The growth in machine learning has created an opportunity to expand education to include the study of "adversarial" machine learning, specifically in undergraduate and graduate courses for cybersecurity professionals and machine learning experts. This paper presents tools available in teaching these concepts. This information also helps system designers reduce design flaws, as well as design against malicious attacks. This paper recommends using these tools to improve offensive cyber security practices that may harden machine learning systems. These tools include newly developed machine learning libraries that make this approach a practical alternative.
{"title":"Teaching Adversarial Machine Learning: Educating the Next Generation of Technical and Security Professionals","authors":"Collin Payne, Edward J. Glantz","doi":"10.1145/3368308.3415381","DOIUrl":"https://doi.org/10.1145/3368308.3415381","url":null,"abstract":"The growth in machine learning has created an opportunity to expand education to include the study of \"adversarial\" machine learning, specifically in undergraduate and graduate courses for cybersecurity professionals and machine learning experts. This paper presents tools available in teaching these concepts. This information also helps system designers reduce design flaws, as well as design against malicious attacks. This paper recommends using these tools to improve offensive cyber security practices that may harden machine learning systems. These tools include newly developed machine learning libraries that make this approach a practical alternative.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134234988","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}
M. Hall, April Goettle, Connor Carson, Jess Collicott, Kim Dietz, Kip Smith
Experiential learning posits that learning occurs on the basis of practice; in technology courses this is often practiced as real or near to real life projects. Successful student-led project implementation has multiple definitions in the undergraduate learning context. In the best of cases, all stakeholders including students, instructors, community partners, and clients assess the course as having concluded successfully. This experience report blends these perspectives about the methods of and barriers to success in real-life student project scenarios. Based on the results of semester-long, enterprise level software implementation projects, we deliver generalizable lessons and implementation principles for instructors who wish to implement experiential learning in technology courses as a function of classroom learning and assessment.
{"title":"Successful Undergraduate-level Experiential Learning Projects: A Stakeholder Perspective","authors":"M. Hall, April Goettle, Connor Carson, Jess Collicott, Kim Dietz, Kip Smith","doi":"10.1145/3368308.3415387","DOIUrl":"https://doi.org/10.1145/3368308.3415387","url":null,"abstract":"Experiential learning posits that learning occurs on the basis of practice; in technology courses this is often practiced as real or near to real life projects. Successful student-led project implementation has multiple definitions in the undergraduate learning context. In the best of cases, all stakeholders including students, instructors, community partners, and clients assess the course as having concluded successfully. This experience report blends these perspectives about the methods of and barriers to success in real-life student project scenarios. Based on the results of semester-long, enterprise level software implementation projects, we deliver generalizable lessons and implementation principles for instructors who wish to implement experiential learning in technology courses as a function of classroom learning and assessment.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134292082","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}
Identifying and filling the knowledge gap is one solution to improve students' learning performance. Several challenges are involved, such as how to identify the gap and how to fill the gap. In this paper, we propose to identify students' knowledge gap at the early stage by tracking their in-class emotions, and fill the gap by recommending remedial learning materials on time. The framework and workflow have been described in details in this work.
{"title":"Fill Students' Knowledge Gap by Recommending Remedial Learning Materials","authors":"Yong Zheng","doi":"10.1145/3368308.3415357","DOIUrl":"https://doi.org/10.1145/3368308.3415357","url":null,"abstract":"Identifying and filling the knowledge gap is one solution to improve students' learning performance. Several challenges are involved, such as how to identify the gap and how to fill the gap. In this paper, we propose to identify students' knowledge gap at the early stage by tracking their in-class emotions, and fill the gap by recommending remedial learning materials on time. The framework and workflow have been described in details in this work.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133798633","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}
Your Web TA (YWTA) is a free website for automated grading of student web projects written in HTML and CSS. The website provides a graphical interface for defining criteria and rubrics against which student work will be assessed. This workshop provides participants with hands-on experience in uploading sample files, defining criteria and rubrics, grading student assignments, as well as the underlying YWTA parsing, querying, and grading engines.
