academic.html

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subpage: research
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          <div id="interests">
            <h2>Recent papers</h2>
            <p>A full list of my papers can be
            found <a href="papers.html">here</a>.</p>
            <div class="paper">
              <p class="byline">
                <span class="title"> Expanding Models for Physics Teaching: A Framework for the Integration of Computational Modeling</span>
                <span class="venue">Education Sciences 2024</span>
                <span class="authorsLine">Rebecca Elizabeth Vieyra, Colleen Megowan-Romanowicz, Kathi Fisler, Benjamin S. Lerner, Joe Gibbs Politz, Shriram Krishnamurthi</span
              </p>
              <p class="blurb">
                Teaching computation in science courses can enhance
                science education, but doing so requires that teachers
                expand the vision of their discipline beyond the
                traditional view of science presented in most
                curricula. This article describes a design-based
                research (DBR) program that included collaboration
                among high school teachers and professional
                development leaders in physics and computer science
                education. Through three years of professional
                development and teacher-led development, field
                testing, and refinement of integrated curricular
                resources, we have combined instructional modeling
                practices, physical lab materials, and computer
                programming activities. One of the outcomes is a
                co-created framework for the integration of
                computational modeling into physics that is sensitive
                to teachers’ interests and expressed needs in addition
                to learning goals. This framework merges two
                evidence-based approaches to teaching:
                Bootstrap:Algebra, a web-based computing curriculum
                that emphasizes using multiple representations of
                functions and scaffolds that make the programming
                process explicit, and Modeling Instruction in physics,
                an approach that emphasizes the use of conceptual
                models, modeling practices and representational
                tools. In doing so, we uncover the need to balance
                teachers’ visions for integration opportunities with
                practical instructional needs and emphasize that
                frameworks for integration need to reflect teachers’
                values and goals.
              </p>
              <dl class="paperLinks">
                <dt>Paper:</dt><dd><a href="https://www.mdpi.com/2227-7102/14/8/861/pdf?version=1723799801">pdf</a></dd>
                <dt>Citation:</dt><dd><a href="files/citations.html#edusci2024">BibTeX</a></dd>
              </dl>
            </div>
            <div class="paper">
              <p class="byline">
                <span class="title"><a href="papers/plateau2021_repartee.html">Combining Interactive and
                  Whole-Program Editing with
                  <span style="font-variant: small-caps;">Repartee</span></a></span>
                <span class="venue">PLATEAU '21</span>
                <span class="authorsLine">Luna Phipps-Costin, Michael
                  MacLeod, Alex Vo, Tiffany Nguyen, Joe Politz,
                  Shriram Krishnamurthi and Benjamin Lerner</span>
              </p>
              <p class="blurb">
                Interactive evaluation with a REPL (Read-Eval-Print Loop) is a feature
                of many programming environments, especially in environments for
                teaching programming. However, REPLs do have confusions and stumbles
                for beginners related to navigating between programs and interactive
                evaluation. We identify several specific weaknesses of REPLs with a
                worked example from an existing programming environment in active use,
                distilled from our experience with novices. We then present an updated
                programming environment that mitigates these weaknesses by combining
                the program editor and REPL, so the user can benefit from the best of both.
              </p>
              <dl class="paperLinks">
		<dt>Paper:</dt><dd><a href="https://kilthub.cmu.edu/ndownloader/files/35978987">pdf</a></dd> 
		<dt>Citation:</dt><dd><a href="files/citations.html#plateau2021_repartee">BibTeX</a></dd>
              </dl>
            </div>

