This paper examines the widening cybersecurity skills gap and its implications for organizations, highlighting the inadequacies in current educational and training programs. Through a comprehensive survey of 200 senior executives responsible for cybersecurity strategy, we identify the most valued technical and non-technical skills, the perceived deficiencies in new hires, and the role of practical experience and industry-academia collaboration.

Building on existing research, this paper highlights the relative importance of skills, the value of practical experience, and the benefits of industry-academia collaboration. The results reinforce existing literature while offering new perspectives essential for addressing the cybersecurity workforce challenges.

We found that organizations that collaborate with educational institutions report higher satisfaction with new hires but also experience significant gaps in practical experience and industry-specific best practice knowledge among new hires. Cluster analysis revealed distinct patterns in organizational priorities, challenges, and characteristics, suggesting that tailored educational approaches may be necessary.

Keywords: cybersecurity, industry-academia collaboration, skills gap, workforce development, hands-on learning

Teaching adolescents can be challenging, and cybersecurity education is no different. Teachers need to find ways to engage students in the learning by providing some incentive, such as encouraging a sense of curiosity about something in the world around them. In this paper, we discuss one model of teaching, the 5E Model, that has been effective in helping teachers engage students so they have a desire to learn the material. We will also discuss the Project-Based Learning method of teaching in which students learn the necessary information for the project as they work on the project. Students' incentive to learn is based on the need for the learning in order to solve the problem and complete the project. We combined these two ideas and integrated them into some of the activities in the summer camp as well as the project for the week. We will describe two camp activities and how the 5E Model was used to plan the activities. Then we will describe the final project and how the 5E Model was used as the students developed their projects throughout the week, learning more and more about the cybersecurity concepts around which the camp was focused. We hope to give others who work with adolescents in informal learning some ideas to help keep students engrossed in the learning opportunities provided to them.

Keywords: cybersecurity, K12, project-based learning

This paper examines the design, implementation, and continuous improvement of a successful mentoring program integrated into cybersecurity capstone courses at a Southern University, aimed at bridging the gap between academic learning and real-world experience. Faced with a need to implement experiential outcomes for cybersecurity graduates, the university introduced a structured mentoring initiative involving industry executives and technical leads to enhance students' professional development, networking opportunities, and practical skills. The program's remarkable success, attributed to several key factors: the careful selection of mentors, comprehensive mentor training, and the assignment of multiple mentors to minimize disruption caused by potential withdrawals, has significantly enhanced student outcomes. A continuous improvement process, anchored by after-action reviews at the end of each semester, allows the program to evolve in response to participant feedback, ensuring alignment with educational goals and addressing diversity, equity, and inclusion (DEI) challenges in the field. The paper concludes that this mentoring initiative enhances student outcomes and underscores the importance of integrating experiential learning opportunities within academic curricula. Recommendations for institutions adopting similar programs include prioritizing mentor selection and training, implementing continuous feedback loops, and emphasizing mentor commitment to maximize student benefits.

Keywords: Cybersecurity education, mentoring programs, experiential learning, professional development, diversity in computing, academic curriculum, student outcomes

There remains a significant unmet demand for cybersecurity professionals nationwide. Many solutions have been forwarded, but more are needed. Improving opportunities within higher education institutions is important and a critical component of addressing this unmet need, but may do too little too late for many potential cybersecurity professionals. This paper examines the development of an innovative program designed to address this challenge by providing opportunities to secondary educators of all backgrounds. Participants are given an opportunity to learn about cybersecurity and how to bring what they learn back to their own schools and teach it to their students as a standalone course. The program provided a remote component in preparation for an intensive in-person summer summit where participants were brought together at one or more locations. During that time, they would hear from experts in academia, industry, and the military, as well as have an opportunity to practice what they learned through various hands-on labs and activities. Participants from the first year were invited back the second year for a more challenging and advanced experience. During the third year, first and second year participants were invited back such that there were three levels of participants. This paper reports on the findings of this innovative program and provides recommendations for future iterations of similar programs based on lessons learned.

Keywords: cybersecurity, secondary education, curriculum, courses

As cyber threats increasingly target vulnerable youth, the need for comprehensive cybersecurity education has become more critical. Integrating cybersecurity into secondary school curricula offers a promising solution, equipping students with the necessary skills to identify and mitigate cyber risks. Despite the increasing number of cyber risks targeting young people, cybersecurity education in secondary schools is still in its early stages. This study investigates the perspectives of 27 Welsh secondary school teachers on incorporating cybersecurity education into their curricula through semi-structured interviews. The qualitative insights gathered reveal key challenges and opportunities, including a lack of resources, age-appropriate materials, and pedagogical support for teaching cybersecurity. Our findings underscore the need for targeted educational reforms and collaboration between schools and cybersecurity professionals. Based on these results, we provide practical recommendations for educators, school administrators, and cybersecurity practitioners to enhance youth cybersecurity education.

Keywords: cybersecurity education, secondary school teachers, cybersecurity curriculum, cybersecurity skills, curriculum development

In the Spring 2024 semester, we introduced an elective course titled “Generative AI and Cybersecurity” for MS and upper-division BS students specializing in cybersecurity at our university. The course was designed to equip students with a foundational understanding of Generative AI, particularly large language models (LLMs) like GPT-4, and explore their applications within the field of cybersecurity. Through a combination of classroom instruction, hands-on projects, and industry guest lectures, students engaged with the technical, ethical, and legal dimensions of AI in cybersecurity. The course emphasized practical learning, with students gaining experience in AI tools such as ChatGPT, as well as developing skills in prompt engineering and API usage. While some students were eager for even more technical AI content, they appreciated the hands-on learning, insights from industry guest speakers, and the chance to see how the more powerful models like GPT-4 could be usefully applied to cybersecurity problems.

Keywords: Generative AI, Cybersecurity, Large language models, AI in education

The integration of artificial intelligence (AI) into cybersecurity is revolutionizing the approach to addressing increasingly complex cyber threats. As the demand for expertise in both AI and cybersecurity grows, Historically Black Colleges and Universities (HBCUs) have a unique opportunity to develop programs that equip students to meet these evolving challenges. This paper presents a strategic roadmap for the development of AI in Cybersecurity programs at HBCUs, highlighting interdisciplinary collaboration, hands-on learning, adversarial defense, explainability, ethical leadership, and diversity. Drawing on a comprehensive review of existing literature, this roadmap provides a flexible framework that can adapt to rapid technological advancements and the dynamic needs of the industry. By implementing this roadmap, HBCUs can create programs that not only provide students with the necessary technical skills but also cultivate the leadership, ethical understanding, and adversarial defense strategies required to shape the future landscape of cybersecurity.

Keywords: Artificial Intelligence (AI), Cybersecurity, Machine Learning (ML), Adversarial Attacks, Model Explainability, Generative Adversarial Networks (GANs), Historically Black Colleges and Universities (HBCUs), Interdisciplinary Education

Cyberharassment is a critical, socially relevant cybersecurity problem because of the adverse effects it can have on targeted groups or individuals. While progress has been made in understanding cyberharassment, its detection, attacks on artificial intelligence (AI) based cyberharassment systems, and the social problems in cyberharassment detectors, little has been done in designing experiential learning educational materials that engage students in this emerging social cybersecurity in the era of AI. Experiential learning opportunities are usually provided through capstone projects and engineering design courses in STEM programs such as computer science. While capstone projects are an excellent example of experiential learning, given the interdisciplinary nature of this emerging social cybersecurity problem, it can be challenging to use them to engage non-computing students without prior knowledge of AI. Because of this, we were motivated to develop a hands-on lab platform that provided experiential learning experiences to non-computing students with little or no background knowledge in AI and discussed the lessons learned in developing this lab. In this lab used by social science students in institution A across two semesters (spring and fall) in 2022, students are given a detailed lab manual and are to complete a set of well-detailed tasks. Through this process, students learn AI concepts and the application of AI for cyberharassment detection. Using pre-and post-surveys, we asked students to rate their knowledge or skills in AI and their understanding of the concepts learned. The results revealed that the students moderately understood the concepts of AI and cyberharassment.

