Professional Development and Contributed by Organizations or Campuses
Information Technology (IT) Security Essential Body of Knowledge (EBK): A Competency and Functional Framework for IT Security Workforce Development
| Title: | Information Technology (IT) Security Essential Body of Knowledge (EBK): A Competency and Functional Framework for IT Security Workforce Development (ID: CSD5182) | | Origin: | Contributed by Organizations or Campuses (10/03/2007) | | Type: | Government Documents, Laws, Testimonies or Reports | | Abstract: | This federal register notice informs the public and interested stakeholders that the Department of Homeland Security (DHS) is making available for public review and comment ``Information Technology (IT) Security Essential Body of Knowledge (EBK): A Competency and Functional Framework for IT Security Workforce Development.'' This framework is intended to assist the public, private, and academic sectors with strategic IT security workforce development initiatives including professional development, training and education. The EBK is not an additional set of DHS guidelines, and it is not intended to represent a standard, directive, or policy by DHS. Instead, it further clarifies key IT security terms and concepts for well-defined competencies, identifies notional security roles, defines four primary functional perspectives, and establishes an IT Security Role, Competency, and Functional Matrix. | | View this resource: | |
The TCC Online Conference: A Global Learning Community for Teaching & Learning
| Title: | The TCC Online Conference: A Global Learning Community for Teaching & Learning (ID: EPS128) | | Author(s): | Bert Y. Kimura (University of Hawaii Kapiolani Community College) | | Origin: | Contributed by Organizations or Campuses (2003) | | Type: | Effective Practices | | Abstract: | University of Hawai'i Community College (UHCC) leaders continuously seek innovative solutions for providing high-quality professional development opportunities at a lower cost. A typical conference experience for one faculty member from the Hawai'i Community Colleges traveling to the mainland requires more than 8-12 hours of flight time, out-of-classroom time (up to a week for a three to four day conference), and air, ground transportation, and per diem costs (upwards of $3,000). As a result, it is unusual for UHCC faculty to attend more than one conference annually in the continental United States. The cost of sponsoring and implementing a traditional face-to-face conference in Hawai'i is extremely high, requiring significant resources for advance planning and negotiation with travel and hospitality-industry representatives. It is equally expensive for participants traveling from the mainland and elsewhere. The annual Teaching in the Community College Online Conference was established to address this scholarly community's need to "meet" and exchange information. | | View this resource: | |
The Roles of Mentors in Electronic Learning Environments
| Title: | The Roles of Mentors in Electronic Learning Environments (ID: CSD3569) | | Origin: | Contributed by Organizations or Campuses (2004) | | Type: | Articles, Papers, and Reports | | Abstract: | This article describes the roles of mentors to meet the need for mentors in electronic learning (eLearning) environments. The existing literature has documented factors impeding effective eLearning and the multiplicity of the faculty's roles that demands too much time on the faculty within eLearning environments. This article argues for the need for mentors to assist instruction and facilitate learning within eLearning environments. The roles of mentors built around the multiple roles of the faculty are then identifi ed as teaching assistants, social connectedness initiators, and technical supporters. A guideline for mentors outlining mentors' roles, responsibilities, and contributions was proposed. This guideline may be adopted by mentors as a fundamental job-aid in practicing mentoring. An example of implementation of mentors in an eLearning environment, which resulted in higher learning achievement, was also presented. In conclusion, it is suggested that mentors should be employed within eLearning environments for assisting students overcoming eLearning barriers and achieving effective learning within eLearning environments. | | View this resource: | |
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