions than humans could. The system isnt programmed to use race or gender to make its predictions, theyve said. In fact, when given those features as options to help make its predictions, it chooses to give them zero weight. GRADEs creators have said this is evidence that the committees decisions are gender and race neutral.
Detractors have countered this, arguing that race and gender can be encoded into other features of the application that the system uses. Womens colleges and historically Black universities may be undervalued by the algorithm, theyve said. Letters of recommendation are known to reflect gender bias, as recommenders are more likely to describe female students as caring rather than assertive or trailblazing.
In the Maryland talk, faculty raised their own concerns. What a committee is looking for might change each year. Letters of recommendation and personal statements should be thoughtfully considered, not turned into a bag of words, they said.
Im kind of shocked you did this experiment on your students, Steve Rolston, chair of the physics department at Maryland, said during the talk. You seem to have built a model that builds in whatever bias your committee had in 2013 and youve been using it ever since.
In an interview, Rolston said graduate admissions can certainly be a challenge. His department receives over 800 graduate applications per year, which takes a good deal of time for faculty to evaluate. But, he said, his department would never use a tool like this.
If I ask you to do a classifier of images and youre looking for dogs, I can check afterwards that, yes, it did correctly identify dogs, he said. But when Im asking for decisions about people, whether it's graduate admissions, or hiring or prison sentencing, theres no obvious correct answer. You train it, but you dont know what the result is really telling you.
Rolston said having at least one faculty member review each application was not a convincing safeguard.
If I give you a file and say, Well, the algorithm said this person shouldnt be accepted, that will inevitably bias the way you look at it, he said.
UT Austin has said GRADE was used to organize admissions decisions, rather than make them.
"It was never used to make decisions to admit or reject prospective students, asat least one faculty member directly evaluates applicants at each stage of the review process," a spokesperson for the Graduate School said via email.
Despite the criticism around diversity and equity, UT Austin has said GRADE is being phased out because it is too difficult to maintain.
Changes in the data and software environment made the system increasingly difficult to maintain, and its use was discontinued, the spokesperson said via email. The Graduate School works with graduate programs and faculty members across campus to promote holistic application review and reduce bias in admissions decisions.
For Musthafa, the fact that GRADE may be gone for good does not impact the existing inequity in graduate admissions.
The entire system is steeped in racism, sexism and ableism, they said. How many years of POC computer science students got denied [because of this]?
Addressing that inequity -- as well as the competitiveness that led to the creation of GRADE -- may mean expanding committees, paying people for their time and giving Black and Latinx graduate students a voice in those decisions, they said. But automating cannot be part of that decision making.
If we automate this to any extent, its just going to lock people out of academia, Musthafa said. The racism of today is being immortalized in the algorithms of tomorrow.
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U of Texas will stop using controversial algorithm to evaluate Ph.D. applicants - Inside Higher Ed
To the brain, reading computer code is not the same as reading language – MIT News
In some ways, learning to program a computer is similar to learning a new language. It requires learning new symbols and terms, which must be organized correctly to instruct the computer what to do. The computer code must also be clear enough that other programmers can read and understand it.
In spite of those similarities, MIT neuroscientists have found that reading computer code does not activate the regions of the brain that are involved in language processing. Instead, it activates a distributed network called the multiple demand network, which is also recruited for complex cognitive tasks such as solving math problems or crossword puzzles.
However, although reading computer code activates the multiple demand network, it appears to rely more on different parts of the network than math or logic problems do, suggesting that coding does not precisely replicate the cognitive demands of mathematics either.
Understanding computer code seems to be its own thing. Its not the same as language, and its not the same as math and logic, says Anna Ivanova, an MIT graduate student and the lead author of the study.
Evelina Fedorenko, the Frederick A. and Carole J. Middleton Career Development Associate Professor of Neuroscience and a member of the McGovern Institute for Brain Research, is the senior author of the paper, which appears today in eLife. Researchers from MITs Computer Science and Artificial Intelligence Laboratory and Tufts University were also involved in the study.
Language and cognition
A major focus of Fedorenkos research is the relationship between language and other cognitive functions. In particular, she has been studying the question of whether other functions rely on the brains language network, which includes Brocas area and other regions in the left hemisphere of the brain. In previous work, her lab has shown that music and math do not appear to activate this language network.
Here, we were interested in exploring the relationship between language and computer programming, partially because computer programming is such a new invention that we know that there couldnt be any hardwired mechanisms that make us good programmers, Ivanova says.
