This paper describes experiences in organizing and running an internship component of an undergraduate program in information systems security. In 2004, Sheridan College Institute of Technology and Advanced Learning introduced a novel Bachelor in Applied Information Sciences (Information Systems Security) program. The intent was to educate well-rounded specialists in the field and provide them with valuable work experience during the 8-month long co-op term. The research presented here is based on the co-op officer reports, statistics reported by the co-op office, interviews with the students and other anecdotal data mainly collected through conversations with the involved parties. Besides providing facts that speak to the quality of the program and appropriate organization of the job placements, the authors critically examine successes and challenges encountered in this process. Comparison with other information systems security postsecondary programs in Ontario, Canada, is given based on type of program, characteristics and focus of curriculum content and length of internship.

This paper describes development and delivery of the curriculum for a four-year undergraduate program in applied Information Sciences which comprises all the aspects of information systems security. After the first generation of students graduated in 2008, the program was evaluated by using multiple methods, including an exploration of the challenges and successes the program underwent in the process. By reflecting on the established need for such a program and how it evolved historically, the authors set up a baseline for comparing this program with other related programs in the field as well as with known information systems security curriculum models. While this curriculum continues to be modified in response to requirements from the job market and input from industry experts, some challenges for the program remain, such as scarcity of qualified instructors to ensure seamless program delivery, having students with varied educational backgrounds in the same class, and underrepresentation of females. Program curriculum details and useful experiential conclusions are also provided.

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