Melissa Dark

A Comparison of Linear and Systems Thinking Approaches for Program Evaluation Illustrated Using the Indiana Interdisciplinary GK-12.

Logic models are based on linear relationships between program resources, activities, and outcomes, and have been used widely to support both program development and evaluation. While useful in describing some programs, the linear nature of the logic model makes it difficult to capture the complex relationships within larger, multifaceted programs. Causal loop diagrams based on a systems thinking approach can better capture a multidimensional, layered program model while providing a more complete understanding of the relationship between program elements, which enables evaluators to examine influences and dependencies between and within program components. Few studies describe how to conceptualize and apply systems models for educational program evaluation. The goal of this paper is to use our NSF-funded, Interdisciplinary GK-12 project: Bringing Authentic Problem Solving in STEM to Rural Middle Schools to illustrate a systems thinking approach to model a complex educational program to aid in evaluation. GK-12 pairs eight teachers with eight STEM doctoral fellows per program year to implement curricula in middle schools. We demonstrate how systems thinking provides added value by modeling the participant groups, instruments, outcomes, and other factors in ways that enhance the interpretation of quantitative and qualitative data. Limitations of the model include added complexity. Implications include better understanding of interactions and outcomes and analyses reflecting interacting or conflicting variables.

Toward curricular guidelines for cybersecurity

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.

Information Assurance and Security Ethics in Complex Systems: Interdisciplinary Perspectives

The risks associated with the misuse and abuse of genetic information are high, as the exploitation of an individual’s genetic information represents the ultimate example of identity theft. Hence, as the frontline of defense, information assurance and security (IAS) practitioners must be intimately familiar with the multidimensional aspects surrounding the use of genetic information in healthcare. To achieve that aim, this chapter addresses the ethical, privacy, economic, and legal aspects of the future uses of genetic information in healthcare and discusses the impact of these uses on IAS. The reader gains an effective ethical framework in which to understand and evaluate the competing demands placed upon the IAS practitioners by the transformative utility of genomics. DOI: 10.4018/978-1-61692-245-0.ch009

Using educational theory and moral psychology to inform the teaching of ethics in computing

In this paper, we explore the teaching of ethics in computing related fields. The article intends to share ideas on moral development and the nature of morality, specifically as it relates to changes that educators may be trying to elicit within students when teaching ethics. The paper then addresses educational theories that are better suited to enabling moral development with suggestions on how these theories might shape classroom climate and instructional approaches.

Transitioning from Face-to-Face to Online Instruction: How to Increase Presence and Cognitive/Social Interaction in an Online Information Security Risk Assessment Class

This article briefly reviews two important goals in online education: interaction and presence. These are important goals in online education because they are linked to learning and motiva-tion to learn. The article provides guidelines and an extended example of how to design an online course in information security in a manner that will enhance interaction and presence. This article’s contribution is to provide guidelines with a corresponding extended and concrete example for those who are tasked with designing and delivering online courses. Although the guidelines and example were targeted to the field of information security, they can be readily adopted by other disciplines.

Using outcomes-based assessment data to improve assessment and instruction: a case study

Educators who have been through accreditation are well aware of the need for outcomes-based learning and assessment. However, there are misunderstandings about what outcomes based assessment is, and how it can improve teaching and learning. We understand that accreditation requirements can be a reason for adopting outcomes-based assessment, but our real goal is to convey to our readers how outcomes-based assessment can provide meaningful and useful feedback to the instructor regarding student achievement, assessment, and the quality of the instruction.

Assessing student performance outcomes in an information security risk assessment, service learning course

This focus of this paper is on the assessment of student performance in an information security risk assessment, service learning course. The paper provides a brief overview of the information security risk assessment course as background information and a review of relevant educational assessment theory with a focus on outcomes assessment. An example of how assessment theory was applied to this service learning course to assess student performance outcomes is described with the aim of sharing performance assessment methods with other educators. This material is based upon work supported by the National Science Foundation under Grant No. 0313871. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Teaching students to design secure systems

The pedagogy used to teach computer security to students new to the field is usually handled by a one- or two-course augmentation to an existing curriculum. Furthermore, the courses tend to be technology-centric and often do not uncover the underlying processes that students can transfer to new situations. In this article, we look more closely at determining an appropriate scope and sequence for information assurance (IA) and briefly describe a project whose goal is the articulation of an IA curriculum.

Evaluation Theory and Practice Applied to Cybersecurity Education

As more institutions, organizations, schools, and programs launch cybersecurity education programs in an attempt to meet needs that are emerging in a rapidly changing environment, evaluation will be important to ensure that programs are having the desired impact.

Toward a Data Spillage Prevention Process in Hadoop using Data Provenance

Recent data breaches involving large companies have demonstrated that the loss of control over protected and confidential data can become a serious threat to business operations and national security. As the use of Hadoop continues to grow rapidly, the development of methods for addressing security challenges related to Hadoop becomes imperative, and in this paper, we describe our efforts to remedy one such challenge, data spillage. We discuss our work in developing a conceptual framework for collecting provenance data and investigating data spillage within our Hadoop cluster and review some preliminary finding from our test case looking at data spillage in the Hadoop Distributed File System (HDFS). We also distill our lessons learned and mention activities already underway to continue this work.