Search for: All records

Games and competitions enhance student engagement and help improve hands-on learning of computing concepts. Focusing on targeted goals, competitions provide a sense of community and accomplishment among students, fostering peer-learning opportunities. Despite these benefits of motivating and enhancing student learning, the impact of competitions on curricular learning outcomes has not been sufficiently studied. For institutional or program accreditation, understanding the extent to which students achieve course or program learning outcomes is essential, and helps in establishing continuous improvement processes for the program curriculum. Utilizing the Collegiate Cyber Defense Competition (CCDC), a curricular assessment was conducted for an undergraduate cybersecurity program at a US institution. This archetypal competition was selected as it provides an effective platform for broader program learning outcomes, as students need to: (1) function in a team and communicate effectively (teamwork and communication skills); (2) articulate technical information to non-technical audiences (communication skills); (3) apply excellent technical and non-technical knowledge (design and analysis skills applied to problem-solving); and (4) function well under adversity (real-world problem-solving skills). Using data for both students who competed and who did not, student progress was tracked over five years. Preliminary analysis showed that these competitions made marginally-interested students become deeply engaged with the curriculum; broadened participation among women who became vital to team success by showcasing their technical and management skills; and pushed students to become self-driven, improving their academic performance and career placements. This experience report also reflects on what was learned and outlines the next steps for this work. 

Smart Internet of Healthcare Things (IoHT) have the potential to transform patient care dramatically at reduced cost. The reality, however, is that there are serious security and privacy concerns that prevent this goal from being accomplished. The vast amounts of data being generated need to be kept secure to prevent harm to patients' health and privacy. For example, a cyberattack on heart rates data could cause patients to be over- or under-prescribed, causing severe consequences, including death. In this new environment, not ensuring a proper digital chain of custody leads to digital forensics challenges that could impact a criminal or malpractice investigation. This project explores enhancements needed to ensure security and privacy when IoHT are to be used in healthcare. A model is proposed to ensure a secure digital chain of custody for IoHT using database auditing techniques. The current status of the proposed concept and future directions are also discussed. 

In critical infrastructure (CI) sectors such as emergency management or healthcare, researchers can analyze and detect useful patterns in data and help emergency management personnel efficaciously allocate limited resources or detect epidemiology spread patterns. However, all of this data contains personally identifiable information (PII) that needs to be safeguarded for legal and ethical reasons. Traditional techniques for safeguarding, such as anonymization, have shown to be ineffective. Differential privacy is a technique that supports individual privacy while allowing the analysis of datasets for societal benefit. This paper motivates the use of differential privacy to answer a wide range of queries about CI data containing PII with better privacy guarantees than is possible with traditional techniques. Moreover, it introduces a new technique based on Multipleattribute Workload Partitioning, which does not depend on the nature of the underlying dataset and provides better protection for privacy than current differential privacy approaches. 

As Computer science (CS) plays an increasingly significant role in many other disciplines, it is crucial for us as CS educators to create authentic interdisciplinary learning experiences for students. To better inform the design of such learning experiences, we sought to catalogue how faculty from both CS and other disciplines are currently collaborating to create such experiences. Specifically, this paper describes knowledge-seeking activities carried out through designing and implementing a workshop program that brought together twenty-four faculty with experience in partnered teaching of CS+X courses. The goal is to take the initial steps towards preparing and supporting CS faculty to create interdisciplinary CS+X courses through partnerships with faculty in other disciplines, in order to spur interdisciplinary thinking in students. 

Games and competitions enhance student engagement and help improve hands-on learning of computing concepts. Focusing on targeted goals, competitions provide a sense of community and accomplishment among students, fostering peer-learning opportunities. Despite these benefits of motivating and enhancing student learning, the impact of competitions on curricular learning outcomes has not been sufficiently studied. For institutional or program accreditation, understanding the extent to which students achieve course or program learning outcomes is essential, and helps in establishing continuous improvement processes for the program curriculum. Utilizing the Collegiate Cyber Defense Competition (CCDC), a curricular assessment was conducted for an undergraduate cybersecurity program at a US institution. This archetypal competition was selected as it provides an effective platform for broader program learning outcomes, as students need to: (1) function in a team and communicate effectively (teamwork and communication skills); (2) articulate technical information to non-technical audiences (communication skills); (3) apply excellent technical and non-technical knowledge (design and analysis skills applied to problems-solving); and (4) function well under adversity (real-world problem-solving skills). Using data for both students who competed and who did not, student progress was tracked over five years. Preliminary analysis showed that these competitions made marginally-interested students become deeply engaged with the curriculum; broadened participation among women who became vital to team success by showcasing their technical and management skills; and pushed students to become self-driven, improving their academic performance and career placements. This experience report also reflects on what was learned and outlines the next steps for this work.