There are two schools of thought regarding how the brain learns to code, she says. One holds that in order to be good at programming, you must be good at math. The other suggests that because of the parallels between coding and language, language skills might be more relevant. To shed light on this issue, the researchers set out to study whether brain activity patterns while reading computer code would overlap with language-related brain activity.
The two programming languages that the researchers focused on in this study are known for their readability Python and ScratchJr, a visual programming language designed for children age 5 and older. The subjects in the study were all young adults proficient in the language they were being tested on. While the programmers lay in a functional magnetic resonance (fMRI) scanner, the researchers showed them snippets of code and asked them to predict what action the code would produce.
The researchers saw little to no response to code in the language regions of the brain. Instead, they found that the coding task mainly activated the so-called multiple demand network. This network, whose activity is spread throughout the frontal and parietal lobes of the brain, is typically recruited for tasks that require holding many pieces of information in mind at once, and is responsible for our ability to perform a wide variety of mental tasks.
It does pretty much anything thats cognitively challenging, that makes you think hard, Ivanova says.
Previous studies have shown that math and logic problems seem to rely mainly on the multiple demand regions in the left hemisphere, while tasks that involve spatial navigation activate the right hemisphere more than the left. The MIT team found that reading computer code appears to activate both the left and right sides of the multiple demand network, and ScratchJr activated the right side slightly more than the left. This finding goes against the hypothesis that math and coding rely on the same brain mechanisms.
Effects of experience
The researchers say that while they didnt identify any regions that appear to be exclusively devoted to programming, such specialized brain activity might develop in people who have much more coding experience.
Its possible that if you take people who are professional programmers, who have spent 30 or 40 years coding in a particular language, you may start seeing some specialization, or some crystallization of parts of the multiple demand system, Fedorenko says. In people who are familiar with coding and can efficiently do these tasks, but have had relatively limited experience, it just doesnt seem like you see any specialization yet.
In a companion paper appearing in the same issue of eLife, a team of researchers from Johns Hopkins University also reported that solving code problems activates the multiple demand network rather than the language regions.
The findings suggest there isnt a definitive answer to whether coding should be taught as a math-based skill or a language-based skill. In part, thats because learning to program may draw on both language and multiple demand systems, even if once learned programming doesnt rely on the language regions, the researchers say.
There have been claims from both camps it has to be together with math, it has to be together with language, Ivanova says. But it looks like computer science educators will have to develop their own approaches for teaching code most effectively.
The research was funded by the National Science Foundation, the Department of the Brain and Cognitive Sciences at MIT, and the McGovern Institute for Brain Research.
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To the brain, reading computer code is not the same as reading language - MIT News
James Fujimoto wins the Visionary Prize from the Greenberg Prize to End Blindness – MIT News
On Dec. 14, the Sanford and Susan Greenberg Prize to End Blindness honored 13 scientistswho have made extraordinary headway in the worldwide battle against blindness. Among them was James G. Fujimoto, the Elihu Thomson Professor of Electrical Engineering within MITs Department of Electrical Engineering and Computer Science (EECS).
Recipients of the Greenberg Prize are honored in two categories: the Outstanding Achievement Prize, highlighting strides toward treating and curing blindness, and the Visionary Prize, providing funding for scientists whose research exhibits significant potential in ending this debilitating condition. Fujimoto, a principal investigator in the Research Laboratory of Electronics (RLE), was awarded the Visionary Prize for his research, which focuses upon the areas of biomedical imaging, optical coherence tomography, and advanced laser technologies and applications.
As noted recently in National Geographic, the Greenberg Prize originates in the personal experience of Sanford Greenberg, who lost his vision as a young man and subsequently vowed to spend the rest of his life working to ensure that no one else would have to share the devastation of his experience. Inspired by milestone scientific efforts such as the moon landing and the development of the polio vaccine, Greenberg has set an ambitious goal of total worldwide eradication of blindness, regardless of underlying cause. To that end, he and the other members of the governing prize committee have set out to identify and connect scientists worldwide who are making critical headway in the battle against the condition.
The award ceremony which can be viewed online featured celebrity appearances, musical performances, the unveiling of a sculpture created by Frank Stella in honor of the prize, and a tribute to the late U.S. Supreme Court Justice Ruth Bader Ginsburg, a longtime supporter of Greenbergs philanthropic work.
