Biblio

As the worldwide demand for cybersecurity-trained professionals continues to grow, the need to understand and define what cybersecurity education really means at the college or university level. Given the relative infancy of these efforts to define undergraduate cybersecurity programs, the panelists will present different perspectives on how such programs can be structured. They will then engage with the audience to explore additional viewpoints on cybersecurity, and work toward a shared understanding of undergraduate cybersecurity programs.

Emerging technologies are proliferating and the computing profession continues to evolve to embrace the many opportunities and solve the many challenges this brings. Among the challenges is identifying and describing the competencies, responsibilities, and curriculum content needed for cybersecurity. As part of addressing these issues, there are efforts taking place that both improve integration of cybersecurity into the established computing disciplines while other efforts are developing and articulating cybersecurity as a new meta-discipline. The various individual computing disciplines, such as Computer Science, Information Technology, and Information Systems, have increased and improved the amount of cybersecurity in their model curricula. In parallel, organizations such as the Cyber Education Project, an ACM/IEEE Joint Task Force, and the accrediting body ABET are producing such artifacts as a multi-disciplinary Body of Knowledge and accreditation program criteria for cybersecurity writ large. This paper explores these various cybersecurity initiatives from the perspective of the Information Technology discipline, and it addresses the degree to which cybersecurity and Information Technology are both similar and different.

Emerging technologies are proliferating and the computing profession continues to evolve to embrace the many opportunities and solve the many challenges this brings. Among the challenges is identifying and describing the competencies, responsibilities, and curriculum content needed for cybersecurity. As part of addressing these issues, there are efforts taking place that both improve integration of cybersecurity into the established computing disciplines while other efforts are developing and articulating cybersecurity as a new meta-discipline. The various individual computing disciplines, such as Computer Science, Information Technology, and Information Systems, have increased and improved the amount of cybersecurity in their model curricula. In parallel, organizations such as the Cyber Education Project, an ACM/IEEE Joint Task Force, and the accrediting body ABET are producing such artifacts as a multi-disciplinary Body of Knowledge and accreditation program criteria for cybersecurity writ large. This paper explores these various cybersecurity initiatives from the perspective of the Information Technology discipline, and it addresses the degree to which cybersecurity and Information Technology are both similar and different.