virginia cybercamp 2016 · 2017-05-30 · worldwide, more than 209,000 cybersecurity jobs in the...
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Virginia CyberCamp 2016
ATTENTION Rising 10th, 11th, and 12th Grade Students!
WHAT TO EXPECT
• Learnbasicprogrammingandcoding
• Researchanddiscusscurrentcybersecurityevents
• Observecurrenttrendsinwiredandwirelessnetworks
• Debatetopicsrelevanttotheuseofroboticsandautomation
EXPLORE
• Conceptsofelectricity,circuits,andnetworks
• Interactionofrobots—makingitdowhatyouwant
• Remotecontrolhacking
• Currentandemergingjobopportunitiesintheworldofcybersecurity
Are you interested in Cybersecurity? Challenging activities?
Learning, creating, and having fun?
CyberCAMP 2016 is for YOU!
No fees! Camp provides,
breakfast, lunch, and
transportation!
Sponsored by
Learn from cybersecurity experts and participate in exciting industry tours!
APPLY for CyberCamp 2016 tOdAY!
Where:
When:
Who to Contact:
An Introduction To Careers In Cybersecurity for Students
and Teachers
Virginia Department of EducationOffice of Career, Technical, and Adult Education
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VIRGINIACYBERCAMP
2016PROGRAM
ANINTRODUCTIONTOCAREERSINCYBERSECURITYFORSTUDENTSANDTEACHERS
EvaluationReportDevelopedbythe
OfficeofCareer,Technical,andAdultEducationVirginiaDepartmentofEducation
Richmond,Virginia
March2017
YvonneV.Thayer,Ed.D.PrincipalInvestigator
©2017,VirginiaDepartmentofEducation
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VIRGINIACYBERCAMP2016PROGRAM ANINTRODUCTIONTOCAREERSINCYBERSECURITY
FORSTUDENTSANDTEACHERS
TheVirginiaCyberCamp2016Programintroducedstudents,teachers,schoolcounselors,andschoolleaderstocareersincybersecuritythrougha70-hoursummerprogramconductedinschooldivisionsineachoftheeightSuperintendent’sRegions.Thisprogramofferedinstructioninbasicprogrammingskills,exploredmanyofthecareeropportunitiesincybersecurity,andencouragedstudentstoearnacybersecurity-relatedcredential.Thecurriculumusedtoplantheprogramwassupportedwithstaffdevelopmentthatequippedtheteacherstoplanengaginglearningexperiencesthatwoulddevelopinterestincybersecuritycareers.TheOfficeofCareer,Technical,andAdultEducationattheVirginiaDepartmentofEducationdevelopedtheCyberCampProgram,oneofseverallearningopportunitiesthatintroducehighschoolstudentstocareerpathwaysincybersecurity.Thisreportwillsharethedesignofthesecamps,professionaldevelopmentforteachers,observationswhilecampswereinsession,outcomesrelatedtocampgoals,anddirectionsforfutureactivities.
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Cybersecurityeducationisastateandnationalpriority.InFebruary2014,GovernorTerryMcAuliffeestablishedCyberVirginiaandtheVirginiaCyberSecurityCommissionthroughExecutiveOrder8.TheworkofthegovernorandthecommissionraisedawarenessofthegrowingcareersincybersecurityandthecontinuingneedtoimprovetheeducationalpipelinetofillthousandsofunfilledandemergingjobsinVirginia.TheOfficeofCareer,Technical,andAdultEducationrecognizedtheimportanceofincludingcontent,courses,andprogramsrelatedtocybersecuritycareersincareerandtechnicaleducation(CTE)programs.Theydevelopedcybersecurityinfusionunitsofstudythatteachersintegratedintoexistingtechnicalcourses.Representativesfromschooldivisions,collegesanduniversities,andVirginiabusinesseswerebroughttogethertobegintheprocessofdevelopinganewcybersecuritycareerpathwayforVirginiastudents.In2016,theVirginiaDepartmentofEducationpublishedaresearchreport,Virginia’s21stCenturyCareerPathway–Cybersecurity,whichspoketothestate’scurrenteffortstopreparemoreworkersforcybersecuritycareersandrecommendedseveralactionsthatcouldstrengthenK-12’sroleastheentrypointintothecybersecurityeducationpipeline.Sincethepublicationofthereport,theCTEhasworkedwithemployers,teachers,andschoolleaderstodeveloptheframeworkandcompetenciesforacybersecuritycareerpathwaythatpreparesstudentswhoareinterestedinavarietyofcybercareers–thoseinsafetyandsecurity,business,STEM,andinformationtechnology.
Atthenationallevel,attentionisbeingplacedoncybersecurityeducationinthepublicschools.TheNationalInitiativeforCybersecurityEducation(NICE),ledbytheNationalInstituteofStandardsandTechnology(NIST),isanationallycoordinatedefforttoadvanceeducationandtrainingopportunitiesforcybersecuritypreparation.NICEcoordinateswithgovernment,academic,andindustrypartnerstobuildonexistingsuccessfulprogramsandbringleadershiptoincreasethenumberofskilledcybersecurityprofessionals.NICEhasaK-12workinggroupofeducatorswhomeetmonthlytosharetheprogressthatschoolsandstatesaremakingtoincreasecourses,careerpathways,studentcompetitions,orothercyberactivities.Conferencesareheldtocontinueaconversationaboutaddingcybersecurityeducationtotheprioritiesofpubliceducation.
AscybersecurityisbeingdiscussedintheK-12setting,NICEencourageseducatorstolearnmoreaboutcybersecuritycompetitionsasonewaytodevelopskillstomeettheemergingworkforceneeds.(Seehttp://csrc.nist.gov/nice/documents/cybersecurity_competitions.pdf).Local,regional,national,andinternationalcompetitionsengageindividualsorteamsincybersecurityactivitiesthatmaybeaone-dayeventoraseriesofface-to-faceorvirtualevents.Afewofthewell-establishedcompetitionsarethecybersecurityversionofCapturetheFlag,theAirForceAssociation’sCyberPatriot,andtheCenterforInternetSecurity’sUSCyberChallenge.
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AswasnotedinVirginia’s21stCenturyCareerPathway–Cybersecurity,employersviewcybersecuritycompetitionspositivelybecausetheseeventsprovideexperiencewithauthenticsecurityactivities.Arecentreportoncybersecuritygamesconcludesthatcompetitionsbuildsoftskillsaswellastechnicalskills,whichareanongoingrequestofcybersecurityemployers(KatzcyConsulting,2016).LaurinBuchanan,principalinvestigatoratSecureDecisions,believesthatcompetitionsmaybeaproxyforapprenticeshipsbecauseparticipants(1)experienceworkrolesthatarerelevanttocybersecurity,(2)workunderpressure,(3)demonstratededicationandinterestinthework,(4)practicecommunicationskills,and(5)demonstratecollaborationandteamwork(Buchanan,2017).
OneofNICE’scontributionstoeducationisthedevelopmentofacybersecurityworkforceframeworkthatorganizescybersecurityintosevenhigh-levelcategories,eachcomprisedofseveralspecialtyareas.BasedontheNICEframework,theNationalCyberWatchCenterK-12Division,ETPro,andtheNationalScienceFoundationpublishedaCybersecurityCareerWheeltoassisteducators,students,andparentstounderstandcyber-relatedcareeroptionsandpathways.ThefollowingchartisarepresentationoftheinformationintheCareerWheel.[NICEhasupdatedtheNationalCybersecurityWorkforceFramework,anditwillbedistributedinSpring2017.]
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AttheCommonwealthConferenceonCyberandEducation(December2015),GovernorMcAuliffechallengedcommunitycollegesacrossVirginiatoincludecybersecuritycoursesintheirprogramofferings.Overthelastfewyears,Virginia’scommunitycollegeshaveexpandedcoursesandindustrycertifications,anduniversitieshaveincreasedundergraduateandgraduateprogramstostrengthenworkforcereadinessforcybercareers.ThefollowingcollegesanduniversitiesholdnationalcertificationsincybersecurityprogramsawardedbytheNationalSecurityAgencyandU.S.DepartmentofHomelandSecurity(NationalInitiativeforCybersecurityCareersandStudies,2016).GeorgeMasonUniversity AcademicExcellenceinCyberDefenseEducation
AcademicExcellenceinCyberDefenseResearchCurriculummeetsnationalstandards
HamptonUniversity AcademicExcellenceinCyberDefenseEducationJamesMadisonUniversity AcademicExcellenceinCyberDefenseEducation
CurriculummeetsnationalstandardsLordFairfaxCommunityCollege AcademicExcellenceinCyberDefenseEducation–2YrMarymountUniversity AcademicExcellenceinCyberDefenseEducation
CurriculummeetsnationalstandardsNorfolkStateUniversity AcademicExcellenceinCyberDefenseEducationNorthernVirginiaCommunityCollege AcademicExcellenceinCyberDefenseEducation–2Yr
CurriculummeetsnationalstandardsRadfordUniversity AcademicExcellenceinCyberDefenseEducationTidewaterCommunityCollege AcademicExcellenceinCyberDefenseEducation–2YrVirginiaTech AcademicExcellenceinCyberDefenseResearch Jobreportscontinuetoshowanationalandworldshortageofcybersecurityworkers.In2015,thereweremorethan600,000high-payingtechjobsunfilledinthiscountry(Smith,2016).By2019,thecybersecurityworkforceisexpectedtoriseto6millionglobally,withaprojectedshortfallof1.5million.Among1millionopeningsforinformationalsecurityprofessionalsworldwide,morethan209,000cybersecurityjobsintheUnitedStatesareunfilled,andthedemandforinformationsecurityprofessionalsisexpectedtogrowby53percentthrough2018.(Morgan,CybersecurityJobsReport,2016)(Morgan,OneMillionCybersecurityJobOpeningsin2016,2016).Careersininformationsecurityanalysisaregrowingatarateof18percentthrough2024,andcareersforsoftwaredevelopersandprogrammersareexpectedtoreflectanationalincreaseindemandforcybersecurity,anincreaseintheuseofmobiletechnology,andtheimplementationofelectronicmedicalrecords(U.S.BureauofLaborStatistics,2015).Healthcareorganizationsarecurrentlyexperiencingmonthlycyberattacks.A2016surveyofITsecuritypersonnelfoundthathalfhadexperiencedlossorexposureofpatientinformationinthepastyear(Institute,2016).
