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Curricular Improvement Through Course Mapping: An Application of the NICE Framework

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Computing and Information Technology Division Technical Session 2

Tagged Division

Computing and Information Technology

Tagged Topic

Diversity

Page Count

22

DOI

10.18260/1-2--36889

Permanent URL

https://peer.asee.org/36889

Download Count

187

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Paper Authors

biography

Ida B. Ngambeki Purdue University, West Lafayette

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Dr. Ida Ngambeki is an Assistant Professor of Computer and Information Technology at Purdue University. Dr. Ngambeki graduated from Smith College with a B.S. in Engineering and from Purdue University with a PhD in Engineering Education. Dr. Ngambeki’s research is focused on the intersection of human behavior and computing, specifically how educational and policy interventions can be used to improve human interactions with technology. Dr. Ngambeki’s key areas of research interest include: STEM Education, Cybersecurity Education, Cybersecurity Policy, Social Engineering, Information Technology Ethics, and Cybersecurity Workforce Development.

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biography

Marcus Rogers Purdue University, West Lafayette

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Dr. Marcus Rogers, is a Professor and Executive Director of Cybersecurity Programs in the Dept. of Computer & Information Technology, Purdue University. He is the Chief Scientist at the Purdue Tippecanoe High Tech Crime Unit (HTCU), and the Editor-in-Chief Journal of Digital Forensics Security & Law (JDFSL). Dr. Rogers also sits on the Board of Directors American Academy of Forensic Sciences (AAFS). Dr. Rogers' research and publications focus on cybercrime, cyber-criminal behavioral profiling, and cybersecurity education.

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Sienna Jasmine Bates Purdue University, West Lafayette

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Master's student studying cyber forensics at Purdue University.

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Megan Celeste Piper

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Abstract

Curriculum mapping is a useful exercise to ensure that necessary skills are integrated into a curriculum, that courses satisfy relevant state and national standards, to benchmark a program and ensure performance, to demonstrate the quality of a program to accrediting bodies, and to serve as a guide for programmatic activities such as credit transfer. This paper reports the result of an exercise to map the courses in a Computer and Information Technology Program at a large midwestern university with the National Initiative for Cybersecurity Education (NICE) Cybersecurity Workforce Framework (NICE Framework). The NICE Framework was selected because it the primary reference for public, private, and academic sectors for cybersecurity practice. It is a nationally recognized taxonomy for cybersecurity skills, abilities, and work roles. The NICE Framework takes the approach of cybersecurity work and breaks down the field into seven categories, which are then broken down into specialty areas and work roles with their attendant knowledge, skills, and abilities. Each course within the program was mapped to the seven categories from the NICE framework. The learning outcomes and topics covered in each class were identified. This information was the used to narrow down the categories to the competencies covered by each class. This paper will report the results of the mapping to the NICE Framework. This paper will then discuss the alignment of the program with the NICE Framework and put forth recommendations to improve the alignment.

Ngambeki, I. B., & Rogers, M., & Bates, S. J., & Piper, M. C. (2021, July), Curricular Improvement Through Course Mapping: An Application of the NICE Framework Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36889

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