Despite the importance of regular expressions (RE), the topic is often given scant attention. This work-in-progress describes Learn Regex (LR), a web-based app designed to teach RE. In a gamified atmosphere with a comic book aesthetic that is deliberately inclusive, learners will be able to master RE in a manner that leverages key insights into how students best learn.
{"title":"Learn Regex: A Novel Tool for Learning Regular Expressions","authors":"Julie M. Smith","doi":"10.1145/3368308.3415425","DOIUrl":"https://doi.org/10.1145/3368308.3415425","url":null,"abstract":"Despite the importance of regular expressions (RE), the topic is often given scant attention. This work-in-progress describes Learn Regex (LR), a web-based app designed to teach RE. In a gamified atmosphere with a comic book aesthetic that is deliberately inclusive, learners will be able to master RE in a manner that leverages key insights into how students best learn.","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":"129735169","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}
Process oriented guided inquiry learning (POGIL) is a teaching technique that engages students in active learning and develops student process skills including critical thinking, problem solving, and teamwork. POGIL uses activities that are designed to guide students through questions to formulate patterns and relationships toward concept exploration. This paper describes the POGIL activities we developed for teaching Flooding Attack to the Software Defined Network (SDN) Data Plane, and our experience teaching this topic using POGIL These POGIL activities can be used by other educators in network security courses.
{"title":"Teaching Flooding Attack to the SDN Data Plane with POGIL","authors":"Hanan Alshaher, Xiaohong Yuan, S. Khorsandroo","doi":"10.1145/3368308.3415406","DOIUrl":"https://doi.org/10.1145/3368308.3415406","url":null,"abstract":"Process oriented guided inquiry learning (POGIL) is a teaching technique that engages students in active learning and develops student process skills including critical thinking, problem solving, and teamwork. POGIL uses activities that are designed to guide students through questions to formulate patterns and relationships toward concept exploration. This paper describes the POGIL activities we developed for teaching Flooding Attack to the Software Defined Network (SDN) Data Plane, and our experience teaching this topic using POGIL These POGIL activities can be used by other educators in network security courses.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"2014 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":"121362903","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}
Information technology (IT) is an application-oriented discipline. In this paper, we report a successful interdisciplinary collaboration that resulted in improved efficiency of the learning assessment of a chemistry class and helped the participating IT students grow professionally. The success encouraged us to seek more collaborations in the future. During the time when new technologies, such as AI and data mining, become more widely used in businesses and industry, the IT discipline is uniquely positioned to help solve problems that might arise in teaching and learning. The project provides a model based on which we will continue our collaboration through undergraduate research.
{"title":"An Interdisciplinary Collaboration Enhances Education in Both Disciplines and Generates Future Opportunities","authors":"Wei Jin, Ying Guo, David Marshall, G. Brown","doi":"10.1145/3368308.3415385","DOIUrl":"https://doi.org/10.1145/3368308.3415385","url":null,"abstract":"Information technology (IT) is an application-oriented discipline. In this paper, we report a successful interdisciplinary collaboration that resulted in improved efficiency of the learning assessment of a chemistry class and helped the participating IT students grow professionally. The success encouraged us to seek more collaborations in the future. During the time when new technologies, such as AI and data mining, become more widely used in businesses and industry, the IT discipline is uniquely positioned to help solve problems that might arise in teaching and learning. The project provides a model based on which we will continue our collaboration through undergraduate research.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"26 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":"125423528","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 pandemic response disrupted higher education to include remote learning beginning mid-spring semester 2020 and is expected to continue in some form at least through fall. This paper reviews recent changes in higher education traditions from factors such as finance, competition, and higher education's value proposition. Some traditions such as changes in collocation have escalated during the pandemic. A vision emerges of some traditions likely to form a "new normal," post-pandemic. As a response example, this paper proposes use of "supplemental recordings" to continue learner engagement especially as remote learning becomes more common.
{"title":"The New Post-Pandemic Normal of College Traditions","authors":"Edward J. Glantz, Chris Gamrat","doi":"10.1145/3368308.3415375","DOIUrl":"https://doi.org/10.1145/3368308.3415375","url":null,"abstract":"The pandemic response disrupted higher education to include remote learning beginning mid-spring semester 2020 and is expected to continue in some form at least through fall. This paper reviews recent changes in higher education traditions from factors such as finance, competition, and higher education's value proposition. Some traditions such as changes in collocation have escalated during the pandemic. A vision emerges of some traditions likely to form a \"new normal,\" post-pandemic. As a response example, this paper proposes use of \"supplemental recordings\" to continue learner engagement especially as remote learning becomes more common.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"59 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":"128189051","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}
Jai W. Kang, Qi Yu, Edward P. Holden, E. Golen, Michael J. McQuaid
As we enter age of information, computational resources have become relatively inexpensive and seemingly limitless in their capabilities. Consequently, the field of data science has emerged as one of the key areas in industry among engineers, scientists, and IT professionals alike. In this paper, we derive a Data Analytics Body of Knowledge (DA-BoK) from the existing Data Science BoK (DS-BoK) as a means to provide data analytics content throughout the curriculum of an institution's undergraduate IT degree programs. A series of four Knowledge Areas are subdivided into Knowledge Units that can be introduced into existing IT courses through four embedding types, including lectures by example, labs, case studies, and projects. A case study is presented using our three IT programs as examples of how this content can be introduced at three levels of Bloom's Taxonomy (i.e. vocabulary, comprehension, application) through each of the embedding types. Finally, insights and guidance are provided on how to improve the proposed data analytics embedded IT curriculum in order to meet the demands of the modern data analytics pipeline in industry.