A principal investigator in RLE and adjunct professor of ophthalmology at Tufts University School of Medicine, James Fujimoto earned his SB, SM, and PhD in EECS from MIT in 1979, 1981, and 1984 respectively. He joined the MIT faculty in 1985, and has been conducting research ever since.
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James Fujimoto wins the Visionary Prize from the Greenberg Prize to End Blindness - MIT News
Trouble hearing in a crowded room? New ‘cone of silence’ could help – Science Magazine
By Matthew HutsonDec. 18, 2020 , 3:45 PM
Somehow, even in a room full of loud conversations, our brains can focus on a single voice in something called the cocktail party effect. But the louder it getsor the older you arethe harder it is to do. Now, researchers may have figured out how to fix thatwith a machine learning technique called the cone of silence.
Computer scientists trained a neural network, which roughly mimics the brains wiring, to locate and separate the voices of several people speaking in a room. The network did so in part by measuring how long it took for the sounds to hit a cluster of microphones in the rooms center.
When the researchers tested their setup with extremely loud background noise, they found that the cone of silence located two voices to within 3.7 of their sources, they reported this month at the online-only Conference on Neural Information Processing Systems. That compares with a sensitivity of only 11.5 for the previous state-of-the-art technology. When the researchers trained their new system on additional voices, it managed the same trick with eight voicesto a sensitivity of 6.3even if it had never heard more than four at once.
Such a system could one day be used in hearing aids, surveillance setups, speakerphones, or laptops. The new technology, which can also track moving voices, might even make your Zoom calls easier, by separating out and silencing background noise, from vacuum cleaners to rambunctious children.
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Trouble hearing in a crowded room? New 'cone of silence' could help - Science Magazine
Nadya’s Hot Chocolate Bombs: yummy for the tummy – theday.com
New London Ah, the 16-year-old about to get her license. The cognitive wheels begin to grind, eventually arriving here: What good is a license without a car, right? Thus, the scheming begins.
Hit up mom or dad? Maybe start taking the trash out without even being asked? Broker a deal with the grandparents instead?
Or you could be Nadya Murphy and make your own bombs.
Meet Nadya: an honor student, lacrosse player and junior at the New London Science and Technology Magnet High School. Her idea The Hot Chocolate Bomb has become a bit of a cottage industry of deliciousness, much to the delight of her customers. Not only is she making money toward her first car, but she's even donating some of it to the New London Community Meal Center.
"I found the whole Hot Chocolate Bomb thing on Tik Tok with my aunt," Murphy said. "We thought it would be fun to experiment with because we saw they were pretty trendy. It's an easy way to earn money. I really want that car."
The Hot Chocolate Bomb: a chocolate shell in a mug with hot chocolate mix, marshmallow, hot milk and various toppings. Result: a ball of hot chocolate that kids (and adults) love.
"I bought some to take to Thanksgiving," New London Board of Education member Elaine Maynard-Adams said. "The kids loved them. Then at night, we made the adult version with homemade Kahlua. Let me just tell you how good they are."
Murphy's business originates on her "Nadya's Hot Chocolate Bombs" Facebook page. At specific times, Murphy posts a link as to dates and times they'll be on sale. Everything is sold out of their house contactless now in the age of COVID. They even deliver to New London, Groton and Waterford.
"We sold a little over 350 last week," Murphy said. "We sold out in an hour. Our last sale (before that) was at the New London Holiday Market pop up sale and we gave 10 percent ($200) to community meal center. My family and I were thinking about the holidays and how fortunate we are. We thought giving back would be a nice thing to do."
There's even an educational component to this that Murphy didn't necessarily see coming. She's in the computer science pathway at school.
"I actually take an accounting class," Murphy said. "A couple of concepts I've learned in accounting have become applicable to real life. I'm learning the basic steps of having a business, how sales work and having different accounts. Transferring money, transactions, things like that I'm seeing it in real life and it's helping me in class."
Murphy has to pay for chocolate milk used to make the shells, hot chocolate mix, marshmallows, sprinkles, candy cane bits, bags to package them and business cards. Not cheap.
"This wouldn't be possible without my aunt, Brenda De Los Santos," Murphy said. "She helps me manage everything from my Facebook page to my business cards. Once I get my car I will be chauffeuring her around for the next year probably."
This story hits virtually every happy note on the staff. Hard not to root for this kid. She's working for everything she wants and has, even if unwittingly, discovered a way to tie school to real life. And her product hot chocolate is something we can all pretty much agree is yummy.
