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}
James Philips, Nathanael Fenwick, Storm Davis, Nasseh Tabrizi
The swift advancement of computerization has resulted in an increased need for individuals skilled in a variety of highly technical fields. This demand is currently inadequately met by the United States? domestic workforce and rural areas are underserved by technological resources and opportunities. Due to political and legislative volatility, fixing this workforce shortage is not feasible. Instead, the long-term solution is the cultivation of domestic workforce with high technical expertise. Therefore, we propose a software engineering curriculum that follows the 2 + 2 educational model to meet the needs of community college students in North Carolina as a model for similar initiatives on a regional and national scale. In this paper, we discuss the current status of computer science and software engineering education in North Carolina community colleges, including the current degree programs and relevant curriculum content. Finally, we discuss our proposed curriculum for a 2 + 2 articulation program in software engineering.
{"title":"Improving Student Success through an Articulation Program in Software Engineering","authors":"James Philips, Nathanael Fenwick, Storm Davis, Nasseh Tabrizi","doi":"10.1145/3368308.3415358","DOIUrl":"https://doi.org/10.1145/3368308.3415358","url":null,"abstract":"The swift advancement of computerization has resulted in an increased need for individuals skilled in a variety of highly technical fields. This demand is currently inadequately met by the United States? domestic workforce and rural areas are underserved by technological resources and opportunities. Due to political and legislative volatility, fixing this workforce shortage is not feasible. Instead, the long-term solution is the cultivation of domestic workforce with high technical expertise. Therefore, we propose a software engineering curriculum that follows the 2 + 2 educational model to meet the needs of community college students in North Carolina as a model for similar initiatives on a regional and national scale. In this paper, we discuss the current status of computer science and software engineering education in North Carolina community colleges, including the current degree programs and relevant curriculum content. Finally, we discuss our proposed curriculum for a 2 + 2 articulation program in software engineering.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"30 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":"126604309","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}
The world was hit by the Covid-19 pandemic in the beginning of 2020, which forced many educational institutions to shift their classroom-based or face-to-face courses to remote or online mode. Students, instructors and institutions had little time to prepare for this sudden, unanticipated shift. Students who prefer learning face-to-face with instructor in a classroom are more likely to face challenges in learning remotely. To understand the experiences of such students, the author conducted a pilot survey of students whose face-to-face courses were moved to remote learning. This paper reports on the results of the analysis of participant responses. Participants experienced a mix of benefits and challenges due to the unanticipated move to remote learning. Based on the findings, this paper makes some suggestions on the design of remote learning.
{"title":"\"I Lost Track of Things\": Student Experiences of Remote Learning in the Covid-19 Pandemic","authors":"Chola Chhetri","doi":"10.1145/3368308.3415413","DOIUrl":"https://doi.org/10.1145/3368308.3415413","url":null,"abstract":"The world was hit by the Covid-19 pandemic in the beginning of 2020, which forced many educational institutions to shift their classroom-based or face-to-face courses to remote or online mode. Students, instructors and institutions had little time to prepare for this sudden, unanticipated shift. Students who prefer learning face-to-face with instructor in a classroom are more likely to face challenges in learning remotely. To understand the experiences of such students, the author conducted a pilot survey of students whose face-to-face courses were moved to remote learning. This paper reports on the results of the analysis of participant responses. Participants experienced a mix of benefits and challenges due to the unanticipated move to remote learning. Based on the findings, this paper makes some suggestions on the design of remote learning.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"14 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":"124861154","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}
We focus in our research on the annotative activity of learner because annotation practice is very common and omnipresent. While reading, learner usually uses comments, highlights, circles sections and posts it to annotate the consulted resources. So, we propose an approach of recommendation of web services from the learner's annotative activity to assist him in his learning activates. This process of recommendation is based on two preparatory phases: the phase of modelling learner's personality profile through analysis of annotation digital traces in learning environment realized through a profile constructor module and the phase of discovery of web services which can meet the goals of annotations made by learner via the web service discovery module. The evaluation of these two main modules (web service discovery module and profile constructor module) through empirical studies realized on groups of learners based on the Student's t-test showed significant results
{"title":"Assistance of Student by Web Services based on Annotations","authors":"Omar Mazhoud, Anis Kalboussi, A. Kacem","doi":"10.1145/3368308.3415414","DOIUrl":"https://doi.org/10.1145/3368308.3415414","url":null,"abstract":"We focus in our research on the annotative activity of learner because annotation practice is very common and omnipresent. While reading, learner usually uses comments, highlights, circles sections and posts it to annotate the consulted resources. So, we propose an approach of recommendation of web services from the learner's annotative activity to assist him in his learning activates. This process of recommendation is based on two preparatory phases: the phase of modelling learner's personality profile through analysis of annotation digital traces in learning environment realized through a profile constructor module and the phase of discovery of web services which can meet the goals of annotations made by learner via the web service discovery module. The evaluation of these two main modules (web service discovery module and profile constructor module) through empirical studies realized on groups of learners based on the Student's t-test showed significant results","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"17 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":"133486873","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
This poster provides a detailed overview of the data collected from a three year program designed to extend the cybersecurity education pipeline to high school students.
