Virginia CyberCamp 2016 · 2017-05-30 · worldwide, more than 209,000 cybersecurity jobs in the...

Virginia CyberCamp 2016

ATTENTION Rising 10th, 11th, and 12th Grade Students!

WHAT TO EXPECT

• Learnbasicprogrammingandcoding

• Researchanddiscusscurrentcybersecurityevents

• Observecurrenttrendsinwiredandwirelessnetworks

• Debatetopicsrelevanttotheuseofroboticsandautomation

EXPLORE

• Conceptsofelectricity,circuits,andnetworks

• Interactionofrobots—makingitdowhatyouwant

• Remotecontrolhacking

• Currentandemergingjobopportunitiesintheworldofcybersecurity

Are you interested in Cybersecurity? Challenging activities?

Learning, creating, and having fun?

CyberCAMP 2016 is for YOU!

No fees! Camp provides,

breakfast, lunch, and

transportation!

Sponsored by

Learn from cybersecurity experts and participate in exciting industry tours!

APPLY for CyberCamp 2016 tOdAY!

Where:

When:

Who to Contact:

An Introduction To Careers In Cybersecurity for Students

and Teachers

Virginia Department of EducationOffice of Career, Technical, and Adult Education

VIRGINIACYBERCAMP

2016PROGRAM

ANINTRODUCTIONTOCAREERSINCYBERSECURITYFORSTUDENTSANDTEACHERS

EvaluationReportDevelopedbythe

OfficeofCareer,Technical,andAdultEducationVirginiaDepartmentofEducation

Richmond,Virginia

March2017

YvonneV.Thayer,Ed.D.PrincipalInvestigator

©2017,VirginiaDepartmentofEducation

.VIRGINIACYBERCAMP2016–ANINTRODUCTIONTOCAREERSINCYBERSECURITY

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VIRGINIACYBERCAMP2016PROGRAM ANINTRODUCTIONTOCAREERSINCYBERSECURITY

FORSTUDENTSANDTEACHERS

TheVirginiaCyberCamp2016Programintroducedstudents,teachers,schoolcounselors,andschoolleaderstocareersincybersecuritythrougha70-hoursummerprogramconductedinschooldivisionsineachoftheeightSuperintendent’sRegions.Thisprogramofferedinstructioninbasicprogrammingskills,exploredmanyofthecareeropportunitiesincybersecurity,andencouragedstudentstoearnacybersecurity-relatedcredential.Thecurriculumusedtoplantheprogramwassupportedwithstaffdevelopmentthatequippedtheteacherstoplanengaginglearningexperiencesthatwoulddevelopinterestincybersecuritycareers.TheOfficeofCareer,Technical,andAdultEducationattheVirginiaDepartmentofEducationdevelopedtheCyberCampProgram,oneofseverallearningopportunitiesthatintroducehighschoolstudentstocareerpathwaysincybersecurity.Thisreportwillsharethedesignofthesecamps,professionaldevelopmentforteachers,observationswhilecampswereinsession,outcomesrelatedtocampgoals,anddirectionsforfutureactivities.


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Cybersecurityeducationisastateandnationalpriority.InFebruary2014,GovernorTerryMcAuliffeestablishedCyberVirginiaandtheVirginiaCyberSecurityCommissionthroughExecutiveOrder8.TheworkofthegovernorandthecommissionraisedawarenessofthegrowingcareersincybersecurityandthecontinuingneedtoimprovetheeducationalpipelinetofillthousandsofunfilledandemergingjobsinVirginia.TheOfficeofCareer,Technical,andAdultEducationrecognizedtheimportanceofincludingcontent,courses,andprogramsrelatedtocybersecuritycareersincareerandtechnicaleducation(CTE)programs.Theydevelopedcybersecurityinfusionunitsofstudythatteachersintegratedintoexistingtechnicalcourses.Representativesfromschooldivisions,collegesanduniversities,andVirginiabusinesseswerebroughttogethertobegintheprocessofdevelopinganewcybersecuritycareerpathwayforVirginiastudents.In2016,theVirginiaDepartmentofEducationpublishedaresearchreport,Virginia’s21stCenturyCareerPathway–Cybersecurity,whichspoketothestate’scurrenteffortstopreparemoreworkersforcybersecuritycareersandrecommendedseveralactionsthatcouldstrengthenK-12’sroleastheentrypointintothecybersecurityeducationpipeline.Sincethepublicationofthereport,theCTEhasworkedwithemployers,teachers,andschoolleaderstodeveloptheframeworkandcompetenciesforacybersecuritycareerpathwaythatpreparesstudentswhoareinterestedinavarietyofcybercareers–thoseinsafetyandsecurity,business,STEM,andinformationtechnology.

Atthenationallevel,attentionisbeingplacedoncybersecurityeducationinthepublicschools.TheNationalInitiativeforCybersecurityEducation(NICE),ledbytheNationalInstituteofStandardsandTechnology(NIST),isanationallycoordinatedefforttoadvanceeducationandtrainingopportunitiesforcybersecuritypreparation.NICEcoordinateswithgovernment,academic,andindustrypartnerstobuildonexistingsuccessfulprogramsandbringleadershiptoincreasethenumberofskilledcybersecurityprofessionals.NICEhasaK-12workinggroupofeducatorswhomeetmonthlytosharetheprogressthatschoolsandstatesaremakingtoincreasecourses,careerpathways,studentcompetitions,orothercyberactivities.Conferencesareheldtocontinueaconversationaboutaddingcybersecurityeducationtotheprioritiesofpubliceducation.

AscybersecurityisbeingdiscussedintheK-12setting,NICEencourageseducatorstolearnmoreaboutcybersecuritycompetitionsasonewaytodevelopskillstomeettheemergingworkforceneeds.(Seehttp://csrc.nist.gov/nice/documents/cybersecurity_competitions.pdf).Local,regional,national,andinternationalcompetitionsengageindividualsorteamsincybersecurityactivitiesthatmaybeaone-dayeventoraseriesofface-to-faceorvirtualevents.Afewofthewell-establishedcompetitionsarethecybersecurityversionofCapturetheFlag,theAirForceAssociation’sCyberPatriot,andtheCenterforInternetSecurity’sUSCyberChallenge.


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AswasnotedinVirginia’s21stCenturyCareerPathway–Cybersecurity,employersviewcybersecuritycompetitionspositivelybecausetheseeventsprovideexperiencewithauthenticsecurityactivities.Arecentreportoncybersecuritygamesconcludesthatcompetitionsbuildsoftskillsaswellastechnicalskills,whichareanongoingrequestofcybersecurityemployers(KatzcyConsulting,2016).LaurinBuchanan,principalinvestigatoratSecureDecisions,believesthatcompetitionsmaybeaproxyforapprenticeshipsbecauseparticipants(1)experienceworkrolesthatarerelevanttocybersecurity,(2)workunderpressure,(3)demonstratededicationandinterestinthework,(4)practicecommunicationskills,and(5)demonstratecollaborationandteamwork(Buchanan,2017).

OneofNICE’scontributionstoeducationisthedevelopmentofacybersecurityworkforceframeworkthatorganizescybersecurityintosevenhigh-levelcategories,eachcomprisedofseveralspecialtyareas.BasedontheNICEframework,theNationalCyberWatchCenterK-12Division,ETPro,andtheNationalScienceFoundationpublishedaCybersecurityCareerWheeltoassisteducators,students,andparentstounderstandcyber-relatedcareeroptionsandpathways.ThefollowingchartisarepresentationoftheinformationintheCareerWheel.[NICEhasupdatedtheNationalCybersecurityWorkforceFramework,anditwillbedistributedinSpring2017.]


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AttheCommonwealthConferenceonCyberandEducation(December2015),GovernorMcAuliffechallengedcommunitycollegesacrossVirginiatoincludecybersecuritycoursesintheirprogramofferings.Overthelastfewyears,Virginia’scommunitycollegeshaveexpandedcoursesandindustrycertifications,anduniversitieshaveincreasedundergraduateandgraduateprogramstostrengthenworkforcereadinessforcybercareers.ThefollowingcollegesanduniversitiesholdnationalcertificationsincybersecurityprogramsawardedbytheNationalSecurityAgencyandU.S.DepartmentofHomelandSecurity(NationalInitiativeforCybersecurityCareersandStudies,2016).GeorgeMasonUniversity AcademicExcellenceinCyberDefenseEducation

AcademicExcellenceinCyberDefenseResearchCurriculummeetsnationalstandards

HamptonUniversity AcademicExcellenceinCyberDefenseEducationJamesMadisonUniversity AcademicExcellenceinCyberDefenseEducation

CurriculummeetsnationalstandardsLordFairfaxCommunityCollege AcademicExcellenceinCyberDefenseEducation–2YrMarymountUniversity AcademicExcellenceinCyberDefenseEducation

CurriculummeetsnationalstandardsNorfolkStateUniversity AcademicExcellenceinCyberDefenseEducationNorthernVirginiaCommunityCollege AcademicExcellenceinCyberDefenseEducation–2Yr

CurriculummeetsnationalstandardsRadfordUniversity AcademicExcellenceinCyberDefenseEducationTidewaterCommunityCollege AcademicExcellenceinCyberDefenseEducation–2YrVirginiaTech AcademicExcellenceinCyberDefenseResearch Jobreportscontinuetoshowanationalandworldshortageofcybersecurityworkers.In2015,thereweremorethan600,000high-payingtechjobsunfilledinthiscountry(Smith,2016).By2019,thecybersecurityworkforceisexpectedtoriseto6millionglobally,withaprojectedshortfallof1.5million.Among1millionopeningsforinformationalsecurityprofessionalsworldwide,morethan209,000cybersecurityjobsintheUnitedStatesareunfilled,andthedemandforinformationsecurityprofessionalsisexpectedtogrowby53percentthrough2018.(Morgan,CybersecurityJobsReport,2016)(Morgan,OneMillionCybersecurityJobOpeningsin2016,2016).Careersininformationsecurityanalysisaregrowingatarateof18percentthrough2024,andcareersforsoftwaredevelopersandprogrammersareexpectedtoreflectanationalincreaseindemandforcybersecurity,anincreaseintheuseofmobiletechnology,andtheimplementationofelectronicmedicalrecords(U.S.BureauofLaborStatistics,2015).Healthcareorganizationsarecurrentlyexperiencingmonthlycyberattacks.A2016surveyofITsecuritypersonnelfoundthathalfhadexperiencedlossorexposureofpatientinformationinthepastyear(Institute,2016).