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InVirginia,jobsassociatedwithcybersecurityremaininhighdemandandareexpectedtogrowthrough2020.Whilethenumberofworkersincybersecurityisexpectedtoincreasebymorethan17percentnationally,thenumberofpersonsemployedincybersecurityjobsinVirginiaisexpectedtoincreaseby25percentfrom2012through2022.AlookatjobopeningsinApril2016foundthatthethreeoccupationswiththelargestnumberofopeningswerenetworkandcomputersystemsadministrators,informationsecurityanalysts,anddatabaseadministrators.(VirginiaEconomicDevelopmentPartnership,2016).
JustasoneoftheprioritiesofSTEMinitiativesistoeducategirlsaboutjobopportunitiesinSTEMfields,thereareeffortstoattractyoungwomenintothecybercareerpipelinebecauseonly26percentofcyberprofessionalsarewomen(LeClair,2016).Fiftypercentofcollegegraduatesarewomen,butonly11percentareincybersecurityfields(Schlesinger,2015).Concernsaboutcareerinformationandrecruitmentarenotlimitedtoyoungwomen.RaytheonandtheNationalCybersecurityAllianceconductedasurveyofyoungadultsandfoundthatU.S.millennialswhohavereadorheardaboutcyberattackswithinthelastyearnearlydoubled,from36percentin2015to64percentthisyear.Yet,only33percentofthisgrouphavesoughtoutcyberjobsascomparedto82percentofmillennialsintheMiddleEast.Millennialswantjobsusingtheskillscyberprofessionalsuse–problemsolving,dataanalysis,andcommunications–yettheyarenotapproachingthisindustrytousetheirskillsandmaynotknowenoughaboutcybersecurityjobsingeneral.Whenaskedwhatwouldincreasetheirinterestinacybersecuritycareer,ofallsurveyedinternationally,48percentwantedtoknowmoreaboutwhatthejobsmightentail,44percentwantedtrainingtodeterminewhethertheywouldbegoodatcybersecurity,and37percentwantedanopportunitytotalkwithcurrentprofessionals.(RaytheonandNationalCybersecurityAlliance,2016).Thecallforallstudentstolearncoding(Paul,2016)isimportant,butnotenough,ifthecybersecuritypipelineisgoingtoattractwomenandtheemergingworkforce.Schoolsmustrespondtowhatyoungworkersneedbyfindingopportunitiesforstudentstolearnaboutcyber-relatedjobs,meetpeopleworkingincybercareers,developproblemsolvingandotherworkforceskills,andhaveanopportunitytoexperienceprojectsthatarehighlysimilartorealworkincybercareers.TheVirginiaCyberCamp2016Programwasdevelopedtobeginaddressingtheseneedsduringthelastthreeyearsofhighschool,whenstudentsareexploringtheirchoicesforpostsecondaryeducationandcareers.ThispilotprogramwasdesignedtomodelhowtointegrateconceptsandskillsassociatedwithcybersecurityintobothacademicandCTEprograms.TheCyberCampinitiativeraisesawarenessamongstudentsandteachersthatcybersecurityandthecareersassociatedwithitarehighlyrelevanttotheworldwelivein.ProvidingstudentswithanopportunitytoexplorethebroadspectrumofcybercareersisachallengeK-12ispreparingtomeet.
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CyberCampsofferchallengedschooldivisionsawaytointroducecybersecuritytostudentsandteachers.
ThepurposeoftheVirginiaCyberCamp2016Programwastodevelopacybersecuritypilotprograminschoolsacrossthecommonwealththatwouldintroducehighschoolstudentsandteacherstocybersecurityasacareerwhilegivingthemtheopportunitytolearnsomeofthebasicskillsassociatedwithcybercareers.ThepilotprogramwasdesignedtogiveschooldivisionsamodelprogramthatcouldinformtheirplanstoincorporatecybersecurityeducationintobothacademicandCTEprograms.
TheCyberCampprogramprovidedtheopportunityforstudentstointeractwithindividualsandcompaniesthathavecybersecurityaspartoftheirworkwhiledevelopingknowledgeandskillsthatcanleadtoindustrycertificationsandpostsecondaryeducationincybersecurity.TheCyberCampProgramwasanimportantintroductiontocybersecurityeducationformanyschoolsinpreparationforacybersecuritycareerpathwayforCTEprograms.
EligibleSchoolDivisions–Duringthe2015-2016schoolyear,GovernorMcAuliffeannounceda$2millionstateinitiativetoimplementtheextendedschoolyearVirginiaCyberCamp2016Programtargetedtohighschoolsinchallengedschooldivisions–thosedivisionswith50percentormoreofitsenrolledstudentseligibleforfreeandreducedpricemeals.Superintendent’sMemo293-15wasissuedinDecember2015,announcingtherequirementsforparticipationintheinitiative.(Seehttp://www.doe.virginia.gov/administrators/superintendents_memos/2015/293-15.shtml)EligibleschooldivisionswereinvitedtosubmitaCyberCampapplicationthatproposedinstructionalactivities,plansforprofessionaldevelopmentofteachersandschoolleaders,andabudget.InFebruary,theOfficeofCareer,Technical,andAdultEducationannouncedthatfourcampswouldbeheldineachoftheeightSuperintendent’sStudyGroups,foratotalof32CyberCamps.Eachcampreceivedastate-fundedgrantforimplementationofthepilotprogram.
GoalsfortheProgram–Thefollowinggoalsestablishedastatewidedesignforthecamps:
• Increaseawarenessofcareersincybersecurityamongteachersandstudents;• Engagestudentsinproject-drivenlearning;and• Introducestudentsandteacherstocybersecurity-relatedindustrycredentialsand
providestudentsafoundationfromwhichtheycouldpursueacertificationduringthe2016-2017schoolyear.
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StateguidancerecommendedthateachcampincludethefollowingascomponentsoftheCyberCampexperience:
1) NICERC(NationalIntegratedCyberEducationResearchCenter)cyberliteracycurriculumandteachingresources,approvedbytheU.S.DepartmentofHomelandSecurity
2) Capacity-buildingactivitiesinroboticsandcomputerprogrammingthatintroducedstudentstoinformationtechnology,networking,andcomputerscience
3) Project-driven,cross-disciplinaryinstruction4) Dailylearningexperiences,teamprojects,andacumulativestudentteampresentation5) Careerinformationprovidedbyguestspeakers,fieldtrips,andonlineresources6) Opportunitytoadvancetowardearning
theIC3DigitalLiteracyCertification
StudentEligibility–Studentswereeligibletoparticipateinthecampiftheywererising10th,11th-,or12th-gradersandhadexpressedaninterestincybersecuritycareersorhadstartedaprogramofstudyrelatedtothecybersecuritysector.Eachcamplocationdevelopedanapplicationprocessandchoseparticipantsbasedonlocallydevelopedcriteria.Eachcampwasaskedtotarget25studentsasaparticipationgoalandencouragedschoolstorecruitfemalesaswellasmales,allethnicitiesrepresentedintheschool,andstudentswithdisabilitiesconsistentwithotherprogramsintheschool.
Staffing–Thecampswererequiredtoplaninstructionalactivitiesasacross-disciplinaryexperience,andstaffingreflectedthispriority.Eachcampidentifiedaschoolleadertoserveascampdirector.Theteamthatfacilitatedtheinstructionalactivitiesincludedacademicteachers,specificallyoneEnglish,onemathematics,andonescienceteacher;andseveralCTEteachersrepresentingengineering,technology,robotics,orpublicsafetyandsecurity.Acounselorwasincludedontheinstructionalteamtohelpcoordinatecareer-relatedactivities.Thecampdirectorandinstructionalteamwereselectedseveralmonthspriortothecampstartingdatesothat
Virginia2016CyberCamps
LOCATION DIVISION(S)SERVEDT.C.WilliamsHighSchool AlexandriaCityVirginiaHighSchool BristolCityBrunswickHighSchool BrunswickCountyCrossroadsInstitute CarrollCounty
GraysonCountyGalaxCity
CharlottesvilleHighSchool CharlottesvilleCityCumberlandHighSchool CumberlandCountyGeorgeWashingtonHigh
SchoolDanvilleCity
NorthernNeckTechnicalCenter
EssexCountyLancasterCountyRichmondCounty
FranklinHighSchool FranklinCityJamesMonroeHighSchool FredericksburgCityHalifaxCountyHighSchool HalifaxCountyHarrisonburgHighSchool HarrisonburgCityMagnaVistaHighSchool HenryCountyHopewellHighSchool HopewellCity
DinwiddieCountyCentralHighSchool LunenburgCountyOsbournHighSchool ManassasCity
ManassasParkHighSchool ManassasParkCityMartinsvilleHighSchool MartinsvilleCityParkViewHighSchool MecklenburgCounty
NelsonCountyHighSchool NelsonCountyHeritageHighSchool
Governor’sSTEMAcademyNewportNewsCity
NorthernNeckTechnicalCenter
NorthumberlandCountyWestmorelandCountyTownofColonialBeach
LurayHighSchool PageCountyPetersburgHighSchool PetersburgCity
PittsylvaniaCountySchoolsSTEMAcademy
PittsylvaniaCounty
I.C.NorcomHighSchool PortsmouthCityPulaskiCountyCTECenter PulaskiCountyFranklinMilitaryAcademy RichmondCityThomasJeffersonHigh
SchoolRichmondCity
TazewellCountyCTECenter
TazewellCounty
WaynesboroHighSchool WaynesboroCityJohnHandleyHighSchool WinchesterCity
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theteamscouldparticipateinprofessionaldevelopmentandhaveadequatetimetoworktogethertodevelopthecampprogram.