你的Web TA (YWTA)是一个免费的网站，用于自动评分用HTML和CSS编写的学生网络项目。该网站提供了一个图形界面，用于定义评估学生作业的标准和规则。本次研讨会为参与者提供了上传示例文件、定义标准和规则、评分学生作业以及底层YWTA解析、查询和评分引擎的实践经验。
{"title":"Your Web TA: Automated Assessment of Student Web Development Projects","authors":"Russell Thackston","doi":"10.1145/3368308.3415451","DOIUrl":"https://doi.org/10.1145/3368308.3415451","url":null,"abstract":"Your Web TA (YWTA) is a free website for automated grading of student web projects written in HTML and CSS. The website provides a graphical interface for defining criteria and rubrics against which student work will be assessed. This workshop provides participants with hands-on experience in uploading sample files, defining criteria and rubrics, grading student assignments, as well as the underlying YWTA parsing, querying, and grading engines.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133538356","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}
The creation of this bachelor's degree was a series of innovations for us: a new model for degree creation. This is a bachelor's degree created by a community college. It is a degree program that does not exist anywhere else in the state, and it was built on collaboration between the college and local industry, and by collaboration between faculty and staff in different departments in the college. Usually, students are trained in front-end (client-side) skills or back-end (server-side) skills. When determining the need for the degree, the companies contacted indicated that they wanted students trained in both front-end and back-end skills or "full-stack" skills. At the college, web design (front-end) is housed in the School of Arts and Sciences, and web development (back-end) in the School of Business and Applied Technologies. The faculty in these disciplines collaborated with each other, industry partners, and various departments across the college to create a new applied bachelor's degree, a Bachelor of Applied Science in Web Design and Development. The applied nature of the degree was critical to student success and to filling workforce development needs. We wanted students to be trained in current technologies so they would be immediately employable upon graduation. The curriculum requires students to create real-world projects and work with the industry partners as they complete the degree program. This paper outlines our collaborative two-year journey in creating the degree, getting it approved and accredited, and making it available to students.
{"title":"Collaboration to Create an IT Bachelor's Degree: Bachelor of Applied Science in Web Design and Development","authors":"Scott Alan Dawson, Diane Nelson Roux","doi":"10.1145/3368308.3415373","DOIUrl":"https://doi.org/10.1145/3368308.3415373","url":null,"abstract":"The creation of this bachelor's degree was a series of innovations for us: a new model for degree creation. This is a bachelor's degree created by a community college. It is a degree program that does not exist anywhere else in the state, and it was built on collaboration between the college and local industry, and by collaboration between faculty and staff in different departments in the college. Usually, students are trained in front-end (client-side) skills or back-end (server-side) skills. When determining the need for the degree, the companies contacted indicated that they wanted students trained in both front-end and back-end skills or \"full-stack\" skills. At the college, web design (front-end) is housed in the School of Arts and Sciences, and web development (back-end) in the School of Business and Applied Technologies. The faculty in these disciplines collaborated with each other, industry partners, and various departments across the college to create a new applied bachelor's degree, a Bachelor of Applied Science in Web Design and Development. The applied nature of the degree was critical to student success and to filling workforce development needs. We wanted students to be trained in current technologies so they would be immediately employable upon graduation. The curriculum requires students to create real-world projects and work with the industry partners as they complete the degree program. This paper outlines our collaborative two-year journey in creating the degree, getting it approved and accredited, and making it available to students.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131321859","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}
The coronavirus pandemic of 2020 has caused significant interruptions of the regular approach to teaching. Here, we compare the impacts of Stay Home orders on the student learning outcomes in an introduction to algorithms and data structures university course. We describe an example course modification based on student feedback at the semester's half-time point, and how students performed the remainder of the semester in comparison to a comparable prior semester. We find several differences in the overall participation from the electronic textbook as well as the course overall. We do not find that there is a significant change in the overall course outcomes when contrasting the Spring 2020 course offering with that from the prior semester.
