Proceedings of the 23rd Annual Conference on Information Technology Education最新文献_第3页

Leveling Up: EmTech Education Providing New Pathway Opportunities in IT for Women at Any Stage of Their Careers 提升:EmTech教育为处于职业生涯任何阶段的女性提供新的IT途径机会

Proceedings of the 23rd Annual Conference on Information Technology Education Pub Date : 2022-09-21 DOI: 10.1145/3537674.3555785

Elodie Billionniere, M. Pena, Jenny Chen, Kennashka Desilva

引用次数: 0

A Comparison of Students’ Learning Behaviors and Performance Among Pre, During and Post COVID-19 Pandemic 新冠肺炎疫情前、中、后学生学习行为与表现比较

Proceedings of the 23rd Annual Conference on Information Technology Education Pub Date : 2022-09-21 DOI: 10.1145/3537674.3554753

Yong Zheng, Shuai Zheng

{"title":"A Comparison of Students’ Learning Behaviors and Performance Among Pre, During and Post COVID-19 Pandemic","authors":"Yong Zheng, Shuai Zheng","doi":"10.1145/3537674.3554753","DOIUrl":"https://doi.org/10.1145/3537674.3554753","url":null,"abstract":"The advent of the COVID-19 pandemic fundamentally changed humans’ lifestyle, especially in the education sector. Educators and learners have to shift from traditional face-to-face learning to online or e-learning. Several novel online learning technologies were promoted during pandemic, and the corresponding advantages and disadvantages were analyzed and pointed out by existing research. However, there is limited research which compare students’ learning behaviors or performance among pre, during and post pandemic periods. In this paper, we performed a quantitative analysis and comparison to reveal the patterns on students’ learning behaviors or performance during different pandemic periods in information technology educations. More specifically, students’ behaviors on assignment submissions and their final grades were extracted and analyzed for the purpose of quantitative comparison. Our experimental results discover significant impacts on students’ learning by the COVID-19 pandemic in information technology educations, which may further benefit different stakeholders in the educational community in their future development.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115492684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Straight From the Human Factors Professionals’ Mouth: The Need to Teach Human Factors in Cybersecurity 直接从人为因素专业人士之口:需要在网络安全中教授人为因素

Proceedings of the 23rd Annual Conference on Information Technology Education Pub Date : 2022-09-21 DOI: 10.1145/3537674.3555782

C. Nobles, Margaret Cunningham, Nikki Robinson

{"title":"Straight From the Human Factors Professionals’ Mouth: The Need to Teach Human Factors in Cybersecurity","authors":"C. Nobles, Margaret Cunningham, Nikki Robinson","doi":"10.1145/3537674.3555782","DOIUrl":"https://doi.org/10.1145/3537674.3555782","url":null,"abstract":"Colleges and universities are vital for integrating the human factors discipline in cybersecurity courses. Human errors, limitations, and weaknesses contribute to data breaches, ransomware attacks, and cyber-attacks. The cybersecurity community struggles to leverage human factors as a scientific discipline to eradicate human-related issues. Problems regarding the human element in cybersecurity require curricula focusing on the scientific aspects of human factors to teach human factors principles. As people and technology are increasingly interdependent, students interested in pursuing careers in technology must have a foundational understanding of people and their interactions with technology. While human factors is the discipline, human factors engineering is the work of leveraging human factors principles to improve the integration between humans and systems. Through various venues, educational initiatives, and research, academia can systematically link the science of human factors with cybersecurity. Colleges and universities are a centric node to educate industry, academia, and government leaders on the value of human factors engineering in cybersecurity. Through scholarly research, partnerships with government and industry, and a developing human factors curriculum, academia can influence business decision-makers to leverage human factors engineering with the same rigor and affinity for cybersecurity, software, and network engineering. This panel serves as a platform to increase awareness and the significance of integrating human factors courses into cybersecurity curricula that are taught by faculty members with proper credentials and industry experience.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"206 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115739548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Summer Computing Camp to Compare and Contrast CS/IT/CE Programs 计算机夏令营比较和对比CS/IT/CE课程

Proceedings of the 23rd Annual Conference on Information Technology Education Pub Date : 2022-09-21 DOI: 10.1145/3537674.3555796

Beomjin Kim, M. Coppola, Thomas Bolinger, Guoping Wang, Michelle B. Parker

引用次数: 0

National Cybersecurity Curriculum Task Force: How you can contribute to and benefit from high-quality, high-impact cybersecurity curriculum 国家网络安全课程工作组:你如何从高质量、高影响力的网络安全课程中获益

Proceedings of the 23rd Annual Conference on Information Technology Education Pub Date : 2022-09-21 DOI: 10.1145/3537674.3555795