            <div class="paper">
              <p class="byline">
                <span class="title"><a href="papers/sigcse2022_ds_curriculum.html">
                    Integrated Data Science for Secondary Schools:
                    Design and Assessment of a Curriculum</a></span>
                <span class="venue">SIGCSE '22</span>
                <span class="authorsLine">Kathi Fisler, Emmanuel
                  Schanzer, Steven Weimar, Annie Fetter, K. Ann
                  Renninger, Shriram Krishnamurthi, Joe Politz,
                  Benjamin Lerner, Jennifer Poole and Christine
                  Koerner</span>
              </p>
              <p class="blurb">
                 We propose that secondary-school data-science
                 curricula should be based on four key ingredients:
                 two are technical (programming and statistics, with
                 visualization sitting at their intersection), while
                 two are human-facing (meaningful domains, and civic
                 responsibility). We describe their relationship and
                 argue for their importance.Based on this, we then
                 present the Bootstrap:Data Science curriculum,
                 designed for integration into multiple disciplines
                 and settings. It achieves this by (a) being designed
                 as a set of remix-able lessons, and (b) letting
                 classes and students choose personally meaningful
                 datasets.We also initiate the process of evaluating
                 this curriculum. We create two assessment
                 instruments, one focused on learning and the other on
                 personalization and engagement. We provide very
                 preliminary data gathered from students and teachers.
              </p>
              <dl class="paperLinks">
		<dt>Paper (ACM DL):</dt><dd><a href="https://dl.acm.org/doi/10.1145/3408877.3432546?cid=81318490369">pdf</a></dd> 
		<dt>Citation:</dt><dd><a href="files/citations.html#sigcse2022_ds_curriculum">BibTeX</a></dd>
              </dl>
            </div>

            <div class="paper">
              <p class="byline">
                <span class="title"><a href="papers/sigcse2021_k12_curriculum.html">
                    Evolving a K-12 Curriculum for Integrating
                    Computer Science into Mathematics</a></span>
                <span class="venue">SIGCSE '21</span>
                <span class="authorsLine">Kathi Fisler, Emmanuel
                  Schanzer, Steven Weimar, Annie Fetter, K. Ann
                  Renninger, Shriram Krishnamurthi, Joe Politz,
                  Benjamin Lerner, Jennifer Poole and Christine
                  Koerner</span>
              </p>
              <p class="blurb">
                 Integrating computing into other subjects promises to
                 address many challenges to offering standalone CS
                 courses in K-12 contexts. Integrated curricula must
                 be designed carefully, however, to both meet learning
                 objectives of the host discipline and to gain
                 traction with teachers. We describe the multi-year
                 evolution of Bootstrap, a curriculum for integrating
                 computing into middle- and high-school
                 mathematics. We discuss the initial design and the
                 various modifications we have made over the years to
                 better support math instruction, leading to our goal
                 of using integrated curricula to cover standards in
                 both math and CS. We provide advice for others aiming
                 for integration and raise questions for CS educators
                 about how we might better support learning in other disciplines.
              </p>
              <dl class="paperLinks">
		<dt>Paper (ACM DL):</dt><dd><a href="https://dl.acm.org/doi/10.1145/3408877.3432546?cid=81318490369">pdf</a></dd> 
		<dt>Citation:</dt><dd><a href="files/citations.html#sigcse2021_k12_curriculum">BibTeX</a></dd>
              </dl>
            </div>

