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

Integrating The Security+ Exam Objectives Into Information Technology Curricula

Security is a fairly new field in the information technology (IT) knowledge domain and has recently become a critical area in IT curricula. While some LT programs in the US offer only one security course in their undergraduate programs, others offer up to four courses. The first objective of this paper is to review the offering of security courses in undergraduate programs and then examine their content to investigate the possibility of integrating the CompTIA Security+ exam objectives. The second objective of this paper is to review industrial certificates that are currently available in security and examine their possible integration in an IT curriculum. The last objective of this study is to compare the objectives of the Security+ exam with the two Cisco Networking Academy security courses. The Security+ certification exam objectives cover most of the basics of security and they can be integrated into the first security course of most IT programs. Finally, a master course syllabus that covers the Security+ exam objectives is developed to map each course objective with its corresponding certification objective. It is anticipated that colleges and universities will benefit from this study by using the proposed course syllabus as a framework for integrating the Security+ certification exam objectives into their curriculum. © American Society for Engineering Education, 2008

Maritime Defense Strategy Education as an Effort of the Indonesian Government in Maintaining Maritime Security

To establish good maritime governance, the Indonesian government must pay attention to maritime security aspects in every maritime policy and integrate maritime security education into the national education curriculum. However, implementing the World Maritime Axis concept, the Indonesian government still needs to consider the maritime security perspective as a top priority. The ultimate goal of good maritime governance development should include the strength of the Navy as the most important supporting element and the implementation of maritime security training and education for Indonesian maritime society. This study aims to analyze the efforts of the Joko Widodo (Jokowi) administration in addressing maritime security issues through the implemented maritime security training and education programs. The research method used is qualitative descriptive by using secondary data from a literature review and interpretation found in previous journal articles, with data collection techniques through literature study. The study results indicate that addressing maritime security issues requires hard and soft efforts from the government, including implementing maritime security training and education programs for Indonesian maritime society and integrating maritime security education into the national education curriculum

Secure Software Engineering Education: Knowledge Area, Curriculum and Resources

This paper reviews current efforts and resources in secure software engineering education, with the goal of providing guidance for educators to make use of these resources in developing secure software engineering curriculum. These resources include Common Body of Knowledge, reference curriculum, sample curriculum materials, hands-on exercises, and resources developed by industry and open source community. The relationship among the Common Body of Knowledge proposed by the Department of Homeland Security, the Software Engineering Institute at Carnegie Mellon University, and ACM/IEEE are discussed. The recent practices on secure software engineering education, including secure software engineering related programs, courses, and course modules are reviewed. The course modules are categorized into four categories to facilitate the adoption of these course modules. Available hands-on exercises developed for teaching software security are described and mapped to the taxonomy of coding errors. The rich resources including various secure software development processes, methods and tools developed by industry and open source community are surveyed. A road map is provided to organize these resources and guide educators in adopting these resources and integrating them into their courses

Maritime Security and Governance Staff Course

The WPS strategy, which was first established in 2000 by the United Nations Security Council Resolution 1325, aims to address the impact of conflict on women and to ensure their meaningful participation in peacebuilding and conflict resolution processes. The strategy recognizes that peace and security cannot be achieved without the full and equal participation of women. By integrating WPS into PME curriculum (first pillar of the strategy), students in joint military PME institutions are provided with a comprehensive understanding of the role of women in conflict and peacebuilding, as well as the importance of their involvement in these processes.    The integration of WPS into PME curriculum has numerous benefits for students in the security sector and for meeting the strategy goals of the WPS strategy. By promoting gender equality and highlighting the importance of women\u27s participation in conflict resolution and peacebuilding, PME programs can contribute to a more inclusive and effective security sector and help to achieve the goal of a safer and more secure world through educating mid-grade officers and civilians who will likely be involved in these operations.https://digital-commons.usnwc.edu/wps/1007/thumbnail.jp

