Biblio

Many organisations responded to the recent global pandemic by moving operations online. This has led to increased exposure to information security-related risks. There is thus an increased need to ensure organisational information security awareness programs are up to date and relevant to the needs of the intended target audience. The advent of online educational providers has similarly placed increased pressure on the formal educational sector to ensure course content is updated to remain relevant. Such processes of academic reflection and review should consider formal curriculum standards and guidelines in order to ensure wide relevance. This paper presents a case study of the review of an Introduction to Information Security course. This review is informed by the Information Security and Assurance knowledge area of the ACM/IEEE Computer Science 2013 curriculum standard. The paper presents lessons learned during this review process to serve as a guide for future reviews of this nature. The authors assert that these lessons learned can also be of value during the review of organisational information security awareness programs.

IT technology is a vital part of our everyday life and society. Additionally, as it is present in strategic domains like the military, healthcare or critical infrastructure, the aspect of protection, i.e. cybersecurity is of utmost importance. In recent years, the demand for cybersecurity experts is exponentially rising. Additionally, the field of cybersecurity is very much interdisciplinary and therefore requires a broad set of skills. Renowned organisations as ACM or IEEE have recognized the importance of cybersecurity experts and proposed guidelines for higher education training of such professionals. This paper presents an overview of a cybersecurity education model from the Information Systems and Information Technology perspective together with a good example and experience of the University of Maribor. The presented education model is shaped according to the guidelines by the Joint Task Force on Cybersecurity Education and the expectations of the Slovene industry regarding the knowledge and skills their future employees should possess.

The spotlight is on cybersecurity education programs to develop a qualified cybersecurity workforce to meet the demand of the professional field. The ACM CCECC (Committee for Computing Education in Community Colleges) is leading the creation of a set of guidelines for associate degree cybersecurity programs called Cyber2yr, formerly known as CSEC2Y. A task force of community college educators have created a student competency focused curriculum that will serve as a global cybersecurity guide for applied (AAS) and transfer (AS) degree programs to develop a knowledgeable and capable associate level cybersecurity workforce. Based on the importance of the Cyber2yr work; ABET a nonprofit, non-governmental agency that accredits computing programs has created accreditation criteria for two-year cybersecurity programs.

Diagnostic research methods were designed to draw attention to the needs of future engineers in the field of innovative methods of acquiring knowledge, skills and competencies in the protection of intellectual property in order to prepare for functioning in the economy 4.0.

In this special session, members of the ACM Joint Task Force (JTF) on Cybersecurity Education will provide an overview of the task force mission, objectives, and release a draft of the curricular guidelines. After the overview, task force members will engage session participants in the curricular development process and solicit feedback on the draft guidelines.

In this special session, members of the ACM Joint Task Force on Cyber Education to Develop Undergraduate Curricular Guidance will provide an overview of the task force mission, objectives, and work plan. After the overview, task force members will engage session participants in the curricular development process.

This session reports on a workshop convened by the ACM Education Board with funding by the US National Science Foundation and invites discussion from the community on the workshop findings. The topic, curricular directions for cybersecurity, is one that resonates in many departments considering how best to prepare graduates to face the challenges of security issues in employment and future research. The session will include presentation of the workshop context and conclusions, but will be open to participant discussion. This will be the first public presentation of the results of the workshop and the first opportunity for significant response.