A selection of 2012 relevant publications involving staff involved with the STRiPe group
Journals
- Maunder, R., Turner, S., Sneddon, S. and Crouch, A. (2012) Editorial. Enhancing the Learner Experience in Higher Education. 4(1), pp. 1-2. 2041-3122.
- More details can be found here.
- Kariyawasam K., A., Turner S., Hill G. (2012) "Is it Visual? The importance of a Problem Solving Module within a Computing course", Computer Education, Volume 10, Issue 166, May 2012, pp. 5-7, ISSN: 1672-5913.
- More details can be found here.
- Hill G., Turner S. (2012) "Referencing within Code in Software Engineering Education!", Computer Education, Volume 10, Issue 166, May 2012, pp. 1-4, ISSN: 1672-5913.
- More details can be found here.
Conference
- Turner, S. and Al-Sherbaz, A. (2012) "What's the problem with problem-solving?" Seminar Presentation presented to: Insights into the future of learning and teaching at Northampton, University of Northampton, 3rd December 2012
- More details can be found here.
- Bailey D and Adams J (2012) "NORTHANTS ENGINEERING TRAINING PARTNERSHIP (NETP), A MODEL FOR SUSTAINABLE, INDUSTRY – UNIVERSITY ENGAGEMENT" International Conference on Engineering Education 2012 Turku Finland July 30 – August 3, 2012.
- More details can be found here.
- Picton P (2012) "TEACHING ULTRASONICS USING SPREADSHEETS" International Conference on Engineering Education 2012 Turku Finland July 30 – August 3, 2012
- More details can be found here.
An paper on teaching computer forensics was recent published at 7th Annual Teaching Computer Forensics Workshop University of Sunderland on the 10th Nov 2011.
An Embedded Pedagogic Model for Computer Forensics within an
Undergraduate Programme
Authors: Ali Al-Sherbaz , Amir Minai, James Xue, Rashmi Dravid , The University of Northampton
Abstract
The discipline of computer forensics which has a strong mutli-disciplinary background derives from the computing subjects in networking, programming, security and mathematics. Increasing awareness of cybersecurity and emphasising the need for a common vision among students addresses the challenges. The proposed pedagogic model is to embed the computer forensics materials within the undergraduate modules to extend students’ knowledge and skills in a practical context. However, it is also recognised that the depth of knowledge required learning such topics as cyber security should be offered from the underlying principles to their abstraction.
Cyber crimes are on the rise however, Cyber security professionals are in a depressingly low numbers. The lack of focus on this area has certainly resulted in a limited number of experts. Today, there is a demanding need to create new cyber security jobs, which should hopefully bring leverage to the uncontrollable rise of cyber crimes. It is, therefore, necessary to develop the analytical skills which create challenges in building a constructive approach to learning. Also, reflecting the technological fluctuations, it is seen as essential for students to be continuously updated.
The proposed model focuses on the delivery and assessment of certain computing modules, with an evaluation of its efficiency on the use of time and effort in order to satisfy the minimum requirements of the curriculum. The study has also discovered that some of the modules already cover part of computer forensics implicitly. Therefore, highlighting these topics to the students and making them more visible as computer forensics is one of the main objectives. Another objective is to enhance the existing computing modules by dedicating certain amount of lecture time on computer forensic related concepts. The model can then be adopted by Universities when considering developing new modules.
Over the last few years there have been large increases in cyber-crimes which have threatened individuals and organisations. To reduce the threat it is imperative that the computing courses within universities increase the level of student awareness by providing them with professional education in computer forensics and cyber-security without the need to create a separate specialised pathway.
