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Educational entities are establishing program degree content designed to ensure cybersecurity and information security assurance skills are adequate and efficient for preparing students to be successful in this very important field. Many Master’s level programs include courses that address these skills in an attempt to provide a well-rounded program of study. However, undergraduates who are in the practitioner’s world have other alternatives to gain these skills. These individuals can gain various certifications, such as the Certified Information Systems Security Professional (CISSP) or the Certified Information Security Manager (CISM). Due to a perceived gap between academics and field knowledge, it appears that academic programs may not fully consider the very specific competencies of C-Suite members (e.g. Chief Information Security Officer (CISO)) since field certification may be the only validation of such skills. Therefore, a framework from degree to industry employment acceptance is needed. To this end, the current study suggests the use of a framework in which to examine and compare C-Suite competencies versus academic preparations. Ultimately, this framework will assist researchers in examining the actual, current job tasks of C-Suite members. Since the CISO position is new to the industry, becoming a common job title within only the last few years, the reporting structure for the CISO varies widely and various organizations have differing expectations of the position [1]. Therefore, the initial phases of this study focus solely upon this position as the starting benchmark. This paper explores historical aspects of the workforce skills gap in the area of computer security while providing survey validation results from Phase I of this project. This pilot investigation invited faculty (n=5; 24% response rate) who are both practitioners and academicians to support this examination and the acceptance of said framework. Demographic data includes a comparison betw

TARGIT (Training and Resources for Gender Inclusive Teamwork) is a collaborative development and content project for a new, open-access, online training tool. TARGIT was created by a team of engineering education researchers and faculty development specialists. The researchers summarized and condensed the body of literature about teamwork into four areas: team formation, team roles, team facilitation, and team evaluation. These areas were then turned into 4 modules by the faculty development specialists. The modules guide users through various ways in which teamwork can be problematic for women and other underrepresented groups. Users then complete interactive activities in which they apply their newly gained knowledge to situations they might encounter in the classroom.

Simulations have been used in training and education for years to aid students in gaining the skills needed to complete a task in a low risk environment. However, students can have trouble connecting the skills used in the simulated working environments to skills that are needed to be applied in the real-world environment, referred to as adaptive transfer. The simulations referred to in this study are simulated environments that mirror students kill application, not a simulation of an event that is meant to aid students in the development of concept knowledge around the demonstrated event. This study examines students' ability to transfer skills learned during a simulation activity to that of a real-world application setting. The study is situated within an introductory engineering computing course in which students are required to work within MyITLab to gain familiarity with using Microsoft Office Software, specifically Microsoft Excel. In this setting, students are expected to use high fidelity simulations, complete online course work based upon these simulations, and then complete a comprehensive exam to demonstrate skills learned with the real-world application. Guided by Kolb's experiential learning theory, end of course surveys were implemented to investigate student self-efficacy, the adaptive transfer process, and students' perceived ability to successfully use this software for real world productivity outside of the classroom environment. Survey questions focused upon the student experience when working with simulation software and how using the software enabled them to use Microsoft Excel effectively. Survey results were correlated with course grades from preparation simulation activities and the final application exam. The implementation of simulated activities within the course was found to reflectively engage students with the content of the activity and provide students with a true experimental environment in order to create a real-world project. By ga

Issues associated with information security are numerous and diverse. Since the majority of organizational actions rely greatly on information and communication technologies, Information Systems (IS) security is now a main concern for firms, governments, institutes, and society as a whole. As a result, a plethora of graduate programs have been created, covering nearly every aspect of IS security. The authors review the current state of the IS industry presented in the literature, and identify a panel of IS experts in which to explore current job skill needs using a “Developing a Curriculum,” DACUM, process to support curriculum design for two graduate degrees in IS and Information Security and Assurance (ISA) through the eyes of a university that has a unique relationship with Microsoft and an active Industry Advisory Board (IAB).