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InVirginia,jobsassociatedwithcybersecurityremaininhighdemandandareexpectedtogrowthrough2020.Whilethenumberofworkersincybersecurityisexpectedtoincreasebymorethan17percentnationally,thenumberofpersonsemployedincybersecurityjobsinVirginiaisexpectedtoincreaseby25percentfrom2012through2022.AlookatjobopeningsinApril2016foundthatthethreeoccupationswiththelargestnumberofopeningswerenetworkandcomputersystemsadministrators,informationsecurityanalysts,anddatabaseadministrators.(VirginiaEconomicDevelopmentPartnership,2016).

JustasoneoftheprioritiesofSTEMinitiativesistoeducategirlsaboutjobopportunitiesinSTEMfields,thereareeffortstoattractyoungwomenintothecybercareerpipelinebecauseonly26percentofcyberprofessionalsarewomen(LeClair,2016).Fiftypercentofcollegegraduatesarewomen,butonly11percentareincybersecurityfields(Schlesinger,2015).Concernsaboutcareerinformationandrecruitmentarenotlimitedtoyoungwomen.RaytheonandtheNationalCybersecurityAllianceconductedasurveyofyoungadultsandfoundthatU.S.millennialswhohavereadorheardaboutcyberattackswithinthelastyearnearlydoubled,from36percentin2015to64percentthisyear.Yet,only33percentofthisgrouphavesoughtoutcyberjobsascomparedto82percentofmillennialsintheMiddleEast.Millennialswantjobsusingtheskillscyberprofessionalsuse–problemsolving,dataanalysis,andcommunications–yettheyarenotapproachingthisindustrytousetheirskillsandmaynotknowenoughaboutcybersecurityjobsingeneral.Whenaskedwhatwouldincreasetheirinterestinacybersecuritycareer,ofallsurveyedinternationally,48percentwantedtoknowmoreaboutwhatthejobsmightentail,44percentwantedtrainingtodeterminewhethertheywouldbegoodatcybersecurity,and37percentwantedanopportunitytotalkwithcurrentprofessionals.(RaytheonandNationalCybersecurityAlliance,2016).Thecallforallstudentstolearncoding(Paul,2016)isimportant,butnotenough,ifthecybersecuritypipelineisgoingtoattractwomenandtheemergingworkforce.Schoolsmustrespondtowhatyoungworkersneedbyfindingopportunitiesforstudentstolearnaboutcyber-relatedjobs,meetpeopleworkingincybercareers,developproblemsolvingandotherworkforceskills,andhaveanopportunitytoexperienceprojectsthatarehighlysimilartorealworkincybercareers.TheVirginiaCyberCamp2016Programwasdevelopedtobeginaddressingtheseneedsduringthelastthreeyearsofhighschool,whenstudentsareexploringtheirchoicesforpostsecondaryeducationandcareers.ThispilotprogramwasdesignedtomodelhowtointegrateconceptsandskillsassociatedwithcybersecurityintobothacademicandCTEprograms.TheCyberCampinitiativeraisesawarenessamongstudentsandteachersthatcybersecurityandthecareersassociatedwithitarehighlyrelevanttotheworldwelivein.ProvidingstudentswithanopportunitytoexplorethebroadspectrumofcybercareersisachallengeK-12ispreparingtomeet.


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CyberCampsofferchallengedschooldivisionsawaytointroducecybersecuritytostudentsandteachers.

ThepurposeoftheVirginiaCyberCamp2016Programwastodevelopacybersecuritypilotprograminschoolsacrossthecommonwealththatwouldintroducehighschoolstudentsandteacherstocybersecurityasacareerwhilegivingthemtheopportunitytolearnsomeofthebasicskillsassociatedwithcybercareers.ThepilotprogramwasdesignedtogiveschooldivisionsamodelprogramthatcouldinformtheirplanstoincorporatecybersecurityeducationintobothacademicandCTEprograms.

TheCyberCampprogramprovidedtheopportunityforstudentstointeractwithindividualsandcompaniesthathavecybersecurityaspartoftheirworkwhiledevelopingknowledgeandskillsthatcanleadtoindustrycertificationsandpostsecondaryeducationincybersecurity.TheCyberCampProgramwasanimportantintroductiontocybersecurityeducationformanyschoolsinpreparationforacybersecuritycareerpathwayforCTEprograms.

EligibleSchoolDivisions–Duringthe2015-2016schoolyear,GovernorMcAuliffeannounceda$2millionstateinitiativetoimplementtheextendedschoolyearVirginiaCyberCamp2016Programtargetedtohighschoolsinchallengedschooldivisions–thosedivisionswith50percentormoreofitsenrolledstudentseligibleforfreeandreducedpricemeals.Superintendent’sMemo293-15wasissuedinDecember2015,announcingtherequirementsforparticipationintheinitiative.(Seehttp://www.doe.virginia.gov/administrators/superintendents_memos/2015/293-15.shtml)EligibleschooldivisionswereinvitedtosubmitaCyberCampapplicationthatproposedinstructionalactivities,plansforprofessionaldevelopmentofteachersandschoolleaders,andabudget.InFebruary,theOfficeofCareer,Technical,andAdultEducationannouncedthatfourcampswouldbeheldineachoftheeightSuperintendent’sStudyGroups,foratotalof32CyberCamps.Eachcampreceivedastate-fundedgrantforimplementationofthepilotprogram.

GoalsfortheProgram–Thefollowinggoalsestablishedastatewidedesignforthecamps:

• Increaseawarenessofcareersincybersecurityamongteachersandstudents;• Engagestudentsinproject-drivenlearning;and• Introducestudentsandteacherstocybersecurity-relatedindustrycredentialsand

providestudentsafoundationfromwhichtheycouldpursueacertificationduringthe2016-2017schoolyear.


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StateguidancerecommendedthateachcampincludethefollowingascomponentsoftheCyberCampexperience:

1) NICERC(NationalIntegratedCyberEducationResearchCenter)cyberliteracycurriculumandteachingresources,approvedbytheU.S.DepartmentofHomelandSecurity

2) Capacity-buildingactivitiesinroboticsandcomputerprogrammingthatintroducedstudentstoinformationtechnology,networking,andcomputerscience

3) Project-driven,cross-disciplinaryinstruction4) Dailylearningexperiences,teamprojects,andacumulativestudentteampresentation5) Careerinformationprovidedbyguestspeakers,fieldtrips,andonlineresources6) Opportunitytoadvancetowardearning

theIC3DigitalLiteracyCertification

StudentEligibility–Studentswereeligibletoparticipateinthecampiftheywererising10th,11th-,or12th-gradersandhadexpressedaninterestincybersecuritycareersorhadstartedaprogramofstudyrelatedtothecybersecuritysector.Eachcamplocationdevelopedanapplicationprocessandchoseparticipantsbasedonlocallydevelopedcriteria.Eachcampwasaskedtotarget25studentsasaparticipationgoalandencouragedschoolstorecruitfemalesaswellasmales,allethnicitiesrepresentedintheschool,andstudentswithdisabilitiesconsistentwithotherprogramsintheschool.

Staffing–Thecampswererequiredtoplaninstructionalactivitiesasacross-disciplinaryexperience,andstaffingreflectedthispriority.Eachcampidentifiedaschoolleadertoserveascampdirector.Theteamthatfacilitatedtheinstructionalactivitiesincludedacademicteachers,specificallyoneEnglish,onemathematics,andonescienceteacher;andseveralCTEteachersrepresentingengineering,technology,robotics,orpublicsafetyandsecurity.Acounselorwasincludedontheinstructionalteamtohelpcoordinatecareer-relatedactivities.Thecampdirectorandinstructionalteamwereselectedseveralmonthspriortothecampstartingdatesothat

Virginia2016CyberCamps

LOCATION DIVISION(S)SERVEDT.C.WilliamsHighSchool AlexandriaCityVirginiaHighSchool BristolCityBrunswickHighSchool BrunswickCountyCrossroadsInstitute CarrollCounty

GraysonCountyGalaxCity

CharlottesvilleHighSchool CharlottesvilleCityCumberlandHighSchool CumberlandCountyGeorgeWashingtonHigh

SchoolDanvilleCity

NorthernNeckTechnicalCenter

EssexCountyLancasterCountyRichmondCounty

FranklinHighSchool FranklinCityJamesMonroeHighSchool FredericksburgCityHalifaxCountyHighSchool HalifaxCountyHarrisonburgHighSchool HarrisonburgCityMagnaVistaHighSchool HenryCountyHopewellHighSchool HopewellCity

DinwiddieCountyCentralHighSchool LunenburgCountyOsbournHighSchool ManassasCity

ManassasParkHighSchool ManassasParkCityMartinsvilleHighSchool MartinsvilleCityParkViewHighSchool MecklenburgCounty

NelsonCountyHighSchool NelsonCountyHeritageHighSchool

Governor’sSTEMAcademyNewportNewsCity

NorthernNeckTechnicalCenter

NorthumberlandCountyWestmorelandCountyTownofColonialBeach

LurayHighSchool PageCountyPetersburgHighSchool PetersburgCity

PittsylvaniaCountySchoolsSTEMAcademy

PittsylvaniaCounty

I.C.NorcomHighSchool PortsmouthCityPulaskiCountyCTECenter PulaskiCountyFranklinMilitaryAcademy RichmondCityThomasJeffersonHigh

SchoolRichmondCity

TazewellCountyCTECenter

TazewellCounty

WaynesboroHighSchool WaynesboroCityJohnHandleyHighSchool WinchesterCity


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theteamscouldparticipateinprofessionaldevelopmentandhaveadequatetimetoworktogethertodevelopthecampprogram.


