Teaching digital forensics to undergraduate students

Digital forensics isn\u27t commonly a part of an undergraduate university degree, but Deakin University in Australia recently introduced the subject as part of an IT security course. As instructors, we\u27ve found that digital forensics complements our other security offerings because it affords insights into why and how security fails. A basic part of this course is an ethics agreement signed by students and submitted to the unit instructor. This agreement, approved by Deakin University\u27s legal office and consistent with Barbara Endicott-Popovsky\u27s approach, requires students to maintain a professional and ethical attitude to the subject matter and its applications. Assignments regularly cast students in the role of forensic professional. Our teaching team emphasizes throughout the course that professional conduct establishes credibility with employers and customers as well as colleagues, and is required to perform the job effectively. This article describes our experiences with this course.<br /

Development and Dissemination of a New Multidisciplinary Undergraduate Curriculum in Digital Forensics

The Information Trust Institute (ITI) at the University of Illinois at Urbana-Champaign is developing an entirely new multidisciplinary undergraduate curriculum on the topic of digital forensics, and this paper presents the findings of the development process, including initial results and evaluation of a pilot offering of the coursework to students. The curriculum consists of a four-course sequence, including introductory and advanced lecture courses with parallel laboratory courses, followed by an advanced course. The content has been designed to reflect both the emerging national standards and the strong multidisciplinary character of the profession of digital forensics, and includes modules developed collaboratively by faculty experts in multiple fields of computer science, law, psychology, social sciences, and accountancy. A preliminary plan for the introductory course was presented to a workshop of digital forensics experts in May 2013 and received their strong approval. Pilot versions of the introductory and introductory lab courses were taught to a mixture of computer science and law students at the University of Illinois in the fall of 2013, and were very positively received by the students, who made it clear that they appreciated the multidisciplinary approach. The curriculum, which is designed to obviate the need for expensive labs or team-teaching by specialized faculty, will be made available to other colleges and universities in order to improve the content and quality of existing digital forensics programs, to inspire and greatly facilitate the creation of new programs, and, ultimately, to increase the number of educated practitioners. The developed resources can be used as the basis for future academic programs, distance learning, and multidisciplinary, multi-institutional programs that meet evolving digital forensics educational standards. Much of the material, including a virtual laboratory, will be provided on-line. Introductory course materials will be distributed to other institutions beginning in the summer of 2014; advanced course materials should be available for distribution in 2015. Related outreach activities have been undertaken and will be continued. Keywords: Digital forensics, Computer forensics, Curriculum development, Curriculum standards, Education standards, Training standards, Undergraduate education, Interdisciplinary studie

An educational paradigm for teaching computer forensics

Teaching Computer Forensics to students at postgraduate and undergraduate levels is a challenge. Creating an assignment that is both realistic and also helpful to students when pursuing careers in this competitive area is also a demanding task for the lecturer. A problem-based learning (PBL) strategy has been used to increase the employability of the students, by designing a real-world problem for the students to solve. It can be shown that this enhances the employability skills of the students when it comes to finding jobs. The coursework is based around a case study. To add an extra dimension to the assessment we involved final year Law students from the School of Humanities, Law Department, to act as jury members and also to help to cross-examine the postgraduate students while they presented their findings in the role of an Expert Witness. This created at the same time a valuable exercise for the legal students in the context that evidence presented in courts is increasingly computer-based evidence. This paper discusses the preparation of the evidence files, how employability is enhanced by the use of a PBL approach to teaching, the process of evaluating the results of the students work and concludes with an overview of the student experience for all students involved

Multinational perspectives on information technology from academia and industry

As the term \u27information technology\u27 has many meanings for various stakeholders and continues to evolve, this work presents a comprehensive approach for developing curriculum guidelines for rigorous, high quality, bachelor\u27s degree programs in information technology (IT) to prepare successful graduates for a future global technological society. The aim is to address three research questions in the context of IT concerning (1) the educational frameworks relevant for academics and students of IT, (2) the pathways into IT programs, and (3) graduates\u27 preparation for meeting future technologies. The analysis of current trends comes from survey data of IT faculty members and professional IT industry leaders. With these analyses, the IT Model Curricula of CC2005, IT2008, IT2017, extensive literature review, and the multinational insights of the authors into the status of IT, this paper presents a comprehensive overview and discussion of future directions of global IT education toward 2025

Insight:an application of information visualisation techniques to digital forensics investigations

As digital devices are becoming ever more ubiquitous in our day to day lives, more of our personal information and behavioural patterns are recorded on these devices. The volume of data held on these devices is substantial, and people investigating these datasets are facing growing backlog as a result. This is worsened by the fact that many software tools used in this area are text based and do not lend themselves to rapid processing by humans.This body of work looks at several case studies in which these datasets were visualised in attempt to expedite processing by humans. A number of different 2D and 3D visualisation methods were trialled, and the results from these case studies fed into the design of a final tool which was tested with the assistance of a group of individuals studying Digital Forensics.The results of this research show some encouraging results which indicate visualisation may assist analysis in some aspects, and indicates useful paths for future work

Learning strategies of digital forensics examiners and students studying digital forensics.

Digital forensics, also known as computer forensics, is the investigation of any digital media in order to find evidence. This media can include computer hard drives, flash drives, cell phones, etc... This discipline is relatively new compared to the other forensic disciplines, and is evolving at an exponential rate to keep up with changing technology. Digital forensics investigators often come from different backgrounds. Some have computer science backgrounds and are trained to be investigators while others come from the investigator side and are trained in computer forensics. Some examiners do not have a background in either area, but are being trained in both. There have been many studies concerning the learning strategies of adults. However, no studies have been done to find a common learning strategy among this group. This study determined the predominant learning strategy of a convenience sample of this diverse group to be problem solvers using the Assessing The Learning Strategies of AdultS (ATLAS) tool. This allows educators in this field to have a better understanding of how these students learn, and make the process more meaningful. Also, the educators of the on-going training in digital forensics will be more successful in presenting new material to experienced investigators already in the field

An Examination of Computer Forensics and Related Certifications In The Accounting Curriculum

Forensic accounting has been a fast-growing niche area within the accounting field for many years. While there has been dramatic growth in the number of courses and degrees in forensic accounting offered by universities, certain relevant topics receive little coverage, such as computer forensics. The purpose of this paper is to examine the views of accounting academics and practitioners pertaining to integrating computer forensics in the accounting curriculum, as well as to determine which forensic accounting certifications the respondents hold. Differences in opinions between the two groups are discussed, along with recommendations on how to improve the forensic accounting curriculum pertaining to computer forensics education