Issues associated with information security are numerous and diverse. Since the majority of organizational actions rely greatly on information and communication technologies, Information Systems (IS) security is now a main concern for firms, governments, institutes, and society as a whole. As a result, a plethora of graduate programs have been created, covering nearly every aspect of IS security. The authors review the current state of the IS industry presented in the literature, and identify a panel of IS experts in which to explore current job skill needs using a “Developing a Curriculum,” DACUM, process to support curriculum design for two graduate degrees in IS and Information Security and Assurance (ISA) through the eyes of a university that has a unique relationship with Microsoft and an active Industry Advisory Board (IAB).

Through the lens of the reviewer: Information literacy, an LMS, and peer review. Concurrent session presented at the 2016 American Society for Engineering Education (ASEE) Annual Conference: Jazzed about Engineering Education, June 26-29, New Orleans, LA., https://commons.erau.edu/db-itl-week/1007/thumbnail.jpg

Over the past several years, there has been a call in higher education to move from traditional lecturing to a more active classroom. However, many faculty members face multiple challenges when attempting to make a large lecture (over 100 students) an active learning environment. One way researchers have suggested engaging a large lecture is through Concept Tests and Peer Instruction, which can require additional resources to be purchased by students, such as electronic response systems or "clickers." This study will investigate the applicability of utilizing the free software PollEverywhere, which can be accessed using student cell phones (Text messages and Twitter) or personal laptop computers (www.pollev.com), as a potential method to improve student engagement by open-ended, reflective, multiple-choice, and content specific questions in a more efficient manner as perceived by students in a large-lecture classroom. The purpose of this study is to investigate the impact of implementing polling software (PollEverywhere) on student engagement in an introductory computer science large lecture classroom (n = 291). The ease of use of this technology can help with the adoption of this active learning strategy. Research needs to be done to measure the impact of this software. During the fall semester of 2013, a pilot study was completed in an introductory computing course for non-computer science majors. During lecture, students were regularly asked to use the PollEverywhere software to respond to open-ended, reflective, multiple-choice, and content specific questions. At the end of the semester, students were asked to complete the survey to gauge if using the PollEverywhere software specifically changed their views of the course or about using response systems int he class. The results were generally positive with many of the students stating they enjoyed using PollEverywhere and felt more engaged when PollEverywhere was used. More students felt more engaged with the op

It is imperative when utilizing educational video games in K-12 classrooms that student preferences with regard to game play, purpose, and design be considered in order to maximize game play efficiency for learning. As Web 2.0 content infiltrates our educational medium, student customization is key. This manuscript intends to share customization requests gleaned during an 18-week experimental study examining educational video game effects upon 7th graders enrolled in Mathematics and Mathematics 2 courses.

An experimental research study using a mixed-method analysis to was conducted to examine educational video game effects on mathematics achievement and motivation between sexes. This study examined sex difference in a 7th grade mathematics (Mathematics 2/Mathematics 2 Advanced) classroom (n=60) learning algebra. Attributes and barriers relating to educational video game play, preference, and setting characteristics were explored. To examine achievement and motivation outcomes, a repeated-measure (SPSS v14) test was used. The analysis included ethnographic results from both student and teacher interview and observation sessions for data triangulation. Results revealed a statistically significant academic mathematics achievement score increase (F =21.8, df =1, 54, p.05), both sexes posted similar data outcomes with regard to mathematics class motivation after using an educational video game as treatment during an eighteen-week term in conjunction with receiving in-class instruction. Additionally, there was an increase in male variability in standard deviation score (SDmotivationpre=8.76, SDmotivation post=11.70) for mathematics class motivation. Lastly, self-reported differences between the sexes for this limited sample, with regard to game design likes and dislikes and observed female game play tendencies, were also investigated. The data presented customization as a unified, but most requested, game design need between the sexes. Between sex differences were found only to be superficial other than a female delay in game acceptance with regard to time and game play comfort.