"We're thinking of doing a couple more sales," Murphy said. "The demand will go down as it gets warmer. People will have to check the page to know. It's been fun. And a lot of work. But I know cars aren't cheap. That would be a pretty large burden to have my family try to pay for. So why not try to make it myself?"
This is the opinion of Day sports columnist Mike DiMauro
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Nadya's Hot Chocolate Bombs: yummy for the tummy - theday.com
Crick Named Mathematical Sciences Distinguished Alumnus Of The Year – The Chattanoogan
Dr. David Crick is the recipient of this years 2020 Distinguished Alumnus Award for Lee Universitys Department of Mathematical Sciences.
The department is deeply impressed with Dr. Cricks numerous successes in engineering and computer science related businesses, said Dr. Blayne Carroll, chair of Lees Mathematical Sciences. He has a commitment to excellence that we hope to foster in all of our students, and we are proud to call him an alumnus of our department.
Dr. Crick graduated from Lee in 1983 and currently works as a senior architect at Rivet Logic Corporation in Virginia.
After receiving his mathematics degree from Lee, he went on to earn a Master of Science and Doctor of Philosophy in information and computer science from Georgia Institute of Technology. He completed his postdoctoral study in transportation analysis from Oak Ridge Associated Universities.
The announcement of this award took place during Lees virtual Homecoming celebration last month.
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Crick Named Mathematical Sciences Distinguished Alumnus Of The Year - The Chattanoogan
Accurate Neural Network Computer Vision Without The ‘Black Box’ – Duke Today
DURHAM, N.C. -- The artificial intelligence behind self-driving cars, medical image analysis and other computer vision applications relies on whats called deep neural networks.
Loosely modeled on the brain, these consist of layers of interconnected neurons -- mathematical functions that send and receive information -- that fire in response to features of the input data. The first layer processes a raw data input -- such as pixels in an image -- and passes that information to the next layer above, triggering some of those neurons, which then pass a signal to even higher layers until eventually it arrives at a determination of what is in the input image.
But heres the problem, says Duke computer science professor Cynthia Rudin. We can input, say, a medical image, and observe what comes out the other end (this is a picture of a malignant lesion, but its hard to know what happened in between.
Its whats known as the black box problem. What happens in the mind of the machine -- the networks hidden layers -- is often inscrutable, even to the people who built it.
The problem with deep learning models is theyre so complex that we don't actually know what theyre learning, said Zhi Chen, a Ph.D. student in Rudins lab at Duke. They can often leverage information we dont want them to. Their reasoning processes can be completely wrong.
Rudin, Chen and Duke undergraduateYijie Bei have come up with a way to address this issue. By modifying the reasoning process behind the predictions, it is possible that researchers can better troubleshoot the networks or understand whether they are trustworthy.
Most approaches attempt to uncover what led a computer vision system to the right answer after the fact, by pointing to the key features or pixels that identified an image: The growth in this chest X-ray was classified as malignant because, to the model, these areas are critical in the classification of lung cancer. Such approaches dont reveal the networks reasoning, just where it was looking.
The Duke team tried a different tack. Instead of attempting to account for a networks decision-making on a post hoc basis, their method trains the network to show its work by expressing its understanding about concepts along the way. Their method works by revealing how much the network calls to mind different concepts to help decipher what it sees. It disentangles how different concepts are represented within the layers of the network, Rudin said.
Given an image of a library, for example, the approach makes it possible to determine whether and how much the different layers of the neural network rely on their mental representation of books to identify the scene.
The researchers found that, with a small adjustment to a neural network, it is possible to identify objects and scenes in images just as accurately as the original network, and yet gain substantial interpretability in the networks reasoning process. The technique is very simple to apply, Rudin said.
The method controls the way information flows through the network. It involves replacing one standard part of a neural network with a new part. The new part constrains only a single neuron in the network to fire in response to a particular concept that humans understand. The concepts could be categories of everyday objects, such as book or bike. But they could also be general characteristics, such as such as metal, wood, cold or warm. By having only one neuron control the information about one concept at a time, it is much easier to understand how the network thinks.
The researchers tried their approach on a neural network trained by millions of labeled images to recognize various kinds of indoor and outdoor scenes, from classrooms and food courts to playgrounds and patios. Then they turned it on images it hadnt seen before. They also looked to see which concepts the network layers drew on the most as they processed the data.