这张海报提供了从一个三年计划收集的数据的详细概述，该计划旨在将网络安全教育管道扩展到高中生。
{"title":"Perceptions, Effectiveness, and Impact of a Dual Enrollment Cybersecurity Course","authors":"Sandra Gorka, Alicia McNett, Jacob R. Miller, Bradley M. Webb","doi":"10.1145/3368308.3415436","DOIUrl":"https://doi.org/10.1145/3368308.3415436","url":null,"abstract":"This poster provides a detailed overview of the data collected from a three year program designed to extend the cybersecurity education pipeline to high school students.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"32 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":"129227687","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 important role that technology will play in the future requires that IT literacy, IT fluency, and interest in IT careers, in particular, increase significantly in the near future. This study investigates relationships between a variety of student attributes (e.g., general educational interests, classroom behavior, and gender) and engagement with a set of introductory CS-based educational activities. The goal of the study is to gain a better understanding of how to design CS-based educational content that appeals to broader student populations. Among other findings, the study revealed (unsurprisingly) that interest in math played a significant role in the level of engagement for males having STEM-related interests, while interest in reading played a significant role in the level of engagement for females having non-STEM related interests. The most significant finding of the study was that females having non-STEM related interests engaged more extensively than all other student populations.
{"title":"In Pursuit of CS-based Educational Content Suitable for Broader Audiences","authors":"V. Winter, Judith Monarrez Diaz-Kelsey","doi":"10.1145/3368308.3415362","DOIUrl":"https://doi.org/10.1145/3368308.3415362","url":null,"abstract":"The important role that technology will play in the future requires that IT literacy, IT fluency, and interest in IT careers, in particular, increase significantly in the near future. This study investigates relationships between a variety of student attributes (e.g., general educational interests, classroom behavior, and gender) and engagement with a set of introductory CS-based educational activities. The goal of the study is to gain a better understanding of how to design CS-based educational content that appeals to broader student populations. Among other findings, the study revealed (unsurprisingly) that interest in math played a significant role in the level of engagement for males having STEM-related interests, while interest in reading played a significant role in the level of engagement for females having non-STEM related interests. The most significant finding of the study was that females having non-STEM related interests engaged more extensively than all other student populations.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"79 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":"125053284","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}
Baccalaureate IT programs are revisiting their curriculum in response to the ACM/IEEE IT curricular recommendations in the IT2017 report. Consequently, two-year colleges will likely need to update their lower division IT transfer programs as well. IT-Transfer2020 uses the same methodology of competencies as IT2017 and IT2yr2014, and it organizes its 27 essential and 29 supplemental competencies within the ten essential and nine supplemental IT competency domains defined in IT2017. IT-Transfer2020 includes an analysis of congruence between its competencies and the IT2yr2014 learning outcomes to assist institutions looking to offer both transfer and applied two-year IT programs with structuring their course offerings. Two-year programs which follow either IT-Transfer2020 or IT2yr2014 are substantially congruent and would likely only need to differ by one or two courses to prepare students for entry-level positions after two years of study or analyst-level positions upon earning a bachelor's degree. IT-Transfer2020 echoes the IT2017 recommendations regarding mathematics and science content and contains an IT Transfer Articulation Worksheet to facilitate communication between transfer partner institutions as well as assessment rubrics to help with continuous assessment of an IT transfer program's quality. The ACM Committee for Computing Education in Community Colleges invites institutions to highlight their IT transfer program by submitting a program example at ccecc.acm.org/correlations.
