QCTaaS (Quality Cloud Teaching as a Service): An Immersive Framework for Teaching Cloud Computing for Cybersecurity Majors

Mahmoud K Quweider; Liyu Zhang; Alexis Aaron De La Cruz

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Cybersecurity Topics
Tagged Division: Computers in Education Division (COED)
Permanent URL: https://peer.asee.org/47909

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Paper Authors

biography

Mahmoud K Quweider The University of Texas Rio Grande Valley

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M K Quweider is a Professor of Computer and Cybersecurity Sciences at the U. of Texas at UTRGV. He received his Ph.D. in Engineering Science (Multimedia and Imaging Specialty) and B.S. In Electrical Engineering, M.S. in Applied Mathematics, M.S. in Engineering Science, and M.S. in Biomedical Engineering all from the University of Toledo, Ohio. He also holds a Bachelor/Master of English and a Master of Business Administration from the University of Texas at Brownsville. He recently obtained a Master's in Digital Forensics from Champlain College after which he founded the B.Sc. in Cyber Security. After graduation, he was employed at several corporations including Pixera, a digital multimedia processing company in Cupertino, CA, 3COM, a networking and communication company in Schaumberg, IL, and Mercantec, an E-Commerce company in Naperville, IL. He has more than 50 publications in the field and has served as a reviewer and moderator for several scientific and educational journals and conferences. He joined UTB (UTRGV) in the Spring of 2000. His areas of interest include AI/Machine Learning, Networking and Cyber Security, and Digital Imaging.

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Liyu Zhang

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Liyu Zhang is an Associate Professor in the Department of Computer Science Department of Computer Science at the University of Texas Rio Grande Valley. He received his Ph. D. in Computer Science from the State University of New York at Buffalo in Septemb

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Alexis Aaron De La Cruz

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Abstract

Abstract Cloud Computing and Cybersecurity are at the heart of our recently created new bachelor-level degree in cybersecurity that addresses the national need for cybersecurity specialists. Cloud Computing involves many service models, including IaaS, PaaS, and SaaS, and many deployment models including Public, Private, and Hybrid clouds. Within the services and deployment models lies many concepts and practical implementations that a Cyber-analyst needs to master. We have adopted an immersive approach to teaching Cloud Computing services that introduces standard concepts based on clearly defined objectives from national certification authorities such as CompTIA Cloud+, covering all major services offered by the big three players Amazon (AWS), Google (GCP), and Microsoft (Azure). These services include instances and managed instance groups, storage classes, compute engine, databases, and big data. Theoretical concepts are supplanted with hands-on labs taught by graduate students. In subsequent upper-level courses, students must use some of the services they learned in the upper-level courses to get a real feeling about the setup, operation, monitoring, management and maintenance of a cloud-based business. In this paper, we cover our academic, hands-on immersive approach to our newly developed QCTaaS framework. In particular, we will present: • The list of ten teaching modules: o Description of each module. o The list of objectives and sub-objectives for each module. o Topics covered by Cloud+ certification. • Collaboration with major cloud providers: o Acquisition of small grant for free student-credit. o Public cloud platforms used in class. • The list of hands-on labs: o Delivery method of each lab o Design of lab by instructor/graduate students.  Delivery of lab by graduate students.  Feedback mechanism. • Mechanisms for enforcing cloud computing concepts and services: o Through projects and assignments. o Through targeted upper-level courses. o Through individualized capstone projects. • Resources made available to students: o Internal and external. o Free and for pay. • Cloud+ Certification: o Institutional resources. o Externally funded resources. By presenting our efforts, we hope that other institutions considering expanding their programs of study to include Cloud Computing, Cyber Security and Cloud+ Certification can benefit from our experience by adopting best practices while avoiding pitfalls. Keywords: Cloud Computing, Cyber Security, Pair Teaching, Cloud+, Integrative Lab, Project based Learning.

Citation
Format

Quweider, M. K., & Zhang, L., & De La Cruz, A. A. (2024, June), QCTaaS (Quality Cloud Teaching as a Service): An Immersive Framework for Teaching Cloud Computing for Cybersecurity Majors Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47909

TY - CPAPER
AB - Abstract
Cloud Computing and Cybersecurity are at the heart of our recently created new bachelor-level degree in cybersecurity that addresses the national need for cybersecurity specialists. Cloud Computing involves many service models, including IaaS, PaaS, and SaaS, and many deployment models including Public, Private, and Hybrid clouds. Within the services and deployment models lies many concepts and practical implementations that a Cyber-analyst needs to master. We have adopted an immersive approach to teaching Cloud Computing services that introduces standard concepts based on clearly defined objectives from national certification authorities such as CompTIA Cloud+, covering all major services offered by the big three players Amazon (AWS), Google (GCP), and Microsoft (Azure). These services include instances and managed instance groups, storage classes, compute engine, databases, and big data. Theoretical concepts are supplanted with hands-on labs taught by graduate students. In subsequent upper-level courses, students must use some of the services they learned in the upper-level courses to get a real feeling about the setup, operation, monitoring, management and maintenance of a cloud-based business.
In this paper, we cover our academic, hands-on immersive approach to our newly developed QCTaaS framework. In particular, we will present:
• The list of ten teaching modules:
o Description of each module.
o The list of objectives and sub-objectives for each module.
o Topics covered by Cloud+ certification.
• Collaboration with major cloud providers:
o Acquisition of small grant for free student-credit.
o Public cloud platforms used in class.
• The list of hands-on labs:
o Delivery method of each lab
o Design of lab by instructor/graduate students.
 Delivery of lab by graduate students.
 Feedback mechanism.
• Mechanisms for enforcing cloud computing concepts and services:
o Through projects and assignments.
o Through targeted upper-level courses.
o Through individualized capstone projects.
• Resources made available to students:
o Internal and external.
o Free and for pay.
• Cloud+ Certification:
o Institutional resources.
o Externally funded resources.
By presenting our efforts, we hope that other institutions considering expanding their programs of study to include Cloud Computing, Cyber Security and Cloud+ Certification can benefit from our experience by adopting best practices while avoiding pitfalls.
Keywords: Cloud Computing, Cyber Security, Pair Teaching, Cloud+, Integrative Lab, Project based Learning.

AU - Mahmoud K Quweider
AU - Liyu Zhang
AU - Alexis Aaron De La Cruz
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - QCTaaS (Quality Cloud Teaching as a Service): An Immersive Framework for Teaching Cloud Computing for Cybersecurity Majors
UR - https://peer.asee.org/47909
ER -