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ProfessionaldevelopmentiskeytoCyberCampsuccess. WhilesomeCTEprogramshaveusedVirginia’scybersecurityinfusionunitstointroducecybersecurityconceptsinestablishedCTEprogramareas,andmanyhighschoolsofferedcomputerscienceortechnologycourses;however,instructionalteamshavehadlittleornoexperiencewithcybersecurityeducationordevelopingaCyberCampexperienceforhighschoolstudents.Seekingexpertiseincybereducation,CTEpartneredwiththeacademicdivisionoftheCyberInnovationCenter(CIC)inBossierCity,Louisiana,toidentifyaresearched-basedcurriculumforhighschoolstudentsthatinstructionalteamscoulduseasthecorecurriculumforthecamp.NICERCandCTEagreedtouseNICERC’sCyberLiteracycurriculumresourcesasthefoundationfortheCyberCampinstructionalprogram.UsingNICERC’scurriculumprovidedassurancethateachcampwouldbeofferingaresearch-basedcurriculumandthattherewouldbeconsistencyintheCyberCampprogramsofferedstatewide.NICERCstaffhadsuccessfullytrainedteachersacrossthenationtoimplementthiscurriculum.Theyacceptedthechallengeofworkingwith32teamsofteachers,schoolcounselors,andschoolleaderswhowereinexperiencedwithcybereducationandlikelywouldrequiresupportaftertheirtraining.NICERCstaffcollaboratedwithCTEstafftoprovidetwodaysofresearch-basedtrainingineachoftheeightSuperintendent’sRegionsoversixweeksatnocosttothecommonwealth.Twohundredninety-sixVirginiaeducatorscompletedthetraining.Themajoroutcomeoftheprofessionaldevelopmentwasthereadinessofteammembersto(1)designthecampexperiencetoincludetheNICERCcurriculum,(2)assigninstructionalresponsibilitiestomembersoftheteam,(3)teachcyberliteracythroughroboticslessonsand(4)teachhumanitieslessonsandcyberethics.Participantscommentedthatthey“enjoyedlearningabouttheinsandoutsofprogrammingarobot,”they“appreciatedtheintegrationofwritingandresearchingskills,”andtheroboticstraining“helpedstretchmyabilitytothink,reason,andproblemsolve.”NICERCinstructorDr.ChuckGardnersummarizedtheVirginiatrainingexperienceasfollows:

“Teacherslearnedbydoingtheprojectsthattheywouldbeinstructingtheirsummercampstudentson.NICERC’smodelofprofessionaldevelopmentisbasedonteachersworkinginsmallgroups,doingtheprojectsandassignmentsthatareembeddedintothecurriculumsothatteachersleavewiththeconfidencetopresentthecurriculumintheirclassrooms.”


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NICERC’SCYBERLITERACYCURRICULUM

NICERC’scybercurriculumisproject-driven,application-based,andshowcasesasystems-levelunderstandingofreal-worldapplicationsofscience,technology,engineering,andmathematics.Liberalartscomponentsallowteacherstoembedthecurriculumacrossmultipledisciplinesasthey introducestudents to the careerpathwaythat leads tobecoming thenextgenerationofcyberprofessionals.CyberLiteracybuildsastrongcybersecurity foundation forhighschoolstudentsbyblendingrobotics, programming, electricity, and elements of liberal arts. Students learn about theopportunities, threats, responsibilities, and legal constraints associated with operating incyberspace.Asstudentslearnthebasicsofprogrammingandnetworkingtheydevelopcriticalthinkingskills.

• Programmingintroducesstudentstobasiccodingessentialsthroughflowchartsandsimpleprogramminglanguages.

• RoboticsusesaParallaxBoe-Botmicrocontrollerastheplatformforteachingroboticsfundamentals.Studentsassembletheirrobotstoperformvariousfunctionsthroughtheimplementationofsensorsandapplicationoftheirprogrammingknowledge.

• LiberalArtsillustratesreal-worldapplicationsandimplicationsofcomputersandtheInternetinoursocietytoday.Studentsarechallengedtointenselydeliberatethehistoricalandsocietalcontextofcyber.Discussionsdivedeepintocriticalaspectsofstudents’futures,suchasthe4thAmendmentoftheU.S.Constitutionandissuesofprivacy,security,andtechnology.

TheNICERCcurriculumisavailable

toK-12teachersatnocost(www.NICERC.org)


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SchoolteamsdevelopCyberCampprogramsthatincludestatecommunityresources.

Theinstructionalteamsworkedforseveralweekspriortothebeginningofthecampstoplantheinstructionalprogram–identifyingunitsofstudy,arrangingfieldtrips,locatingspeakerstovisitthecamp,andstudyingtheNICERCcurriculum.Campdirectorspurchasedsupplies,securedspace,arrangedtransportation,andplannedhealthymealsandsnacks.Teamswereencouragedtousetheresourcesofcommunitycollegesanduniversitieswithcybersecurityeducationprograms.Localbusinesseswereaskedtoparticipateinthecampsbysharingthecybersecuritythreatsandemploymentneedsinlocalcommunities.Asstudentswererecruitedtoparticipate,parentsandcommunitymemberslearnedthatstudentswhoappliedandwereselectedwouldbeamongthefirststudentsinVirginiatostudycybersecurity.

TheVirginiaDepartmentofEducationrequiredthatcampsbelocatedonahighschoolcampus.Theschooldivisionthathostedthecampprovidedcomputersforparticipantstouse.Grantfundssuppliedallmaterialsforclassroomprojects,transportation,andmealssothattherewouldbenocosttoeitherthestudentsorthedivisionforparticipatinginthepilotprogram.Eachcampplannedaminimumof70hoursofinstructionaltimeandcouldconfigurethescheduleinavarietyofways(i.e.,amountoftimedaily,numberofdaysperweek,numberofweeks,anddateofcamp).

Theinstructionalprogramreflectedproject-drivenlearningopportunitiesforteamsofstudents.Theseprojectsbuildbothacademicandcareer-readinessskills(e.g.,workingcollaboratively,writingreports,andmakingpresentations)neededtopursueindustrycertificationsandpostsecondaryeducationforcyber-relatedjobs.Theinstructionalteamcollaboratedtocreateacampexperiencethatwasbalancedbetweenteacher-ledinstructionandstudentsworkinginteams.Teachersplannedtodemonstrateorleaddiscussionsaboutrobotics,coding,cyberissues,andethics;studentswouldworkinteamstosolveproblems,developprojects,anddiscussinterestingcybersecuritytopics.

Thecampdesignofferedopportunitiesforguestspeakerstoshareinformationabouttheircyber-relatedjobs,securityintheircompanies,personalcareerpaths,andwhatemployersinthisfieldlookforinnewemployees.Tounderstandthenatureofcybersecurityworkandtherangeofjobopportunitiesthatexistthroughoutthestate,instructionalteamsplannedcyber-

“Throughthispartnership,wehavebeenabletoreachstudentsofdiversebackgroundsandinterestsfromacrossthegreatstateofVirginiatonotonlybringawarenessofcybersecurityandcybercareers,butalsotobuildexcitementaboutthefutureopportunitiesintheclassroom.”

G.B.CazesFormerVicePresident

CyberInnovationCenter


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relatedfieldtripstogovernment,financialinstitutions,companies,museums,andpostsecondaryinstitutions.

Counselorswereinvolvedinplanningsothatcareeractivitieswouldblendwiththediscussionsinclass,visitsfromspeakers,andtripstocyberindustries.LifeJourney,anonlinementoringprogram,wasofferedasaresourceforstudentstoaccessvideodiscussionsofpeopleincybercareers.InstructionalteamsutilizedtheVirginiaCareerVIEWonlineprogramandusedothercareerresourcesavailableinhighschools.Counselorsplannedseveralcareerdevelopmentactivitieseachweekofthecamp.

Itwasimportantforstudentsandteacherstolearnaboutthetypesofindustrycertificationsandeducationallevelsthatarerequiredincybersecuritycareers.Thecampdesignincludedtimeforstudentstoworktowardanindustrycertificationthatisrecognizedinthetechnologyandcybersecurityfields.TheVirginiaDepartmentofEducationemphasizedtheimportanceofindustrycertificationsbyaskingeachcamptohelpstudentsadvancetowardearningtheIC3DigitalLiteracyCertification.Teacherswerenotaskedto“teachto”specificskillsmeasuredbythiscertificationbutrathertoadministerthecertificationexamasapre-testinthefirstdaysofthecamp.Resultsofapre-testcouldhelptheinstructionalteamunderstandthelevelofknowledgeandskillsthestudentshadacquiredpriortothebeginningofthecamp.ThecertificationexamwouldbeadministeredasecondtimeattheendofthecampasameasureoftheprogressstudentsweremakingtowardcompletingtheIC3certificationbytheendofthe2016-2017schoolyear.

