Cybersecurity in liberal arts general education curriculum
Cybersecurity in liberal arts general education curriculum
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文科通识教育课程中的网络安全
DOI：
10.1145/3197091.3197110
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Q. Burke
中科院分区：
文献类型：
--
作者：
X. Mountrouidou;Xiangyang Li;Q. Burke
人们通过不同的分析视角、不同年级和学术机构对网络安全学习进行了探索。从尝试通过认证标准化学习到完善课程和实验室，目前正在付出相当大的努力来创建更多该学科的项目，以解决网络安全劳动力中百万个就业岗位的缺口。高等教育网络安全教育的一项主要挑战是为文科院校的本科生提供体验式课程。尽管此类体验式课程在研究型大学中已经很普遍，但规模较小的文科机构仍在努力在提供网络安全课程方面取得立足点。我们通过设计适合文科教育的本科课程和网络安全学习模块来解决这个问题。首先，我们提出了基于新教育范式的通识教育课程的设计，即 CyberPaths 项目，旨在帮助资源有限的本科院校引入体验式网络安全学习。它通过称为全球网络创新环境 (GENI) 的云基础设施利用体验式学习。然后我们描述了我们教授一年级体验（FYE）课程的经验，该课程让不同专业的新生接触到网络安全。我们介绍了课前和课后调查的设计，以及用于评估学生学习体验的焦点小组访谈。学生反馈和直接观察表明，将灵活的网络安全模块纳入普通教育课程可以成为向多元化学生群体展示网络安全的重要性和关键概念的有效工具。
Cybersecurity learning has been explored through different analytical lenses, across a range of grade levels and academic institutions. From attempts to standardize learning with accreditation to refining curricula and labs, there is currently considerable effort to create more programs in this discipline to address a million-job gap within the cybersecurity workforce. One primary challenge in cybersecurity education on the post-secondary level is offering experiential coursework to undergraduate students at liberal arts institutions. While such experiential coursework is already prevalent at research universities, smaller liberal arts institutions are still trying to gain a foothold into offering cybersecurity as a course of study. We address this issue with the design of an undergraduate course and cybersecurity learning modules that fit into the liberal arts education. First, we present the design of a general education course situated in a new educational paradigm, project CyberPaths, aiming at helping primarily undergraduate institutions with limited resources to introduce experiential cybersecurity learning. It takes advantage of experiential learning through a cloud infrastructure called Global Environment for Network Innovations (GENI). Then we describe our experience teaching this First Year Experience (FYE) course that exposed freshmen of different majors to cybersecurity. We present the design of pre- and post-course surveys, as well as focus group interviews that were used to evaluate students’ learning experience. Student feedback and direct observation suggest that incorporating flexible cybersecurity modules into general education coursework can be an effective vehicle to demonstrate importance and key concepts of cybersecurity to a diverse student population.