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ProfessionaldevelopmentiskeytoCyberCampsuccess. WhilesomeCTEprogramshaveusedVirginia’scybersecurityinfusionunitstointroducecybersecurityconceptsinestablishedCTEprogramareas,andmanyhighschoolsofferedcomputerscienceortechnologycourses;however,instructionalteamshavehadlittleornoexperiencewithcybersecurityeducationordevelopingaCyberCampexperienceforhighschoolstudents.Seekingexpertiseincybereducation,CTEpartneredwiththeacademicdivisionoftheCyberInnovationCenter(CIC)inBossierCity,Louisiana,toidentifyaresearched-basedcurriculumforhighschoolstudentsthatinstructionalteamscoulduseasthecorecurriculumforthecamp.NICERCandCTEagreedtouseNICERC’sCyberLiteracycurriculumresourcesasthefoundationfortheCyberCampinstructionalprogram.UsingNICERC’scurriculumprovidedassurancethateachcampwouldbeofferingaresearch-basedcurriculumandthattherewouldbeconsistencyintheCyberCampprogramsofferedstatewide.NICERCstaffhadsuccessfullytrainedteachersacrossthenationtoimplementthiscurriculum.Theyacceptedthechallengeofworkingwith32teamsofteachers,schoolcounselors,andschoolleaderswhowereinexperiencedwithcybereducationandlikelywouldrequiresupportaftertheirtraining.NICERCstaffcollaboratedwithCTEstafftoprovidetwodaysofresearch-basedtrainingineachoftheeightSuperintendent’sRegionsoversixweeksatnocosttothecommonwealth.Twohundredninety-sixVirginiaeducatorscompletedthetraining.Themajoroutcomeoftheprofessionaldevelopmentwasthereadinessofteammembersto(1)designthecampexperiencetoincludetheNICERCcurriculum,(2)assigninstructionalresponsibilitiestomembersoftheteam,(3)teachcyberliteracythroughroboticslessonsand(4)teachhumanitieslessonsandcyberethics.Participantscommentedthatthey“enjoyedlearningabouttheinsandoutsofprogrammingarobot,”they“appreciatedtheintegrationofwritingandresearchingskills,”andtheroboticstraining“helpedstretchmyabilitytothink,reason,andproblemsolve.”NICERCinstructorDr.ChuckGardnersummarizedtheVirginiatrainingexperienceasfollows:
“Teacherslearnedbydoingtheprojectsthattheywouldbeinstructingtheirsummercampstudentson.NICERC’smodelofprofessionaldevelopmentisbasedonteachersworkinginsmallgroups,doingtheprojectsandassignmentsthatareembeddedintothecurriculumsothatteachersleavewiththeconfidencetopresentthecurriculumintheirclassrooms.”
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NICERC’SCYBERLITERACYCURRICULUM
NICERC’scybercurriculumisproject-driven,application-based,andshowcasesasystems-levelunderstandingofreal-worldapplicationsofscience,technology,engineering,andmathematics.Liberalartscomponentsallowteacherstoembedthecurriculumacrossmultipledisciplinesasthey introducestudents to the careerpathwaythat leads tobecoming thenextgenerationofcyberprofessionals.CyberLiteracybuildsastrongcybersecurity foundation forhighschoolstudentsbyblendingrobotics, programming, electricity, and elements of liberal arts. Students learn about theopportunities, threats, responsibilities, and legal constraints associated with operating incyberspace.Asstudentslearnthebasicsofprogrammingandnetworkingtheydevelopcriticalthinkingskills.
• Programmingintroducesstudentstobasiccodingessentialsthroughflowchartsandsimpleprogramminglanguages.
• RoboticsusesaParallaxBoe-Botmicrocontrollerastheplatformforteachingroboticsfundamentals.Studentsassembletheirrobotstoperformvariousfunctionsthroughtheimplementationofsensorsandapplicationoftheirprogrammingknowledge.
• LiberalArtsillustratesreal-worldapplicationsandimplicationsofcomputersandtheInternetinoursocietytoday.Studentsarechallengedtointenselydeliberatethehistoricalandsocietalcontextofcyber.Discussionsdivedeepintocriticalaspectsofstudents’futures,suchasthe4thAmendmentoftheU.S.Constitutionandissuesofprivacy,security,andtechnology.
TheNICERCcurriculumisavailable
toK-12teachersatnocost(www.NICERC.org)
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SchoolteamsdevelopCyberCampprogramsthatincludestatecommunityresources.
Theinstructionalteamsworkedforseveralweekspriortothebeginningofthecampstoplantheinstructionalprogram–identifyingunitsofstudy,arrangingfieldtrips,locatingspeakerstovisitthecamp,andstudyingtheNICERCcurriculum.Campdirectorspurchasedsupplies,securedspace,arrangedtransportation,andplannedhealthymealsandsnacks.Teamswereencouragedtousetheresourcesofcommunitycollegesanduniversitieswithcybersecurityeducationprograms.Localbusinesseswereaskedtoparticipateinthecampsbysharingthecybersecuritythreatsandemploymentneedsinlocalcommunities.Asstudentswererecruitedtoparticipate,parentsandcommunitymemberslearnedthatstudentswhoappliedandwereselectedwouldbeamongthefirststudentsinVirginiatostudycybersecurity.
TheVirginiaDepartmentofEducationrequiredthatcampsbelocatedonahighschoolcampus.Theschooldivisionthathostedthecampprovidedcomputersforparticipantstouse.Grantfundssuppliedallmaterialsforclassroomprojects,transportation,andmealssothattherewouldbenocosttoeitherthestudentsorthedivisionforparticipatinginthepilotprogram.Eachcampplannedaminimumof70hoursofinstructionaltimeandcouldconfigurethescheduleinavarietyofways(i.e.,amountoftimedaily,numberofdaysperweek,numberofweeks,anddateofcamp).
Theinstructionalprogramreflectedproject-drivenlearningopportunitiesforteamsofstudents.Theseprojectsbuildbothacademicandcareer-readinessskills(e.g.,workingcollaboratively,writingreports,andmakingpresentations)neededtopursueindustrycertificationsandpostsecondaryeducationforcyber-relatedjobs.Theinstructionalteamcollaboratedtocreateacampexperiencethatwasbalancedbetweenteacher-ledinstructionandstudentsworkinginteams.Teachersplannedtodemonstrateorleaddiscussionsaboutrobotics,coding,cyberissues,andethics;studentswouldworkinteamstosolveproblems,developprojects,anddiscussinterestingcybersecuritytopics.
Thecampdesignofferedopportunitiesforguestspeakerstoshareinformationabouttheircyber-relatedjobs,securityintheircompanies,personalcareerpaths,andwhatemployersinthisfieldlookforinnewemployees.Tounderstandthenatureofcybersecurityworkandtherangeofjobopportunitiesthatexistthroughoutthestate,instructionalteamsplannedcyber-
“Throughthispartnership,wehavebeenabletoreachstudentsofdiversebackgroundsandinterestsfromacrossthegreatstateofVirginiatonotonlybringawarenessofcybersecurityandcybercareers,butalsotobuildexcitementaboutthefutureopportunitiesintheclassroom.”
G.B.CazesFormerVicePresident
CyberInnovationCenter
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relatedfieldtripstogovernment,financialinstitutions,companies,museums,andpostsecondaryinstitutions.
Counselorswereinvolvedinplanningsothatcareeractivitieswouldblendwiththediscussionsinclass,visitsfromspeakers,andtripstocyberindustries.LifeJourney,anonlinementoringprogram,wasofferedasaresourceforstudentstoaccessvideodiscussionsofpeopleincybercareers.InstructionalteamsutilizedtheVirginiaCareerVIEWonlineprogramandusedothercareerresourcesavailableinhighschools.Counselorsplannedseveralcareerdevelopmentactivitieseachweekofthecamp.
