Due to the high priority of cyber-security education, the United States Naval Academy rapidly developed and implemented a new cyber-security course that is required for all of its first-year students. During the fall semester in 2011, half of the incoming class (about 600 students) took the course through a total of 31 sections offered by 16 instructors from a variety of disciplines and backgrounds. In the following spring semester, the remaining half of the first-year students will take the course. This paper explains the motivation that instigated and drove course development, the curriculum, teaching mechanics implemented, personnel required, as well as challenges and lessons learned from the first offering of the course. The information contained in this paper will be useful to those thinking of implementing a technical course required of all students at the same level in an institution (in our case first-year students) and particularly those interested in implementing such a course in cyber security.

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Index Terms

Anatomy, dissection, and mechanics of an introductory cyber-security course's curriculum at the United States naval academy
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education
      2. Model curricula

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ITiCSE '12: Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education

July 2012

424 pages

ISBN:9781450312462

DOI:10.1145/2325296

Conference Chairs:
Tami Lapidot
Technion, Israel
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Judith Gal-Ezer
The Open University, Israel
,
Program Chairs:
Michael E. Caspersen
Aarhus University, Denmark
,
Orit Hazzan
Technion, Israel

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Published: 03 July 2012

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ITiCSE '12: Annual Conference on Innovation and Technology in Computer Science Education

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Li E(2021)A Hands-On Mobile Device Forensics Course in Cybersecurity Education2021 IEEE International Conference on Engineering, Technology & Education (TALE)10.1109/TALE52509.2021.9678660(01-05)Online publication date: 5-Dec-2021
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https://doi.org/10.1002/spy2.123
Hussey JShaha JZilora SAyers TBogaard D(2017)Educational Approach to Cyber Foundations in an Undergraduate Core ProgramProceedings of the 18th Annual Conference on Information Technology Education10.1145/3125659.3125691(21-26)Online publication date: 27-Sep-2017
https://dl.acm.org/doi/10.1145/3125659.3125691
Estes TFinocchiaro JBlair JRobison JDalme JEmana MJenkins LSobiesk EBoisvert DZilora S(2016)A Capstone Design Project for Teaching Cybersecurity to Non-technical UsersProceedings of the 17th Annual Conference on Information Technology Education10.1145/2978192.2978216(142-147)Online publication date: 28-Sep-2016
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Cao PAjwa I(2016)Enhancing Computational Science Curriculum at Liberal Arts InstitutionsProcedia Computer Science10.1016/j.procs.2016.05.51080:C(1940-1946)Online publication date: 1-Jun-2016
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Sobiesk EBlair JConti GLanham MTaylor HSettle ASteinbach TBoisvert D(2015)Cyber EducationProceedings of the 16th Annual Conference on Information Technology Education10.1145/2808006.2808038(43-47)Online publication date: 29-Sep-2015
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