Engineering at San Jose State University, Winter 2014

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Latin American perspectives to internationalize undergraduate information technology education

The computing education community expects modern curricular guidelines for information technology (IT) undergraduate degree programs by 2017. The authors of this work focus on eliciting and analyzing Latin American academic and industry perspectives on IT undergraduate education. The objective is to ensure that the IT curricular framework in the IT2017 report articulates the relationship between academic preparation and the work environment of IT graduates in light of current technological and educational trends in Latin America and elsewhere. Activities focus on soliciting and analyzing survey data collected from institutions and consortia in IT education and IT professional and educational societies in Latin America; these activities also include garnering the expertise of the authors. Findings show that IT degree programs are making progress in bridging the academic-industry gap, but more work remains

The Underrepresentation of Black Females in Cybersecurity

The significance of cybersecurity methods, strategies, and programs in protecting computers and electronic devices is crucial throughout the technological infrastructure. Despite the considerable growth in the cybersecurity field and its expansive workforce, there exists a notable underrepresentation, specifically among Black/African American females. This study examines the barriers hindering the inclusion of Black women in the cybersecurity workforce such as socioeconomic factors, limited educational access, biases, and workplace culture. The urgency of addressing these challenges calls for solutions such as education programs, mentorship initiatives, creating inclusive workplace environments, and promoting advocacy and increased awareness within the cybersecurity field. Additionally, this paper also features insightful interviews with successful Black female cybersecurity professionals, providing real-world perspectives and valuable advice. While strides have been made in acknowledging obstacles and implementing solutions, the representation gap for Black/African American women in cybersecurity persists, underscoring the need for further research in this area. Ultimately, this study encourages collaborative efforts to dismantle barriers and foster inclusivity, ensuring a more diverse and innovative cybersecurity sector

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

Holistic Cyber Education

This paper provides a multi-level, multidisciplinary approach for holistically integrating cyber into a student’s academic experience. Our approach suggests formally integrating cyber throughout an institution’s curriculum, including within the required general education program, in electives from a variety of disciplines, as multi-course threads, as minors, and in numerous cyber-related majors. Our holistic approach complements in-class curricula with both a pervasive cyber-aware environment and experiential, outside-the-classroom activities that apply concepts and skills in real-world environments. The goal of our approach is to provide all educated individuals a level of cyber education appropriate for their role in society. Throughout the description of our approach, we include examples of its implementation at the United States Military Academy.https://digitalcommons.usmalibrary.org/books/1024/thumbnail.jp

Evaluation of Information Systems Curricula

Information systems education objectives must continually adapt to a dynamic marketplace for knowledge and skills. For faculty developing programs that better prepare students for this demanding environment, existing research and guidelines provide a foundation to develop relevant coursework. However, an examination of peer institutions indicates a significant variance in how institutions of higher learning address the requirements of local markets as they prepare their students for careers. This study reviews previous information systems curricula research, examines current guidelines for information systems education, analyzes adherence to those guidelines, and summarizes innovative approaches being used by business colleges in the U.S. to prepare students. Our findings indicate that even as the number of information systems programs decline, colleges are looking for relevant ways to serve their students and communities. For information systems education to remain connected to the marketplace, the value provided by a degree in information systems must be clear to future employers. This paper concludes by offering insights gained by an analysis of thriving programs to assist faculty working on improving their undergraduate information systems curriculum

Developing more Women in Managerial Roles in Information Technology and Cybersecurity

With significant shortages of employees and managers are cybersecurity and technology management, the need for more professionals in the field has never been more critical and necessary. Meeting these workforce development shortfalls and developing innovative business strategies requires leaders from all genders and backgrounds. To effectively achieve the most challenging concerns related to organizational technology management strategy will require the contributions of women. This paper explores the barriers, complexities, and innovative approaches related to developing more women in executive and supervisory roles in information technology and cybersecurity

Exploring Network Security Educator Knowledge

It is critical for nations to have trained professionals in network security who can safeguard hardware, information systems, and electronic data. Network security education is a key knowledge unit of the National Centers of Academic Excellence in Cybersecurity and various information systems security curricula at the master\u27s and bachelor\u27s levels in higher education. Network security units are components of computer science curricula in high school contexts as well. Educators who teach these concepts play a significant role in developing a skilled workforce of network security experts for both governmental and non-governmental organizations. Understanding the necessary knowledge and skills of network security educators serve to better inform institutes of higher education, educator preparation programs, and others who support educators in the field. This study describes knowledge constructs of a higher education faculty member who teaches networking and network security and was developing, and piloting innovative network security curriculum embedded in both undergraduate and graduate courses. Data were transcripts of recorded monthly meetings with the educator, fieldnotes taken during the meetings, and course artifacts. Existing teacher knowledge frameworks that have been applied in both K-12 and higher education contexts were used to deductively code the data. Examples of curricular knowledge and pedagogical content knowledge specific to the teaching of network security are provided. The affordances of using engagement within curriculum development to understand educator knowledge constructs and the existing teacher knowledge frameworks as tools for analyses are highlighted

Maintaining a Cybersecurity Curriculum: Professional Certifications as Valuable Guidance

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

Constructing a Methodology for Developing a Cybersecurity Program

This paper serves to introduce the problem of constructing a methodology to develop a cybersecurity program. The goal of the program is to prepare students graduating from an accredited two-year college for success in cybersecurity careers. Several challenges must be addressed such as program accreditation, workforce development, and DHS/NSA Center of Academic Excellence in Cyber Defense (CAE-CD) designation. All of these serve as inputs in constructing a methodology to develop such a program to meet local industry needs for cyber professional