Cara Tang, Seth T. Hamman, S. Kaza, Blair Taylor

引用次数: 0

It’s Great to Be Back: An Experience Report Comparing Course Satisfaction Surveys Before, During and After Pandemic 很高兴回来:一份比较流行病之前，期间和之后课程满意度调查的体验报告

Proceedings of the 23rd Annual Conference on Information Technology Education Pub Date : 2022-09-21 DOI: 10.1145/3537674.3554755

Luis Corral, Ilenia Fronza

{"title":"It’s Great to Be Back: An Experience Report Comparing Course Satisfaction Surveys Before, During and After Pandemic","authors":"Luis Corral, Ilenia Fronza","doi":"10.1145/3537674.3554755","DOIUrl":"https://doi.org/10.1145/3537674.3554755","url":null,"abstract":"University and college level course satisfaction is usually appraised through feedback surveys. Course satisfaction items and comments commonly orbit around course content and quality of teaching or teaching staff abilities. With the COVID-19 outbreak, teaching strategies and course delivery tools were forced to change, bringing up considerations that previously were not necessarily regarded as key elements for course evaluation. After almost two years of fully remote courses, the declining of the pandemic allowed several institutions to return to in-person activities, bringing back the traditional in-person course format. With the closure of the first courses carried out again in person, it is possible to review course satisfaction surveys in a post-pandemic environment, and gain insight about the trends, changes, and evolution brought by these difficult times. In this experience report, we discuss the results of the course satisfaction survey of an undergraduate Software Engineering course through a time span of three years that includes pre-pandemic, pandemic, and post-pandemic conditions. Results show that even though by the beginning of the pandemic the course satisfaction level were kept high, as the pandemic aged there was a mild declining trend on course satisfaction and general student engagement. These indicators came back to their traditional levels as the institution brought back in-person courses. The goal of this experience report is to call attention to the production of research works that assist on understanding what are the elements that were relevant for course satisfaction before and during the pandemic, how these prevailed as after the outbreak, and what indicators returned to their original, pre-pandemic standards.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122914948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Towards Education 5.0: Instruction with Learners in the Loop 迈向教育5.0:学习者参与教学

Proceedings of the 23rd Annual Conference on Information Technology Education Pub Date : 2022-09-21 DOI: 10.1145/3537674.3555793

P. Seeling, Scott Roberts, Jennifer L. Weible

引用次数: 0

A Dangerous Infodemic: An Examination of the Impact Social Media Misinformation has on COVID-19 Vaccination Status 危险的信息大流行:社交媒体错误信息对COVID-19疫苗接种状况影响的检验

Proceedings of the 23rd Annual Conference on Information Technology Education Pub Date : 2022-09-21 DOI: 10.1145/3537674.3554754

Laura Crouse, M. Dupuis

引用次数: 1

IT Baccalaureate Programs and Program Leaders in the U.S.: A Profile, Characteristics, and Perceptions 美国的IT学士学位课程和项目领导者:概况、特点和看法

Proceedings of the 23rd Annual Conference on Information Technology Education Pub Date : 2022-09-21 DOI: 10.1145/3537674.3554746

Nancy L. Martin

引用次数: 1

Introducing Zero Trust in a Cybersecurity Course 在网络安全课程中引入零信任

Proceedings of the 23rd Annual Conference on Information Technology Education Pub Date : 2022-09-21 DOI: 10.1145/3537674.3555779

Xinli Wang, Samah S. Mansour, M. El-Said

{"title":"Introducing Zero Trust in a Cybersecurity Course","authors":"Xinli Wang, Samah S. Mansour, M. El-Said","doi":"10.1145/3537674.3555779","DOIUrl":"https://doi.org/10.1145/3537674.3555779","url":null,"abstract":"Zero trust (ZT) is a conceptual and architectural model for cybersecurity teams to design networks into secure micro-perimeters and strengthen data security by systematically integrating state-of-the-art technology, risk management, and threat intelligence. ZT has recently gained momentum in the industry to defend against lateral movement of malicious actors in today’s borderless networks. The United States 2021 President Executive Order requires the federal government must adopt security best practice and advance toward a zero trust architecture (ZTA). However, it is not a trivial task to implement a ZTA due to its novelty and complexity. We need to understand what ZTA is to take the advantage of it. Therefore, there is a need to introduce the fundamental concepts, principles, and architectures of ZT in cybersecurity courses at a college to better prepare our new cybersecurity professionals for their careers. We have introduced ZT in a cybersecurity course for senior undergraduates and another course for graduate students. This article provides an overview of the materials we have used to introduce ZT in both courses, including the problems in a traditional perimeter-based security model and how these problems can be either resolved or mitigated with a ZT security model. We expect our work will serve as a good reference for educators to introduce ZT security model in a cybersecurity course.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124972473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0