{"title":"Analytics Prevalent Undergraduate IT Program","authors":"Jai W. Kang, Qi Yu, Edward P. Holden, E. Golen, Michael J. McQuaid","doi":"10.1145/3368308.3415379","DOIUrl":"https://doi.org/10.1145/3368308.3415379","url":null,"abstract":"As we enter age of information, computational resources have become relatively inexpensive and seemingly limitless in their capabilities. Consequently, the field of data science has emerged as one of the key areas in industry among engineers, scientists, and IT professionals alike. In this paper, we derive a Data Analytics Body of Knowledge (DA-BoK) from the existing Data Science BoK (DS-BoK) as a means to provide data analytics content throughout the curriculum of an institution's undergraduate IT degree programs. A series of four Knowledge Areas are subdivided into Knowledge Units that can be introduced into existing IT courses through four embedding types, including lectures by example, labs, case studies, and projects. A case study is presented using our three IT programs as examples of how this content can be introduced at three levels of Bloom's Taxonomy (i.e. vocabulary, comprehension, application) through each of the embedding types. Finally, insights and guidance are provided on how to improve the proposed data analytics embedded IT curriculum in order to meet the demands of the modern data analytics pipeline in industry.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"95 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":"127216339","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 technology workforce education system has changed dramatically in recent years, where the tech industry is offering certification-based academic programs to train future EmTech workforce. These programs usually work in collaboration with a non-profit university to provide specific skill training to different types of learners. In this Extended Abstract paper, we briefly highlight few of the most successful academia-industry partnership-based programs that have imparted important technical skills to thousands of learners to land jobs in EmTech.
{"title":"Cultivating Next Generation Emerging Technology Workforce through Academia-Industry Partnerships","authors":"Farzana Rahman, Elodie Billionniere","doi":"10.1145/3368308.3415428","DOIUrl":"https://doi.org/10.1145/3368308.3415428","url":null,"abstract":"The technology workforce education system has changed dramatically in recent years, where the tech industry is offering certification-based academic programs to train future EmTech workforce. These programs usually work in collaboration with a non-profit university to provide specific skill training to different types of learners. In this Extended Abstract paper, we briefly highlight few of the most successful academia-industry partnership-based programs that have imparted important technical skills to thousands of learners to land jobs in EmTech.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"90 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":"134633598","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}
Classroom instruction in Cascading Style Sheets (CSS) can be made more rigorous and systematic when anchored by established, rule-governed typesetting principles from the International Typographic Style. This poster, which is prepared as an interactive website in the spirit of this year's online conference, outlines an instructional approach to CSS that requires students to apply a core set of typographic principles to a manageable, human-scaled subset of CSS properties. In this approach, students formally express a set of abstract but reasoned design principles as a collection of CSS style declarations.
{"title":"Enhancing CSS Instruction with Objective Typography","authors":"K. Stolley","doi":"10.1145/3368308.3415439","DOIUrl":"https://doi.org/10.1145/3368308.3415439","url":null,"abstract":"Classroom instruction in Cascading Style Sheets (CSS) can be made more rigorous and systematic when anchored by established, rule-governed typesetting principles from the International Typographic Style. This poster, which is prepared as an interactive website in the spirit of this year's online conference, outlines an instructional approach to CSS that requires students to apply a core set of typographic principles to a manageable, human-scaled subset of CSS properties. In this approach, students formally express a set of abstract but reasoned design principles as a collection of CSS style declarations.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"214 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":"131946303","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}
Gabriele Costa, M. Lualdi, M. Ribaudo, Andrea Valenza
Capture the flag (CTF) events challenge the skills of security experts. Although CTF are competitive events rewarding the winners with prizes and glory, their ultimate goal is to strengthen the competences of the participants. For this reason, they should attract new participants even among beginners. Nevertheless, CTF are often regarded as if they were exclusively for the security specialists. In this paper we introduce A NERD DOGMA as a CTF appetizer. Briefly, A NERD DOGMA is an entry-level CTF combined with an escape room game. The game was implemented as both an on-site facility and an online web application. Here, we describe the two implementations as well as two experiments, one of which carried out during the COVID-19 lockdown. We also discuss the preliminary results and the activities planned after these experiments.