            <div class="paper">
              <p class="byline">
                <span class="title"><a href="papers/snapl2019_acquired_taste.html">
                    The Next 700 Semantics: A Research Challenge</a></span>
                <span class="venue">SNAPL '19</span>
                <span class="authorsLine">Shriram Krishnamurthi, Benjamin
                S. Lerner and Liam Elberty</span>
              </p>
              <p class="blurb">
                 Modern systems consist of large numbers of languages, frameworks,
                 libraries, APIs, and more. Each has characteristic behavior and
                 data. Capturing these in semantics is valuable not only for
                 understanding them but also essential for formal treatment (such as
                 proofs). Unfortunately, most of these systems are defined primarily
                 through implementations,
                 which means the semantics needs to be \emph{learned}. We describe
                 the problem of learning a semantics, provide a structuring process
                 that is of potential value, and also outline our failed attempts
                 at achieving this so far.
              </p>
              <dl class="paperLinks">
		<dt>Paper:</dt><dd><a href="papers/snapl2019_acquired_taste.pdf">pdf</a></dd> 
		<dt>Citation:</dt><dd><a href="files/citations.html#snapl2019_acquired_taste">BibTeX</a></dd>
              </dl>
            </div>
            <div class="paper">
              <p class="byline">
                <span class="title"><a href="papers/programming2019_reactors.html">
                    Event Loops as First-Class Values: A Case Study
                    in Pedagogic Language Design</a></span>
                <span class="venue">&langle;programming&rangle; '19</span>
                <span class="authorsLine">Joe Gibbs Politz, Benjamin
                S. Lerner, Sorawee Porncharoenwase and Shriram Krishnamurthi</span>
              </p>
              <p class="blurb">
		We revisit the <i>World model</i> of functional
		event-based programming and extract a new primitive,
		a <i>Reactor</i>, to enable programmatic control over
		these reactive programs.
              </p>
              <dl class="paperLinks">
		<dt>Paper:</dt><dd><a href="https://cs.brown.edu/~sk/Publications/Papers/Published/plpk-reactor-design/paper.pdf">pdf</a></dd> 
		<dt>Citation:</dt><dd><a href="files/citations.html#programming2019_reactors">BibTeX</a></dd>
              </dl>
            </div>
            <div class="paper">
              <p class="byline">
                <span class="title"><a href="papers/tacas2017_synth.html">
                    Synthesis of Recursive ADT Transformations from Reusable Templates</a></span>
                <span class="venue">TACAS '17</span>
                <span class="authorsLine">Jeevana Priya Inala, Nadia
                Polikarpova, Xiaokang Qiu, and Benjamin Lerner, and Armando Solar-Lezama</span>
              </p>
              <p class="blurb">
		We expand the space of programs that can be
		synthesized from templates, and attempt to apply it to
		derive desugaring transformations for constructs in a
		lambda calculus.
              </p>
              <dl class="paperLinks">
		<dt>Paper (Springerlink):</dt><dd><a href="https://doi.org/10.1007/978-3-662-54577-5_14">pdf</a></dd> 
		<dt>Citation:</dt><dd><a href="files/citations.html#tacas2017_synth">BibTeX</a></dd>
              </dl>
            </div>
            <div class="paper">
              <p class="byline">
                <span class="title"><a href="papers/dls2013_tejas.html">TeJaS:
                    retrofitting type systems for JavaScript</a></span>
                <span class="venue">DLS '13</span>
                <span class="authorsLine">Benjamin Lerner, Joe
                  Politz, Arjun Guha and Shriram Krishnamurthi</span>
              </p>
              <p class="blurb">
		We explore an extensible product line of type systems for
		JavaScript, and explain the engineering and ergonomic
		choices choices we made in designing this system.
              </p>
              <dl class="paperLinks">
		<dt>Paper:</dt><dd><a href="papers/dls2013_tejas.pdf">pdf</a></dd>
		<dt>Paper (ACM DL):</dt><dd><a href="https://dl.acm.org/doi/10.1145/2508168.2508170?cid=81318490369">pdf</a></dd>
		<dt>Presentation:</dt><dd><a href="papers/dls2013_tejas.pptx">pptx</a></dd>
		<dt>Project page:</dt><dd><a href="http://brownplt.github.com">available here</a></dd>
		<dt>Citation:</dt><dd><a href="files/citations.html#dls2013_tejas">BibTeX</a></dd>
              </dl>
            </div>
	    <div class="paper">
	      <p class="byline">
		<span class="title"><a href="papers/esorics2013_pbm.html">Verifying
		    Web Browser Extensions' Compliance with Private
		    Browsing Mode</a></span>
		<span class="venue">ESORICS '13</span>
		<span class="authorsLine">Benjamin Lerner, Liam
		  Elberty, Neal Poole, and Shriram
		  Kirshnamurthi</span>
	      </p>
	      <p class="blurb">
		We develop a static type system for
		analyzing <a href="http://addons.mozilla.org">Firefox extensions</a>
		to detect potential code paths that persist data to
		disk while the browser is in private-browsing mode.
	      </p>
	      <dl class="paperLinks">
		<dt>Paper:</dt><dd><a href="papers/esorics_2013.pdf">pdf</a></dd>
		<dt>Project page:</dt><dd><a href="http://brownplt.github.com">available here</a></dd>
		<dt>Citation:</dt><dd><a href="files/citations.html#esorics2013_pbm">BibTeX</a></dd>
	      </dl>
	    </div>
	    <div class="paper">
	      <p class="byline">
		<span class="title"><a href="papers/ecoop2013_jquery.html">Combining
		    Form and Function: Static Types for JQuery
		    Functions</a></span>
		<span class="venue">ECOOP '13</span>
		<span class="authorsLine">Benjamin Lerner, Liam
		  Elberty, Jincheng Li, and Shriram
		  Kirshnamurthi</span>
	      </p>
	      <p class="blurb">
		We develop a static type system for
		analyzing <a href="http://jquery.com">jQuery</a>
		client code for <i>query errors</i>, where jQuery
		results may contain too many, too few, or simply the
		wrong page elements, leading to unintended runtime
		behavior.
	      </p>
	      <dl class="paperLinks">
		<dt>Paper:</dt><dd><a href="papers/ecoop2013_jquery.pdf">pdf</a></dd>
		<dt>Presentation:</dt><dd><a href="papers/ecoop2013_jquery.pptx">pptx</a></dd>
		<dt>Project page:</dt><dd><a href="http://brownplt.github.com">available here</a></dd>
		<dt>Citation:</dt><dd><a href="files/citations.html#ecoop2013_jquery">BibTeX</a></dd>
	      </dl>
	    </div>