Itwasimportantforstudentsandteacherstolearnaboutthetypesofindustrycertificationsandeducationallevelsthatarerequiredincybersecuritycareers.Thecampdesignincludedtimeforstudentstoworktowardanindustrycertificationthatisrecognizedinthetechnologyandcybersecurityfields.TheVirginiaDepartmentofEducationemphasizedtheimportanceofindustrycertificationsbyaskingeachcamptohelpstudentsadvancetowardearningtheIC3DigitalLiteracyCertification.Teacherswerenotaskedto“teachto”specificskillsmeasuredbythiscertificationbutrathertoadministerthecertificationexamasapre-testinthefirstdaysofthecamp.Resultsofapre-testcouldhelptheinstructionalteamunderstandthelevelofknowledgeandskillsthestudentshadacquiredpriortothebeginningofthecamp.ThecertificationexamwouldbeadministeredasecondtimeattheendofthecampasameasureoftheprogressstudentsweremakingtowardcompletingtheIC3certificationbytheendofthe2016-2017schoolyear.
Eachlocationplannedtoclosethecampwithaculminatingprogramtogivestudentsaplatformfordemonstratingtoparentsandthecommunitywhattheyhadlearnedaboutcybersecurity,coding,andcareers.StudentswouldreceiveacertificateofcompletionfromtheVirginiaDepartmentofEducationandlocalprogramscouldrecognizestudentsforotherachievementsduringtheCyberCampProgram.
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Camperslearntocode,explorecareers,andachieveanindustrycredential.Virginia’sCyberCampswerehighlyvisibleacrossthestatethroughoutthesummerascampswereconductedfrommid-MaythroughearlyAugust.TheCyberCampprogramwasapilotforthestate,soitwasimportanttolearnwhetherthecampsoperatedasplanned,whethertheNICERCcurriculumwashelpful,howstudentsrespondedtotheactivities,andhowteachersbenefitedfromthecampexperience.TheCyberCampssubmittedtheirscheduleofdailyactivitiestotheOfficeofCTAE.Thelearningactivitieswerehighlysimilaracrosscamps.InstructionalteamsfollowedtheguidanceoftheNICERCtrainingstaffandtheOfficeofCTAEtoincludeopportunitiesforlearningthatwouldbuildafoundationofknowledgeandskillstounderstandcybersecurityandgainawarenessofcyber-relatedcareers.
CTEstaffvisitedcampsinseverallocationstolearnmoreabouttheprogram.ThesestaffhadattendedoneoftheNICERCprofessionaldevelopmentsessionsinthespring,sotheyhadagoodunderstandingoftheinformationteachershadreceived.Theirobservationsconfirmedthatthecampswerefunctioningwell,studentswereparticipatinginandenjoyingclassroomactivities,andteacherswerepleasedwiththeprogressbeingmade.
Toaugmenttheplanningdocumentsandinformationfromstaffvisits,anexternalresearcherselectedeightofthe32CyberCamps(25percent)tovisit,oneineachoftheeightSuperintendent’sRegions.CampswereselectedbasedonseveralcriteriathatwouldhelpprovideathoroughdescriptionoftheCyberCampProgram.Thecampsthatwerevisitedandthedaystheywerevisitedwerechosenbecausetheyrepresented
• Rural,suburban,andurbanschooldivisions.• Schoolsofdifferentsizes.• Campsforasingledivisionandregionalcampsservingseveraldivisions.• Campsconductedinahighschoolandcampsheldinacareerandtechnicalcenter.• Campsthatwereconductedatdifferenttimesoverthesummer.• Differentdailyandweeklyschedules.• Differentpointsintime:theearlydaysofthecampschedule,midwaythroughthe
camp,andattheendofthecamp.• Ethnic/racialparticipationacrossthestate.• Differentselectioncriteriaforstudentparticipation.• Anopportunitytoviewallaspectsofthecampprogram.
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Theresearcherobservedtheentiretyofthecampday,includingclassroominstruction,studentprojectgroups,andguestspeakers;proceduralactivities,mealsandbreaks;dailyclosingactivities;andstudentandteacherinteraction.Theresearcherparticipatedinfieldtripswithtwocamps.Shespokewithcampdirectors,individualteachers,teamsofteachers,individualstudents,teamsofstudents,andinsomecasesdivisionleadership.Thereportthatfollowscombinestheinformationgatheredinwrittendocumentsandvisitsbytheresearcher.TheCyberCampswerehighlyconsistentinthecurriculumfollowedandinstructionalactivitiesdelivered.Thelearningenvironmentwasremarkablysimilarineachcampvisited.Thisreportpresentsdescriptiveinformationthatisgeneralizedforthecollectivepilotprogram.ObservationsofactivitiesandcommentsfromstudentsandstaffareusedinconjunctionwiththeplanningdocumentstodescribeVirginiaCyberCamp2016inaction.
Participation–Atotalof743rising10th-,11th-,and12th-gradersparticipatedintheCyberCamps.Theenrollmentgoalforeachcampwas25students:
• 11campsenrolledmorethan25students.• Sixcampsenrolled25students.• Fivecampsenrolled21-24students.• Sixcampsenrolled15-19students.• Fourcampsenrolled12-14students.
Thecompositionofcampsthatwereobservedwerealmost50percentgirls.Studentsreflectedtheethnicitiesoftheirregions.Attendancewasexcellentforasummerprogram.Therewereinstancesofstudentsleavingforafamilyvacationormissingadayforillness,butgenerallystudentswerepresentthroughoutthecampandwantedtoparticipate.
Mostcampswereconductedoverfourdaysforthreeweeks.Somecampsranoveralongernumberofdaysorchosetointensifythecampbyoperatingfiveorsixdaysaweek.Typically,campsbeganearlyinthedaywithbreakfastandcontinueduntilmid-afternoon.Schoolseitherusedthedivision’sfoodserviceformealsorhadmealsbroughtinfromarearestaurants.Studentscommentedthattheyappreciatedthegoodqualityofthefoodandtheamountavailable.Theschooldivisionhostingthecampprovidedbustransportationdailytotheschoolandthroughouttheweekforfieldtrips.
TeachingandLearningEnvironment–Thelearningenvironmentwasnoticeablydifferentfromatypicalacademicclassroom.Ratherthansittingindeskstowork,studentswerefreetomoveatwillandworkwithotherstudentsastheydesired–attables,onthefloor,alone,oringroups.Theatmospherewashighlyrelaxed,yetthestudentswereconsistentlyworkingonassignmentsorprojects.StudentswereoutfittedintheirCyberCampshirts,eachoneuniquetothecamp.
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Theclasses–betheyincomputerlabs,classrooms,orlargeopenspaces–reflectedhighstudentengagementincomputerprogramming,projects,onlinelearning,writtenandoralassignments,andguestspeakers.Studentswereontaskconsistentlyinthisrelaxedbuthighlyproductiveatmosphere.WhenaskedwhatsurprisedthemthemostabouttheCyberCamp,studentsfromeachcampvisitedechoedthesameresponse:“Iexpectedthatwewouldsitinfrontofacomputerwhileteacherslecturedtous.Itwasn’tlikethat.Theyletusbecreative.”
Itwasclearstudentsenjoyedthiswayofinteractingwithnewcontent.Theywerebusyallofthetime,workingonteamprojectswhentheyhadextratime.Severalstudentsaskedtheircampdirectorwhytheyheldthecamponlyfourdaysaweekinsteadoffive,becausetheywouldhaveenjoyedmoretimetoworktogether,andcouldtheycomebacktotheschoolafterthecamptocontinueworking.
Studentspreferredtosolveproblemsbythemselvesorinsmallgroupsandaskedteachersforassistanceonlyaftertheyhadexhaustedtheirresources.Studentswereobservedinallcampsusingreferencematerialstosearchforprogramminginformationwhentheyencounteredacodingproblem,ratherthanimmediatelyaskingateacherfortherightanswer.Whentherobotsdidn’tperformasexpected,studentstrieddifferentproceduresorsoughthelpfromapeertogetthedesiredresult.Oneteachercommentedthatthestudentstoldhernottogivethemhelpbecausetheypreferredtofindtheirownsolutionswhenconfrontedwiththeunknown.Consistently,thiswasthestudents’preferredwayofworking–independentoftheteacherorcollaboratingwithotherstudents.
Therewerenodisciplinaryissuesobservedorsharedbyteachers.Studentsbehavedinaresponsiblewaywhileworkingonprojects,takingbreaks,andhavingmeals.Asastudentcommented,“Thecampprovidedacomfortablelearningenvironment.”Oneteacherwascurioushowacamper,whohadsleptthroughherclassduringtheacademicyear,wassointerestedandperformingsowellinthecamp.
Teacherspresentednewinformationorinitiatedanactivitywiththewholegroup,butquicklystudentswereontheirownorinteamstoproceedonthetasks.Teacherswereactingasfacilitatorsoflearning,notlecturingorimposingthemselvesonthestudents.Theywerepresenttoanswerquestionsandmonitortheschedulefortheday.Studentsappreciatedseeingtheteachersapproachlearningdifferently:“Iwassurprisedthatthecampwassomuchfun–notsostructured.Theteacherswererelaxed.”
Theteacherteamsworkedwelltogether,sharingresponsibilitiesandenjoyingthecross-disciplinaryapproachtolearning.Asateachernoted,“Iwishwecouldteachthisway[cross-disciplinary]duringtheschoolyear.”Whenpresentingnewinformation,theysharedtheresponsibilityofleadingdiscussionsandexplainingnewtasks.Theinstructionalteammemberswereavailableasstudentsworked,butoftenoneteacherwasclearlythelead,especiallyfortheactivitiesthatinvolvedwritingordebate.