{"title":"Switching to Stay Home Instruction: Impacts of the Coronavirus Pandemic on Learner Performance for an Introductory Computer Science Course","authors":"P. Seeling","doi":"10.1145/3368308.3415426","DOIUrl":"https://doi.org/10.1145/3368308.3415426","url":null,"abstract":"The coronavirus pandemic of 2020 has caused significant interruptions of the regular approach to teaching. Here, we compare the impacts of Stay Home orders on the student learning outcomes in an introduction to algorithms and data structures university course. We describe an example course modification based on student feedback at the semester's half-time point, and how students performed the remainder of the semester in comparison to a comparable prior semester. We find several differences in the overall participation from the electronic textbook as well as the course overall. We do not find that there is a significant change in the overall course outcomes when contrasting the Spring 2020 course offering with that from the prior semester.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115507755","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}
IT as an academic discipline is in its infant stages compared to CS. As a result, IT programs compete with CS and industry to recruit and retain qualified faculty. A multi-phase project is underway that will add to our understanding of IT leadership and faculty profiles and investigate a variety of questions and issues related to IT faculty and IT programs. This paper presents the first data collected as part of that project and provides a profile of IT program leadership in the U.S. Findings reveal that most department or school leaders are male, come from a CS background, and most possess a Ph.D. degree.
{"title":"An Academic Profile of IT Program Leadership in the U.S.","authors":"Nancy L. Martin","doi":"10.1145/3368308.3415368","DOIUrl":"https://doi.org/10.1145/3368308.3415368","url":null,"abstract":"IT as an academic discipline is in its infant stages compared to CS. As a result, IT programs compete with CS and industry to recruit and retain qualified faculty. A multi-phase project is underway that will add to our understanding of IT leadership and faculty profiles and investigate a variety of questions and issues related to IT faculty and IT programs. This paper presents the first data collected as part of that project and provides a profile of IT program leadership in the U.S. Findings reveal that most department or school leaders are male, come from a CS background, and most possess a Ph.D. degree.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"457 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123050328","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}
Artificial intelligence integrates with our daily life in more ways each day with the invention of new tools and applications. For example, businesses utilize machine learning, which is a subfield of artificial intelligence, to identify the ideal customer for targeted advertisement. Machine learning and data science scale previous manual problems to a wider customer base. With all the various applications for artificial intelligence, there is still a noticeable gap in the number of qualified job applicants who can solve some of the machine learning problems of the day. There is a movement to introduce computer science education earlier to K-12 students. One motivation behind an earlier introduction is to better prepare students to study computer science at universities and fulfill these coveted technology positions in the future. Given this motivation, there needs to be more computer science instructional activities and lesson plans to support K-12 teachers. Currently there are several new tools and curricula available for computer science. However, there is a need for beginner and K-12 accessible data science and machine learning instructional methods. These topics are advanced computer science electives but an earlier introduction can still benefit students. Interactive visual activities support high school students to learn challenging topics. In this paper, we consider how a visual analytic process can present difficult data science concepts. We present an interactive visual educational tool to teach data science to high school students. The first activity introduces the visual analytic pipeline. The next interactive activities present machine learning classification and regression topics. We select datasets and applications which are relatable to our main audience. This paper describes the design and implementation of the data science educational tool for high school students.
