This grant provides student travel and subsistence for the Oregon Programming Languages Summer School (OPLSS), which provides an important and valuable educational opportunity for students to study theoretical topics related to programming languages and methods/verification. The students who attend are from a large number of countries. The NSF support ensures participation of US students while paying attention to underrepresented groups. The broader impacts are include building international community and cooperation in foundational research areas, and enhancing education of students with exposure to and interaction with leading-edge research and researchers.
This grant supported student travel and tuition costs for the 2012 edition of the Oregon Programming Languages Summer School. INTELLECTUAL MERIT: OPLSS is a long-running and successful venue for disseminating cutting-edge ideas in the theory and practice of programming languages, formal verication, security, and related technologies -- topics of critical importance in the intellectual mainstream of CS research. The 2012 lecturers were: Amal Ahmed (Northeastern University) on Logical relations, Steve Awodey (Carnegie Mellon University) on Category theory foundations, Robert Constable (Cornell University) on Proofs as processes, Pierre-Louis Curien (CNRS, Paris 7 University, INRIA) on Polarization and focalization, Robert Harper (Carnegie Mellon University) on Type theory foundations, John Hughes (Chalmers University and Quviq) on Monads and all that, Xavier Leroy (INRIA) on Compiler verification, Andrew Myers (Cornell University) on Language-based security, Frank Pfenning (Carnegie Mellon University) on Proof theory foundations, and Benjamin Pierce (University of Pennsylvania) on Software foundations in Coq. BROADER IMPACT: The school's main goal is the training of PhD students. In 2012, about 90 students from around the US and Europe participated, most with full or partial financial support from NSF, ACM, and several industrial sponsors. Many come from institutions lacking strong graduate curricula in the topics addressed by the school. A substantial number were women and minorities.