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TherewasnonoticeabledifferenceinthecomfortleveloftheCTEandacademicteachersastheyfollowedtheNICERCcurriculumandledprojects.ItappearedthattheinstructionalteamhadbenefittedfromprofessionaldevelopmentandmasteredtheactivitiesassociatedwiththecurriculumbecauseacademicaswellasCTEteacherswereobservedhelpingwithrobotsandtroubleshootingcodingerrors.
Collectively,theplannedcampactivitiescanbegroupedintothreebroadthemes:LearningtoCode,ExploringCareers,andGainingSkillsandCredentials.
LearningtoCode–TheCyberCampscheduledthegreatestamountofinstructionaltimeforactivitiesrelatedtounderstandingnetworks,buildingrobots,programmingtherobotstoaccomplishtasks,andsolvingproblemsassociatedwithrobotsandcoding.Projectsassignedtostudentteamsutilizedtherobotsandcodingbutalsorequiredstudentstousemathematics.CampsspentthefirstweekcloselyfollowingNICERC’srecommendedactivitiestoreviewelectricity,buildrobots,andimmediatelybeginprogrammingtherobotandwritingcode.Concurrently,studentsbeganlearningaboutopportunities,threats,responsibilities,andlegalconstraintsassociatedwithoperatingincyberspace.Bythesecondweek,studentswereinvolvedinprojectsthatvariedbycamp,althoughtheywerehighlysimilarinbuildingcapacitywithcodingandbuildinganunderstandingofcybersecurity.Studentswereprogressivelygivingmorecomplextaskstotheirrobotstoperform,andsomestudentswereprogrammingtherobotstogobeyondtheirassignments.HeritageHighSchoolCyberCampstudentsprogrammedtheirrobotstoplaymusicastherobotscompetedtonegotiateanobstaclecourse.TeacherswerefreetosupplementtheNICERCcurriculumwithcybersecurityactivitiesfromtheCTEoracademicprogram.SomeprogramsintegratedresourcesthataccompanytheirengineeringandtechnologyprogramsusingRaspberryPiComputersandHummingbirdRobotics.AscienceteacherutilizedherexperienceteachingbiologytocreateacybersecurityDNAactivity.Theintensitywithwhichthestudentsattackedtheircodingassignmentsandgroupprojectsspeakstothecommitmenttheyshowedtothislearningopportunity.Theyappearedtotakeadvantageofeveryopportunitygiventhemtolearnaboutnetworksandcoding,andhowwhattheyweredoingappliedtohackingandsecuritybreaches.“LearningtoprogramtheBoe-Botswasthebestpartofthecamp!”Studentsweresuccessfulwiththeroboticactivitiesregardlessofpriorlearningorlimitedexperiencewithcomputers.Thisisnoteworthyasonecampchoseengineeringstudentsforthecamp,andtheirsuccesswiththeinstructionalactivitiesappearednodifferentthananothercampthatdeliberatelychosestudentsthathadnoengineeringinstructionorcampsthatchosestudentsregardlessoftheirpriorexperiences.
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ExploringCareers–Studentshadmultipleopportunitiestolearnaboutcareersincybersecurityandothercyber-relatedjobs.First,counselorsoversawonlinelearningthatallowedstudentstoexplorejobtasks,findeducationinformation,understandworkvalues,andwatchvideosaboutjobsrelatedtocybersecurity(e.g.,programmers,softwaredevelopers,computernetworkarchitects,securitymanagementspecialists,specialagents,andintelligenceanalysts).Additionally,studentsinteractedwithindividualswhocametothecampstospeakabouttheirjobsandtheimportanceofsecurityintheircareerfields.Thespeakersspokecandidlyaboutthetypeofpeopletheywanttohire–botheducationalattainmentandpersonalqualities,includingtheabilitytoreceiveasecurityclearance.Theseconversationswereenhancedbyfieldtripstobusinessesthatrequirehighlevelsofsecurityorprovidepersonalinformationsecurity.Forexample,studentstouredcorporatefinancialdatasystems,countytechnologycenters,andenergycompaniesthatrevealedthedifferentwaysdataaresecured,thethreatsofbreachesandhackingandtheresultantcosttothecompanyandthesocietyatlarge,andhowspecificjobsprotectinformation.Campsvisitedcollegesanduniversitiestogetabetterunderstandingofcybersecuritycoursesandcertificationsaswellasresearchbeingconducted.Interactiveactivitiesandsimulationsenhancedfieldtripsandvisitstotheclassroomandprovidedareal-worldcyberexperience.AdaylongvisittoRadfordUniversityprovidedonecampwithanopportunitytoengageinaCapturetheFlagcybersecuritycompetition.Theprofessorsstatedthatthehighschoolcampersperformedaswellasthecollegestudents.SeveralcampswenttotheInternationalSpyMuseum,wheretheywereledthrougharealisticspysimulationactivity.ArepresentativefromNavalSurfaceWarfareCenterDahlgrenDivisionprovidedwebsitesforstudentstoaccesstopracticecyberattacks.Theseinteractiveactivitiesaddedvaluetothecareer-focusedobservationsandconversationsthatoccurredduringthefieldtrips,andthestudentsenjoyedthem:“Myfavoriteactivitieswerethecyber-attackactivities.”Thefollowingcompanies,organizations,andinstitutionsprovidedtours,speakers,andactivitiesduringCyberCampfieldtrips.Somelocationswerevisitedbymorethanonecamp.Company,Organization,Institution Location Topic
Banksandcreditunions Variouslocations SecurityinbankingBattelle KingGeorge
Arlington Cybersecurityservices
CapitalOne Richmond DatasecurityCarowinds Charlotte,NC ParksecurityandnetworksChatmossCable Martinsville TourCoesia Richmond Tour
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Company,Organization,Institution Location Topic
Communitycolleges DanvilleJohnTylerLordFairfaxNewRiver
Programming,cybercareers,securityknowledge,onlinesafety,collegecourseofferings
ConvergentTechnologies WinstonSalem,NC Cybersecurityawareness;CyberthreatsecurityNavalSurfaceWarfareCenterDahlgrenDivision Dahlgren Hacking
FBIFieldBuilding Manassas TourFortLee Petersburg ComputerwargamesandcybersecurityGoogle Washington,DC PersonalsecurityHUMESCenter Blacksburg GroundOpsStationtourInstituteforAdvancedLearningandResearch Danville Datasecurity
InternationalSpyMuseum Washington,DC InteractivespyexperiencesandteambuildingLocalpolice/sheriffdepartments Multiple CybersecurityawarenessanddatasecurityCountytechnologycenter Pulaski DatastorageandsecurityMicrosoftDataCenter Boydton DataprocessingsecurityMuseumoftheU.S.Navy Washington,DC CybertechnologiesNationalCybersecurityandCommunicationsIntegrationCenter(NCCIC),divisionofU.S.Dept.ofHomelandSecurity
Arlington Maliciouscyberactivityawareness
NeustarInc. Sterling TourNIBCO StuartsDraft RoboticdemonstrationandprogrammingPhilpottDam Bassett DamsecurityRollsRoyce PrinceGeorge TourSDSolutions Luray FederalelectionssecuritySymantec Herndon Defenseagainstviruses,spyware,malware,online
threatsUniversities JamesMadison
NorfolkStateRadfordVirginia
CommonwealthVirginiaStateVirginiaTech
CapturetheFlagcompetition,programming,cybercareers,securityknowledge,onlinesafety,universitycourseofferings
VirginiaBureauofCriminalInvestigation Richmond Bombrobot
VirginiaScienceMuseum Richmond Roboticshands-ondemonstrationVirginiaTechCenterforDynamicSystems Blacksburg Roboticslabtour
NationalWeatherServiceForecastOffice Wakefield Tour
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OneoftheguestspeakerswasamemberofCongresswhospokeoncybersecurityawareness.Otherguestspeakerssharedinformationaboutcyber-relatedcareers,securityintheircompany,whatthesecurityindustryisdoing,andwhattheylookforinemployees.Thefollowingcompaniesandorganizationswereamongthosewhosuppliedguestspeakers:
• CapitalOneDataCenter• Comsonics• DominionVirginiaPower• ECPI• FairfieldEchols• KirklandMissionCritical• UnionBank• LockheedMartin• MillenniumCorp.• NavalCriminalInvestigativeService(NCIS)• NorthropGrumman
• PierceMatrix• RPIGroupInc.• U.S.DefenseCommissaryAgency• U.S.DepartmentofDefense• U.S.DepartmentofHomelandSecurity• ValleyHealth• VirginiaCommunityCollegeSystem• VirginiaDepartmentofJuvenileJustice• VirginiaInformationTechnologiesAgency• VirginiaStatePoliceCyberCrime
Collectively,theCyberCampsusedtheresourcesofeducationalinstitutions,securityorganizations,governmentagencies,banking,energy,andhealthtoprovidestudentswithinformationaboutwhatisbeingdonetoaddresssecurityneeds,careersrelatedtocybersecurity,andeducationalopportunities.Thefieldtripswereenjoyedbythestudents,asonecampercommented:“Lovedthefieldtrips.Iexpectedtobetoldaboutcybersecurity,notfreetoworkonit[duringthefieldtrips].”Conversationsaboutcareersincybersecurityoftendealtwiththespecificrequirementsforatypeofjob.Speakersneverhesitatedtodiscusstheircareerjourneyandtheimportanceofbeingpreparedtomoveintonewjobsastheircareersprogressed.Theysharedhowtheyworkedwithteamsofworkers,thehourstheyworked,andsecurityclearancerequirementstobeconsideredformanyjobs.Studentsreceivedadviceabouthowtoproceedwithdecisionsabouttheirfutures–gettinginvolvedwithdiscussiongroupsintechnologyandobtainingthelatestindustrycertifications.Speakersfocusedonthetypeofpeoplethataresuccessfulincyber-relatedjobsintheirindustry.Speakersemphasizedthatwhilestudentsneededucationandskills,theymustbepreparedtobelifelonglearners:
