Integrating Security into the Undergraduate Software Engineering Curriculum

This research included a thorough examination of the existing software assurance or what is commonly called software security knowledge, methodologies and what information security technologies is currently being recommended by the information technology community. Finally it is demonstrated how this security knowledge could be incorporated into the curriculum for undergraduate software engineering

Using Bloom\u27s and Webb\u27s Taxonomies to Integrate Emerging Cybersecurity Topics into a Computic Curriculum

Recent high profile hackings have cost companies millions of dollars resulting in an increasing priority to protect government and business data. Universities are under increased pressure to produce graduates with better security knowledge and skills, particularly emerging cybersecurity skills. Although accredited undergraduate computing programs recognize the need to solve this problem, these computing programs are constrained by accreditation standards and have limited ability to modify their curricula. This paper discusses a case study on how one Accreditation Board for Engineering and Technology (ABET) accredited undergraduate IT program created a strategy to continue to teach existing security-related topics as well as emerging cybersecurity topics within its IT curriculum without increasing credit requirements. The faculty developed an IT Security-related and Cybersecurity Curriculum Taxonomy to identify strategies to move security-related topics taught in the higher level courses to lower and intermediate courses. Thus emerging cybersecurity topics could be added to high-level courses. The faculty also created the IT Student Learning (Security-related) Taxonomy by combining Bloom’s Taxonomy’s six levels of thinking with Webb’s Depth of Knowledge Model. This student learning taxonomy enabled the faculty to review the student learning outcomes for each of the existing security-related core topics and develop new ones for the emerging cybersecurity topics. Challenges, benefits, and application of this strategy to other disciplines are discussed

Creating a Multifarious Cyber Science Major

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

Proposal for a Joint Cybersecurity and Information Technology Management Program

Cybersecurity and Information Technology Management programs have many similarities and many similar knowledge, skills, and abilities are taught across both programs. The skill mappings for the NICE Framework and the knowledge units required to become a National Security Agency and Department of Homeland Security Center of Academic Excellence in Cyber Defense Education contain many information technology management functions. This paper explores one university’s perception on how a joint Cybersecurity and Information Technology Management program could be developed to upskill students to be work force ready

Exploring Trauma-Informed Practices in Social Work Education

This banded dissertation consists of three distinct but related scholarly works, and examines the role of trauma-informed educational practices in social work education. The ecological perspective and the trauma-informed perspective serve as conceptual frameworks throughout. Each scholarly work is represented, and overarching implications for social work education and research are discussed. The first portion of this banded dissertation is a conceptual analysis that examines the need for a trauma-informed perspective in social work education, possible reasons for this curricular gap in undergraduate social work education, and highlights models of curriculum change used in graduate level social work programs to incorporate trauma content. This analysis then presents a rationale for extending the CSWE guidelines offered for advanced generalist social work education to undergraduate social work education. The second portion of this banded dissertation describes a qualitative study that explores the experiences of faculty with teaching about trauma in undergraduate social programs. Using a semi-structured interview format, this study captured the perceptions and experiences of 14 faculty from social work programs in three states in the Upper Midwest. Participants were asked about their conceptualization of trauma, their observations of the trauma-informed care model, and their experiences with teaching this content at the undergraduate level. The third portion of this banded dissertation provides an overview of an interactive presentation given on November 20, 2016 at the 36th Annual Original Lilly Conference on College Teaching. The presentation described here proposes that the trauma-informed perspective can serve as a useful conceptual framework for the university classroom, as a tool for supporting pre-professional students, and as a means for introducing an important model for working with clients. This banded dissertation brings awareness to the need for greater integration of the trauma-informed perspective in undergraduate social work education in particular, and recommends applications of trauma-informed educational practices for higher education. Future research opportunities include further investigation into the current use of these practices in social work programs and avenues for contributing to the Scholarship of Teaching and Learning movement