Keywords: Experiential Learning, Cybersecurity, Cyberharassment, Machine Learning, Hands-on Labs.

Artificial Intelligence (AI) is playing an increasingly vital role in cybersecurity. As AI becomes more prevalent, cybersecurity professionals need AI skills, and academic institutions need to provide students with the opportunities to gain them. To meet this demand, the NSA National Centers of Academic Excellence in Cybersecurity (NCAE-C) program, in collaboration with the National Science Foundation (NSF), launched an initiative to outline the AI content cybersecurity academic programs need to teach their students. The initiative aims to build knowledge units (KUs) and recommend a Program of Study (PoS) in Cybersecurity and Artificial Intelligence (Cyber AI). This paper outlines the development of an AI assistant that was used to collaborate on the KU creation process for the CyberAI PoS. We will discuss the methodology behind the integration of the AI assistant, evaluate its contributions, and explore future directions for using AI assistants to develop curricular guidelines for academic programs.

Keywords: CyberAI, AI Assistants, Curricular Guidelines, Cybersecurity, Artificial Intelligence

As the landscape of cyber threats continues to expand, malware detection has become increasingly crucial for maintaining robust cybersecurity. While standard malware detection techniques such as signature-based methods are very effective and widespread, they face certain challenges with zeroday and novel malware. The emergence of artificial intelligence in recent years has led to the development of alternative approaches to this issue, specifically through machine learning techniques. This research aims to analyze the effectiveness and viability of one such machine learning approach; the use of a Convolutional Neural Network (CNN) model for the classification of benign and malicious Windows executable binaries. To accomplish this, we gathered a substantial dataset of both benign and malicious Windows binaries and converted them into grayscale images to train several CNN models with slightly varying architecture for the classification task. Following the training of the models, they were evaluated on an unseen test dataset to compare label predictions against each other, as well as Windows Defender. This approach aims to achieve a definitive metric for determining the effectiveness of this type of malware detection for Windows-based antivirus applications. What we found is that certain CNN models are not only able to perform on par with Windows Defender, but in some cases even outperform them. In conclusion, our study demonstrated that utilizing CNN models with grayscale image conversion of Windows binaries is an effective and efficient approach to malware detection.

Keywords: Machine Learning, Artificial Intelligence, Malware Detection, Convolutional Neural Network, ML, AI, CNN

The software supply chain and the security of software applications purchased through the Commercial-Off-The-Shelf (COTS) is becoming the focus of government and industry. Higher educational institutions can help by teaching secure supply chain risk management (SCRM), which can help secure COTS software applications. This work presents the results of an experiment that integrated secure SCRM into the software engineering curriculum at Towson University (a diverse, comprehensive institution with a large computer science program). This integration focuses primarily on using the US National Institute of Standards and Technology (NIST) standards to secure COTS software applications effectively. With a focus on undergraduate education, learning modules used in this integration are designed to be injected into almost any course in software engineering curriculum. The overall goal is to provide a model that can be replicated by all universities for integrating secure SCRM into the software engineering curriculum.

Keywords: supply chain risk management (SCRM), software supply chain, Commercial-Off-The-Shelf (COTS), secure software engineering, software engineering education, cybersecurity

This study extends the research of Ferreira and Teles (2019), who synthesized works by Cialdini (2007), Gragg (2003), and Stajano and Wilson (2011) to propose a unique list of persuasion principles in social engineering. While Ferreira and Teles focused on email subject lines, this research analyzed entire email contents to identify principles of human persuasion in phishing emails. This study also examined the goals and targets of phishing emails, providing a novel contribution to the field. Applying these findings to the ontological model by Mouton et al. (2014) reveals that when social engineers use email for phishing, individuals are the primary targets. The goals are typically unauthorized access, followed by financial gain and service disruption, with Distraction as the most commonly used compliance principle. This research highlights the importance of understanding human persuasion in technology-mediated interactions to develop methods for detecting and preventing phishing emails before they reach users. Despite previous identification of luring elements in phishing emails, empirical findings have been inconsistent. For example, Akbar (2014) found 'authority' and 'scarcity' most common, while Ferreira et al. (2015) identified 'liking' and 'similarity.' In this study, 'Distraction' was most frequently used, followed by 'Deception,' 'Integrity,' and 'Authority.' This paper offers additional insights into phishing email tactics and suggests future solutions should leverage socio-technical principles. Future work will apply this methodology to other social engineering techniques beyond phishing emails, using the ontological model to further inform the research community.

Keywords: Phishing, Social Engineering, Persuasion, Ontological Model

This paper presents a novel short course on cyber security designed for secondary school students in the UK. Our approach uniquely frames cyber security within the context of social activism and change-making, aiming to broaden participation and break down entry barriers in the field. The course contextualizes standard cyber security concepts such as information management, privacy, threat modeling, and cryptography within scenarios relevant to young activists.

We developed comprehensive lesson plans, interactive activities, and tools like “Change Cards” to facilitate engagement. The course was tested in two educational settings, leading to insights about content delivery and student engagement. Key outcomes include a teacher's guide and professionally designed resources that have been downloaded by over 1,000 teachers worldwide.

Feedback from students and teachers has been overwhelmingly positive, highlighting the course's relevance to daily life and its effectiveness in improving understanding of security concepts. This project contributes to the field by offering an innovative approach to cyber security education that resonates with young people's desire for social change, potentially fostering a new generation of diverse cyber security advocates and professionals.

Keywords: Cyber Security, Diversity, Social Activism

Industrial Cybersecurity is an emerging interdisciplinary field of study and practice. This paper presents the results of research and collaboration to create a data-supported and consensus-based curricular guidance document describing the knowledge needed of professionals in the field.

Keywords: control system security, curriculum development, cybersecurity education

The severity of the insider threat has been emphasized in Information security literature. Self-efficacy and Protection motivation are factors that can increase an insider's compliance. Self-efficacy can be addressed by implementing a Security education training and awareness (SETA) program, but the programs do not usually address increasing Protection motivation. This paper approaches SETA programs from an educational perspective by implementing Positive behavior support (PBS) pedagogy in order to increase one's sense of belonging and Protection motivation. As a PBS- friendly methodology, gamification, is considered as a basis for implementing training scenarios that increases Self-efficacy and Protection motivation. In addition, immersion provided by virtualization of the scenarios further increases both Protection motivation and Self-efficacy. Defense of this pedagogy and methodology is presented as a nomological model to be tested in future studies.

Keywords: SETA, PM, SE, Gamification, Positive behavior support (PBS), XR, AR, VR, Information security (InfoSec).