Eachlocationplannedtoclosethecampwithaculminatingprogramtogivestudentsaplatformfordemonstratingtoparentsandthecommunitywhattheyhadlearnedaboutcybersecurity,coding,andcareers.StudentswouldreceiveacertificateofcompletionfromtheVirginiaDepartmentofEducationandlocalprogramscouldrecognizestudentsforotherachievementsduringtheCyberCampProgram.


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Camperslearntocode,explorecareers,andachieveanindustrycredential.Virginia’sCyberCampswerehighlyvisibleacrossthestatethroughoutthesummerascampswereconductedfrommid-MaythroughearlyAugust.TheCyberCampprogramwasapilotforthestate,soitwasimportanttolearnwhetherthecampsoperatedasplanned,whethertheNICERCcurriculumwashelpful,howstudentsrespondedtotheactivities,andhowteachersbenefitedfromthecampexperience.TheCyberCampssubmittedtheirscheduleofdailyactivitiestotheOfficeofCTAE.Thelearningactivitieswerehighlysimilaracrosscamps.InstructionalteamsfollowedtheguidanceoftheNICERCtrainingstaffandtheOfficeofCTAEtoincludeopportunitiesforlearningthatwouldbuildafoundationofknowledgeandskillstounderstandcybersecurityandgainawarenessofcyber-relatedcareers.

CTEstaffvisitedcampsinseverallocationstolearnmoreabouttheprogram.ThesestaffhadattendedoneoftheNICERCprofessionaldevelopmentsessionsinthespring,sotheyhadagoodunderstandingoftheinformationteachershadreceived.Theirobservationsconfirmedthatthecampswerefunctioningwell,studentswereparticipatinginandenjoyingclassroomactivities,andteacherswerepleasedwiththeprogressbeingmade.

Toaugmenttheplanningdocumentsandinformationfromstaffvisits,anexternalresearcherselectedeightofthe32CyberCamps(25percent)tovisit,oneineachoftheeightSuperintendent’sRegions.CampswereselectedbasedonseveralcriteriathatwouldhelpprovideathoroughdescriptionoftheCyberCampProgram.Thecampsthatwerevisitedandthedaystheywerevisitedwerechosenbecausetheyrepresented

• Rural,suburban,andurbanschooldivisions.• Schoolsofdifferentsizes.• Campsforasingledivisionandregionalcampsservingseveraldivisions.• Campsconductedinahighschoolandcampsheldinacareerandtechnicalcenter.• Campsthatwereconductedatdifferenttimesoverthesummer.• Differentdailyandweeklyschedules.• Differentpointsintime:theearlydaysofthecampschedule,midwaythroughthe

camp,andattheendofthecamp.• Ethnic/racialparticipationacrossthestate.• Differentselectioncriteriaforstudentparticipation.• Anopportunitytoviewallaspectsofthecampprogram.


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Theresearcherobservedtheentiretyofthecampday,includingclassroominstruction,studentprojectgroups,andguestspeakers;proceduralactivities,mealsandbreaks;dailyclosingactivities;andstudentandteacherinteraction.Theresearcherparticipatedinfieldtripswithtwocamps.Shespokewithcampdirectors,individualteachers,teamsofteachers,individualstudents,teamsofstudents,andinsomecasesdivisionleadership.Thereportthatfollowscombinestheinformationgatheredinwrittendocumentsandvisitsbytheresearcher.TheCyberCampswerehighlyconsistentinthecurriculumfollowedandinstructionalactivitiesdelivered.Thelearningenvironmentwasremarkablysimilarineachcampvisited.Thisreportpresentsdescriptiveinformationthatisgeneralizedforthecollectivepilotprogram.ObservationsofactivitiesandcommentsfromstudentsandstaffareusedinconjunctionwiththeplanningdocumentstodescribeVirginiaCyberCamp2016inaction.

Participation–Atotalof743rising10th-,11th-,and12th-gradersparticipatedintheCyberCamps.Theenrollmentgoalforeachcampwas25students:

• 11campsenrolledmorethan25students.• Sixcampsenrolled25students.• Fivecampsenrolled21-24students.• Sixcampsenrolled15-19students.• Fourcampsenrolled12-14students.

Thecompositionofcampsthatwereobservedwerealmost50percentgirls.Studentsreflectedtheethnicitiesoftheirregions.Attendancewasexcellentforasummerprogram.Therewereinstancesofstudentsleavingforafamilyvacationormissingadayforillness,butgenerallystudentswerepresentthroughoutthecampandwantedtoparticipate.

Mostcampswereconductedoverfourdaysforthreeweeks.Somecampsranoveralongernumberofdaysorchosetointensifythecampbyoperatingfiveorsixdaysaweek.Typically,campsbeganearlyinthedaywithbreakfastandcontinueduntilmid-afternoon.Schoolseitherusedthedivision’sfoodserviceformealsorhadmealsbroughtinfromarearestaurants.Studentscommentedthattheyappreciatedthegoodqualityofthefoodandtheamountavailable.Theschooldivisionhostingthecampprovidedbustransportationdailytotheschoolandthroughouttheweekforfieldtrips.

TeachingandLearningEnvironment–Thelearningenvironmentwasnoticeablydifferentfromatypicalacademicclassroom.Ratherthansittingindeskstowork,studentswerefreetomoveatwillandworkwithotherstudentsastheydesired–attables,onthefloor,alone,oringroups.Theatmospherewashighlyrelaxed,yetthestudentswereconsistentlyworkingonassignmentsorprojects.StudentswereoutfittedintheirCyberCampshirts,eachoneuniquetothecamp.


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Theclasses–betheyincomputerlabs,classrooms,orlargeopenspaces–reflectedhighstudentengagementincomputerprogramming,projects,onlinelearning,writtenandoralassignments,andguestspeakers.Studentswereontaskconsistentlyinthisrelaxedbuthighlyproductiveatmosphere.WhenaskedwhatsurprisedthemthemostabouttheCyberCamp,studentsfromeachcampvisitedechoedthesameresponse:“Iexpectedthatwewouldsitinfrontofacomputerwhileteacherslecturedtous.Itwasn’tlikethat.Theyletusbecreative.”

Itwasclearstudentsenjoyedthiswayofinteractingwithnewcontent.Theywerebusyallofthetime,workingonteamprojectswhentheyhadextratime.Severalstudentsaskedtheircampdirectorwhytheyheldthecamponlyfourdaysaweekinsteadoffive,becausetheywouldhaveenjoyedmoretimetoworktogether,andcouldtheycomebacktotheschoolafterthecamptocontinueworking.

Studentspreferredtosolveproblemsbythemselvesorinsmallgroupsandaskedteachersforassistanceonlyaftertheyhadexhaustedtheirresources.Studentswereobservedinallcampsusingreferencematerialstosearchforprogramminginformationwhentheyencounteredacodingproblem,ratherthanimmediatelyaskingateacherfortherightanswer.Whentherobotsdidn’tperformasexpected,studentstrieddifferentproceduresorsoughthelpfromapeertogetthedesiredresult.Oneteachercommentedthatthestudentstoldhernottogivethemhelpbecausetheypreferredtofindtheirownsolutionswhenconfrontedwiththeunknown.Consistently,thiswasthestudents’preferredwayofworking–independentoftheteacherorcollaboratingwithotherstudents.

Therewerenodisciplinaryissuesobservedorsharedbyteachers.Studentsbehavedinaresponsiblewaywhileworkingonprojects,takingbreaks,andhavingmeals.Asastudentcommented,“Thecampprovidedacomfortablelearningenvironment.”Oneteacherwascurioushowacamper,whohadsleptthroughherclassduringtheacademicyear,wassointerestedandperformingsowellinthecamp.

Teacherspresentednewinformationorinitiatedanactivitywiththewholegroup,butquicklystudentswereontheirownorinteamstoproceedonthetasks.Teacherswereactingasfacilitatorsoflearning,notlecturingorimposingthemselvesonthestudents.Theywerepresenttoanswerquestionsandmonitortheschedulefortheday.Studentsappreciatedseeingtheteachersapproachlearningdifferently:“Iwassurprisedthatthecampwassomuchfun–notsostructured.Theteacherswererelaxed.”

Theteacherteamsworkedwelltogether,sharingresponsibilitiesandenjoyingthecross-disciplinaryapproachtolearning.Asateachernoted,“Iwishwecouldteachthisway[cross-disciplinary]duringtheschoolyear.”Whenpresentingnewinformation,theysharedtheresponsibilityofleadingdiscussionsandexplainingnewtasks.Theinstructionalteammemberswereavailableasstudentsworked,butoftenoneteacherwasclearlythelead,especiallyfortheactivitiesthatinvolvedwritingordebate.


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TherewasnonoticeabledifferenceinthecomfortleveloftheCTEandacademicteachersastheyfollowedtheNICERCcurriculumandledprojects.ItappearedthattheinstructionalteamhadbenefittedfromprofessionaldevelopmentandmasteredtheactivitiesassociatedwiththecurriculumbecauseacademicaswellasCTEteacherswereobservedhelpingwithrobotsandtroubleshootingcodingerrors.

Collectively,theplannedcampactivitiescanbegroupedintothreebroadthemes:LearningtoCode,ExploringCareers,andGainingSkillsandCredentials.