            <h2>Projects</h2>
            <ul>
              <li>
                <a href="http://www.pyret.org" title="Pyret">Pyret</a>:
                A language designed for teaching introductory
                programming, with an emphasis on testing, clarity, and
                the occasionally-awful pirate-themed pun.
              </li>
	      <li>
		<a title="TeJaS: a family of type systems for
		  JavaScript" href="academic.html#">TeJaS: A Family of Type Systems
		  for JavaScript</a>: My current research interests
		focus on understanding, designing semantics for, and
		analyzing the many languages and APIs involved in
		client-side web programming.  In particular, we are
		looking at designing customized type systems for
		verifying specific properties of JavaScript code.
	      </li>
	      <li>
		<a title="Web-browser extensions"
		   href="browser-extensions.html">Web browser extension
		compatibility</a>: Firefox&#8217;s rise in popularity
		can be largely attributed to its much-touted
		extensions, which offer versatility, convenience and
		relatively-low learning curves to amateur and expert
		coders alike.  But with such customizability comes
		problems: many extensions fail to work properly when
		installed simultaneously.  This project aims to
		provide a better programming model for extensions that
		can detect and perhaps correct these conflicts before
		they happen.
	      </li>
            </ul>
            <h2>Previous work</h2>
            <ul>
	      <li>
		<a href="cuda.html" 
		   title="Parser acceleration using a GPGPU">Non-uniform 
		  parallelism on a GPGPU</a>: As
		an internship at AT&amp;T Research, I worked with
		Trevor Jim and Yitzhak Mandelbaum on accelerating
		parsers using a general purpose GPU and the CUDA
		framework.
	      </li>
              <li>
                <a href="purecausal.html" 
		   title="Pure-causal atomicity project page">Pure-Causal Atomicity</a>: 
		The goal of atomicity analyses is to verify that
                certain sections of code appear to execute atomically
                to all other threads.  This project extends recent
                work on
                <i>causal atomicity</i> (a model-checking approach to
                verify atomicity using Petri nets) with <i>abstract
                atomicity</i> (a type-theoretic approach using purity
                to validate mode code patterns as atomic).
              </li>
              <li>
                <a href="seminal.html" title="Seminal project page"><acronym 
                  title="Searching for Error Messages IN Advanced Languages">SEMINAL</acronym></a>: 
                I&#8217;m working with <a
                  href="http://www.cs.washington.edu/homes/djg/"
                  title="Dan Grossman&#8217;s homepage">Dan Grossman</a>
                to improve the quality of error messages given by
                compilers.  In practice, these messages are often
                precise but cryptic, and generating them often
                complicates the compilers themselves (potentially
                introducing bugs).  This project aims to separate the
                two aspects of error finding and reporting, and in the
                process make the compilers both simpler and more
                informative.
              </li>
              <li>
                <a
                  href="yampa.html"
                  title="Yampa senior project page">Yampa</a>: As my
                senior project at Yale, I worked on proving algebraic
                properties of the embedding of <a
                  href="http://www.haskell.org/yampa/" 
                  title="Yampa homepage">Yampa in Haskell</a>.
              </li>
            </ul>
          </div>
          
<!--          <div id="currentClasses">
            <h2>Classes and activities</h2>

            <p>Winter 2008: </p>
            
            <dl>
              <dt><a href="http://www.cs.washington.edu/education/courses/cse590p/08wi/" title="Programming Systems Seminar">CSE 590p</a>:</dt>
              <dd>Programming Systems Seminar</dd>

              <dt><a href="http://www.cs.washington.edu/education/courses/cse590s/08wi/" title="Systems Seminar">CSE 590s</a>:</dt>
              <dd>Systems Seminar</dd>

              <dt><a
                  href="http://www.cs.washington.edu/education/courses/cse341/08wi/" title="Programming Languages">CSE 341</a>:</dt>
              <dd>TA for Programming Languages</dd>

