An exploration of the current state of information assurance education
An exploration of the current state of information assurance education
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信息保障教育现状探讨
DOI：
10.1145/1709424.1709457
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
J. Brynielsson
中科院分区：
文献类型：
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作者：
Stephen Cooper;Christine Nickell;Victor P. Piotrowski;B. Oldfield;A. Abdallah;M. Bishop;Bill Caelli;Melissa Dark;Elizabeth K. Hawthorne;L. J. Hoffman;L. Pérez;C. Pfleeger;R. Raines;Corey D. Schou;J. Brynielsson
信息保障和计算机安全是政府、工业界和学术界严重关注的全球性问题。计算机安全是2008年ACM/IEEE计算机科学课程更新的三个新的重点领域之一。这份ACM/IEEE报告描述了其三个最新趋势中的第一个，“安全性的出现是一个主要的关注领域。“信息保障和信息保障教育的重要性不仅限于美国。其他国家，包括英国、澳大利亚、新西兰、加拿大以及北约国家和欧盟的其他成员国，都询问了如何能够在自己的国家建立信息保障教育计划。
本文档的目标是探索各种现有信息保证教育标准和指南的空间，以及它们如何作为帮助定义信息保证领域的基础。该工作组有必要研究在其他计算领域所做的工作。例如，计算机科学（CS 2008和副学士CS 2009），信息技术（IT 2008）和软件工程（SE 2004）都有可用的课程指南。
在探索现有的政府、行业和学术信息保障指南和标准，以及发现为其他计算领域提供的指导时，工作组将本文作为基础或起点，为信息保障教育创建一套适当的指南。在研究现有的指导方针和标准的空间，一些挑战和机遇的信息保证教育被发现。对这些问题进行了简要描述和讨论，并提出了一些下一步的建议。
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.