LearningtoCode–TheCyberCampscheduledthegreatestamountofinstructionaltimeforactivitiesrelatedtounderstandingnetworks,buildingrobots,programmingtherobotstoaccomplishtasks,andsolvingproblemsassociatedwithrobotsandcoding.Projectsassignedtostudentteamsutilizedtherobotsandcodingbutalsorequiredstudentstousemathematics.CampsspentthefirstweekcloselyfollowingNICERC’srecommendedactivitiestoreviewelectricity,buildrobots,andimmediatelybeginprogrammingtherobotandwritingcode.Concurrently,studentsbeganlearningaboutopportunities,threats,responsibilities,andlegalconstraintsassociatedwithoperatingincyberspace.Bythesecondweek,studentswereinvolvedinprojectsthatvariedbycamp,althoughtheywerehighlysimilarinbuildingcapacitywithcodingandbuildinganunderstandingofcybersecurity.Studentswereprogressivelygivingmorecomplextaskstotheirrobotstoperform,andsomestudentswereprogrammingtherobotstogobeyondtheirassignments.HeritageHighSchoolCyberCampstudentsprogrammedtheirrobotstoplaymusicastherobotscompetedtonegotiateanobstaclecourse.TeacherswerefreetosupplementtheNICERCcurriculumwithcybersecurityactivitiesfromtheCTEoracademicprogram.SomeprogramsintegratedresourcesthataccompanytheirengineeringandtechnologyprogramsusingRaspberryPiComputersandHummingbirdRobotics.AscienceteacherutilizedherexperienceteachingbiologytocreateacybersecurityDNAactivity.Theintensitywithwhichthestudentsattackedtheircodingassignmentsandgroupprojectsspeakstothecommitmenttheyshowedtothislearningopportunity.Theyappearedtotakeadvantageofeveryopportunitygiventhemtolearnaboutnetworksandcoding,andhowwhattheyweredoingappliedtohackingandsecuritybreaches.“LearningtoprogramtheBoe-Botswasthebestpartofthecamp!”Studentsweresuccessfulwiththeroboticactivitiesregardlessofpriorlearningorlimitedexperiencewithcomputers.Thisisnoteworthyasonecampchoseengineeringstudentsforthecamp,andtheirsuccesswiththeinstructionalactivitiesappearednodifferentthananothercampthatdeliberatelychosestudentsthathadnoengineeringinstructionorcampsthatchosestudentsregardlessoftheirpriorexperiences.


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ExploringCareers–Studentshadmultipleopportunitiestolearnaboutcareersincybersecurityandothercyber-relatedjobs.First,counselorsoversawonlinelearningthatallowedstudentstoexplorejobtasks,findeducationinformation,understandworkvalues,andwatchvideosaboutjobsrelatedtocybersecurity(e.g.,programmers,softwaredevelopers,computernetworkarchitects,securitymanagementspecialists,specialagents,andintelligenceanalysts).Additionally,studentsinteractedwithindividualswhocametothecampstospeakabouttheirjobsandtheimportanceofsecurityintheircareerfields.Thespeakersspokecandidlyaboutthetypeofpeopletheywanttohire–botheducationalattainmentandpersonalqualities,includingtheabilitytoreceiveasecurityclearance.Theseconversationswereenhancedbyfieldtripstobusinessesthatrequirehighlevelsofsecurityorprovidepersonalinformationsecurity.Forexample,studentstouredcorporatefinancialdatasystems,countytechnologycenters,andenergycompaniesthatrevealedthedifferentwaysdataaresecured,thethreatsofbreachesandhackingandtheresultantcosttothecompanyandthesocietyatlarge,andhowspecificjobsprotectinformation.Campsvisitedcollegesanduniversitiestogetabetterunderstandingofcybersecuritycoursesandcertificationsaswellasresearchbeingconducted.Interactiveactivitiesandsimulationsenhancedfieldtripsandvisitstotheclassroomandprovidedareal-worldcyberexperience.AdaylongvisittoRadfordUniversityprovidedonecampwithanopportunitytoengageinaCapturetheFlagcybersecuritycompetition.Theprofessorsstatedthatthehighschoolcampersperformedaswellasthecollegestudents.SeveralcampswenttotheInternationalSpyMuseum,wheretheywereledthrougharealisticspysimulationactivity.ArepresentativefromNavalSurfaceWarfareCenterDahlgrenDivisionprovidedwebsitesforstudentstoaccesstopracticecyberattacks.Theseinteractiveactivitiesaddedvaluetothecareer-focusedobservationsandconversationsthatoccurredduringthefieldtrips,andthestudentsenjoyedthem:“Myfavoriteactivitieswerethecyber-attackactivities.”Thefollowingcompanies,organizations,andinstitutionsprovidedtours,speakers,andactivitiesduringCyberCampfieldtrips.Somelocationswerevisitedbymorethanonecamp.Company,Organization,Institution Location Topic

Banksandcreditunions Variouslocations SecurityinbankingBattelle KingGeorge

Arlington Cybersecurityservices

CapitalOne Richmond DatasecurityCarowinds Charlotte,NC ParksecurityandnetworksChatmossCable Martinsville TourCoesia Richmond Tour


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Company,Organization,Institution Location Topic

Communitycolleges DanvilleJohnTylerLordFairfaxNewRiver

Programming,cybercareers,securityknowledge,onlinesafety,collegecourseofferings

ConvergentTechnologies WinstonSalem,NC Cybersecurityawareness;CyberthreatsecurityNavalSurfaceWarfareCenterDahlgrenDivision Dahlgren Hacking

FBIFieldBuilding Manassas TourFortLee Petersburg ComputerwargamesandcybersecurityGoogle Washington,DC PersonalsecurityHUMESCenter Blacksburg GroundOpsStationtourInstituteforAdvancedLearningandResearch Danville Datasecurity

InternationalSpyMuseum Washington,DC InteractivespyexperiencesandteambuildingLocalpolice/sheriffdepartments Multiple CybersecurityawarenessanddatasecurityCountytechnologycenter Pulaski DatastorageandsecurityMicrosoftDataCenter Boydton DataprocessingsecurityMuseumoftheU.S.Navy Washington,DC CybertechnologiesNationalCybersecurityandCommunicationsIntegrationCenter(NCCIC),divisionofU.S.Dept.ofHomelandSecurity

Arlington Maliciouscyberactivityawareness

NeustarInc. Sterling TourNIBCO StuartsDraft RoboticdemonstrationandprogrammingPhilpottDam Bassett DamsecurityRollsRoyce PrinceGeorge TourSDSolutions Luray FederalelectionssecuritySymantec Herndon Defenseagainstviruses,spyware,malware,online

threatsUniversities JamesMadison

NorfolkStateRadfordVirginia

CommonwealthVirginiaStateVirginiaTech

CapturetheFlagcompetition,programming,cybercareers,securityknowledge,onlinesafety,universitycourseofferings

VirginiaBureauofCriminalInvestigation Richmond Bombrobot

VirginiaScienceMuseum Richmond Roboticshands-ondemonstrationVirginiaTechCenterforDynamicSystems Blacksburg Roboticslabtour

NationalWeatherServiceForecastOffice Wakefield Tour


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OneoftheguestspeakerswasamemberofCongresswhospokeoncybersecurityawareness.Otherguestspeakerssharedinformationaboutcyber-relatedcareers,securityintheircompany,whatthesecurityindustryisdoing,andwhattheylookforinemployees.Thefollowingcompaniesandorganizationswereamongthosewhosuppliedguestspeakers:

• CapitalOneDataCenter• Comsonics• DominionVirginiaPower• ECPI• FairfieldEchols• KirklandMissionCritical• UnionBank• LockheedMartin• MillenniumCorp.• NavalCriminalInvestigativeService(NCIS)• NorthropGrumman

• PierceMatrix• RPIGroupInc.• U.S.DefenseCommissaryAgency• U.S.DepartmentofDefense• U.S.DepartmentofHomelandSecurity• ValleyHealth• VirginiaCommunityCollegeSystem• VirginiaDepartmentofJuvenileJustice• VirginiaInformationTechnologiesAgency• VirginiaStatePoliceCyberCrime

Collectively,theCyberCampsusedtheresourcesofeducationalinstitutions,securityorganizations,governmentagencies,banking,energy,andhealthtoprovidestudentswithinformationaboutwhatisbeingdonetoaddresssecurityneeds,careersrelatedtocybersecurity,andeducationalopportunities.Thefieldtripswereenjoyedbythestudents,asonecampercommented:“Lovedthefieldtrips.Iexpectedtobetoldaboutcybersecurity,notfreetoworkonit[duringthefieldtrips].”Conversationsaboutcareersincybersecurityoftendealtwiththespecificrequirementsforatypeofjob.Speakersneverhesitatedtodiscusstheircareerjourneyandtheimportanceofbeingpreparedtomoveintonewjobsastheircareersprogressed.Theysharedhowtheyworkedwithteamsofworkers,thehourstheyworked,andsecurityclearancerequirementstobeconsideredformanyjobs.Studentsreceivedadviceabouthowtoproceedwithdecisionsabouttheirfutures–gettinginvolvedwithdiscussiongroupsintechnologyandobtainingthelatestindustrycertifications.Speakersfocusedonthetypeofpeoplethataresuccessfulincyber-relatedjobsintheirindustry.Speakersemphasizedthatwhilestudentsneededucationandskills,theymustbepreparedtobelifelonglearners:

“Technologyisatreadmill.Whatyouknowtodaywillbeworthlessintwoyears.Focusonlearning.Anewopportunitymayseemlikeaburdenbutitpreparesyouforotherthings.”–FinancialSector“It’snotwhatyouknow–it’sthatyoucanlearn.”–FinancialDataSector