Exploring Trauma-Informed Practices in Social Work Education

This banded dissertation consists of three distinct but related scholarly works, and examines the role of trauma-informed educational practices in social work education. The ecological perspective and the trauma-informed perspective serve as conceptual frameworks throughout. Each scholarly work is represented, and overarching implications for social work education and research are discussed. The first portion of this banded dissertation is a conceptual analysis that examines the need for a trauma-informed perspective in social work education, possible reasons for this curricular gap in undergraduate social work education, and highlights models of curriculum change used in graduate level social work programs to incorporate trauma content. This analysis then presents a rationale for extending the CSWE guidelines offered for advanced generalist social work education to undergraduate social work education. The second portion of this banded dissertation describes a qualitative study that explores the experiences of faculty with teaching about trauma in undergraduate social programs. Using a semi-structured interview format, this study captured the perceptions and experiences of 14 faculty from social work programs in three states in the Upper Midwest. Participants were asked about their conceptualization of trauma, their observations of the trauma-informed care model, and their experiences with teaching this content at the undergraduate level. The third portion of this banded dissertation provides an overview of an interactive presentation given on November 20, 2016 at the 36th Annual Original Lilly Conference on College Teaching. The presentation described here proposes that the trauma-informed perspective can serve as a useful conceptual framework for the university classroom, as a tool for supporting pre-professional students, and as a means for introducing an important model for working with clients. This banded dissertation brings awareness to the need for greater integration of the trauma-informed perspective in undergraduate social work education in particular, and recommends applications of trauma-informed educational practices for higher education. Future research opportunities include further investigation into the current use of these practices in social work programs and avenues for contributing to the Scholarship of Teaching and Learning movement

Learning analytics for the global south

Learning Analytics for the Global South is a compilation of papers commissioned for the Digital Learning for Development (DL4D) project. DL4D is part of the Information Networks in Asia and Sub-Saharan Africa (INASSA) program funded jointly by the International Development Research Centre (IDRC) of Canada and the Department for International Development (DFID) of the United Kingdom, and administered by the Foundation for Information Technology Education and Development (FIT-ED) of the Philippines. DL4D aims to examine how digital learning could be used to address issues of equity, quality, and efficiency at all educational levels in developing countries. Over the past two years, DL4D has brought together leading international and regional scholars and practitioners to critically assess the potentials, prospects, challenges, and future directions for the Global South in key areas of interest around digital learning. It commissioned discussion papers for each of these areas from leading experts in the field: Diana Laurillard of the University College London Knowledge Lab, for learning at scale; Chris Dede of Harvard University, for digital game-based learning; Charalambos Vrasidas of the Centre for the Advancement of Research and Development in Educational Technology, for cost-effective digital learning innovations; and for learning analytics, the subject of this compilation, Dragan Gašević of the University of Edinburgh Moray House School of Education and School of Informatics. Each discussion paper is complemented by responses from a developing country-perspective by regional experts in Asia, Latin America, Africa, and the Middle East. Learning Analytics for the Global South considers how the collection, analysis, and use of data about learners and their contexts have the potential to broaden access to quality education and improve the efficiency of educational processes and systems in developing countries around the world. In his discussion paper, Prof. Gašević articulates these potentials and suggests how learning analytics could support critical digital learning and education imperatives such as quality learning at scale and the acquisition of 21st century skills. Experts from Africa (Paul Prinsloo of the University of South Africa), Mainland China (Bodong Chen of the University of Minnesota, USA and Yizhou Fan of Peking University, People’s Republic of China), Southeast Asia (Ma. Mercedes T. Rodrigo of the Ateneo de Manila University, Philippines), and Latin America (Cristóbal Cobo and Cecilia Aguerrebere, both of the Ceibal Foundation, Uruguay) situate Prof. Gašević’s proposals in their respective regional contexts, framing their responses around six key questions: 1. What are the main trends and challenges in education in your region? 2. How can learning analytics address these challenges? 3. What models of learning analytics adoption would be most effective in your region? 4. What are the barriers in adoption of learning analytics in your region and how could these be mitigated? 5. How do you envision ethical use and privacy protection in connection with learning analytics being addressed in your region? 6. How can the operationalization of learning analytics be futureproofed in your region? We hope that this compilation will serve as a springboard for deeper conversations about the adoption and sustained use of learning analytics in developing countries – its potential benefits and risks for learners, educators, and educations systems, as well as the ways to move forward that are rigorous, context-appropriate, ethical, and accountable.This work was created with financial support from the UK Government’s Department for International Development and the International Development Research Centre, Canada. The views expressed in this work are those of the authors and do not necessarily represent those of the UK Government’s Department for International Development; the International Development Research Centre, Canada or its Board of Governors; the Foundation for Information Technology Education and Development; or the editors

