Carolina Cyber Network

Work Group

Curriculum Alignment

Victoria Ferrell, Forsyth Technical Community College

The curriculum alignment working group is focused on aligning CCN member schools’ cyber security curricula with the Center of Academic Excellence knowledge units (KUs) and industry needs. The group has conducted a comprehensive analysis of existing required cybersecurity courses for North Carolina community colleges leveraging the CAE-Cyber Defense (CD) Designation Requirements as the guiding framework to develop recommendations for a set of core cyber courses aligned with those requirements.

Educational Technology

William “Nikitah” Cummings, Fayetteville Technical Community College

A valuable benefit to the CCN member institutions is the provision of licenses for students to access cyber ranges where they can apply skills learned to defend against simulated cyber attacks. The cyber ranges provide students with the simulated “real-world” experiences that have proven to be invaluable in developing the skills of our students, preparing them for cyber competitions, and to be work-ready upon graduation. The CCN currently has contracts with both Range Force and Cyberbit.

K-12

Thomas “Tony” Brown, Forsyth Technical Community College

The K-12 Working Group is exploring ways to work with the NC Department of Public Instruction to incorporate cybersecurity education into K-12 curricula. The group is researching strategies in other states to gain an understanding of best practices in K-12 cyber education and to inform the development of strategies for building a successful and effective K-12 cybersecurity education pathway.

Professional and Essential Life Skills

John Sheuring, Carolina Cyber Center of Montreat College

Professional and Essential Life Skills is a modular curriculum designed to teach, coach, and mentor students in their development of skills and abilities “essential” to a successful career in cybersecurity. Specifically, while technical skills and the associated validation (badges, certifications, degree, etc.) can enable a person to “get the interview,” and professional skills (e.g., punctuality, clarity of written and verbal communications, dealing with conflict) might get a person a job. This group is reviewing the content curriculum, how it is currently being used, and how it can be used in a variety of program and delivery formats.