The rapid digitalization of society has transformed occupational therapy practice, introducing both opportunities and challenges. As occupational therapists increasingly rely on electronic documentation, telehealth, and assistive technologies, cybersecurity is emerging as a critical concern. This position paper argues that occupational therapy is a vital domain for the integration of cybersecurity education, emphasizing the need to safeguard sensitive patient information, enhance digital literacy, and address the unique vulnerabilities faced by occupational therapy clients. The paper outlines the key intersections of occupational therapy and cybersecurity education, highlighting the impact of cyber threats on healthcare, the importance of digital literacy, and the role of occupational therapy in educating and protecting vulnerable populations. Recommendations are provided for integrating cybersecurity education into occupational therapy curricula to better prepare practitioners for the evolving digital landscape. By integrating cyber safety principles into occupational therapy education, the field can fulfill its mission of enhancing individuals' participation in meaningful activities by equipping practitioners with the skills necessary to protect patient data, manage digital risks, and ensure safe, effective care in a technology-driven world.

Keywords: occupational therapy, cyber safety, digital citizenship, cybersecurity education, healthcare

Artificial intelligence (AI) technologies are rapidly advancing, increasing concerns about data privacy harms in AI models. To this end, we examine how ethical AI can be incorporated into computer science curricula. This paper describes the design process for the first ‘AI Privacy Engineering' course, to the best of our knowledge, taught in the United States. The course is designed for both undergraduate and graduate students at the Georgia Institute of Technology. Throughout this course, students examine ethical implications of AI system design, development, deployment, and utilization. Recognizing that data privacy represents only one possible form of harm, the course blends theoretical and conceptual lectures with hands-on projects that require students to address ethical issues, including bias, fairness, and accountability in AI systems. Herein, we discuss the course design process, including selecting the appropriate body of knowledge, establishing learning objectives, creating assignments, and considering pedagogical methodologies we employed. We explain the empirical methods used to inform our design, including a systematic review of courses teaching AI development at over 40 universities. Additionally, we introduce a structured curriculum that can be used to effectively teach ethical and safe AI, and we propose how these topics may be incorporated more broadly into computer science courses. Finally, we discuss the early successes of the course, and the challenges faced while teaching it, particularly in maintaining relevance despite fast-paced changes in the field of AI, an evolving legislative landscape, accessing computational systems to run AI models, and varying levels of student preparedness.

Keywords: AI, Large Language Models, Privacy, Ethics

Quantum computing has a critical need to be integrated into the undergraduate classroom to meet the needs of cybersecurity education in the 21st Century and to prepare a robust quantum workforce. A cybersecurity laboratory that specializes in undergraduate research explored a pair of quantum security projects in order to develop the foundations of a rich pedagogy to realize these needs: one on cracking pseudo-RSA, and one on understanding the limitations of quantum machine learning in aiding LLM development and refinement. This paper explores why this integration is necessary, explicates the research projects undertaken by these undergraduate researchers, and discusses their contributions to applied quantum security. Our contribution is to provide a template for how to quickly and effectively establish a multidisciplinary quantum security pedagogy for undergraduate students, provide example projects that can be adapted to student interests and abilities, and demonstrate how to enroll students from a wide variety of disciplines, increasing diversity and resiliency in quantum cybersecurity and cybersecurity broadly.

Keywords: quantum computing, cybersecurity, pedagogy, research, quantum security, diversity, resiliency

The integration of artificial intelligence (AI) into daily life and critical infrastructure has elevated the importance of addressing cybersecurity concerns within AI applications. While AI systems offer numerous benefits, such as enhanced efficiency, automation, and decision-making, they also introduce novel vulnerabilities and threats. Ensuring the security and reliability of these systems is crucial. This paper investigates key cybersecurity challenges associated with AI, including data privacy, integrity, adversarial attacks, and the ethical implications of AI in security. Additionally, it examines the role of Shapley Additive explainable AI in promoting transparency, allowing for greater interpretability of AI models and insights into decision making processes.

Keywords: AI security, cybersecurity, cyber threats, generative AI, explainable AI, data privacy

As AI technology continues to advance, voice cloning is becoming increasingly easy. Recently, cases of fraud involving audio forgery using AI technology have emerged, making it particularly important to covertly embed information and verify the authenticity and integrity of audio. Digital Audio Watermarking has thus become a crucial tool in this context. This study proposes an improved Phase Coding audio steganography algorithm that dynamically segments the audio signal and embeds information into the phase components of the mid-frequency range. This approach not only enhances the algorithm's resistance to steganalysis but also simplifies the computational process, ensuring the authenticity and integrity of audio both efficiently and securely.

Keywords: Audio steganography, Phase coding, Antisteganalysis, Fast Fourier Transform, Data integrity, Bit Error Rate, Digital Audio Watermarking

This paper describes the design, implementation and first delivery of a no-cost, no-credit, multi-week virtual bootcamp called Cyber Bridge. The motivation underlying Cyber Bridge is to cast a wider recruitment net by easing the transition of students – especially those from non-technical academic preparations – into cybersecurity studies, particularly at the graduate level. It provides background insights regarding the inception and evolution of the Cyber Bridge project, experimental methodologies and observations, and findings based on analysis of collected metrics and feedback. Results support the view that a Cyber Bridge is a reasonable approach to: increasing students' comfort level regarding virtual learning environments; introducing and reviewing some cybersecurity foundations; connecting students to additional resources to improve upcoming academic experiences; and moderating their confidence by recognizing knowledge gap areas they may need to review or remediate. Future direction ideas and recommendations are shared that align with a longer-term vision to mobilize this capability to empower more underrepresented, underserved individuals to succeed as cybersecurity professionals and researchers.

Keywords: cybersecurity, upskilling, student outcomes, student retention

Cybersecurity is one of the most dynamic and challenging fields today, with digital threats constantly evolving. Digital forensic analysis is a sub-area of forensic science applied to the specific case of digital media and components, with the aim of reporting, explaining and justifying a series of events that take place in a digital context. As a sub-family of the forensic sciences, digital forensic analysis has a set of very specific methods, techniques and procedures to ensure that they are not questionable or that the evidence is invalidated. To prepare future information security professionals, it is essential to provide hands-on education that goes beyond theory and offers practical opportunities for applying knowledge. This article reports on an innovative technical-practical experience in teaching digital forensics applied to cybersecurity. The methodology involves the creation of challenging attack scenarios, forensic image analysis, and the promotion of collaboration among students. This article reports on the methodology and results of the technique developed for teaching the subject of digital forensic analysis used in the university course held at ISTEC - Instituto Superior de Tecnologias Avançadas in Portugal (Lisbon). By adopting this approach, students gain valuable practical skills and prepare themselves to face real-world cyber threats.

Keywords: Digital Forensic Analysis, Cybersecurity, Cybersecurity Education, Framework for Teaching Digital Forensic Analysis, Digital Investigation, Teaching Strategies in Cybersecurity, NIS800-86, ISO/IEC 27037:2012

Artificial Intelligence (AI) technologies have become increasingly pervasive in our daily lives. Recent breakthroughs such as large language models (LLMs) are being increasingly used globally to enhance their work methods and boost productivity. However, the advent of these technologies has also brought forth new challenges in the critical area of social cybersecurity. While AI has broadened new frontiers in addressing social issues, such as cyberharassment and cyberbullying, it has also worsened existing social issues such as the generation of hateful content, bias, and demographic prejudices. Although the interplay between AI and social cybersecurity has gained much attention from the research community, very few educational materials have been designed to engage students by integrating AI and socially relevant cybersecurity through an interdisciplinary approach. In this paper, we present our newly designed open-learning platform, which can be used to meet the ever-increasing demand for advanced training in the intersection of AI and social cybersecurity. The designed platform, which consists of hands-on labs and education materials, incorporates the latest research results in AI-based social cybersecurity, such as cyberharassment detection, AI bias and prejudice, and adversarial attacks on AIpowered systems, are implemented using Jupyter Notebook, an open-source interactive computing platform for effective hands-on learning. Through a user study of 201 students from two universities, we demonstrate that students have a better understanding of AI-based social cybersecurity issues and mitigation after doing the labs, and they are enthusiastic about learning to use AI algorithms in addressing social cybersecurity challenges for social good.