{"title":"A NERD DOGMA: Introducing CTF to Non-expert Audience","authors":"Gabriele Costa, M. Lualdi, M. Ribaudo, Andrea Valenza","doi":"10.1145/3368308.3415405","DOIUrl":"https://doi.org/10.1145/3368308.3415405","url":null,"abstract":"Capture the flag (CTF) events challenge the skills of security experts. Although CTF are competitive events rewarding the winners with prizes and glory, their ultimate goal is to strengthen the competences of the participants. For this reason, they should attract new participants even among beginners. Nevertheless, CTF are often regarded as if they were exclusively for the security specialists. In this paper we introduce A NERD DOGMA as a CTF appetizer. Briefly, A NERD DOGMA is an entry-level CTF combined with an escape room game. The game was implemented as both an on-site facility and an online web application. Here, we describe the two implementations as well as two experiments, one of which carried out during the COVID-19 lockdown. We also discuss the preliminary results and the activities planned after these experiments.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"42 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":"133009375","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}
In this paper, we begin by discussing the challenges associated with phishing email simulations. In part, we note how challenging it is to achieve realism in such a simulation and what this may mean for the results obtained. Next, we detail a real-world phishing simulation that targeted participants involved in an unrelated research project.
{"title":"Clickthrough Testing for Real-World Phishing Simulations","authors":"M. Dupuis, Samantha Smith","doi":"10.1145/3368308.3415443","DOIUrl":"https://doi.org/10.1145/3368308.3415443","url":null,"abstract":"In this paper, we begin by discussing the challenges associated with phishing email simulations. In part, we note how challenging it is to achieve realism in such a simulation and what this may mean for the results obtained. Next, we detail a real-world phishing simulation that targeted participants involved in an unrelated research project.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"19 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":"115288473","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}
Enrollment, retention, and graduation rates of undergraduate students in Information Technology (IT) programs are useful measures of institutional performance. Disaggregated by demographics characteristics, such as gender, race, and ethnicity, analysis of student data across IT programs in the U.S. supports the exploration of the breadth and diversity of student participation in IT. Evaluating undergraduate IT programs is particularly challenging for multiple factors, including: IT programs are not always titled "Information Technology"; IT programs are not always ABET-accredited; and IT programs may be housed in various academic units, such as business, computing, engineering, technology, or information sciences. This paper builds on prior work used to identify IT programs in the U.S., including the National Center for Education Statistics' Classification of Instructional Programs (CIP) codes, specifically CIP code 11 that designates IT and other computing programs. It also refines CIP code-based program identification and then analyzes 2017-2018 student data from the National Student Clearinghouse Research Center to evaluate IT programs through a student participation lens. The in-depth analysis of student enrollment, retention, and graduation is intended to support IT programs with designing more inclusive learning environments that increase participation of all students, in particular women and racial and ethnic minority students. This paper finally signals the importance of CIP codes that designate IT programs and focuses attention to the role that faculty, IT programs, and SIGITE community at large need to have in CIP code selection to further advance research in IT education.
{"title":"Evaluating Student Participation in Undergraduate Information Technology Programs in the U.S.","authors":"Mihaela Sabin, S. Zweben, B. Lunt, R. Raj","doi":"10.1145/3368308.3415396","DOIUrl":"https://doi.org/10.1145/3368308.3415396","url":null,"abstract":"Enrollment, retention, and graduation rates of undergraduate students in Information Technology (IT) programs are useful measures of institutional performance. Disaggregated by demographics characteristics, such as gender, race, and ethnicity, analysis of student data across IT programs in the U.S. supports the exploration of the breadth and diversity of student participation in IT. Evaluating undergraduate IT programs is particularly challenging for multiple factors, including: IT programs are not always titled \"Information Technology\"; IT programs are not always ABET-accredited; and IT programs may be housed in various academic units, such as business, computing, engineering, technology, or information sciences. This paper builds on prior work used to identify IT programs in the U.S., including the National Center for Education Statistics' Classification of Instructional Programs (CIP) codes, specifically CIP code 11 that designates IT and other computing programs. It also refines CIP code-based program identification and then analyzes 2017-2018 student data from the National Student Clearinghouse Research Center to evaluate IT programs through a student participation lens. The in-depth analysis of student enrollment, retention, and graduation is intended to support IT programs with designing more inclusive learning environments that increase participation of all students, in particular women and racial and ethnic minority students. This paper finally signals the importance of CIP codes that designate IT programs and focuses attention to the role that faculty, IT programs, and SIGITE community at large need to have in CIP code selection to further advance research in IT education.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"308 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":"116619589","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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