              <dt>CSE 591a:</dt>
              <dd><a href="http://www.cs.washington.edu/wasp/"><acronym title="Washington Advanced Systems for Programming">WASP</acronym></a> Working Group</dd>
            </dl>

            <p>Fall 2007: </p>
            
            <dl>
              <dt><a
                  href="http://www.cs.washington.edu/education/courses/cse599g/07au/" title="Computer Security and Privacy">CSE 544</a>:</dt>
              <dd>Computer Security and Privacy</dd>

              <dt><a href="http://www.cs.washington.edu/education/courses/cse590p/07au/" title="Programming Systems Seminar">CSE 590p</a>:</dt>
              <dd>Programming Systems Seminar</dd>

              <dt><a
                  href="http://www.cs.washington.edu/education/courses/cse590o/07au/" title="Parallel Programming Environments Seminar">CSE 590o</a>:</dt>
              <dd>Parallel Programming Environments Seminar</dd>

              <dt><a href="http://www.cs.washington.edu/education/courses/cse590s/07au/" title="Systems Seminar">CSE 590s</a>:</dt>
              <dd>Systems Seminar</dd>

              <dt>CSE 591a:</dt>
              <dd><a href="http://www.cs.washington.edu/wasp/"><acronym title="Washington Advanced Systems for Programming">WASP</acronym></a> Working Group</dd>
            </dl>

            <p>Summer 2007:</p>

            <dl>
              <dt><a
                  href="http://www.cs.washington.edu/education/courses/cse326/07su/" title="Data Structures">CSE 326</a>:</dt>
              <dd>Instructor for Data Structures</dd>
            </dl>

            <p>Spring 2007: </p>
            
            <dl>
              <dt><a
                  href="http://www.cs.washington.edu/education/courses/cse551/07sp/" title="Operating Systems">CSE 551</a>:</dt>
              <dd>Operating Systems</dd>

              <dt><a href="http://www.cs.washington.edu/education/courses/cse590p/07sp/" title="Programming Systems Seminar">CSE 590p</a>:</dt>
              <dd>Programming Systems Seminar</dd>

              <dt><a href="http://www.cs.washington.edu/education/courses/cse590s/07sp/" title="Systems Seminar">CSE 590s</a>:</dt>
              <dd>Systems Seminar</dd>

              <dt><a
                  href="http://www.cs.washington.edu/education/courses/cse451/07sp/" title="Operating Systems">CSE 451</a>:</dt>
              <dd>TA for Operating Systems</dd>

              <dt>CSE 591a:</dt>
              <dd><a href="http://www.cs.washington.edu/wasp/"><acronym title="Washington Advanced Systems for Programming">WASP</acronym></a> Working Group</dd>
            </dl>

            <p>Winter 2007: </p>
            
            <dl>
              <dt><a
                  href="http://www.cs.washington.edu/education/courses/cse506/07wi/" title="Advanced Topics in Programming Languages">CSE 506</a>:</dt>
              <dd>Advanced Topics in Programming Languages</dd>

              <dt><a
                  href="http://www.cs.washington.edu/education/courses/cse557/07wi/" title="Computer Graphics">CSE 557</a>:</dt>
              <dd>Computer Graphics</dd>

              <dt><a href="http://www.cs.washington.edu/education/courses/cse590p/07wi/" title="Programming Systems Seminar">CSE 590p</a>:</dt>
              <dd>Programming Systems Seminar</dd>

              <dt><a
                  href="http://www.cs.washington.edu/education/courses/cse401/07wi/" title="Introduction to Compiler Construction">CSE 401</a>:</dt>
              <dd>TA for Introduction to Compiler Construction</dd>

              <dt>CSE 591a:</dt>
              <dd><a href="http://www.cs.washington.edu/wasp/"><acronym title="Washington Advanced Systems for Programming">WASP</acronym></a> Working Group</dd>
            </dl>

            <p>Fall 2006: </p>
            
            <dl>
              <dt><a
                  href="http://www.cs.washington.edu/education/courses/cse544/06au/" title="Principles of Database Systems">CSE 544</a>:</dt>
              <dd>Principles of Database Systems</dd>

              <dt><a href="http://www.cs.washington.edu/education/courses/cse590p/06au/" title="Programming Systems Seminar">CSE 590p</a>:</dt>
              <dd>Programming Systems Seminar</dd>