With support from the National Science Foundation, we have developed scenario-based security curriculum and online showcase labs with interactive simulations and case studies across three progressive courses, revolutionizing cybersecurity education for Criminal Justice (CJ) professionals. By incorporating artificial intelligence into the curriculum, this project enhances CJ professionals' capabilities. Our goal is to develop a skilled workforce of CJ professionals with cybersecurity and privacy knowledge, addressing the critical need for such cybersecurity expertise in CJ. Literature review, focus group survey results, course framework tailored for CJ professionals, example course modules, and implementation results are presented.

Keywords: Cybersecurity, Criminal Justice, Artificial Intelligence

Zero Trust (ZT) is a conceptual and architectural framework for cybersecurity teams to design networks into secure micro-perimeters and strengthen data security with dynamic and context-aware policies by systematically integrating state-of-the-art technology, risk management, and threat intelligence. Both theoretical analysis and industrial practice have shown that ZT can ensure that organizations are not victims of known attacks or fail to discover a breach for a long time. ZT has recently gained momentum in industry to defend against lateral movement of malicious actors in today's borderless networks. The United States 2021 President Executive Order requires the federal government must adopt security best practice and advance toward a Zero Trust Architecture (ZTA). However, it is not a trivial task to implement a ZTA due to its novelty and complexity. We need to understand what ZT or ZTA is to take full advantage of it. Therefore, there is a need to introduce the fundamental concepts, principles, and architectures of ZT in cybersecurity courses at a college to better prepare our new cybersecurity professionals for their careers.

In the last few years, we have developed a module and used it to introduce ZT in cybersecurity courses at senior undergraduate and graduate levels. Students' feedback is positive. This module includes an introduction to ZT and its principles, design issues in the traditional model of perimeter-based network security, zero trust architectures, security benefits of ZT, technical challenges to implement a ZTA, and the main threats to ZT networks. This article provides an overview of this module. We will also share the experience and lessons we have learned in our teaching practice. Our work will provide a good reference for those who teach cybersecurity courses at a college or university, or are developing a cybersecurity curriculum. It will also help busy professors develop or revise a zero trust module for their cybersecurity courses.

Keywords: Zero Trust; Education; Cybersecurity; Zero Trust Architecture

Maha Alotaibi is a PhD student at Cardiff university, a dedicated educator and researcher with a passion for cybersecurity education, I have authored and contributed to several publications aimed at enhancing awareness and knowledge in the field. My bibliography reflects my commitment to advancing cybersecurity education, both through my doctoral research and practical contributions in academic and professional settings.

My job is a lecturer at Princess Nourah Bint Abdurahman University. My passion is my student as I have been working as a lecturer for 5 years. I have taught many subjects such as programming with Csharp language, c++ programming language, web development tools, Action script programming, introduction to programming in c language, computer science capstone. network security, java programming, advanced network security. Since participating in the Associate Fellowship program, I am committed to enhancing my teaching practices by incorporating the best practices learned during the fellowship. I aim to expand my knowledge in teaching methodologies and delivery techniques to create a more effective and engaging learning environment for my students. Furthermore, I am dedicated to developing innovative solutions that contribute to the success and academic growth of my students.

Dr. Annie I. Antón is ADVANCE Professor of Computing (and former chair of) the School of Interactive Computing with a courtesy appointment in the Business Law and Ethics group in the Scheller College of Business at the Georgia Institute of Technology in Atlanta. In 2016, she was appointed by President Barack Obama to the 12-person bi-partisan Commission on Enhancing Cybersecurity for the Nation. Antón currently serves on various boards, including: a U.S. Department of Defense Advisory Board and the Future of Privacy Forum Advisory Board.

Dr. Yan Bai is a Professor in the School of Engineering and Technology, University of Washington Tacoma. Her research interests include computer networking, cybersecurity and privacy, eHealth, Internet of Things, blockchain, cloud and edge computing. She has published over 90 refereed papers in these areas. She has served as a General Chair/Program Chair/ Technical Program Committee Member for numerous IEEE conferences and workshops, and as a Reviewer for a wide range of high impact research journals and ACM/IEEE flagship conferences.

Joshua Ball is Codio's Vice President of Marketing and is a Senior Fellow at the National Institute for Deterrence Studies. He received his MA in International Relations from the University of St. Andrews.

Wilson Bautista Jr. is a seasoned cybersecurity professional with a diverse background that spans music, military service, and information security. Currently serving as the CEO of Jun Cyber and the Executive Director of the Cyber Ohana Project, Wilson's unique journey has been shaped by his experiences as a pianist, a combat veteran, and a cybersecurity architect.

With a strong foundation in discipline and teamwork from his early years as a musician, Wilson transitioned into a leadership role in the U.S. Marine Corps, where he honed his skills in information technology and cybersecurity under the most demanding conditions. His combat experience in Afghanistan further refined his ability to anticipate and adapt to rapidly changing threats, a skill that has proven invaluable in the ever-evolving field of cybersecurity.

Wilson is a recognized expert in Defense Industrial Base Cybersecurity, with deep expertise in DFARS, ITAR, CUI, CDI, and other regulatory compliance requirements. He is also a Certified Information Systems Security Professional (CISSP), Project Management Professional (PMP), and Certified CMMC Assessor (CCA), with extensive experience in IT operations, risk management, and governance.

In addition to his technical skills, Wilson is passionate about leadership development in the cybersecurity industry. He hosts the Dev.Sec.Lead podcast, which helps bridge the gap between technical expertise and business leadership. His work with the Cyber Ohana Project focuses on helping veterans and their families transition into cybersecurity careers, providing mentorship, technical training, and career placement services.

Wilson's approach to cybersecurity is deeply influenced by his background in jazz music, where improvisation and collaboration are key. He draws parallels between the fluidity of jazz ensembles and the dynamic nature of cybersecurity teams, advocating for a creative and adaptable approach to security leadership.

Wilson holds an MBA from the University of South Florida, a Master’s degree in Information Systems Security from Boston University, and a Bachelor's degree in Music from Thomas Edison State University. His military service has been recognized with multiple awards, including the Navy and Marine Corps Commendation Medal and the Navy and Marine Corps Achievement Medal.

Heather T. Bednarz, MS, OTR/L, CDP, is an occupational therapist and certified dementia practitioner. She is currently pursuing a Doctor of Education (Ed.D.) degree at Wilkes University. With 16 years of experience as an occupational therapist focusing on the geriatric population, Heather holds 2 U.S. patents. One patent is for an expandable wheelchair, and the other is for a pressure redistribution system. Her current research focuses on the correlation between occupational therapy educators' knowledge of cybersecurity and the integration of cybersafety concepts into occupational therapy curricula and practices.

M. Sajjad Bhuiyan is a consultant specializing in web development, software solutions, and cybersecurity. With over 15 years of experience in web design and development, he has deep expertise in both front-end and back-end technologies. Sajjad excels at building responsive, user-friendly websites while incorporating advanced security measures to protect sensitive data. Acknowledging the critical role of cybersecurity and artificial intelligence in shaping the future, he holds a master's degree in cybersecurity and is currently pursuing a Ph.D. His research focuses on the application of artificial intelligence in cybersecurity, including threats, attacks, mitigation strategies, and policy development.