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Studentsweretoldhowimportantsoftskillsare,includingwriting,reading,andcommunicating,inanycareer:

“Iwouldn’tbeinthisjobifIcouldn’tcommunicate.”–AerospaceSector“Wewantworkerswhocanmultitask,communicate,andworkinteams.”–SafetyandSecuritySector“Beareader.Readanything,becauseifyoucanread,youcanwrite.”–MilitarySector“Learntowriteconvincingly.”–FinancialSector“Youneedsoftskills:self-direction,howtomakeyourselfpartofateam,andout-of-the-boxthinking.Youcan’tshutdownwhenthingsgowrong.”–AerospaceSector“Youhavetoshowthatyouhavedriveanddesire.”–FinancialDataSector

Thecontinuousefforttoexposestudentstocybersecuritycareerspaidoff.Studentsengagedinonlinelearning,wereattentivetospeakers,andtookadvantageofthefieldtrips.Theyleftthecampwithmoreknowledgeaboutcareers,opportunitiesthatareavailableinthestate,andthestepstheyneedtotaketobecomequalifiedforacyberjob.Whenaskedattheculminatingeventaboutherexperience,astudentsaid,“WhatdidIlearnfromthecamp?Ididn’tknowthereweresomanycareersrelatedtocybersecurity.”Teacherswereengagedwithspeakers,aswell,anditwasapparenttheywerelearningalongsidethestudents.Acampdirectornoted,“ThefacultyandstaffthatparticipatedintheCyberCampstatedthatitwasjustasmuchalearningexperienceforthemasitwasforthestudents.”GainingSkillsandCredentials–DuringtheCyberCamps,studentsheardfromcybersecurityemployersabouttheimportanceofeducation,includingthenecessitytoearnindustrycertificationsformanyjobsincybersecurityfields.TheVirginiaDepartmentofEducationdesignedtheCyberCampstoincludeindustrycertificationtestingtodemonstratetostudentsandteachersthevalueofassociatingoneormoreofthesetestswithanycareerpursuit.TheOfficeofCTAEchosetheIC3DigitalLiteracyCertification1asthepreferredcertificationexaminationtousewiththeCyberCampprogram.TheIC3isusedworldwidetovalidatedigitalskillsofstudentsandemployees.IC3isrecognizedbytheInternationalStandardsforTechnologyinEducation(ISTE),theAmericanCouncilonEducation(ACE),andtheNationalCoalitionofCertificationCenters(NC3).IC3isreviewedbytheGlobalDigitalLiteracyCouncil.

1 Withmorethanthreemillionexamsdeliveredin78countries,theIC3DigitalLiteracycertificationhasbecomeaglobalstandardformeasuringandvalidatingdigitalskillsofstudentsandemployeesallaroundtheworld.Inaddition,theAmericanCouncilonEducationrecommendspostsecondarycreditsingeneraleducationorcomputerliteracybeingawardedtostudentsinpossessionofanIC3certification.


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ParticipantsinVirginia’sCyberCampshadtheopportunitytoadvancetowardearningtheIC3DigitalLiteracyCertification,whichrequirespassingexamsinthreekeyareas:ComputingFundamentals,LivingOnline,andKeyApplications.

TheKeyApplicationsexaminationcoverspopularwordprocessing,spreadsheetandpresentationapplications,andthecommonfeaturesofallapplications.TheComputingFundamentalsexaminationcoversafoundationalunderstandingofcomputerhardware,software,operatingsystems,peripherals,andtroubleshooting.TheLivingOnlineexaminationcoversskillsforworkinginanInternetornetworkedenvironmentandmaximizingcommunication,education,collaboration,andsocialinteractioninasafeandethicalway.

Eachexamisindependent(approximately45-50minuteseach)coveringseparateobjectivesandvalidatingspecificareasofdigitalcompetency.AstudentmayproceedtoearnanIC3certificationbypassingeachofthethreeindividualexams.TheCyberCampsofferedstudentstheopportunitytotaketheexamsaspretests,totakeindividualexamsattheendofthecamp,andtoearnanIC3certification.Among51schoolsoreducationcentersadministeringIC3testsduringthe2015-2016schoolyearandduringthecamps,6,168testswereadministered,and2,074testswerepassed.Ofthese51schools,21hostedcampsandadministeredtestsduringthesummerof2016.Theseschoolsadministered1,397testsbetweenJuly1,2015,andJuly30,2016,ofwhichatleast2980wereadministeredasaresultofthecamps,whichis15percentofthetesttakingdonethroughouttheentireyear.Itisnotablethatastheresultofa70-hourprogram,theCyberCampscontributedatleast253additionaltestspassed–12percentoftestspassedthroughtheregularschoolterm.Bythecompletionofthecamps,studentshadtaken980singleexamsandhadpassed252singleexams.Forty-threestudentspassedthethreeareasofstudy(threesingleexams)andearnedtheIC3DigitalLiteracyCertificationbythecamp’scompletion. 2Thefigurescited“atleast”excludetestsadministeredandtestspassedatthoseschoolswithbothtestingduringtheschoolyearandacamp.WeareunabletoisolatethecontributionmadebythecampstothoseschoolswithexistingIC3testingregimens.

TheNorthernNeckTechnicalCenterhostedtwocampsforsixschooldivisionsintheregion.Ofthe42participants,11studentspassedtheLivingOnlineexaminationonthefirsttesting.Anadditional11studentspassedthisexamwhentheyweretestedneartheendofthecamp,so52percentofcampersleftthecampandbegantheschoolyearwithoneofthreeareasofstudyoftheIC3certificationcompleted.Overall,thosestudentswhowereposttesteddemonstrateda30percentincreaseintheirscoresafterlessthan70hoursofinstruction.


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Thefollowingarethetestingresultsforallcampscombined:

TheperformanceofcampersontheIC3examsofferspotentialforgrowth.Giventheshorttimeframeofthecamps,onlyexceptionalstudents,orthosewhohadalreadycompletedsomeoftheexamsintheschoolyear,wouldbelikelytocompleteallthreeexams.Thereissignificantgrowthpotential,however.TheintroductiontoComputingFundamentalsisagatewayforstudentstounderstandthedigitalworldinwaysessentialtoworkforceorhighereducationreadiness.EachstudenthastheopportunitytocontinueworkingtowardtheIC3certificationencompassingallthreeareasofstudyshouldtheyhaveonlypassedoneortwoofthethreeexamsrequiredduringtheirCyberCamp.

0 100 200 300 400 500 600 700 800 900 1000

SingleExamAttempts*SingleExamsPassed*

IC3CertiaicationsEarned

SingleExamAttempts* SingleExamsPassed* IC3CertiaicationsEarnedSeries1 980 252 43

CyberCamp2016CredentialsResults


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Positiveresultsgivedirectionforfuturecyberprograms. Thedescriptionofthe2016CyberCampsProgramandthesupportivedatafromtheindustrycertificationtestingpaintsapositivepictureofstudentsstatewidelearningnewinformationandgainingskills.Furtheranalysisofthecampobservationshelpstorefinethispicture,sothattheVirginiaDepartmentofEducationcanbegintodeterminefirst,whethertheprogrammetitsgoalsand,second,iftheprogramisdeterminedtohavebeenbeneficialtostudentsandteachersformorethantheshortterm.Indrawingtheseconclusions,itisusefultomakerecommendationsapplicabletofuturecybersecurityeducationinitiatives,especiallyasthecybersecuritycareerpathwayisincorporatedintoCTEprogramareas.

WhatWasLearned–CTEstaffprovidedastrongandworkableframeworkfordevelopingthecamps.CybersecurityeducationisnewtomostschoolsinVirginia.Perhapsthegreatestchallengepresentedbythisinitiativewasaskingteachersfromdivisionsacrossthestatewithnobackgroundincybersecurity,computerprogramming,andcybercareerawarenesstodevelopthecampprogram.TheCTEstaffwasdeliberateinmakingdecisionsabouttheVirginiaCyberCamp2016Programandbasedthemonthefollowingassumptions:

1. Itisimportanttohaveconsistencyintheinstructionalprogramsdeliveredineverysite.Thecurriculumforthecampsshouldbehighlysimilarsothatcomparisonsinoutcomescanbemade.

2. Anyprogramthathasthepotentialtoinfluencenewcoursesandgreateropportunitiesforearningindustrycertificationsmustbeofhighqualityandshouldberesearch-based.

3. TheOfficeofCTAEshouldidentifycurriculumresourcesandmakeavailableprofessionaldevelopmenttoprovidethemembersoftheinstructionalteamofeachcampwiththetoolstheyneedtoteachcybersecuritywithconfidence.

4. Thebudgetshouldbeadequatetocoverallcosts.

5. EachCyberCampshouldincludetheexpertiseoflocalcollegesanduniversities,aswellasnearbycompaniesandinstitutionsthathavecybersecurity-relatedcareers.

The32campsfollowedstateguidelinestocreatecybersecurityprogramsandtooperatethecampsasanextensionofthe2015-2016schoolyear.Thiswasnosmallaccomplishment,becauseinlessthansixmonthseachdivisionhostingacampcompletedthefollowing:


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• Completedintentandapplicationforms.

• ReceivednotificationofselectionasaCyberCamp.

• Selectedcampstafffromacademic,CTE,andcounselingstaffwhowouldagreetoplanandworkinthecamp(withoutfirstreviewingacurriculum).

• ParticipatedinprofessionaldevelopmenttolearntoteachtheNICERCCyberLiteracycurriculum,whichincludedcomputerprogrammingandrobotics,liberalartslessonsrelatedtocybersecurity,andcyberethics.