              <dt><a href="http://www.cs.washington.edu/education/courses/cse590s/06au/" title="Systems Seminar">CSE 590s</a>:</dt>
              <dd>Systems Seminar</dd>

              <dt>CSE 591a:</dt>
              <dd><a href="http://www.cs.washington.edu/wasp/"><acronym title="Washington Advanced Systems for Programming">WASP</acronym></a> Working Group</dd>
            </dl>

            <p>Spring 2006: </p>
            
            <dl>
              <dt><a
                  href="http://www.cs.washington.edu/education/courses/cse503/06sp/" title="Software Engineering">CSE 503</a>:</dt>
              <dd>Software Engineering</dd>

              <dt><a
                  href="http://www.cs.washington.edu/education/courses/cse599f/06sp/" title="Software Model Checking">CSE 599f</a>:</dt>
              <dd>Software Model Checking</dd>

              <dt><a href="http://www.cs.washington.edu/education/courses/cse590p/06sp/" title="Programming Systems Seminar">CSE 590p</a>:</dt>
              <dd>Programming Systems Seminar</dd>

              <dt><a href="http://www.cs.washington.edu/education/courses/cse590s/06sp/" title="Systems Seminar">CSE 590s</a>:</dt>
              <dd>Systems Seminar</dd>

              <dt><a
                  href="http://www.cs.washington.edu/education/courses/csep505/06sp/" title="Programming Languages">CSEP 505</a>:</dt>
              <dd>TA for Programming Languages</dd>

              <dt>CSE 591a:</dt>
              <dd><a href="http://www.cs.washington.edu/wasp/"><acronym title="Washington Advanced Systems for Programming">WASP</acronym></a> Working Group</dd>
            </dl>

            <p>Winter 2006: </p>
            
            <dl>
              <dt><a href="http://www.cs.washington.edu/education/courses/cse521/06wi/" title="Design and Analysis of Algorithms">CSE 521</a>:</dt>
              <dd>Design and Analysis of Algorithms</dd>

              <dt><a href="http://www.cs.washington.edu/education/courses/cse501/06wi/" title="Implementation of Programming Languages">CSE 501</a>:</dt>
              <dd>Implementation of Programming languages</dd>

              <dt><a href="http://www.cs.washington.edu/education/courses/cse590p/06wi/" title="Programming Systems Seminar">CSE 590p</a>:</dt>
              <dd>Programming Systems Seminar</dd>

              <dt><a href="http://www.cs.washington.edu/education/courses/cse590s/06wi/" title="Systems Seminar">CSE 590s</a>:</dt>
              <dd>Systems Seminar</dd>

              <dt>CSE 591a:</dt>
              <dd><a href="http://www.cs.washington.edu/wasp/"><acronym title="Washington Advanced Systems for Programming">WASP</acronym></a> Working Group</dd>
              
              <dt>CSE 519:</dt>
              <dd>Current Research in Computer Science</dd>

              <dt>CSE 520:</dt>
              <dd>Computer Science Colloquium</dd>
            </dl>

            <p>Fall 2005: </p>
            
            <dl>
              <dt><a href="http://www.cs.washington.edu/education/courses/cse531/05au/" title="Complexity and Computability">CSE 531</a>:</dt>
              <dd>Complexity and Computability</dd>
              
              <dt><a href="http://www.cs.washington.edu/education/courses/cse505/05au/" title="Concepts of Programming Languages">CSE 505</a>:</dt>
              <dd>Concepts of Programming languages</dd>
              
              <dt><a href="http://www.cs.washington.edu/education/courses/cse590p/05au/" title="Programming Systems Seminar">CSE 590p</a>:</dt>
              <dd>Programming Systems Seminar</dd>
              
              <dt>CSE 591a:</dt>
              <dd><a href="http://www.cs.washington.edu/wasp/"><acronym title="Washington Advanced Systems for Programming">WASP</acronym></a> Working Group</dd>
              
              <dt><a href="http://www.cs.washington.edu/education/courses/cse599a/05au/" title="TA Training Seminar">CSE 599a</a>:</dt>
              <dd>TA Training Seminar</dd>
              
              <dt>CSE 519:</dt>
              <dd>Current Research in Computer Science</dd>

              <dt>CSE 520:</dt>
              <dd>Computer Science Colloquium</dd>
            </dl>
          </div> -->