“Technologyisatreadmill.Whatyouknowtodaywillbeworthlessintwoyears.Focusonlearning.Anewopportunitymayseemlikeaburdenbutitpreparesyouforotherthings.”–FinancialSector“It’snotwhatyouknow–it’sthatyoucanlearn.”–FinancialDataSector
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Studentsweretoldhowimportantsoftskillsare,includingwriting,reading,andcommunicating,inanycareer:
“Iwouldn’tbeinthisjobifIcouldn’tcommunicate.”–AerospaceSector“Wewantworkerswhocanmultitask,communicate,andworkinteams.”–SafetyandSecuritySector“Beareader.Readanything,becauseifyoucanread,youcanwrite.”–MilitarySector“Learntowriteconvincingly.”–FinancialSector“Youneedsoftskills:self-direction,howtomakeyourselfpartofateam,andout-of-the-boxthinking.Youcan’tshutdownwhenthingsgowrong.”–AerospaceSector“Youhavetoshowthatyouhavedriveanddesire.”–FinancialDataSector
Thecontinuousefforttoexposestudentstocybersecuritycareerspaidoff.Studentsengagedinonlinelearning,wereattentivetospeakers,andtookadvantageofthefieldtrips.Theyleftthecampwithmoreknowledgeaboutcareers,opportunitiesthatareavailableinthestate,andthestepstheyneedtotaketobecomequalifiedforacyberjob.Whenaskedattheculminatingeventaboutherexperience,astudentsaid,“WhatdidIlearnfromthecamp?Ididn’tknowthereweresomanycareersrelatedtocybersecurity.”Teacherswereengagedwithspeakers,aswell,anditwasapparenttheywerelearningalongsidethestudents.Acampdirectornoted,“ThefacultyandstaffthatparticipatedintheCyberCampstatedthatitwasjustasmuchalearningexperienceforthemasitwasforthestudents.”GainingSkillsandCredentials–DuringtheCyberCamps,studentsheardfromcybersecurityemployersabouttheimportanceofeducation,includingthenecessitytoearnindustrycertificationsformanyjobsincybersecurityfields.TheVirginiaDepartmentofEducationdesignedtheCyberCampstoincludeindustrycertificationtestingtodemonstratetostudentsandteachersthevalueofassociatingoneormoreofthesetestswithanycareerpursuit.TheOfficeofCTAEchosetheIC3DigitalLiteracyCertification1asthepreferredcertificationexaminationtousewiththeCyberCampprogram.TheIC3isusedworldwidetovalidatedigitalskillsofstudentsandemployees.IC3isrecognizedbytheInternationalStandardsforTechnologyinEducation(ISTE),theAmericanCouncilonEducation(ACE),andtheNationalCoalitionofCertificationCenters(NC3).IC3isreviewedbytheGlobalDigitalLiteracyCouncil.
1 Withmorethanthreemillionexamsdeliveredin78countries,theIC3DigitalLiteracycertificationhasbecomeaglobalstandardformeasuringandvalidatingdigitalskillsofstudentsandemployeesallaroundtheworld.Inaddition,theAmericanCouncilonEducationrecommendspostsecondarycreditsingeneraleducationorcomputerliteracybeingawardedtostudentsinpossessionofanIC3certification.
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ParticipantsinVirginia’sCyberCampshadtheopportunitytoadvancetowardearningtheIC3DigitalLiteracyCertification,whichrequirespassingexamsinthreekeyareas:ComputingFundamentals,LivingOnline,andKeyApplications.
TheKeyApplicationsexaminationcoverspopularwordprocessing,spreadsheetandpresentationapplications,andthecommonfeaturesofallapplications.TheComputingFundamentalsexaminationcoversafoundationalunderstandingofcomputerhardware,software,operatingsystems,peripherals,andtroubleshooting.TheLivingOnlineexaminationcoversskillsforworkinginanInternetornetworkedenvironmentandmaximizingcommunication,education,collaboration,andsocialinteractioninasafeandethicalway.
Eachexamisindependent(approximately45-50minuteseach)coveringseparateobjectivesandvalidatingspecificareasofdigitalcompetency.AstudentmayproceedtoearnanIC3certificationbypassingeachofthethreeindividualexams.TheCyberCampsofferedstudentstheopportunitytotaketheexamsaspretests,totakeindividualexamsattheendofthecamp,andtoearnanIC3certification.Among51schoolsoreducationcentersadministeringIC3testsduringthe2015-2016schoolyearandduringthecamps,6,168testswereadministered,and2,074testswerepassed.Ofthese51schools,21hostedcampsandadministeredtestsduringthesummerof2016.Theseschoolsadministered1,397testsbetweenJuly1,2015,andJuly30,2016,ofwhichatleast2980wereadministeredasaresultofthecamps,whichis15percentofthetesttakingdonethroughouttheentireyear.Itisnotablethatastheresultofa70-hourprogram,theCyberCampscontributedatleast253additionaltestspassed–12percentoftestspassedthroughtheregularschoolterm.Bythecompletionofthecamps,studentshadtaken980singleexamsandhadpassed252singleexams.Forty-threestudentspassedthethreeareasofstudy(threesingleexams)andearnedtheIC3DigitalLiteracyCertificationbythecamp’scompletion. 2Thefigurescited“atleast”excludetestsadministeredandtestspassedatthoseschoolswithbothtestingduringtheschoolyearandacamp.WeareunabletoisolatethecontributionmadebythecampstothoseschoolswithexistingIC3testingregimens.
TheNorthernNeckTechnicalCenterhostedtwocampsforsixschooldivisionsintheregion.Ofthe42participants,11studentspassedtheLivingOnlineexaminationonthefirsttesting.Anadditional11studentspassedthisexamwhentheyweretestedneartheendofthecamp,so52percentofcampersleftthecampandbegantheschoolyearwithoneofthreeareasofstudyoftheIC3certificationcompleted.Overall,thosestudentswhowereposttesteddemonstrateda30percentincreaseintheirscoresafterlessthan70hoursofinstruction.
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Thefollowingarethetestingresultsforallcampscombined:
TheperformanceofcampersontheIC3examsofferspotentialforgrowth.Giventheshorttimeframeofthecamps,onlyexceptionalstudents,orthosewhohadalreadycompletedsomeoftheexamsintheschoolyear,wouldbelikelytocompleteallthreeexams.Thereissignificantgrowthpotential,however.TheintroductiontoComputingFundamentalsisagatewayforstudentstounderstandthedigitalworldinwaysessentialtoworkforceorhighereducationreadiness.EachstudenthastheopportunitytocontinueworkingtowardtheIC3certificationencompassingallthreeareasofstudyshouldtheyhaveonlypassedoneortwoofthethreeexamsrequiredduringtheirCyberCamp.
0 100 200 300 400 500 600 700 800 900 1000
SingleExamAttempts*SingleExamsPassed*
IC3CertiaicationsEarned
SingleExamAttempts* SingleExamsPassed* IC3CertiaicationsEarnedSeries1 980 252 43
CyberCamp2016CredentialsResults
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Positiveresultsgivedirectionforfuturecyberprograms. Thedescriptionofthe2016CyberCampsProgramandthesupportivedatafromtheindustrycertificationtestingpaintsapositivepictureofstudentsstatewidelearningnewinformationandgainingskills.Furtheranalysisofthecampobservationshelpstorefinethispicture,sothattheVirginiaDepartmentofEducationcanbegintodeterminefirst,whethertheprogrammetitsgoalsand,second,iftheprogramisdeterminedtohavebeenbeneficialtostudentsandteachersformorethantheshortterm.Indrawingtheseconclusions,itisusefultomakerecommendationsapplicabletofuturecybersecurityeducationinitiatives,especiallyasthecybersecuritycareerpathwayisincorporatedintoCTEprogramareas.
WhatWasLearned–CTEstaffprovidedastrongandworkableframeworkfordevelopingthecamps.CybersecurityeducationisnewtomostschoolsinVirginia.Perhapsthegreatestchallengepresentedbythisinitiativewasaskingteachersfromdivisionsacrossthestatewithnobackgroundincybersecurity,computerprogramming,andcybercareerawarenesstodevelopthecampprogram.TheCTEstaffwasdeliberateinmakingdecisionsabouttheVirginiaCyberCamp2016Programandbasedthemonthefollowingassumptions:
1. Itisimportanttohaveconsistencyintheinstructionalprogramsdeliveredineverysite.Thecurriculumforthecampsshouldbehighlysimilarsothatcomparisonsinoutcomescanbemade.
2. Anyprogramthathasthepotentialtoinfluencenewcoursesandgreateropportunitiesforearningindustrycertificationsmustbeofhighqualityandshouldberesearch-based.
3. TheOfficeofCTAEshouldidentifycurriculumresourcesandmakeavailableprofessionaldevelopmenttoprovidethemembersoftheinstructionalteamofeachcampwiththetoolstheyneedtoteachcybersecuritywithconfidence.