Michael Biocchi has completed his PhD and has received his Masters of Science as well as his Bachelor of Computer Science. He is also a Certified Information Systems Security Professional (CISSP). Michael has taught in the education sector for over 15 years, teaching various computer science courses at several different institutions across Canada. Computer security and education are two major passions of his and he's working to solve the problem of the missing security course in higher education.

Jane Blanken-Webb, Ph.D., is an Associate Professor in the Doctor of Education (Ed.D.) in Educational Leadership program at Wilkes University. A specialist in John Dewey's philosophy, she bridges her expertise in philosophy of education with a focus on cybersecurity. Jane developed a doctoral-level course, Cybersecurity for Educational Leaders, which has inspired several interdisciplinary dissertation projects exploring the critical intersection of education and cybersecurity. Her work, supported by cybersecurity experts, contributes to preparing leaders for the digital age. Prior to Wilkes, she held postdoctoral positions, including at the Information Trust Institute, University of Illinois at Urbana-Champaign.

Bryson is the Founder of SCYTHE, a start-up building a next-generation threat emulation platform, and GRIMM, a cybersecurity consultancy, and Co-Founder of the ICS Village, a non-profit advancing awareness of industrial control system security. He is a Senior Fellow at the National Security Institute, USMA EECS Advisory Board member, and Adjunct Senior Technical Advisor for the Institute of Security and Technology. As a U.S. Army Officer, he served as a Battle Captain and Brigade Engineering Officer in support of Operation Iraqi Freedom before leaving the Army as a Captain. He is recognized as a 'Top 50 in Cyber' by Business Insider, 'Security Executive Finalist of the Year' by SC Media, was awarded 'Tech Titan' twice and is the 2023 SANS Difference Maker Award Winner for Innovator of the Year.

Bryson received his Bachelor of Science in Computer Science with honors from the United States Military Academy at West Point. He holds a Master's Degree in Telecommunications Management from the University of Maryland, a Master's in Business Administration from the University of Florida, and completed graduate studies in Electrical Engineering and Computer Science at the University of Texas.

Dr. Brian Callahan is the Graduate Program Director and Senior Lecturer in the Information Technology & Web Science program at Rensselaer Polytechnic Institute. He is the Founder and Director of the Rensselaer Cybersecurity Collaboratory, where his research interests include business and social cases for cybersecurity, the intersection of Generative AI and cybersecurity, the intersection of Quantum computing and cybersecurity, and improving security knowledge for everyday people. He teaches a variety of cybersecurity courses ranging from red teaming to cloud security, and is the faculty coach and sponsor of RPI's premier CTF team. He can be found online at https://briancallahan.net

Quinn Colognato is a sophomore at Rensselaer Polytechnic Institute majoring in Information Technology & Web Science and Computer Science with a focus track in Information Security. She serves on leadership for the Rensselaer Cybersecurity Collaboratory and the RPI Association for Computing Machinery Women's Chapter. She also conducts research in the Rensselaer Cybersecurity Collaboratory on the intersection between Quantum Computing and Generative AI and mentors her peers in computer science.

Terry Downing-Harris is currently a doctoral student working on her dissertation, researching cybersecurity processes (i.e., secure Supply Chain Risk Management (SCRM)) being integrated into software engineering curriculum. In addition to being a Lecturer in the Department of Computer and Information Sciences at Towson University; Terry brings over twenty years of real-world experience working in the field of Information Technology (IT) in such areas as IT Consultant and Management, Systems Analyst and Computer Programming. Furthermore, Terry teaching courses in Computer Science and Information Systems which stimulates and engage student involvement and participation.

Marc J. Dupuis, Ph.D., is an Associate Professor within the Computing and Software Systems Division at the University of Washington Bothell where he also serves as the Graduate Program Coordinator. Dr. Dupuis earned a Ph.D. in Information Science at the University of Washington with an emphasis on cybersecurity. Prior to this, he earned an M.S. in Information Science and a Master of Public Administration (MPA) from the University of Washington, as well as an M.A. in Political Science at Western Washington University

His research area is cybersecurity with an emphasis on the human factors of cybersecurity. The primary focus of his research involves the examination of psychological traits and their relationship to the cybersecurity and privacy behavior of individuals. This has included an examination of antecedents and related behaviors, as well as usable security and privacy. His goal is to both understand behavior as it relates to cybersecurity and privacy, and discover what may be done to improve that behavior.

More recently, Dr. Dupuis and his collaborators have been exploring the use of fear appeals, shame, regret, forgiveness, and grace in cybersecurity, including issues related to their efficacy and the ethics of using such techniques to engender behavioral change. He has a strong track record of multi-disciplinary research and loves involving his students in his research. Security and privacy education and outreach are key components of his work.

Patrick is Codio's Director of Content. He has spent the last eight years teaching computers and programming to students in K-12 schools.

With a decade of classroom experience across various subjects and grades, Kendra has dedicated herself to education. She collaborated with CISA to develop cybersecurity curriculum for K-12 teachers nationwide, seamlessly integrating it into everyday learning. Kendra's goal is to create and provide content that will help them grow as individual learners.

As the Director of Cyber Security Programs, Dr. Erik Fretheim is responsible for overseeing the BS in Cybersecurity programs on the main campus in Bellingham and in Poulsbo, the Minor and Certificate in Cybersecurity programs in Poulsbo, Cyber Range Poulsbo, and the Cybersecurity and Privacy Initiative of the Internet Studies Center. He has been in the position since 2016.

"Western, as a result of its ties to the outstanding cybersecurity programs at Whatcom Community College and other area colleges, is in a unique position to become a leader in education and in the broader community as a multi-disciplinary center for cybersecurity and privacy by working closely with local industries and organizations to ensure their needs are addressed," Fretheim said.

Fretheim has master's and doctorate degrees in electrical engineering from the Air Force Institute of Technology. He also has an MBA in International Business from Long Island University and a bachelor's degree in Computer Science and Electrical Engineering from the U.S. Military Academy.

Dr. Fretheim retired from the US Army after 33 years of service including 19 years on the faculty at the United States Military Academy. He has previously served as the executive director and professor at the Technology Institute at City University in Seattle; an independent consultant in technology and cyber security; vice president of Peek Engineering; chief technology officer at I5 Digital, and chief information officer at Grange Insurance Group.

Emily Goldman is a junior dual major in Computer Science and Information Technology & Web Science. She participates in CTF competitions and cybersecurity research in the Rensselaer Cybersecurity Collaboratory. She has conducted research on the behaviors of ROPchains on OpenBSD systems, condensed information on vulnerabilities and mitigation suggestions for modern healthcare systems, and worked on RPI's new quantum computer to crack pseudo-RSA using Shor's algorithm. When she is not burying herself in the latest TryHackMe room, she will typically be knitting or playing Dungeons & Dragons.

Keyan Guo is a third-year Ph.D. student in the Department of Computer Science and Engineering at the University at Buffalo, SUNY, under the mentorship of Dr. Hongxin Hu. His research focuses on AI security and cybersecurity, including developing advanced AI-driven solutions for combating online hate, harassment, and abuse. Keyan has published multiple papers in leading computer security and AI conferences, including USENIX Security, IEEE S&P, NDSS, and ASONAM. He is also dedicated to AI-driven education, designing hands-on cybersecurity labs to help the younger generation effectively learn and apply AI and cybersecurity knowledge.