WPS Efforts Underway at the Marine Corps University

This panel presentation will review the WPS efforts underway by Marine Corps University faculty. Moving from macro to micro-level examples, the first presenter will discuss university-wide programs and the second presenter will emphasize the various ways in which WPS has been integrated into the curriculum at the Command & Staff College. The session will begin by tracing the development of a WPS writing award as well as the execution of a WPS Scholars Program – both of which are open to all MCU students and bring together faculty/staff from across the university. The presentation will continue by reviewing specific WPS curriculum efforts at the Command & Staff College– ranging from the delivery of a “Gender, War and Security” elective to the process of integrating WPS considerations into the core curriculum. The speakers’ overarching objective is to share a set of effective WPS interventions in Professional Military Education that could be replicated and built upon by other military education institutions.https://digital-commons.usnwc.edu/wps/1013/thumbnail.jp

Higher Education Institutions and Post-Covid In-Demand Employability Skills: Responding Through Curriculum that Works

This study explained that the post-Covid world of work would demand a new set of employability skills. Higher education institutions need to respond by preparing graduates with manifest post-COVID-19 employability skills through innovatively delivered curricula. Through literature review, the study identified post-Covid-19 in-demands employability skills and ways of innovatively fostering them. The study adopted the descriptive survey method and canvassed (104) faculty members’ (from 9 public universities) opinions through an online poll on the skills they considered relevant for post-pandemic graduate employability and integrating them into universities curricula. Data collected were descriptively analyzed using frequency count and percentage. Findings showed that when universities commit to innovative curriculum delivery, students can easily acquire skills and competencies required to effective security and create jobs in the post-Covid job market effectively recommended that universities should innovate their curricula by integrating post-Covid in-demands skills needed for students’ post-Covid job market

Pervasive Parallel And Distributed Computing In A Liberal Arts College Curriculum

We present a model for incorporating parallel and distributed computing (PDC) throughout an undergraduate CS curriculum. Our curriculum is designed to introduce students early to parallel and distributed computing topics and to expose students to these topics repeatedly in the context of a wide variety of CS courses. The key to our approach is the development of a required intermediate-level course that serves as a introduction to computer systems and parallel computing. It serves as a requirement for every CS major and minor and is a prerequisite to upper-level courses that expand on parallel and distributed computing topics in different contexts. With the addition of this new course, we are able to easily make room in upper-level courses to add and expand parallel and distributed computing topics. The goal of our curricular design is to ensure that every graduating CS major has exposure to parallel and distributed computing, with both a breadth and depth of coverage. Our curriculum is particularly designed for the constraints of a small liberal arts college, however, much of its ideas and its design are applicable to any undergraduate CS curriculum

Preparing millennials as digital citizens and socially and environmentally responsible business professionals in a socially irresponsible climate

As of 2015, a millennial born in the 1990's became the largest population in the workplace and are still growing. Studies indicate that a millennial is tech savvy but lag in the exercise of digital responsibility. In addition, they are passive towards environmental sustainability and fail to grasp the importance of social responsibility. This paper provides a review of such findings relating to business communications educators in their classrooms. The literature should enable the development of a millennial as an excellent global citizen through business communications curricula that emphasizes digital citizenship, environmental sustainability and social responsibility. The impetus for this work is to provide guidance in the development of courses and teaching strategies customized to the development of each millennial as a digital, environmental and socially responsible global citizen

Integrating ICT in Kenyan secondary schools: an exploratory case study of a professional development program

This study explores the introduction of Information and Communication Technology (ICT) in Kenyan secondary schools. Specifically, it is a case study of four schools with no previous access to ICT. The professional development program from which data for this study were drawn was designed to support teachers learning to integrate ICT in the curriculum. Using a mixed method research approach, we collected data from multiple sources and triangulated the views of various stakeholders: questionnaires with teachers, focus groups with teachers, school leaders and ICT coordinators, field observations and document analysis. While the broader program focused on the use of ICT, the results highlighted in this study focus on the development of the four schools with respect to 1) vision building, 2) leadership, 3) collaboration, 4) expertise, and 5) access to adequate resources. The discussion centers on the challenges and opportunities inherent in understanding how to prepare schools in developing countries to integrate ICT in education