Information Assurance and computer security are serious worldwide concerns of governments, industry, and academia. Computer security is one of the three new focal areas of the ACM/IEEE's Computer Science Curriculum update in 2008. This ACM/IEEE report describes, as the first of its three recent trends, "the emergence of security as a major area of concern." The importance of Information Assurance and Information Assurance education is not limited to the United States. Other nations, including the United Kingdom, Australia, New Zealand, Canada, and other members from NATO countries and the EU, have inquired as to how they may be able to establish Information Assurance education programs in their own country.
The goal of this document is to explore the space of various existing Information Assurance educational standards and guidelines, and how they may serve as a basis for helping to define the field of Information Assurance. It was necessary for this working group to study what has been done for other areas of computing. For example, computer science (CS 2008 and associate-degree CS 2009), information technology (IT 2008), and software engineering (SE 2004), all have available curricular guidelines.
In its exploration of existing government, industry, and academic Information Assurance guidelines and standards, as well as in its discovery of what guidance is being provided for other areas of computing, the working group has developed this paper as a foundation, or a starting point, for creating an appropriate set of guidelines for Information Assurance education. In researching the space of existing guidelines and standards, several challenges and opportunities to Information Assurance education were discovered. These are briefly described and discussed, and some next steps suggested.
This session reports on a workshop convened by the ACM Education Board with funding by the US National Science Foundation and invites discussion from the community on the workshop findings.The topic, curricular directions for cybersecurity, is one that resonates in many departments considering how best to prepare graduates to face the challenges of security issues in employment and future research. The session will include presentation of the workshop context and conclusions, but will be open to participant discussion. This will be the first public presentation of the results of the workshop and the first opportunity for significant response.
A key inhibitor to effective distance education in Information Technology is providing a "hands on" laboratory experience that allows students to acquire the application and problem solving skills expected of IT graduates. While there are instances of universities developing and deploying remote labs where students are able to perform labs through the Internet using "virtual machines" and other technologies, many have found the complexity and time required to maintain labs problematic and therefore prohibitive. This paper analyzes current trends in remote lab design and explores a design that intends to increase utilization between courses, lower costs, ease management, and reduce the time needed to implement remote labs.
In this paper, we explore the teaching of ethics in computing related fields. The article intends to share ideas on moral development and the nature of morality, specifically as it relates to changes that educators may be trying to elicit within students when teaching ethics. The paper then addresses educational theories that are better suited to enabling moral development with suggestions on how these theories might shape classroom climate and instructional approaches.
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