• Plannedtheinstructionalprogramthecampwoulddeliver,includingassigningleadteachersfortopics,becomingcomfortablewithrobotics,anddevelopinganunderstandingofcross-disciplinaryteachingandlearning.

• Developedtheguidelinesforthecampandrequirementsforstudentparticipation.

• InformedtheSchoolBoardandcommunityabouttheprogram.

• Recruitedstudents.

• Purchasedmaterialsandplannedalllogistics,suchastransportationandmeals.

• UnderstoodhowtoadministertheIC3certificationexams.

• Coordinatedwithotherdivisionsiftheyweredevelopingaregionalcamp.

• Securedcomputersandadequatespaceforcampactivities.

• Identifiedfieldtripopportunitiesandguestspeakerswithindrivingdistanceandselecteddatesfortheirparticipation.

• Chosethedateandscheduleforthecamp,takingintoconsiderationotheractivitiesattheschool,suchassummerschoolprograms.

• PreparedascheduleofallactivitiesbydayandsubmittedittotheOfficeofCTAEforreview.

• Finalizedthebudget.

Eachcampprovidedtherequired70hoursofinstruction,andsomecampsexceededit.Thereappearedtobenologisticalissuesasthecampsfollowedtheirschedulesandcompletedtheircampswithgoodparticipationfromstudents.WhatWasLearned–TheinstructionalteamsbenefitedfromtheprofessionaldevelopmentthatwasprovidedbyNICERCstaff.TheOfficeofCTAEwassuccessfulinprovidingastrongcyberliteracycurriculumandexcellentprofessionaldevelopment,aswasevidentinthecompetentwaytheschoolteamsdeliveredtheinstructionalactivities.Theteachersdidnotappeartobenovicesteachingprogrammingorworkingwiththerobots.Theinstructionalteamsdisplayedgreatenthusiasmforthecontent,andtaughtthecurriculumastheNICERC


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staffhadmodeled.Teachersthoughttheprofessionaldevelopmenttheyreceivedwasverygood.ThedecisiontopartnerwithNICERCwasanexcellentdecision,astheNICERCstaffprovedtobehighlycompetent,well-preparedtrainerswhowereavailablethroughoutthesummerforanyneededsupport.Forexample,atonecamp,thestudentswereabletocompleteplannedactivitiesfasterthananticipatedbytheteachers,soateachercontactedNICERCandreceivedadditionalactivitiestoincorporateimmediately.WhatWasLearned–Thecross-curriculumteachingstaffcontributedpositivelytotheinstructionalprogram.Teachingasateamwasnewtotheinstructionalteams,andacademicteachersworkingwithCTEteachersinaCTEprogramwasforeigntoeveryone.UsingtheintegratedunitsofinstructionthatNICERCprovided,teachersplannedtogetherand“figuredout”howtoapproachteachinginacollaborativeteamenvironment.Manyteamstalkedabouthowtheylikedworkingthisway.Itwasclearthattheacademicteacherslearnedalotaboutcybersecurityandwerethinkingabouthowtointegrateitintotheregularacademiccurriculum.ItwasimpressivethatEnglishteacherswereabletoseethevalueofaddingtopicsrelatedtotheworldofwork,especiallyintheirchoiceofbookstoreadandwritingassignmentstogive.Theweakestlinkintheinstructionalteamsappearedtobeschoolcounselors.Atsomecamps,theywereonlypresentwhentheymadeapresentationusingVirginiaCareerVIEWorwereparticipatinginafieldtrip.Othercounselorswerepresentbutdidnotseemtohaveastrongrole.Eventhoughacounselor’sroleistoprovideguidanceandadvisementrelatedtocareerplanning,theassumptioncannotbemadethattheyareawareofcybersecurityorITcareersthatexistorareawareofopportunitiesforemploymentthroughoutVirginia.WhatWasLearned–Theorientationtocareersincybersecurityvariedgreatlyacrossthestateduetothedependenceonoutsidespeakersandfieldtripsforinformation.WhereastheNICERCcurriculumpreparedteachersforimportanttopicsincyberliteracytoincludeinthecamps,thecounselorsdidnotreceivespecifictrainingorresourcesrelatedtocybercareers.TheyhadanopportunitytouseLifeJourneyonline,butnoonewasobservedusingit.Therefore,informationaboutworkingincybersecuritywasdependentonspeakers.Asexplainedinthisreport,thestudentsreceivedgoodinformationfromsomespeakers,buteachcampinteractedwithdifferentpeople,andnoattemptwasmadetocaptureeverythingthatoccurredoneachfieldtriporduringaguestpresentation.WhatWasLearned–Teachers’awarenessofcybersecurity-relatedjobsinVirginiaandtheeducationandtrainingrequiredforemploymentinthesefieldsincreasedbecauseofthecamps.Thereislittledoubtthateachteacherandschoolleaderinvolvedwiththecamps

“Thecamphashelpedusseethatweneedtooffermorecoursesinbothcybersecurityandcomputerscience.Thecoregroupofmycampershavebeenverywillingtomeetduringtheschoolyearasalmostanunofficialclub.Thefacultymembershaveamuchbetterunderstandingofwhyweneedtohaveadditionalcybercoursesandhowtheycanincludecybersecurityintheircurriculumtonotonlyhelpkeepkidssafe,buttosparktheirinterestaswell.”

CyberCampDirector,CountySchoolDivision


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learnedasmuchaboutcareersandtheeducationrequiredforspecificjobsasthestudents.Teacherswereasattentiveonfieldtripsandwithspeakersasthestudentswere.WhatWasLearned–Employersandhighereducationfacultyplayedasupportiveroleinthecamps.Therewasnoevidencethatinstructionalteamsusedemployersorfacultymemberstohelpplanthecamps.Bothgroupswereusedtoprovidefieldtripsandspeakers,andtheirroleshouldnotbeminimized.However,schoolteamsappearednottoincludeanyoneoutsideoftheschoolindevelopingthecamp.WhatWasLearned–Choosingfieldtriplocationsandguestspeakerswasdonewithoutasmuchinformationastheinstructionalteamswouldhaveliked.Whilemostfieldtripsandspeakerswerecontributorstotheprogram,teacherssaidiftheyweretoplananothercamptheywouldwanttostartplanningearlyintheyearsotheycouldbemorestrategicintheirselections.Theywantedtoknowthecompaniesorlocationsthatothercampsvisited,hopingtobuildaresourcelistofplacesandpeopleinVirginiathatworkwithcybersecurity.WhatWasLearned–Somecampshadtoworkhardtorecruitparticipantsforthisnewprogram.Othercampsreachedtheirtargetorhadtoselectfrommoreapplicantsthantheycouldserve.AllofthesitesvisitedindicatedthattheywouldliketocontinueofferingaCyberCampandthoughttheywouldhavenotroublerecruitingasecondyear.Studentssaidtheywouldpromotethecampwiththeirpeers.WhatWasLearned–Thehighengagementofstudentsinallcampactivitiesisnoteworthy.Atatimewhenmanyschoolsstruggletoengagestudentsinlearning,theCyberCampscapturedthestudents’interestandhelditthroughoutthelengthofthecamps.Clearlythestudentswereinterestedinthecodingactivitiesandgroupprojects–thatwasobservedineachcamp.Butthestudentspointedoutthattheyfelttheycouldbecreativeinthisenvironment,whichsurprisedthem.Theircreativitywasencouragedastheyengineerednewtasksfortheirrobotsandtheylookedforinterestingwaystoworkonprojects.Studentsalsowerehighlyengagedwhenspeakerstalkedaboutcareers;alsowhentheyvisitedhigh-profilecompaniessuchasMicrosoft,hadthestate’sbombrobotvisitthem,listenedtoarepresentativefromNCIStalkaboutforensics,andheardGooglestaffexplainwhystudentsshouldchangetheirpasswords.Therelevanceofthecampcurriculum,thefreedomgiventostudentstomovearoundtheclassspace,encouragementtobecreative,andtheindependencegiventoindividualstudentsandteamsappearedtocontributetothehighintereststudentsshowedintheprogram.WhatWasLearned–WatchingstudentsworkcollaborativelyonprojectsinthecampenvironmentreplicatedmillennialITworkplaces.CompaniessuchasGoogleandRackSpaceinBlacksburghavecreatedworkspacesthatsupporttheirphilosophythathappyworkersare


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productiveworkers,sotheyprovidethepersonalsupportsthattheyappreciate.Viewingstudentsinthecampsastheymovedaroundatwill,stoppingforbreaksandimmediatelyreturningtowork,andexpressingtheirappreciationforgoodfood–andalotofit–ishighlysimilartotheworkenvironmentinsomeofthenewITworkplaces.Thisunanticipated,incidentallearningmayhelpinformteacherswhoareinterestedincreatingmoreengaginglearningenvironments.Also,thisinformationcanbesharedwithstudentstodescribethenewmillennialworkplacesinwhichmanyoftheITandcyber-relatedjobsarelocated.WhatWasLearned–Theextendedschoolyearopportunityandintensivetimetoworkoncyberliteracymayhaveinfluencedthehighlevelofinterestshownbystudents.Asstudentsworkedongroupprojectsforacoupleofhourswithoutinterruption,itwasnotedthatthiswouldnothavehappenedinanacademicclassduetothetypical55-to85-minuteclassperiod.CTEclassesareusuallyblockedforlongerinstructionalperiods.Projectstaketime,andstudentsneedtimetoworkthroughproblemswithoutstoppingtomovetoanewactivity.Whilesomeofthemorecomplexroboticbuildsmaytakelongerthanonetraditionalorblockclassperiod,thepacingissuchthattheseprojectsaregivenmultipleclassperiodstocomplete.Thisadjustmentprovesusefulwhenincludingtheseprojectsinaclassscheduleorthesummercampexperience.WhatWasLearned–Academicteachersreportedthattheywillincorporatesomeofwhattheyexperiencedinthecampintheregularacademicprogram.Whenaskedabouttheinfluenceofthecampexperienceontheirplanningforthenextacademicyear,someteachersexpressedaninterestinincorporatingcybersecurityintotheiracademiccourses.Asnoattemptwasmadetofollowupwithteachers,thereisnowaytoknowtheextentcybersecurityisbeingintegratedintotheregularEnglish,science,ormathematicsSOLcurriculum.WhatWasLearned–Thecybersecuritycurriculumtaughtinthecampprogramandthematerialspurchasedforthecamparelikelyinusetosomeextentineachhighschoolduringthe2016-2017year.CampdirectorswereexcitedabouthavingtheresourcesofthecampavailableforotherCTEprograms,suchasroboticsandITcourses.Additionalresourcespurchasedforthecamps,suchasHummingbirdrobotics,strengthentheCTEcourseofferingsandencourageteacherstoweaveininformationaboutcybersecurityastheyteachvariousunitsofstudy.TheNICERCcurriculumservesasanexcellentresourcefordesigningnewcybersecuritycourses,whicharelikelytoincreasewhenCTEannouncesthecybersecuritycareerpathway.

