NICE: Creating a Cybersecurity Workforce and Aware Public

Paulsen, Celia; McDuffie, Ernest; Newhouse, William; Toth, Patricia

doi:10.1109/msp.2012.73

Cited by 64 publications

(29 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The lack of cybersecurity expertise and the widening gap between demand and supply call for urgent actions at the national level (Fourie et al, 2014). In US, National Initiative for Cybersecurity Education (NICE) was created as national initiative to create operational and sustainable cybersecurity workforce (Paulsen, McDuffle, Newhouse, & Toth, 2012). From the initiative, NICE has four components in Cybersecurity Workforce Framework, namely awareness, formal education, training and professional development and workforce structure.…”

Section: Cybersecurity Workforcementioning

confidence: 99%

Cybersecurity Workforce Development for Digital Economy

Teoh¹,

Mahmood²

2018

View full text Add to dashboard Cite

The digital economy has revolutionized the global economy by creating the world without borders. It permeates the economic landscape that not only affecting the skill set needed to get a good job but also the surge of advancement and sophistication of cyber threats contributing to the rising demand of skills and expertise in cybersecurity workforce. This paper focuses on the efforts to develop cybersecurity workforce by nations with an objective to examine the National Cyber Security Strategies (NCSS) of nine top ranking nations in digital economy addressing the gap in cybersecurity workforce. From extensive literature review conducted, it was found that the common emphasis of the NCSS are critical in the area of infrastructure protection, cybercrime protection, cybersecurity workforce development, cybersecurity public awareness, research and development (R&D) and international collaborations. Furthermore, there is emerging trend of National Cybersecurity Centers which serves national nexus to preempt, response and mitigate cyber threats and incidents. As cyber threats grow, the demand for cybersecurity workforce reached critical level of shortage expected to be at 3.5 million by 2021. To address this alarming demand, cybersecurity workforce development need to have a long-term effort to satisfy the workforce shortage of today, and also effort to groom and prepare the young ones in school to be interested and serious about getting into cybersecurity industry.

show abstract

Section: Cybersecurity Workforcementioning

confidence: 99%

Cybersecurity Workforce Development for Digital Economy

Teoh¹,

Mahmood²

2018

View full text Add to dashboard Cite

show abstract

“…The most popular reasons for high school boys applying included an interest in engineering (4), an interest in programming and coding (4), an interest in cyber security (4), and because of future career goals (4). For high school girls, an interest in robots (4) and future careers (3) were the most common responses.…”

Section: Preliminary Findingsmentioning

confidence: 99%

“…For high school girls, an interest in robots (4) and future careers (3) were the most common responses. For middle school girls, an interest in future careers (4) and that the camp sounded interesting and fun (3) were strong motivators. Middle school boys applied because they thought the camp sounded fun and interesting (6).…”

Section: Preliminary Findingsmentioning

confidence: 99%

“…3 To combat this shortage, the National Initiative for Cybersecurity Education (NICE) was created to promote "cybersecurity awareness, education, training, and workforce development that measurably advances the US's long-term cybersecurity posture." 4 Workforce crisis rhetoric is plentiful in the literature, 5 particularly as it relates to girls and women. Such rhetoric is well warranted, however.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

An Investigation of Pathways to Computing for Middle and High Schoolers in the U.S. South

Kastner

Lee

Holifield

2016 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

For two weeks in June 2015, the Computer Science and Engineering (CSE) and English departments at Mississippi State University hosted nearly 80 high school and middle school students at their Bulldog Bytes residential computing camps. The first week, the departments worked with middle and high school boys, and the second week, with middle and high school girls. The camps were offered at no cost to all accepted participants. Primary support came from the NSA's GenCyber program, and secondary support included a private donor, a corporate foundation, and the National Center for Women and Information Technology (NCWIT) AspireIT program.Over the course of the 4-night (middle school) and 5-night (high school) programs, campers were invited to participate in voluntary survey and interview research. This paper analyzes a small portion of the data from 65 participants in order to better understand (1) participants' motivations for applying to a residential computing camp, (2) participants' access to technological tools and education prior to the camp, and (3) participants' desired access to computing education at the end of the camp. Such knowledge is integral to the increasing amount of computer science education initiatives across the nation, such as President Obama's recently announced Computer Science For All initiative.

show abstract

“…13 Government and industry are working internally to develop their own standards and methods for training employees on systems that are continuing to change even as the training occurs. 12,20 Meanwhile colleges and universities are adding to or updating courses each year to help students gain an understanding of the new challenges they will face upon graduation. The focus of our work is primarily on university courses although the assessment tool being discussed here could be utilized in other educational settings as well.…”

Section: Introductionmentioning

confidence: 99%

Developing and Piloting a Quantitative Assessment Tool for Cybersecurity Courses

Bell¹,

Vasserman²,

Sayre³

2015 ASEE Annual Conference and Exposition Proceedings

View full text Add to dashboard Cite

The rapid growth of the Internet over the past two decades has led to a proliferation of network-capable computing devices. This growth has occurred so rapidly that the academic pipeline is struggling to keep up with the demand for cybersecurity professionals capable of protecting the expanding infrastructure. Training a security-focused workforce has become a critical objective of government entities, businesses, and academic institutions.As educators respond to this growing demand, developing new curriculum and methodologies for training cybersecurity professionals, there has been little systematic effort to assess student outcomes from the variety of pedagogical approaches being used. This paper presents the second stage in our work to develop an assessment tool designed to measure student interest and self-efficacy in relation to cybersecurity.Such a tool will allow educators to detect changes in student outcomes and thus systematically improve pedagogical methods. Initial instrument development is based on a qualitative study of students enrolled in an introductory cybersecurity course. We piloted the survey during the Spring and Fall 2014 semesters, and present the results here along with discussions of our ongoing and future activities with this project.

show abstract

NICE: Creating a Cybersecurity Workforce and Aware Public

Cited by 64 publications

References 0 publications

Cybersecurity Workforce Development for Digital Economy

Cybersecurity Workforce Development for Digital Economy

An Investigation of Pathways to Computing for Middle and High Schoolers in the U.S. South

Developing and Piloting a Quantitative Assessment Tool for Cybersecurity Courses

Contact Info

Product

Resources

About