Elizabeth "Beth" Hawthorne is a professor and a cybersecurity graduate program director in the Khoury College of Computer Sciences at Northeastern University, based in Arlington.

Hawthorne joined Khoury College in 2024 to collaborate with top-notch computer science and cybersecurity colleagues in the Align network and to impact the career trajectories of students. She teaches graduate courses in cybersecurity and digital forensics, and is particularly passionate about the exciting, dynamic field of cybersecurity education.

Previously, Hawthorne was an online lecturer at Rider University, and the founding director and curriculum developer for the university's cybersecurity graduate program. As director, she taught online cybersecurity courses, advised students, supervised graduate assistants, and hired faculty. Hawthorne strives to broaden participation in computing and is a former chair of the ACM Education Board, which promotes computing education at all collegiate levels.

Dr. Vahid Heydari is an Associate Professor of Computer Science at Morgan State University, specializing in the application of artificial intelligence in cybersecurity, moving target defense, malware analysis, and industrial control system security. He holds a Ph.D. in Computer Engineering and an M.S. in Cybersecurity from The University of Alabama in Huntsville. Prior to joining Morgan State, he was an Associate Professor and Director of the Center for Cybersecurity Education and Research at Rowan University.

Dr. Robert Honomichl, an Assistant Professor at the University of Arizona, has an extensive K12 computer science and cybersecurity education background. He aims to increase the opportunities and accessibility of cybersecurity courses and educator professional development.

Honomichl led six GenCyber Teachers camps and has been an instructor at 20 GenCyber student Camps. He has also led other cybersecurity education professional development, including an NSA K12 Cybersecurity for All Pilot, two CTE CyberNet Academies, and the Tucson Middle Grades Accelerator program. He has partnered with other CAE schools and played an integral part in the three-year Cybersecurity High School Innovation grant.

Dr. Mary Ann Hoppa is a Professor in the Computer Science department at Norfolk State University in Norfolk, Virginia USA, where she also serves as the Cybersecurity Graduate Program Coordinator. Prior to joining academia, Dr. Hoppa enjoyed a multi-decade career in IT research and development, where her last role was technical lead for Knowledge Management for a global firm. Dr. Hoppa's research interests include cybersecurity, cyberpsychology, machine learning, artificial intelligence and pedagogy.

Dr. Hurd is responsible for instruction and curriculum development in the MSIT and MS in Cybersecurity programs. Prior to joining Empire University, he worked at SUNY Albany, SNHU, Excelsior University and Hudson Valley CC. Dr. Hurd holds dual Bachelors of Arts in Computer Science and Mathematics, a Masters in the Science of Teaching Mathematics, and a PhD in Information Sciences specialized in Information Assurance and Online Learning. He won the SUNY Chancellors award for Excellence in Teaching in 2012 while working at HVCC. Dr. Hurd research focus is on Cybersecurity and Computer Science education. He strives to find ways to teach cybersecurity and computer science more efficiently to the new generation of learners.

Angela Imanuel is a Junior at Rensselaer Polytechnic Institute, pursuing a dual major in Computer Science and Information Technology & Web Science. She has a strong passion for software engineering, web development, and design, with aspirations to apply her skills to make a meaningful impact in the future. Alongside her academic focus, Angela is actively involved in the Society of Asian Scientists and Engineers and Eighth Wonder on campus, where she holds leadership roles. She is always eager to learn, grow, and expand her knowledge while contributing positively to the communities she is part of.

Jenny Ju is the associate director of the Center for Cybersecurity Innovation at City University of Seattle and an Assistant Professor at the School of Technology & Computing. She earned her Ph.D. degree from the University of Illinois at Urbana-Champaign.

Kaitlin Kaii is a sophomore Science, Tech, and Society and Information Technology & Web Science dual major. She is a research assistant for the Quantum Computing and Generative AI project in the Rensselaer Cybersecurity Collaboratory. This opportunity has given her the chance to gain a lot of opportunities and develop her networking skills. The RCC is an open and welcoming community that has allowed her to enrich my studies. She has a strong passion for the humanities and she intends to pursue a career in the interdisciplinary study and practice of Law and Technology.

Noah M. Kenney is a PhD student at the Georgia Institute of Technology in Atlanta, where he studies Human-Centered Computing. He is funded by a NSF grant, where his work focuses on data privacy, and is a head teaching apprentice for Georgia Institute of Technology’s Privacy, Policy, Technology, Law course. In addition, Mr. Kenney consults for various organizations on AI, data privacy, and cybersecurity. He also serves as President of the Ethical AI Forum global think tank, focusing on the ethical and safe development, deployment, and utilization of AI technologies.

Kalam Khadka is a PhD candidate in Cybersecurity at the University of Canberra, Australia. His research focuses on social engineering strategies, particularly the use of persuasion principles in phishing attacks, and their impact on cybersecurity defenses. Kalam has conducted extensive studies on phishing email analysis, aiming to develop more effective detection, prevention, and training & awareness methods. In 2023, he published a paper contributing to the understanding of phishing tactics and human vulnerabilities in cybersecurity.

• 2010 - Capella University (Minneapolis , Minnesota) Doctor of Philosophy, Teaching and Training Online
• 2001 - University of Toledo (Toledo, Ohio) Master of Business Administration, Administration
• 1998 - Bowling Green State University (Bowling Green, Ohio) Bachelor of Science in Business Administration, Business Administration

Bhargava Kumar is a senior technology professional at TD Securities, driving strategic business outcomes through the transformative application of AI and Machine Learning. Bhargava has published numerous papers, including work presented at ICML, and serves as a reviewer for top AI and ML conferences like NeurIPS and ICLR, as well as various journals. He is dedicated to advancing trustworthy AI by integrating ethical standards and regulatory compliance into financial solutions, and is focused on making Large Language Models safer, more trustworthy, and effective for enhancing decision-making in finance.

Dr. Juan Li is a Professor of Computer Science at North Dakota State University, specializing in Artificial Intelligence, distributed systems, and cybersecurity. Her research focuses on applying AI to enhance the intelligence and security of large-scale systems in areas like healthcare and IoT networks. With over 100 publications in esteemed conferences and journals, Dr. Li is a recognized expert in her field. She is passionate about leveraging AI for practical applications that improve efficiency and safety in critical domains.

Maura Lyons is a Marketing Associate at Codio. She received a BA in psychology and English from Dickinson College, where she completed psychology research.

Nate Mathews is a Ph.D. candidate in Computing and Information Sciences at RIT. His research focuses on the intersection of privacy, security, and deep learning with a focus on traffic analysis. Among his publications, he is the lead author of a paper that appeared in the IEEE Symposium on Security and Privacy, the top venue in systems security research.

Herb Mattord, Ph.D., CISM, CISSP completed 26 years of IT industry experience before joining the faculty at Kennesaw State University in 2002. He was formerly with Georgia-Pacific Corporation. He is on the Faculty at Kennesaw State University with the rank of Associate Professor, teaching Information Security, Cybersecurity, and Information Systems. Herb is also the Associate Director, Center for Information Security Education and the Director of Education, Institute for Cybersecurity Workforce Development.

Dr. Sean McBride is the Director of the Informatics Research Institute at Idaho State University (ISU) and formerly served as the first Program Coordinator for ISU's ABET accredited and CAE-designated Industrial Cybersecurity Engineering Technology Program. His teaching and research interests have focused on critical infrastructure, industrial control systems, threat intelligence, and workforce development.

