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    Call for Peer Reviewers and Editorial Board Members

    Are you interested in serving the cybersecurity research and education community? Consider becoming a peer reviewer or section editor for: 

    Cybersecurity Skills Journal: 

    Practice and Research

    This publication of the National CyberWatch Digital Press is the nation's first hybrid-access scholarly publication focused exclusively on cybersecurity skills. CSJ seeks to raise the capability maturity of the cybersecurity workforce through open and free dissemination of research on evidence-based practices and private access to digital tools and practice guides.

    Article authors, exceptional peer reviewers, and editorial team members become Fellows of the CSJ and are eligible for recognition awards and fellowships.  

    CSJ Associate editorship is awarded to thought leaders based on established publication record or accomplishments 

    CSJ Fellow Reviewer awards recognize high quality and/or quantity of insightful and constructive reviews

    CSJ Research Impact awards recognize highly cited and influential articles

    CSJ Practice Impact awards recognize the application of published digital assets

    • 15 Nov 2018
    • 15 Dec 2019
    • Online

    Call for Presentation Proposals

    The National CyberWatch Center's Curriculum Standards Panel is pleased to announce the Call for Presentation Proposals for the 2019 Virtual Brown Bag Lunch program. Presentations made in a Virtual Brown Bag Lunch showcase or unveil exciting new innovations in cybersecurity education. Often these new techniques, tools, and executable libraries for instruction, assessment, practice lab, or challenge lab are in a prototype form when presented in a Virtual Brown Bag Lunch session. Each Virtual Brown Bag Lunch includes a 20-30 minute presentation followed by Q&A and discussion. The primary purposes of the session are to:

    1. increase awareness of pedagogical techniques and tools available to cybersecurity educators and trainers
    2. obtain feedback on the instructional design
    3. solicit interest in forming a new Curriculum Standards Panel Topic Area Working Group (TAWG) or Special Interest Group (SIG) around the concepts, techniques, or tools presented in the session
    4. prototyping a course module for a royalty-generating Cybersecurity Skills Development WorkshopTM
    5. soliciting participants for pilot implementations and data collection of a skills development curriculum that will become the basis for an article in the Cybersecurity Skills JournalTM

    Proposals most likely to be successful are those that are informative and relevant, with clear and immediate application for raising the capability maturity of cybersecurity students and professionals. Strong proposals will focus tightly on one of the specific content areas. Though a presentation may focus solely on one element of a curriculum, the most valued proposals are those which present a complete instructional module containing all elements of a competency-based mastery learning curriculum:

    1. instructional text and video for developing understanding (proficiency) in declarative, procedural, conditional, and situational concepts
    2. assessments that determine the level of capability maturity
    3. practice labs for developing skill (competency) through repeated application of procedures under varying conditions
    4. challenge labs for developing ability (mastery) through varied application of the conditionalized competency across situations or scenarios
    5. differentiated content based on the level of proficiency, competency or mastery obtained by the learner
    All successful proposals must detail the opportunities for audience engagement or how they will inspire discussions after the 20-30 minute presentation. Topic areas of a Virtual Brown Bag Lunch will align with one of the seven specialty areas of the National Cybersecurity Workforce Framework shown in Figure 1 below.

    Figure 1: Foundation and Pathway Series Curriculum Standards


    Call for Presentation Proposals will be accepted only through the online mechanism. Proposals will not be accepted in any other manner. Proposals are evaluated on a first-come, first-serve basis. Once presentation slots are filled for each month of the 2019 program, no further proposals will be evaluated. Therefore, it is essential that you submit your proposal as soon as possible.

    All presentations must indicate what material will be presented in each of the following areas:

    Curriculum development process

    • Learning goals and objectives
    • Concept map or hierarchy
    • Learning pathways

    Instructional components

    • Knowledge development (Declarative, Procedural, Conditional and Situational)
    • Skill development (Practice labs)
    • Ability development (Challenge labs)

    Assessment of mastery

    • Threshold concepts (assessing confident understanding)
    • Threshold actions (assessing skilled performance)
    • Threshold judgments (assessing ability to address challenges)

    Presenters are strongly urged to read the article defining the key terms involved in competency-based mastery learning ("Competency is Not a Three Letter Word") to ensure adherence to the principles and terminology used by the National CyberWatch Center Curriculum Standards Panel.

