2,034 research outputs found

    Crafting a Foundation for Computing Majors

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    This paper describes and evaluates a sophomore level survey course in the computing disciplines of computer science and information technology. This course is novel among ABET accredited computer science and information technology programs in the breadth of topics covered and that it serves as a common foundation to both computing disciplines. In addition, students are introduced to advanced computing topics that they may later choose to pursue further in upper-level electives. This paper discusses the motivation of a course for both programs and concludes with the results, challenges, and opportunities for future iterations. This single computing survey course helps students to ensure they selected the correct major early in their academic career. Additionally, it introduces advanced computing topics that students may choose later to pursue in electives

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

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    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

    Quantum Computing and IS - Harnessing the Opportunities of Emerging Technologies

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    Emerging technologies have high potential for impact and are worthy of attention by the Information Systems (IS) community. To date, IS has not been able to lead the research and teaching of emerging technologies in their early stages, arguably because: (1) IS researchers often lack knowledge of the foundational principles of such emerging technologies, and (2) during the emerging phase, there is insufficient data on adoption, use, and impact of these technologies. To overcome these challenges, the IS discipline must be willing to break its own disciplinary research boundaries to go beyond software applications and their related management issues and start studying emerging technologies before they are massively adopted by industry. In this paper, we use quantum computing as an exemplar emerging technology and outline a research and education agenda for IS to harness its opportunities. We propose that IS researchers may conduct rigorous research in emergent technologies through collaboration with researchers from other disciplines. We also see a role for IS researchers in the scholarship of emerging technologies that is of introducing emerging technology in IS curricula

    Maintaining a Cybersecurity Curriculum: Professional Certifications as Valuable Guidance

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    Much has been published about developing a cybersecurity curriculum for institutes of higher learning (IHL). Now that a growing number of IHLs globally offer such programs, a need exists on how to guide, maintain, and improve the relevancy of existing curricula. Just as cybersecurity professionals must hone their skills continually to keep up with a constantly shifting threat landscape, cybersecurity programs need to evolve to ensure they continue to produce knowledgeable graduates. In this regard, professional certifications in the cybersecurity industry offer an opportunity for IHLs to maintain a current curriculum. Governing bodies that manage professional certifications are highly motivated to ensure their certifications maintain their currency in the competitive marketplace. Moreover, employers who hire security professionals look for certifications in assessing a candidate’s overall credentials. This paper attempts to fill a void in the literature by exploring the use of professional certifications as helpful input to shaping and maintaining a cybersecurity curriculum. To this end, we offer a literature analysis that shows how changes made to professional certifications are applicable and relevant to maintaining a cybersecurity curriculum. We then provide a case study involving an undergraduate cybersecurity program in a mid-sized university in the United States. Before concluding, we discuss topics such as experiential learning, cybersecurity capstone courses, and the limitations to our approach. Keywords

    Student Misconceptions about Cybersecurity Concepts: Analysis of Think-Aloud Interviews

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    We conducted an observational study to document student misconceptions about cybersecurity using thematic analysis of 25 think-aloud interviews. By understanding patterns in student misconceptions, we provide a basis for developing rigorous evidence-based recommendations for improving teaching and assessment methods in cybersecurity and inform future research. This study is the first to explore student cognition and reasoning about cybersecurity. We interviewed students from three diverse institutions. During these interviews, students grappled with security scenarios designed to probe their understanding of cybersecurity, especially adversarial thinking. We analyzed student statements using a structured qualitative method, novice-led paired thematic analysis, to document patterns in student misconceptions and problematic reasoning that transcend institutions, scenarios, or demographics. Themes generated from this analysis describe a taxonomy of misconceptions but not their causes or remedies. Four themes emerged: overgeneralizations, conflated concepts, biases, and incorrect assumptions. Together, these themes reveal that students generally failed to grasp the complexity and subtlety of possible vulnerabilities, threats, risks, and mitigations, suggesting a need for instructional methods that engage students in reasoning about complex scenarios with an adversarial mindset. These findings can guide teachers’ attention during instruction and inform the development of cybersecurity assessment tools that enable cross-institutional assessments that measure the effectiveness of pedagogies

    University Blockchain Research Initiative (UBRI): Boosting blockchain education and research

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    Since its conceptualization, blockchain technology has witnessed continuous and rapid development, bringing profound changes to computer science, law, and economics. In 2008, the initial blockchain system was merely a growing list of records linked together using cryptography. Today, however, blockchains have become the foundation of most digital currencies, robust cloud computing platforms, and dependable databases for tracking supply chain information. Despite challenges and controversies, blockchain technology has the potential to help build a trustworthy and efficient digital world

    DeapSECURE Computational Training for Cybersecurity: Third-Year Improvements and Impacts

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    The Data-Enabled Advanced Training Program for Cybersecurity Research and Education (DeapSECURE) was introduced in 2018 as a non-degree training consisting of six modules covering a broad range of cyberinfrastructure techniques, including high performance computing, big data, machine learning and advanced cryptography, aimed at reducing the gap between current cybersecurity curricula and requirements needed for advanced research and industrial projects. By its third year, DeapSECURE, like many other educational endeavors, experienced abrupt changes brought by the COVID-19 pandemic. The training had to be retooled to adapt to fully online delivery. Hands-on activities were reformatted to accommodate self-paced learning. In this paper, we describe and assess the third and fourth years of the project and compare them with the first half of the project, which implemented in-person instruction. We also indicate major improvements and present future opportunities for this training program to advance the cybersecurity field

    A 2007 Model Curriculum for a Liberal Arts Degree in Computer Science

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    In 1986, guidelines for a computer science major degree program offered in the context of the liberal arts were developed by the Liberal Arts Computer Science Consortium (LACS) [4]. In 1996 the same group offered a revised curriculum reflecting advances in the discipline, the accompanying technology, and teaching pedagogy [6]. In each case, the LACS models represented, at least in part, a response to the recommendations of the ACM/IEEE-CS [1][2]. Continuing change in the discipline, technology, and pedagogy coupled with the appearance of Computing Curriculum 2001 [3] have led to the 2007 Model Curriculum described here. This report begins by considering just what computer science is and what goals are appropriate for the study of computer science in the landscape of the liberal arts. A curricular model for this setting follows, updating the 1996 revision. As in previous LACS curricula, [4] and [6], the model is practical; that is, students can schedule it, it can be taught with a relatively small size faculty, and it contributes to the foundation of an excellent liberal arts education. Finally, this 2007 Model Curriculum is compared with the recommendations of CC2001 [3]

    Introductory quantum information science coursework at US institutions: Content coverage

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    Despite rapid growth of quantum information science and engineering (QIS/QISE) workforce development initiatives, perceived lack of agreement among faculty on core content has made prior research-based curriculum and assessment development initiatives difficult to scale. To identify areas if consensus on content coverage, we report findings from a survey of N=63 instructors teaching introductory QISE courses at US institutions of higher learning. We identify a subset of content items common across a large fraction (>=80%) of introductory QISE courses that are potentially amenable to research-based curriculum development, with an emphasis on foundational skills in mathematics, physics, and engineering. As a further guide for curriculum development, we also examine differences in content coverage by level (undergraduate/graduate) and discipline. Finally, we briefly discuss the implications of our findings for the development of a research-based QISE assessment at the postsecondary level.Comment: Submitted to EPJ Quantum Technology, special section on quantum educatio
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