Vol. 5 No. 1 (2017): Journal of The Colloquium for Information Systems Security Education
Journal of The Colloquium for Information Systems Security Education

For twenty-one years, the Colloquium for Information Systems Security Education (CISSE) has been the sole forum in which the members of the academic field of cybersecurity have gathered to present and discuss new ideas. CISSE was first established to provide a single place to conduct productive conversations between a variety of government, industry, and academic on the topic of cybersecurity education. Ideas arising from those discussions have led to new and improved content and curricula for cybersecurity teaching.

The academic community meets every year at a different part of the Country to present and discuss the most effective means for maintaining a high standard of excellence in cybersecurity education. As a way of ensuring continuing excellence in the field, new and evolving knowledge contributions are presented to the membership. We consider it our duty to ensure the highest academic standards for these presentations.

In our opinion, the contributions to this journal represent the best possible current scholarship in the field of cybersecurity and their selection and inclusion is highly competitive. It is the aim of this Journal to offer only the most outstanding research available. However, the editors and publishers also work with new authors to help them to bring their work to publishable standards.

In that respect, the papers submitted to the conference undergo a rigorous double-blind refereeing process and the contributions that are deemed the most outstanding are presented in individual sessions at the Conference. Once the Conference is ended an Editorial Board selects a small set of the papers that contain meaningful and innovative ideas for presentation to the community at-large. These are the ideas that you will discover in this Journal.

Given that background it should be understood that the ideas contained in this Journal are considered to be the most painstakingly thought through recommendations with respect to methods and practices for cybersecurity teaching. Cybersecurity is an emerging discipline. And make no mistake, it IS a holistic discipline, separate from any of the conventional computer studies. Thus, it is critical to publicize the broadest and most comprehensive range of persuasive new ideas about where the discipline will evolve going forward.

Therefore, the ideas presented here are not constrained by any preconceived notions of what the field ought to be like. Instead we are focusing on their merit as a means of solving difficult problems that exist in our modern society. That is the case because there are many systemic and cultural challenges that have to be overcome before we can get a holistic understanding of this critical field. Our goal is to present every point of view.

The articles in this Journal address ways to more effectively leverage the range of sub- disciplines in the defense of an organization. Spreading the net as wide as possible is a particularly obvious and justifiable way to address threat. And that is our mandate and challenge to the researchers, and cybersecurity professionals of the future.

Effective strategies for protecting the organization against relevant electronic, human and physical threat require understanding the state of the various existing common communities that comprise the educational landscape. The contents of this Journal focus on developing and maintaining insight into every legitimate approach to cybersecurity. We will present the wide range of approaches and provide solutions in the form of up-to-date ideas about ensuring a continuously capable response. We will focus on best practices for practical education and training for the modem cybersecurity profession as well as transformative thinking for the profession as a whole.

What you will find in this issue are ten carefully selected articles that discuss aspects of existing ideas or new issues that are arising. The articles here represent many avenues of thought. It is our considered opinion that this sort of wide-ranging dialogue constitutes the first steps in overcoming the silo effect that has hampered the field from its inception. We are dedicated to taking the first steps in ensuring that cybersecurity education evolves into the kind of main tent profession that we all want it to be. We would not have been able to do this alone, and so we would like to acknowledge Tamara Shoemaker for her outstanding work in managing the review and production process, and our colleagues who served as reviewers for this issue:

Paul Beard, Christopher Brew, Steven Brown, Yuntai Chang, Ankur Chattopadhyay, Joseph Ekstrom, Chani El Kari, Erik Fretheim, Eric Hulderson, Yesem Kurt-Peker, Derek Manwaring, Themis Papageorge, Julio Perez, Jason Pittman, Huw Owain Lyndon Read, Ken Sigler, Paul Wang, Kevin Wu, and Koukeng Yang.

Dan Shoemaker, Ph.D., Professor and Graduate Program Director University of Detroit Mercy


Jameson McFarlane, Thorne J. McFarlane, Leon Bernard
pp. 22
Academic Influence of Social Network Sites on the Collegiate Performance of Technical College Students
Qijun Gu, Tanner J. Burns, Samuel C. Rios, Thomas K. Jordan, Trevor Underwood
pp. 22
An Analysis of Security Competitions for a Beginner's Guide
Charles Wilson, Gregory Laidlaw
pp. 13
Applying Nodal Governance to Combat Cybercrime: A Novel Approach
Morgan Andreanna Zantua, Barbara Endicott-Popovsky
pp. 14
Cybersecurity Career Profiling
Dinesh Reddy, Glenn Dietrich
pp. 24
Cybersecurity Training and the End-User: Pathways to Compliance
Susan Helser
pp. 25
Identity Theft Education: FIT Report
Abdifatah Abdi-Nur, Michele Azar, Chueyee Fang, Cindy Hoffman
pp. 22
Smart TV Upgrade, Privacy Downgrade?
William Arthur Conklin, Anne Kohnke
pp. 15
Teaching Cyber Resilience for Critical Infrastructure Systems
David R. Shaw, Jeff Carr, Tom Muehleisen
pp. 19
The Calculus of Cyber Warfare as Influenced by the Subtle Art of Military Theory
Niya Werts, Subrata Acharya
pp. 12
Towards the Design of an Interdisciplinary Bridge Curriculum in Health Information Systems: A Pilot Study