Felipe is responsible for overseeing information security operations and compliance initiatives within the dynamic Software as a Service (SaaS) environment. Managing a team of security personnel, handling day-to-day functional duties, administrative responsibilities, and resource planning. He works on specified and implemented processes and policies including Security Information and Event Management systems, ensuring effective monitoring and response capabilities. He also conducts continuous ethical hacking on internal environments to identify potential vulnerabilities, participating in vulnerability assessments for the network and applications. He also coordinates with internal and external stakeholders to assess security requirements, ensuring that all designs meet compliance standards. Provides oversight for the penetration testing process, generating detailed reports with recommendations for remediation and improvements.

Aanya Mehta is a junior at Rensselaer Polytechnic Institute, pursuing a dual major in Computer Science and Information Technology & Web Science with a focus track in Information Security. She has conducted research on the intersection of Generative AI and Quantum Computing, fine-tuning large language models with quantum techniques. Last summer, she interned at Google, developing a full-stack web application and building a data pipeline to aggregate and transform complex datasets. She is passionate about solving real-world challenges through innovative technology and looks forward to applying her skills to create impactful solutions.

Connor Moore is a senior at the University of North Georgia, pursuing a Bachelor of Science in Cybersecurity. As the Logistics Officer for the UNG Cyber Unit, he manages the end-to-end supply chain for a 50-member cyber education and training unit. Moore also serves as a student representative for the AFCEA Dahlonega chapter, demonstrating his commitment to professional development in the field.

Moore has participated in several prestigious cybersecurity competitions, including the NSA Codebreaker Challenge, NSA National Cyber Exercise, and National Cyber League. These experiences have honed his practical skills and problem-solving abilities in real-world cybersecurity scenarios. Most recently, Moore completed a Research and Exploratory Development (REDD) internship at Johns Hopkins University Applied Physics Lab in Laurel, Maryland. During this internship, he conducted research on Large Language Models and collaborated with a team to leverage cutting-edge AI technologies in research and development projects.

Upon graduation, Moore plans to commission as an officer in the Georgia Army National Guard, pursuing a part-time military career in Cyber. Concurrently, he aims to secure a full-time position in either state or federal government while working towards a Master's degree in Cybersecurity.

Sharon Mudd is currently a Senior Cybersecurity Operations Researcher in the CERT® division of the Software Engineering Institute @Carnegie Mellon University, helping international teams build security operations and incident management capabilities. In this role, she provides mentoring and training on a broad range of cybersecurity topics to foster development of maturity for security incident response and security operations teams internationally. Her career spans 30+ years in IT and information security roles, focusing on information security governance, risk management, compliance, and assurance. She has been a GRC leader in several organizations with global information security responsibilities across a diverse set of industries, including financial services, retail, education, government, telecommunications, and healthcare. In 2024, Sharon completed a PhD in Information Assurance and Cybersecurity focusing on human factors within information security risk management.

Priyaranjan (Priyan) Pattnayak is a Senior Principal Data Scientist at Oracle Cloud, where he leads AI efforts for customer experience, cloud console, cloud platform and availability organizations in Oracle Cloud Infrastructure (OCI). With 11 years of experience in machine learning and AI and a Master's degree from the University of Washington, Seattle, Priyan has developed a unique expertise in evaluating cutting-edge AI technologies, including Large Language Models (LLMs), Reinforcement Learning from Human Feedback (RLHF), human-in-loop systems, and multi-agent frameworks.

His current research focuses on building collaborative systems between autonomous agents to achieve diverse goals and exploring multi-modal models and the evaluation of LMMs. Priyan's extensive background in unsupervised learning, Natural Language Processing (NLP), and anomaly detection equips him to tackle complex challenges in AI. At the forefront of AI innovations, he drives business value and mitigates risks through his pioneering work.

In addition to his professional responsibilities, Priyan is actively involved in the AI community as a judge at conferences and a peer reviewer for top-tier conferences such as ICLR and NeurIPS.

Currently, I am a Senior attending the University of North Georgia, pursuing a Bachelor of Science in Cybersecurity. In the UNG Corps of Cadets, I hold the position of Commander of the Cyber Unit. As commander, I supervise and refine all operations and ensure members receive effective preparation for capture-the-flag challenges. I have a passion for red teaming and Artificial Intelligence, which is where I wanted to focus my capstone research.

Rubén V. Piña has worked for governments of different countries, law enforcement agencies, various firms and enterprises. He has been invited as a speaker and trainer to several international security conferences, including OWASP Global AppSec USA, Hackfest Quebec, BSides, DragonJAR Security Conferences, and others. He entered the field of computer security around 20 years ago, and although his involvement hasn't been continuous, he enjoys conducting research in his free time. He is a published researcher.

Supervisory Special Agent Robert K. Price manages the FBI's Computer Intrusion (Cyber) Program for the Tampa Division, covering the Middle District of Florida. He has investigated a variety of cyber matters as well as violent crimes and acts of terrorism overseas for more than 20 years. He worked in FBIHQ's Cyber Division and managed the FBI's Cyber Action Team. For three years he served as the Assistant Legal Attaché at the U.S. Embassy, Trinidad and Tobago. He has led the Tampa Cyber Investigations program since 2021, represented the FBI in more than 20 countries, and responded to several high-profile terrorist attacks.

In 2014, a nominally productive mathematician was denied jobs by interview panels for research he hadn't committed. This man promptly escaped from a maximum security post-doc to the nonprofit underground. Today, still completely unwanted for research anywhere, he survives as the founder of an education charity.

If you have a problem in the areas of schools, assistive technology, creative writing, or teaching, if no one else can help, and if you can find him on literally any social network, then maybe you could hire... Joe.

Ivo Rosa is a cybersecurity specialist with over 15 years of experience, currently pursuing a Ph.D. in Web Science and Technology at the University of Trás-os-Montes and Alto Douro (UTAD) and serving as an Invited Assistant Professor at ISTEC – Higher Institute of Advanced Technologies. He is also the Global Head of Cybersecurity Operations at EDP Group, where he leads digital protection and innovation initiatives. His research interests include cloud security, threat inteligence and cybersecurity education, focusing on strengthening digital resilience.

Hannah is a Junior at Rensselaer Polytechnic Institute studying Information Technology & Web Science. Her interests lie in cybersecurity and human-computer interaction.

Keenan Schilp is a fourth year undergraduate student of electrical engineering at Rensselaer Polytechnic Institute from Wayland, MA working in the Rensselaer Cybersecurity Collaboratory. His research interests lie in the intersection of signal processing, vulnerability research, and emerging techniques in quantum algorithms. His work has focused on applying quantum processors to achievable datasets to explore the current capabilities of quantum machines. This work also includes the optimization of quantum hardware, and the test and verification of common cryptography algorithms. Some hobbies include hiking, skiing, traveling, and tinkering on embedded machines.

Christopher Schwartz, PhD, is a research scientist in the Department of Cybersecurity and School of Interactive Gaming and Media at the Rochester Institute of Technology. He is part of the DeFake deepfake detection team headed by Dr. Matthew Wright. Formerly a journalist, he earned a doctorate in philosophy from the Institute of Philosophy at KU Leuven, Belgium, where he was also a guest researcher in the Computer Security and Industrial Cryptography research group.

Sandeep Shah is an alumni at North Carolina A&T State University(NCAT), graduated in Computer Science. He is currently working as a Programmer/Analyst in Huntington National Bank. His research at NCAT was focused on ML and Cybersecurity. Shah has published multiple papers in leading computer security and AI conferences, including IEEE and ACM. He is also dedicated in developing secured software using his knowledge from his research at NCAT.