{"title":"Interactive Visualizations to Introduce Data Science for High School Students","authors":"Siddharth Chittora, Anna Baynes","doi":"10.1145/3368308.3415360","DOIUrl":"https://doi.org/10.1145/3368308.3415360","url":null,"abstract":"Artificial intelligence integrates with our daily life in more ways each day with the invention of new tools and applications. For example, businesses utilize machine learning, which is a subfield of artificial intelligence, to identify the ideal customer for targeted advertisement. Machine learning and data science scale previous manual problems to a wider customer base. With all the various applications for artificial intelligence, there is still a noticeable gap in the number of qualified job applicants who can solve some of the machine learning problems of the day. There is a movement to introduce computer science education earlier to K-12 students. One motivation behind an earlier introduction is to better prepare students to study computer science at universities and fulfill these coveted technology positions in the future. Given this motivation, there needs to be more computer science instructional activities and lesson plans to support K-12 teachers. Currently there are several new tools and curricula available for computer science. However, there is a need for beginner and K-12 accessible data science and machine learning instructional methods. These topics are advanced computer science electives but an earlier introduction can still benefit students. Interactive visual activities support high school students to learn challenging topics. In this paper, we consider how a visual analytic process can present difficult data science concepts. We present an interactive visual educational tool to teach data science to high school students. The first activity introduces the visual analytic pipeline. The next interactive activities present machine learning classification and regression topics. We select datasets and applications which are relatable to our main audience. This paper describes the design and implementation of the data science educational tool for high school students.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"150 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123256422","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}
Sandra Gorka, Alicia McNett, Jacob R. Miller, Bradley M. Webb
In 2003, The National Strategy to Secure Cyberspace was published with a goal to "engage and empower Americans to secure the portions of cyberspace that they own, operate, control, or with which they interact". It called for a "coordinated and focused effort from our entire society" to secure cyberspace. Subsequent updates to this strategy continued to support this idea. This paper addresses Penn College'S effort to develop an introduction to cybersecurity course that addresses this need. Based on the content of our major specific introduction to cybersecurity course, a new course was designed to lower the barriers to entry for non-IT students while at the same time presenting cybersecurity principles in a manner that was applicable to all majors.
2003年，《国家网络空间安全战略》(National Strategy to Secure Cyberspace)发布，其目标是“让美国人参与并授权他们保护自己拥有、运营、控制或与之互动的网络空间部分”。它呼吁“我们整个社会协调一致，集中努力”来确保网络空间的安全。该策略的后续更新继续支持这一观点。本文论述了宾夕法尼亚大学为满足这一需求而开发网络安全入门课程的努力。根据我们专业网络安全课程的具体介绍内容，我们设计了一门新的课程，以降低非it学生的入学门槛，同时以适用于所有专业的方式展示网络安全原理。
{"title":"A Cybersecurity Course for Everyone","authors":"Sandra Gorka, Alicia McNett, Jacob R. Miller, Bradley M. Webb","doi":"10.1145/3368308.3415399","DOIUrl":"https://doi.org/10.1145/3368308.3415399","url":null,"abstract":"In 2003, The National Strategy to Secure Cyberspace was published with a goal to \"engage and empower Americans to secure the portions of cyberspace that they own, operate, control, or with which they interact\". It called for a \"coordinated and focused effort from our entire society\" to secure cyberspace. Subsequent updates to this strategy continued to support this idea. This paper addresses Penn College'S effort to develop an introduction to cybersecurity course that addresses this need. Based on the content of our major specific introduction to cybersecurity course, a new course was designed to lower the barriers to entry for non-IT students while at the same time presenting cybersecurity principles in a manner that was applicable to all majors.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"179 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128982342","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}
M. Dupuis, J. Shorb, James Walker, Fred B. Holt, Michael McIntosh
A password is one of the oldest forms of authentication whose popularity has not waned. Passwords are easy to use, inexpensive to deploy, and are familiar by everyone. However, this comes with a cost. Passwords are easy to guess, difficult to remember when they are made complex and unique, and found everywhere on the Dark Web. The security usability paradox suggests that any improvements in security will result in a decrease in usability, and vice versa. In this paper, we examine the feasibility of a visual password system in which a traditional password is used, but with the additional capability of modifying the characters of the password to provide significantly higher levels of entropy.
{"title":"Do You See What I See?: The Use of Visual Passwords for Authentication","authors":"M. Dupuis, J. Shorb, James Walker, Fred B. Holt, Michael McIntosh","doi":"10.1145/3368308.3415458","DOIUrl":"https://doi.org/10.1145/3368308.3415458","url":null,"abstract":"A password is one of the oldest forms of authentication whose popularity has not waned. Passwords are easy to use, inexpensive to deploy, and are familiar by everyone. However, this comes with a cost. Passwords are easy to guess, difficult to remember when they are made complex and unique, and found everywhere on the Dark Web. The security usability paradox suggests that any improvements in security will result in a decrease in usability, and vice versa. In this paper, we examine the feasibility of a visual password system in which a traditional password is used, but with the additional capability of modifying the characters of the password to provide significantly higher levels of entropy.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128185802","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}
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