“Thiscampexperiencetrulyopenedourstudents’andfaculty’seyestotheamazingandplentifulcareeropportunitiesthatareavailableincybersecurity.Weareplanningtohaveanothercamp,havebegunestablishingacybersecurityclassthatwillbeofferednextyear,andareusingtheNICERCcurriculumasasupplementinourprogrammingandcodingclass.”

CyberCampDirector,CitySchoolDivision


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WhatWasLearned–ThegoalsoftheVirginia2016CyberCampProgramweremet.• Therewasanincreaseinawarenessofcareersincybersecurityamongteachersand

students.Thisoccurredbecausecampactivitiesrevolvedaroundanunderstandingofcybercareers:(1)discussionsinclasswhilecoding,workingonprojects,writingpapersaboutsecurityissues,anddebatingethicalissues;(2)fieldtripstocyber-relatedcompaniesandcompaniesthatarefacedwithsecuritychallenges;(3)speakersthatsharedtheircareerexperiencesandeducation;(4)visitstocollegesanduniversities;and(5)useofonlinecareerinformationsystems.

• Studentswereengagedinproject-drivenlearningusingtheNICERCcurriculuminapositive,student-friendlyenvironment.

• Studentsandteacherswereintroducedtocybersecurity-relatedindustrycredentialsthroughtheadministrationoftheIC3DigitalLiteracyexamination.Teacherslearnedwhatcontentismeasuredonthatcertificationexam.Forty-threecampparticipantsearnedtheIC3DigitalLiteracyCertificationand252passedasingleexam.EachstudenthadtheopportunitytocontinueworkingtowardearningtheIC3Certificationduringthe2016-2017schoolyear.

FOR NEXT STEPS

Tobuilduponthesuccessofthecampsandusethefindingstosupporttheimplementationofthecybersecuritycareerpathway,thefollowingactionsarerecommendedforconsideration:

1. PublishabrochurethathighlightsthecomponentsoftheCyberCampstoassistschoolsthatareinterestedindevelopingacamporafter-schoolprogram.

2. ContinuetopartnerwithNICERCtoofferprofessionaldevelopmentonthecyberliteracycurriculuminVirginialocations.

3. Provideprofessionaldevelopmentforschoolcounselorsoncybersecuritytostrengthentheirknowledgebaseasthecybersecuritycareerpathwayisimplemented.

4. Createsupportforcybersecuritycompetitionsthatareheldthroughoutthestate.

5. Provideinformationtoschoolcounselorsandinstructionalstaffoncybersecurityresources,industrycertifications,courses,andmajorsthatareavailablethroughcommunitycollegesanduniversities.

6. Createashortpaperorbrochureoncross-disciplinaryteaching,askingafewoftheCyberCampacademicandCTEteacherstosharetheirperspectiveonthevalueofthismethodology.


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7. Duringtheroll-outofthecybersecuritycareerpathway,provideinformationtoacademicteachers,includingteachersofcomputerscience.

8. Createalistofthecompanies,educationalinstitutions,agencies,andotherorganizationsthatparticipatedintheCyberCampsanddistributeittoschoolsinterestedindevelopingacampandasaresourcetoCTEprogramsthatneedtoexpandtheiradvisoryboardstoincluderepresentativesfromcybersecurityfields.


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Buchanan,L.(2017,January18).CybersecurityGames:BuildingTomorrow'sWorkforce.

BureauofLaborStatistics,U.S.DepartmentofLabor.(2015,December17).OccupationalOutlookHandbook2016-2017Edition.RetrievedNovember13,2016,fromInformationSecurityAnalysts:http://www.bls.gov/ooh/

Cisco.(2015).MitigatingtheCybersecuritySkillsShortage:TopInsightsandActionsfromCiscoSecurityAdvisoryServices.RetrievedNovember13,2016,fromCisco:http://www.cisco.com/c/dam/en/us/products/collateral/security/cybersecurity-talent.pdf

Fanelli,B.P.(2016,Fall).TheStateofCybersecurityAmongSmallBusinessesinNorthAmerica.RetrievedNovember13,2016,fromCouncilofBetterBusinessBureausInc.:http://www.bbb.org/globalassets/shared/media/state-of-cybersecurity/cybersecurity-research-report.pdf

Goodman,M.(2015,2016).FutureCrimes:InsidetheDigitalUndergroundandtheBattleforOurConnectedWorld.NewYork:AnchorBooks.

Institute,P.(2016,February).TheStateofCybersecurityinHealthcareOrganizationsin2016.RetrievedNovember13,2016,fromESET:https://cdn2.esetstatic.com/eset/US/resources/docs/white-papers/State_of_Healthcare_Cybersecurity_Study.pdf

KatzcyConsulting.(2016,November1).CybersecurityGames:BuildingTomorrow'sWorkforce.RetrievedDecember2016,fromKatczyConsulting:http://lp.katzcy.com/cybersecuritygames

LeClair,J.A.(2016).WomeninCybersecurity.Albany:HudsonWhitman/ExcelsiorCollegePress.

Lindberg,M.(2015,February12).3ReasonsWeWanttoIntroduceGirlstoCybersecurity.RetrievedNovember13,2016,fromAAUWCareersandWorkplace:http://www.aauw.org/2015/02/12/introduce-girls-to-cybersecurity/

Margolis,J.(2008).StuckintheShallowEnd:Education,Race,andComputing.RetrievedNovember13,2016,fromACMDigitalLibrary:http://dl.acm.org/citation.cfm?id=1413116


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MarketResearchMedia.(2016,September5).U.S.FederalCybersecurityMarketForecast.RetrievedNovember13,2016,fromMarketResearchMerdia:https://www.marketresearchmedia.com/?p=206

Morgan,S.(2016).CybersecurityJobsReport.RetrievedNovember13,2016,fromCybersecurityVentures:http://www.cybersecurityventures.com/jobs

Morgan,S.(2016,January2).OneMillionCybersecurityJobOpeningsin2016.RetrievedNovember13,2016,fromForbes:http://www.forbes.com/sites/stevemorgan/2016/01/02/one-million-cybersecurity-job-openings-in-2016/#73b52e577d27

NationalInitiativeforCybersecurityCareersandStudies.(2016,November3).DepartmentofHomelandSecurity.RetrievedNovember13,2016,fromCybersecurityWorkforceFramework:https://niccs.us-cert.gov/workforce-development/cyber-security-workforce-framework

Paul,A.(2016,August).TheCodingRevolution.ScientificAmerican,315(2).

RaytheonandNationalCybersecurityAlliance.(2016,October).RetrievedNovember13,2016,fromSecuringOurFuture:ClosingtheCybersecurityTalentGap:http://www.raytheoncyber.com/rtnwcm/groups/corporate/documents/content/rtn_335212.pdf

Schlesinger,J.(2015,August26).TheGrowingNeedforMoreWomenCybersleuths.RetrievedNovember13,2016,fromCNBCTechnology:http://www.cnbc.com/2015/08/26/the-growing-need-for-more-women-cybersleuths.html

Smith,M.(2016,February30).ComputerScienceForAll.RetrievedNovember13,2016,fromtheWhiteHouse:https://www.whitehouse.gov/blog/2016/01/30/computer-science-all

U.S.BureauofLaborStatistics.(2015,December).OccupationalEmploymentProjectionsto2024.RetrievedReleasedDecember8,2015,fromMonthlyLaborReview:(U.S.BureauofLaborStatistics,2015)

VirginiaEconomicDevelopmentPartnership.(2016).Virginia'sCybersecurityIndustry.RetrievedJanuary21,2017,fromYesVirginia.Org:http://www.yesvirginia.org/Content/pdf/Industry%20Profiles/VA%20Cybersecurity%20Summary%202016.pdf

Notes for Planning Your CyberCamp:

© 2017 Commonwealth of Virginia Department of Education

The Virginia Department of Education does not discriminate on the basis of race, sex, color, national origin, religion, sexual orientation, gender identity, age, political affiliation, or against otherwise qualified persons with disabilities. The policy permits

appropriate employment preferences for veterans and specifically prohibits discrimination against veterans.

Virginia CyberCamp 2016 · 2017-05-30 · worldwide, more than 209,000 cybersecurity jobs in the...

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