Learning network storage curriculum with experimental case based on embedded systems

In this paper, we present an experimental case for the course of Network Storage and Security, which benefited from an improved learning outcome for our students. The newly designed experiments-based contents are merged into the current course to help students obtain practical experiences about network storage. The experiments aim to build a network storage system based on available resources instead of any specialized network storage equipment. Technically, students can learn general practical knowledge of network storage on iSCSI (a network storage protocol based on IP technology) and also the technologies of embedded system. Through the experimental case, we found that it could fully enhance students\u27 comprehensive and practical abilities, develop students\u27 teamwork spirit and creativity, and especially improve the learning outcome of network storage curriculum. These learning and thinking methods can also be generalized and applied to other computer science related courses

Global Perspectives on Cybersecurity Education for 2030: A Case for a Meta-discipline

Information security has been an area of research and teaching within various computing disciplines in higher education almost since the beginnings of modern computers. The need for security in computing curricula has steadily grown over this period. Recently, with an emerging global crisis, because of the limitations of security within the nascent information technology infrastructure, the field of “cybersecurity” is emerging with international interest and support. Recent evolution of cybersecurity shows that it has begun to take shape as a true academic perspective, as opposed to simply being a training domain for certain specialized jobs. This report starts from the premise that cybersecurity is a “meta-discipline.” That is, cybersecurity is used as an aggregate label for a wide variety of similar disciplines, much in the same way that the terms “engineering” and “computing” are commonly used. Thus, cybersecurity should be formally interpreted as a meta-discipline with a variety of disciplinary variants, also characterized through a generic competency model. The intention is that this simple organizational concept will improve the clarity with which the field matures, resulting in improved standards and goals for many different types of cybersecurity programs

Opiskelijoiden valmistaminen työelämään yliopiston sisäisen ohjelmisto-startupin avulla

Tertiary education aims to prepare computer science students for the working life. While much of the technical principles are covered in lower-level courses, team-based capstone projects are a common way to provide students hands-on experience and teach soft skills. Although such courses help students to gain some of the relevant skills, it is difficult to simulate in a course context what work in a professional software engineering team really is about. Our goal is to understand ways tertiary education institutions prepare students for the working life in software engineering. Firstly, we do this by focusing on the mechanisms that software engineering capstones use to simulate work-life. A literature review of 85 primary studies was conducted for this overview. Secondly, we present a more novel way of teaching industry-relevant skills in an university-lead internal software startup. A case study of such a startup, Software Development Academy (SDA), is presented, along with the experiences of both students and faculty involved in it. Finally, we look into how these approaches might differ. Results indicate that capstone courses differ greatly in ways they are organized. Most often students are divided in teams of 4–6 and get assigned with software projects that the teams then develop from an idea to a robust proof-of-concept. In contrast, students employed in the SDA develop production-level software in exchange for a salary for university clients. Students regarded SDA as a highly relevant and fairly irreplaceable educational experience. Working with production-quality software and having a wide range of responsibilities was perceived integral in giving a thorough skill set for the future. In conclusion, capstones and the internal startup both aim to prepare students for the work-life in software engineering. Capstones do it by simulating professional software engineering in a one-semester experience in a course environment. The internal startup adds a touch of realism to this by being actual work in a relatively safe university context