4. Thebudgetshouldbeadequatetocoverallcosts.
5. EachCyberCampshouldincludetheexpertiseoflocalcollegesanduniversities,aswellasnearbycompaniesandinstitutionsthathavecybersecurity-relatedcareers.
The32campsfollowedstateguidelinestocreatecybersecurityprogramsandtooperatethecampsasanextensionofthe2015-2016schoolyear.Thiswasnosmallaccomplishment,becauseinlessthansixmonthseachdivisionhostingacampcompletedthefollowing:
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• Completedintentandapplicationforms.
• ReceivednotificationofselectionasaCyberCamp.
• Selectedcampstafffromacademic,CTE,andcounselingstaffwhowouldagreetoplanandworkinthecamp(withoutfirstreviewingacurriculum).
• ParticipatedinprofessionaldevelopmenttolearntoteachtheNICERCCyberLiteracycurriculum,whichincludedcomputerprogrammingandrobotics,liberalartslessonsrelatedtocybersecurity,andcyberethics.
• Plannedtheinstructionalprogramthecampwoulddeliver,includingassigningleadteachersfortopics,becomingcomfortablewithrobotics,anddevelopinganunderstandingofcross-disciplinaryteachingandlearning.
• Developedtheguidelinesforthecampandrequirementsforstudentparticipation.
• InformedtheSchoolBoardandcommunityabouttheprogram.
• Recruitedstudents.
• Purchasedmaterialsandplannedalllogistics,suchastransportationandmeals.
• UnderstoodhowtoadministertheIC3certificationexams.
• Coordinatedwithotherdivisionsiftheyweredevelopingaregionalcamp.
• Securedcomputersandadequatespaceforcampactivities.
• Identifiedfieldtripopportunitiesandguestspeakerswithindrivingdistanceandselecteddatesfortheirparticipation.
• Chosethedateandscheduleforthecamp,takingintoconsiderationotheractivitiesattheschool,suchassummerschoolprograms.
• PreparedascheduleofallactivitiesbydayandsubmittedittotheOfficeofCTAEforreview.
• Finalizedthebudget.
Eachcampprovidedtherequired70hoursofinstruction,andsomecampsexceededit.Thereappearedtobenologisticalissuesasthecampsfollowedtheirschedulesandcompletedtheircampswithgoodparticipationfromstudents.WhatWasLearned–TheinstructionalteamsbenefitedfromtheprofessionaldevelopmentthatwasprovidedbyNICERCstaff.TheOfficeofCTAEwassuccessfulinprovidingastrongcyberliteracycurriculumandexcellentprofessionaldevelopment,aswasevidentinthecompetentwaytheschoolteamsdeliveredtheinstructionalactivities.Theteachersdidnotappeartobenovicesteachingprogrammingorworkingwiththerobots.Theinstructionalteamsdisplayedgreatenthusiasmforthecontent,andtaughtthecurriculumastheNICERC
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staffhadmodeled.Teachersthoughttheprofessionaldevelopmenttheyreceivedwasverygood.ThedecisiontopartnerwithNICERCwasanexcellentdecision,astheNICERCstaffprovedtobehighlycompetent,well-preparedtrainerswhowereavailablethroughoutthesummerforanyneededsupport.Forexample,atonecamp,thestudentswereabletocompleteplannedactivitiesfasterthananticipatedbytheteachers,soateachercontactedNICERCandreceivedadditionalactivitiestoincorporateimmediately.WhatWasLearned–Thecross-curriculumteachingstaffcontributedpositivelytotheinstructionalprogram.Teachingasateamwasnewtotheinstructionalteams,andacademicteachersworkingwithCTEteachersinaCTEprogramwasforeigntoeveryone.UsingtheintegratedunitsofinstructionthatNICERCprovided,teachersplannedtogetherand“figuredout”howtoapproachteachinginacollaborativeteamenvironment.Manyteamstalkedabouthowtheylikedworkingthisway.Itwasclearthattheacademicteacherslearnedalotaboutcybersecurityandwerethinkingabouthowtointegrateitintotheregularacademiccurriculum.ItwasimpressivethatEnglishteacherswereabletoseethevalueofaddingtopicsrelatedtotheworldofwork,especiallyintheirchoiceofbookstoreadandwritingassignmentstogive.Theweakestlinkintheinstructionalteamsappearedtobeschoolcounselors.Atsomecamps,theywereonlypresentwhentheymadeapresentationusingVirginiaCareerVIEWorwereparticipatinginafieldtrip.Othercounselorswerepresentbutdidnotseemtohaveastrongrole.Eventhoughacounselor’sroleistoprovideguidanceandadvisementrelatedtocareerplanning,theassumptioncannotbemadethattheyareawareofcybersecurityorITcareersthatexistorareawareofopportunitiesforemploymentthroughoutVirginia.WhatWasLearned–Theorientationtocareersincybersecurityvariedgreatlyacrossthestateduetothedependenceonoutsidespeakersandfieldtripsforinformation.WhereastheNICERCcurriculumpreparedteachersforimportanttopicsincyberliteracytoincludeinthecamps,thecounselorsdidnotreceivespecifictrainingorresourcesrelatedtocybercareers.TheyhadanopportunitytouseLifeJourneyonline,butnoonewasobservedusingit.Therefore,informationaboutworkingincybersecuritywasdependentonspeakers.Asexplainedinthisreport,thestudentsreceivedgoodinformationfromsomespeakers,buteachcampinteractedwithdifferentpeople,andnoattemptwasmadetocaptureeverythingthatoccurredoneachfieldtriporduringaguestpresentation.WhatWasLearned–Teachers’awarenessofcybersecurity-relatedjobsinVirginiaandtheeducationandtrainingrequiredforemploymentinthesefieldsincreasedbecauseofthecamps.Thereislittledoubtthateachteacherandschoolleaderinvolvedwiththecamps
“Thecamphashelpedusseethatweneedtooffermorecoursesinbothcybersecurityandcomputerscience.Thecoregroupofmycampershavebeenverywillingtomeetduringtheschoolyearasalmostanunofficialclub.Thefacultymembershaveamuchbetterunderstandingofwhyweneedtohaveadditionalcybercoursesandhowtheycanincludecybersecurityintheircurriculumtonotonlyhelpkeepkidssafe,buttosparktheirinterestaswell.”
CyberCampDirector,CountySchoolDivision
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learnedasmuchaboutcareersandtheeducationrequiredforspecificjobsasthestudents.Teacherswereasattentiveonfieldtripsandwithspeakersasthestudentswere.WhatWasLearned–Employersandhighereducationfacultyplayedasupportiveroleinthecamps.Therewasnoevidencethatinstructionalteamsusedemployersorfacultymemberstohelpplanthecamps.Bothgroupswereusedtoprovidefieldtripsandspeakers,andtheirroleshouldnotbeminimized.However,schoolteamsappearednottoincludeanyoneoutsideoftheschoolindevelopingthecamp.WhatWasLearned–Choosingfieldtriplocationsandguestspeakerswasdonewithoutasmuchinformationastheinstructionalteamswouldhaveliked.Whilemostfieldtripsandspeakerswerecontributorstotheprogram,teacherssaidiftheyweretoplananothercamptheywouldwanttostartplanningearlyintheyearsotheycouldbemorestrategicintheirselections.Theywantedtoknowthecompaniesorlocationsthatothercampsvisited,hopingtobuildaresourcelistofplacesandpeopleinVirginiathatworkwithcybersecurity.WhatWasLearned–Somecampshadtoworkhardtorecruitparticipantsforthisnewprogram.Othercampsreachedtheirtargetorhadtoselectfrommoreapplicantsthantheycouldserve.AllofthesitesvisitedindicatedthattheywouldliketocontinueofferingaCyberCampandthoughttheywouldhavenotroublerecruitingasecondyear.Studentssaidtheywouldpromotethecampwiththeirpeers.WhatWasLearned–Thehighengagementofstudentsinallcampactivitiesisnoteworthy.Atatimewhenmanyschoolsstruggletoengagestudentsinlearning,theCyberCampscapturedthestudents’interestandhelditthroughoutthelengthofthecamps.Clearlythestudentswereinterestedinthecodingactivitiesandgroupprojects–thatwasobservedineachcamp.Butthestudentspointedoutthattheyfelttheycouldbecreativeinthisenvironment,whichsurprisedthem.Theircreativitywasencouragedastheyengineerednewtasksfortheirrobotsandtheylookedforinterestingwaystoworkonprojects.Studentsalsowerehighlyengagedwhenspeakerstalkedaboutcareers;alsowhentheyvisitedhigh-profilecompaniessuchasMicrosoft,hadthestate’sbombrobotvisitthem,listenedtoarepresentativefromNCIStalkaboutforensics,andheardGooglestaffexplainwhystudentsshouldchangetheirpasswords.Therelevanceofthecampcurriculum,thefreedomgiventostudentstomovearoundtheclassspace,encouragementtobecreative,andtheindependencegiventoindividualstudentsandteamsappearedtocontributetothehighintereststudentsshowedintheprogram.WhatWasLearned–WatchingstudentsworkcollaborativelyonprojectsinthecampenvironmentreplicatedmillennialITworkplaces.CompaniessuchasGoogleandRackSpaceinBlacksburghavecreatedworkspacesthatsupporttheirphilosophythathappyworkersare
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productiveworkers,sotheyprovidethepersonalsupportsthattheyappreciate.Viewingstudentsinthecampsastheymovedaroundatwill,stoppingforbreaksandimmediatelyreturningtowork,andexpressingtheirappreciationforgoodfood–andalotofit–ishighlysimilartotheworkenvironmentinsomeofthenewITworkplaces.Thisunanticipated,incidentallearningmayhelpinformteacherswhoareinterestedincreatingmoreengaginglearningenvironments.Also,thisinformationcanbesharedwithstudentstodescribethenewmillennialworkplacesinwhichmanyoftheITandcyber-relatedjobsarelocated.WhatWasLearned–Theextendedschoolyearopportunityandintensivetimetoworkoncyberliteracymayhaveinfluencedthehighlevelofinterestshownbystudents.Asstudentsworkedongroupprojectsforacoupleofhourswithoutinterruption,itwasnotedthatthiswouldnothavehappenedinanacademicclassduetothetypical55-to85-minuteclassperiod.CTEclassesareusuallyblockedforlongerinstructionalperiods.Projectstaketime,andstudentsneedtimetoworkthroughproblemswithoutstoppingtomovetoanewactivity.Whilesomeofthemorecomplexroboticbuildsmaytakelongerthanonetraditionalorblockclassperiod,thepacingissuchthattheseprojectsaregivenmultipleclassperiodstocomplete.Thisadjustmentprovesusefulwhenincludingtheseprojectsinaclassscheduleorthesummercampexperience.WhatWasLearned–Academicteachersreportedthattheywillincorporatesomeofwhattheyexperiencedinthecampintheregularacademicprogram.Whenaskedabouttheinfluenceofthecampexperienceontheirplanningforthenextacademicyear,someteachersexpressedaninterestinincorporatingcybersecurityintotheiracademiccourses.Asnoattemptwasmadetofollowupwithteachers,thereisnowaytoknowtheextentcybersecurityisbeingintegratedintotheregularEnglish,science,ormathematicsSOLcurriculum.WhatWasLearned–Thecybersecuritycurriculumtaughtinthecampprogramandthematerialspurchasedforthecamparelikelyinusetosomeextentineachhighschoolduringthe2016-2017year.CampdirectorswereexcitedabouthavingtheresourcesofthecampavailableforotherCTEprograms,suchasroboticsandITcourses.Additionalresourcespurchasedforthecamps,suchasHummingbirdrobotics,strengthentheCTEcourseofferingsandencourageteacherstoweaveininformationaboutcybersecurityastheyteachvariousunitsofstudy.TheNICERCcurriculumservesasanexcellentresourcefordesigningnewcybersecuritycourses,whicharelikelytoincreasewhenCTEannouncesthecybersecuritycareerpathway.