    Questions regarding the Curriculum Standards Panel Virtual Brown Bag Lunch series or this Call for Presentations should be directed to Dr. David H. Tobey, Director of Research and Assessments (dhtobey@indiana.edu).

    • 1 Feb 2019
    • 30 Sep 2019
    • Online from Feb 1st through October 31st

    The Curriculum Standards Panel

    invites your participation in the

    Information Security Fundamentals

    Readiness Assessment

    The Information Security Fundamentals Readiness Assessment Pilot Program makes available a concept inventory formative assessment that determines readiness to enroll in the National CyberWatch Center Foundation Series Information Security Fundamentals Course (FS-ISF). 

    This assessment is designed to identify mastery or diagnose deficiencies in understanding the topics required to demonstrate readiness for an information security fundamentals course. This is a formative assessment. An initial set of recommendations will be provided to the respondent upon completion of the first part of the assessment. A more detailed set of reports, including benchmarking against the peer group, will be provided after analysis of all respondent data has been completed. Additionally, group administrators will receive a report that aggregates the data from all the group’s respondents. The assessment is anonymous but provides for institutional encoding of respondent IDs to permit individual reporting without divulging the identity of the participant to the National CyberWatch Center.

    The assessment consists of two parts. Each part would take about 40-50 minutes to complete.  In part one, the respondent will be presented with a two-level multiple choice assessment. This is called a two-level concept inventory because the design includes an assessment of the respondent’s confidence about each concept. The confidence rating provides diagnostic data about the depth of knowledge possessed by the respondent. The second part is a concept mapping assessment. In this assessment, the respondent is asked to consider the similarity of pairs of concepts. The concept pairings are analyzed to develop a concept map of the respondents understanding of the topics. These concept maps are then compared with those of peers and experts to determine gaps or structural differences. Combined with the concept inventory, analysis of the concept map enables a more accurate diagnostic of the readiness state and learning needs of the respondent.

    The final report to be sent to the group administrator will provide the benchmarking score analysis against national norms, individual development plans (IDPs) for each respondent, and instruction recommendations for the faculty teaching fundamentals of information security. 

    Any faculty member or corporate trainer may register to have their students participate in the Readiness Assessment Pilot. You may elect to discontinue participation in the pilot program at any time. If you register before February 22nd for the spring semester, April 26th for summer sessions, or August 16th for the fall semester, you will be eligible for a pre- and post-test analysis to help you evaluate the effectiveness of your curriculum or training program.

    A successful initial pilot ran in Fall 2018. We are excited to offer an expansion of this free program for National CyberWatch Center members in 2019.

    • 26 Mar 2019
    • 8:00 PM - 9:00 PM
    • Online Meeting

    Get into the cyberstudent spirit with the nation's largest cybersecurity student association! Join the National Cybersecurity Student Association on Tuesday, March 26th as Gustavo Hinojosa, executive director, and Dr. Vitaly Ford, chapter development director, host a Q & A session! 

    Topics that might be discussed:

    • Building a cybersecurity club
    • Education navigation
    • What conferences should be attended
    • How to build a professional brand
    • Much more :) 

    Zoom information will be sent after completing registration. 

    • 28 Mar 2019
    • 2:00 PM - 3:00 PM
    • Online Webcast

    Title: Cybersecurity Across the Curricula

    Description: Information security cuts across various academic departments and disciplines. In this webcast, we will showcase various cybersecurity modules that can be integrated into courses such as Accounting (Principles of Accounting 1), Administration of Justice (Criminal Law), Electronics (Engineering Computing), Nursing (Professionalism in Nursing 1), and Hospitality (Career and Customer Service Skills). Modules include a syllabus for each courses, with the week highlighted for cybersecurity, sample slide decks, and sample student assignments.

    Speaker: Dr. Debasis Bhattacharya is currently a tenured faculty member at the University of Hawai’i Maui College, and program coordinator for the Applied Business and Information TechnoloDebasis headshot med size editedgy (ABIT) baccalaureate program. Dr. Bhattacharya has been working in the software industry for 30 years, having worked for large corporations such as Oracle and Microsoft for 15 years. A resident of Hawaii since 2002, he has been actively researching the information security needs of small businesses since 2008. As a former small business owner, he understands the needs and demands of information security, as well as keeping a small business up and running! Dr. Bhattacharya holds degrees from MIT, Columbia University, University of Phoenix and NW California University School of Law. Research interests include computer science education, cybersecurity, crypto currencies and deep learning.

    Zoom invite will be sent once registration is completed. 

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