I am Dr. Ashu Sharma. My area of interest is studying new malware and providing protection against them. I am currently working at WatchGuard Technologies in Noida, India. I have more than 4 years of industry experience in malware analysis and over 2 years of teaching experience in academia. I have been a speaker at many reputed conferences and workshops. I earned my M.Tech degree in Information Security from the Indian Institute of Information Technology, Gwalior, India. I completed my Ph.D. in static malware analysis at BITS Pilani, where I worked with Prof. S. K. Sahay. During my post-doctoral research at IIT Kanpur, I worked on 'Malware Identification via Dynamic Analysis' with Prof. Sandeep Shukla. I have numerous publications on malware detection in reputable conferences and journals.

I am a dedicated Cybersecurity student pursuing a Bachelor of Science at the University of Tampa. With top rankings in global cybersecurity competitions, I excel in Threat Intelligence, Data Loss Prevention, and web development. Active in organizations like (ISC)² Tampa Bay and the National CyberWatch Center, I am leveraging cutting-edge knowledge to create impactful cybersecurity solutions.

Mrs. Krista Stacey is an Instructor and doctoral student at the University of South Alabama, researching machine learning in diverse computing ecosystems. She holds an MS in Computer Science and an MEd in Secondary Education, both from South. With over 15 years of teaching experience in Mobile County Public Schools, Krista now focuses on core computer science education and game development in the School of Computing. Her undergraduate degree is in CIS and Spanish from Troy University. She is married with two soccer-playing sons, enjoys cooking, and is an avid Sailor Moon fan.

Shoshana Sugerman is a student at Rensselaer Polytechnic Institute, pursuing a Bachelor of Science in Information Technology & Web Science with a focus track in Information Security. She has hands-on experience in cybersecurity and quantum computing, serving as a lead researcher on projects involving augmented reality cybersecurity training, Grover's algorithm for threat detection, and ethical considerations of AI in security. Shoshana also competed in the National Cyber League, ranking in the top percentiles. Proficient in various programming languages and technologies, she actively contributes to advancing cybersecurity and AI-driven educational methodologies.

Xinli Wang, PhD
Associate Professor
College of Computing
Grand Valley State University
Email: wangx@gvsu.edu
Phone: 616-331-4335

Teaching areas:

• Cybersecurity: system security, data security and privacy, digital forensics, information assurance
• Computing languages: C programming, scripting, Java programming
• IT: Windows System Administration, Network Engineering, LDAP
• Others: distributed computing, cloud computing

Research interests:

• Cybersecurity and Cybersecurity education
• IT education
• Cloud computing evaluationli>
• Distributed systems

Mary Jane Willshire-Fairley, Ph.D. is a retired academic and consultant. She has been a CSAB volunteer for 16 years and has served as a Peer Evaluator (PEV), CAC Commissioner and Team Chair, and as a member of the CAC Executive Committee. She is also the Past President of CSAB. Her strong interest in quality education for computing students drives her volunteer efforts. She is active in recruiting new volunteers and their subsequent training to work on ABET teams.

Dr. Carol Woody is a principal researcher for the CERT division of the Software Engineering Institute at Carnegie Mellon University. She leads a team building capabilities and competencies for measuring, managing, and sustaining cybersecurity for highly complex software intensive systems and supply chains. She has successfully implemented solutions in many domains including banking, mining, manufacturing, government, and finance. She coauthored, with Nancy Mead, a book Cyber Security Engineering: A Practical Approach for Systems and Software Assurance published by Pearson Education as part of the SEI Series in Software Engineering. The CERT Cybersecurity Engineering and Software Assurance Professional Certificate is based on the research she led.

Matt Wright is Endowed Professor and Chair of Cybersecurity at RIT. He earned his PhD in CS at the University of Massachusetts in 2005. His research interests include deepfake detection, applying AI to malware and traffic analysis, and understanding the human element of security. He has over 100 peer-reviewed publications, including many works appearing in top-tier venues in cybersecurity, human-computer interaction, and computer networks.

I am a master's student in Information and Cybersecurity (MICS) at UC Berkeley, focusing on three primary research areas:

• SOAR (Security Orchestration, Automation, and Response): I am researching software solutions that leverage AI and machine learning to enable systems to autonomously detect and respond to cybersecurity vulnerabilities, threats, and events.
• Human Activity Data Quantification: I am collaborating with Genentech on quantifying human activity data to identify novel biomarkers to advancements in digital health.
• Decentralized AI Blockchain Protocols: I am designing decentralized AI blockchain protocols to enhance energy efficiency in cryptocurrency mining, aiming to reduce its environmental impact and promote sustainable technology solutions.

Paige has been pursuing a PhD in Information Technology at Towson University, where she researches the intersection of Artificial Intelligence and Cybersecurity Education. Her work aims to connect educators and students with resources that will help cultivate the next generation of cybersecurity professionals.

Morgan Zantua is the Director of the Center for Cybersecurity Innovation at City University of Seattle, Program Manager for the Master of Science in Cybersecurity and Bachelor of Science in Cybersecurity, and Associate Professor at the School of Technology & Computing (STC). Morgan is the Principal Investigator (PI) on multiple grants to expand cybersecurity career pathways opportunities through teacher development and cybersecurity career exploration. STARTALK - Korean integrates culture, language, web design, Cybersecurity and Python programming for high school and college Korean language learners. She convenes teams to create innovative and integrated solutions to attract transitioning military and the Center actively involved in an SBA Cyber clinic and VICEROY. She is faculty advisor to the CityU WiCyS. Morgan's research interests include Evidencing Competencies through Competitions with Dr. Daniel Manson, psychometric profiling of cybersecurity work roles, and strategies for transitioning military into cyber roles. She holds a master's degree in Whole Systems Design and thirty years' experience in workforce development.

Martin Zinaich is the Chief Information Security Officer for the City of Tampa. With over 30 years of experience in information technology and cybersecurity, he created and directs the City's Information Security Office.

Previous work includes a decade in the private sector as a research and development engineer and technical manager in the telecommunications industry.

Martin was honored with the Cyber Security Leadership and Innovation Award from the Center for Digital Government. He is cochair of Florida's Region 4 Working Group on Cyber Terrorism and chair of the Urban Area Cyber Discipline Working Group. His article on cybersecurity entitled 'What does Information Security Have in Common with Eastern Airlines Flight 401' has been called a foundational work.

Martin has earned many industry certifications, is a prominent speaker on cybersecurity, and is part of the Information Systems Security Certification Consortium's Safe and Secure Online program.

Mr. Neal Ziring is the Technical Director for the National Security Agency (NSA)'s Cybersecurity Directorate. In that role, he is responsible for a wide variety of technical assessment, external engagement, workforce developments, and strategic direction issues for NSA's cybersecurity mission. In his past position, he served as the Technical Director of the NSA Capabilities Directorate. In that role, he tracked technical initiatives, promoted the professional health of a diverse technical staff, and served as liaison to various external partners. Prior to the formation of the Capabilities Directorate, Mr. Ziring served as Technical Director of the Information Assurance Directorate for five years.

His personal expertise areas include security automation, IPv6, cloud computing, cross-domain information exchange, data access control, and cyber defense.

Prior to coming to NSA in 1988, Neal worked at AT&T Bell Labs. He has BS degrees in Computer Science and Electrical Engineering, and an MS degree in Computer Science, all from Washington University in St. Louis. Since then, he has also taken classes from Columbia University, the University of Maryland Baltimore County, and George Washington University.