{"title":"Implementing the IT-Transfer2020 Curriculum Guidance for Two-Year IT Transfer Programs","authors":"Markus Geissler, Mihaela Sabin, Cara Tang","doi":"10.1145/3368308.3415383","DOIUrl":"https://doi.org/10.1145/3368308.3415383","url":null,"abstract":"Baccalaureate IT programs are revisiting their curriculum in response to the ACM/IEEE IT curricular recommendations in the IT2017 report. Consequently, two-year colleges will likely need to update their lower division IT transfer programs as well. IT-Transfer2020 uses the same methodology of competencies as IT2017 and IT2yr2014, and it organizes its 27 essential and 29 supplemental competencies within the ten essential and nine supplemental IT competency domains defined in IT2017. IT-Transfer2020 includes an analysis of congruence between its competencies and the IT2yr2014 learning outcomes to assist institutions looking to offer both transfer and applied two-year IT programs with structuring their course offerings. Two-year programs which follow either IT-Transfer2020 or IT2yr2014 are substantially congruent and would likely only need to differ by one or two courses to prepare students for entry-level positions after two years of study or analyst-level positions upon earning a bachelor's degree. IT-Transfer2020 echoes the IT2017 recommendations regarding mathematics and science content and contains an IT Transfer Articulation Worksheet to facilitate communication between transfer partner institutions as well as assessment rubrics to help with continuous assessment of an IT transfer program's quality. The ACM Committee for Computing Education in Community Colleges invites institutions to highlight their IT transfer program by submitting a program example at ccecc.acm.org/correlations.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"125 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":"127216827","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}
Human factors, such as emotions, have been demonstrated as influential factors in educational teaching and learning. In order to exploit the relationship between students' in-class emotions and their learning performance, our preliminary work in this paper aims to try and compare different tools and libraries for in-class face detection and emotion recognition. We deliver our findings and insights about the popular libraries for these purposes.
{"title":"A Comparison of Tools and Libraries for In-Class Face Detection and Emotion Recognition","authors":"Alejandro Susillo Ridao, Yong Zheng","doi":"10.1145/3368308.3415427","DOIUrl":"https://doi.org/10.1145/3368308.3415427","url":null,"abstract":"Human factors, such as emotions, have been demonstrated as influential factors in educational teaching and learning. In order to exploit the relationship between students' in-class emotions and their learning performance, our preliminary work in this paper aims to try and compare different tools and libraries for in-class face detection and emotion recognition. We deliver our findings and insights about the popular libraries for these purposes.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"14 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":"124647279","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}
Certificate Authority (CA) is a single point of failure in the trust model of X.509 Public Key Infrastructure (PKI), since CA is the only entity to sign and distribute public key certificates and no one else is involved in certificate verification. In response, recent fixes based on public logs have been successful in making certificate management more transparent and publicly verifiable. However, more recent researches have shown that none of existing solutions is fully satisfactory due to different security flaws and operational challenges. In this study, we propose a domain-aware alternative to mitigate those issues by involving domain owner in digital signature and certificate verification. Our proposal is based on current PKI design and business model with critical extensions of domain awareness. In order to engage domain owner in its certificate verification, we propose that each domain maintains its own certificate logs. A certificate is co-signed by a CA and its domain with a domain master key. To prove the authenticity of a certificate, a client first verifies the CA's digital signature, then the domain signature, and finally sends a query about the certificate status to its domain owner for further confirmation. By engaging domain owner in co-signing and verifying its certificates, we distribute the trust for certificate authenticity between the CA that signed this certificate and its domain owner. With these extensions, it will be extremely hard, if not impossible, for an adversary to make a successful attack to a client, and the damage of a successful attack is limited to this single client only. In this paper, we present a framework of our proposal, analyze its security gains and compare it with existing solutions.
{"title":"DomainPKI","authors":"Xinli Wang, M. El-Said","doi":"10.1145/3368308.3415401","DOIUrl":"https://doi.org/10.1145/3368308.3415401","url":null,"abstract":"Certificate Authority (CA) is a single point of failure in the trust model of X.509 Public Key Infrastructure (PKI), since CA is the only entity to sign and distribute public key certificates and no one else is involved in certificate verification. In response, recent fixes based on public logs have been successful in making certificate management more transparent and publicly verifiable. However, more recent researches have shown that none of existing solutions is fully satisfactory due to different security flaws and operational challenges. In this study, we propose a domain-aware alternative to mitigate those issues by involving domain owner in digital signature and certificate verification. Our proposal is based on current PKI design and business model with critical extensions of domain awareness. In order to engage domain owner in its certificate verification, we propose that each domain maintains its own certificate logs. A certificate is co-signed by a CA and its domain with a domain master key. To prove the authenticity of a certificate, a client first verifies the CA's digital signature, then the domain signature, and finally sends a query about the certificate status to its domain owner for further confirmation. By engaging domain owner in co-signing and verifying its certificates, we distribute the trust for certificate authenticity between the CA that signed this certificate and its domain owner. With these extensions, it will be extremely hard, if not impossible, for an adversary to make a successful attack to a client, and the damage of a successful attack is limited to this single client only. In this paper, we present a framework of our proposal, analyze its security gains and compare it with existing solutions.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"35 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":"115085171","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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