“Thiscampexperiencetrulyopenedourstudents’andfaculty’seyestotheamazingandplentifulcareeropportunitiesthatareavailableincybersecurity.Weareplanningtohaveanothercamp,havebegunestablishingacybersecurityclassthatwillbeofferednextyear,andareusingtheNICERCcurriculumasasupplementinourprogrammingandcodingclass.”
CyberCampDirector,CitySchoolDivision
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WhatWasLearned–ThegoalsoftheVirginia2016CyberCampProgramweremet.• Therewasanincreaseinawarenessofcareersincybersecurityamongteachersand
students.Thisoccurredbecausecampactivitiesrevolvedaroundanunderstandingofcybercareers:(1)discussionsinclasswhilecoding,workingonprojects,writingpapersaboutsecurityissues,anddebatingethicalissues;(2)fieldtripstocyber-relatedcompaniesandcompaniesthatarefacedwithsecuritychallenges;(3)speakersthatsharedtheircareerexperiencesandeducation;(4)visitstocollegesanduniversities;and(5)useofonlinecareerinformationsystems.
• Studentswereengagedinproject-drivenlearningusingtheNICERCcurriculuminapositive,student-friendlyenvironment.
• Studentsandteacherswereintroducedtocybersecurity-relatedindustrycredentialsthroughtheadministrationoftheIC3DigitalLiteracyexamination.Teacherslearnedwhatcontentismeasuredonthatcertificationexam.Forty-threecampparticipantsearnedtheIC3DigitalLiteracyCertificationand252passedasingleexam.EachstudenthadtheopportunitytocontinueworkingtowardearningtheIC3Certificationduringthe2016-2017schoolyear.
FOR NEXT STEPS
Tobuilduponthesuccessofthecampsandusethefindingstosupporttheimplementationofthecybersecuritycareerpathway,thefollowingactionsarerecommendedforconsideration:
1. PublishabrochurethathighlightsthecomponentsoftheCyberCampstoassistschoolsthatareinterestedindevelopingacamporafter-schoolprogram.
2. ContinuetopartnerwithNICERCtoofferprofessionaldevelopmentonthecyberliteracycurriculuminVirginialocations.
3. Provideprofessionaldevelopmentforschoolcounselorsoncybersecuritytostrengthentheirknowledgebaseasthecybersecuritycareerpathwayisimplemented.
4. Createsupportforcybersecuritycompetitionsthatareheldthroughoutthestate.
5. Provideinformationtoschoolcounselorsandinstructionalstaffoncybersecurityresources,industrycertifications,courses,andmajorsthatareavailablethroughcommunitycollegesanduniversities.
6. Createashortpaperorbrochureoncross-disciplinaryteaching,askingafewoftheCyberCampacademicandCTEteacherstosharetheirperspectiveonthevalueofthismethodology.
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7. Duringtheroll-outofthecybersecuritycareerpathway,provideinformationtoacademicteachers,includingteachersofcomputerscience.
8. Createalistofthecompanies,educationalinstitutions,agencies,andotherorganizationsthatparticipatedintheCyberCampsanddistributeittoschoolsinterestedindevelopingacampandasaresourcetoCTEprogramsthatneedtoexpandtheiradvisoryboardstoincluderepresentativesfromcybersecurityfields.
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Buchanan,L.(2017,January18).CybersecurityGames:BuildingTomorrow'sWorkforce.
BureauofLaborStatistics,U.S.DepartmentofLabor.(2015,December17).OccupationalOutlookHandbook2016-2017Edition.RetrievedNovember13,2016,fromInformationSecurityAnalysts:http://www.bls.gov/ooh/
Cisco.(2015).MitigatingtheCybersecuritySkillsShortage:TopInsightsandActionsfromCiscoSecurityAdvisoryServices.RetrievedNovember13,2016,fromCisco:http://www.cisco.com/c/dam/en/us/products/collateral/security/cybersecurity-talent.pdf
Fanelli,B.P.(2016,Fall).TheStateofCybersecurityAmongSmallBusinessesinNorthAmerica.RetrievedNovember13,2016,fromCouncilofBetterBusinessBureausInc.:http://www.bbb.org/globalassets/shared/media/state-of-cybersecurity/cybersecurity-research-report.pdf
Goodman,M.(2015,2016).FutureCrimes:InsidetheDigitalUndergroundandtheBattleforOurConnectedWorld.NewYork:AnchorBooks.
Institute,P.(2016,February).TheStateofCybersecurityinHealthcareOrganizationsin2016.RetrievedNovember13,2016,fromESET:https://cdn2.esetstatic.com/eset/US/resources/docs/white-papers/State_of_Healthcare_Cybersecurity_Study.pdf
KatzcyConsulting.(2016,November1).CybersecurityGames:BuildingTomorrow'sWorkforce.RetrievedDecember2016,fromKatczyConsulting:http://lp.katzcy.com/cybersecuritygames
LeClair,J.A.(2016).WomeninCybersecurity.Albany:HudsonWhitman/ExcelsiorCollegePress.
Lindberg,M.(2015,February12).3ReasonsWeWanttoIntroduceGirlstoCybersecurity.RetrievedNovember13,2016,fromAAUWCareersandWorkplace:http://www.aauw.org/2015/02/12/introduce-girls-to-cybersecurity/
Margolis,J.(2008).StuckintheShallowEnd:Education,Race,andComputing.RetrievedNovember13,2016,fromACMDigitalLibrary:http://dl.acm.org/citation.cfm?id=1413116
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MarketResearchMedia.(2016,September5).U.S.FederalCybersecurityMarketForecast.RetrievedNovember13,2016,fromMarketResearchMerdia:https://www.marketresearchmedia.com/?p=206
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Morgan,S.(2016,January2).OneMillionCybersecurityJobOpeningsin2016.RetrievedNovember13,2016,fromForbes:http://www.forbes.com/sites/stevemorgan/2016/01/02/one-million-cybersecurity-job-openings-in-2016/#73b52e577d27
NationalInitiativeforCybersecurityCareersandStudies.(2016,November3).DepartmentofHomelandSecurity.RetrievedNovember13,2016,fromCybersecurityWorkforceFramework:https://niccs.us-cert.gov/workforce-development/cyber-security-workforce-framework
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Schlesinger,J.(2015,August26).TheGrowingNeedforMoreWomenCybersleuths.RetrievedNovember13,2016,fromCNBCTechnology:http://www.cnbc.com/2015/08/26/the-growing-need-for-more-women-cybersleuths.html
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Notes for Planning Your CyberCamp:
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© 2017 Commonwealth of Virginia Department of Education
The Virginia Department of Education does not discriminate on the basis of race, sex, color, national origin, religion, sexual orientation, gender identity, age, political affiliation, or against otherwise qualified persons with disabilities. The policy permits
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