Chen pulls up a plot showing what happened when they fed a picture of an orange sunset into the network. Their trained neural network says that warm colors in the sunset image, like orange, tend to be associated with the concept bed in earlier layers of the network. In short, the network activates the bed neuron highly in early layers. As the image travels through successive layers, the network gradually relies on a more sophisticated mental representation of each concept, and the airplane concept becomes more activated than the notion of beds, perhaps because airplanes are more often associated with skies and clouds.
Its only a small part of whats going on, to be sure. But from this trajectory the researchers are able to capture important aspects of the networks train of thought.
The researchers say their module can be wired into any neural network that recognizes images. In one experiment, they connected it to a neural network trained to detect skin cancer in photos.
Before an AI can learn to spot melanoma, it must learn what makes melanomas look different from normal moles and other benign spots on your skin, by sifting through thousands of training images labeled and marked up by skin cancer experts.
But the network appeared to be summoning up a concept of irregular border that it formed on its own, without help from the training labels. The people annotating the images for use in artificial intelligence applications hadnt made note of that feature, but the machine did.
Our method revealed a shortcoming in the dataset, Rudin said. Perhaps if they had included this information in the data, it would have made it clearer whether the model was reasoning correctly. This example just illustrates why we shouldnt put blind faith in black box models with no clue of what goes on inside them, especially for tricky medical diagnoses, Rudin said.
The teams work appeared Dec. 7 in the journal Nature Machine Intelligence.
This research was supported by funding from MIT-Lincoln Laboratory and the National Science Foundation (OAC-1835782).
CITATION: "Concept Whitening for Interpretable Image Recognition,"Zhi Chen, Yijie Bei and Cynthia Rudin. Nature Machine Intelligence, Dec. 7, 2020. DOI: 10.1038/s42256-020-00265-z
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What is Computer Science? in the US – International Student
Computer science is the third most popular major amongst international students coming to the UnitedStates. Therfe are many reasons that computer science is so popular, including exceptional job security, uncommonlyhigh starting salaries, and diverse job opportunities across industries. However, an international studentcontemplating studying computer science needs to ask themself, "What is computer science?"
So, what is computer science? Generally speaking, computer science is the study of computer technology, both hardwareand software. However, computer science is a diverse field; the required skills are both applicable and in-demandacross practically every industry in today's technology-dependent world. As such, the field of computer science isdivided amongst a range of sub-disciplines, most of which are full-fledged specialized disciplines in and ofthemselves. The field of computer science spans several core areas: computer theory, hardware systems, softwaresystems, and scientific computing. Students will choose credits from amongst these sub-disciplines with varyinglevels of specialization depending on the desired application of the computer science degree. Though most strictspecialization occurs at the graduate level, knowing exactly what computer science is (and where a student'sinterests fall within this vast field) is of paramount importance to knowing how to study computer science.
The disciplines encompassed by a computer science degree are incredibly vast, and an international student must knowhow to study computer science or, in other words, how to effectively navigate amongst this sea of sub-disciplinesand specializations. Here are a few possible areas of specialization available to students pursuing computer sciencedegrees:
With so many available options, having a specific focus in mind while studying computer science in the United Statesis the best plan of action for any international student hoping to seriously prepare for their future on the jobmarket. Knowing how to study computer science and effectively planning which type of degree to receive will dependon how well the student understands the discipline of computer science, and deciding which degree is right for astudent is a move that will determine what sorts of computer science careers the student is eligible for upongraduating. Therefore, it is of the utmost importance to plan a specific computer science degree that will enableyou to pursue the career you want.
Despite the seemingly endless variety of applications and sub-disciplines an international student studying computerscience in the United States will have to navigate, asking important questions like, "What is computer science?" isa great way to begin a successful education and, ultimately, career. Moreover, there are plenty of free resourcesavailable for studying computer science. For instance, a great resource for international students trying to studycomputer science in the United States can be the websites of specific institutions. These websites will not onlyconvey what sorts of computer science degrees are available at their institution (as well as any specialties), theywill also often have pages specifically to assist interested international students. Program course creditbreakdowns, scholarship and internship opportunities, ongoing research, all these vital facts about an institutioncan be found on their computer science program's website.
Another great resource for international students is theStudy Computer Science guide. The guide is a wealth ofinformation on topics ranging from questions about where to study computer science, to providing internship andcareer advice.
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