The CSEC2017 is a report containing curriculum guidelines for undergraduate degree programs in Cybersecurity.
This information is based upon the CSEC2017 Curricular Guidelines.
- 1 About
- 2 Thought Model
- 3 Knowledge Areas:Breakdown
Vision, Mission, and Goals
- The CSEC2017 Joint Task Force has worked actively since its inception in September of 2015 to define project parameters and establish a foundational vision, mission and goals.
- The project vision is:
- The CSEC2017 curricular volume will be the leading resource of comprehensive cybersecurity curricular content for global academic institutions seeking to develop a broad range of cybersecurity offerings at the post-secondary level.
- The CSEC2017 mission is:
- To develop comprehensive and flexible curricular guidance in cybersecurity education that will support future program development and associated educational efforts at the post-secondary level.
- To produce a curricular volume that structures the cybersecurity discipline and provides guidance to institutions seeking to develop or modify a broad range of programs, concentrations and/or courses rather than a prescriptive document to support a single program type.
- Based on this mission, the CSEC2017 JTF established the following goals for the curricular volume:
- To describe a vision of proficiency in cybersecurity,
- To define a structure for the cybersecurity discipline by developing a thought model that defines the boundaries of the discipline and outlines key dimensions of the curricular structure,
- To support the alignment of academic programs with industry needs in cybersecurity,
- To involve broad global audience of stakeholders through continuous community engagement during the development process,
- To develop curricular guidance that is comprehensive enough to support a wide range of program types, and
- To develop curricular guidance that is grounded in fundamental principles that provide stability, yet is structured to provide flexibility to support evolving program needs.
- The CSEC2017 thought model has four dimensions: knowledge areas, crosscutting concepts, disciplinary lens, and application areas. The depiction below shows the first three dimensions. The internal coloring of the model represents the presence of foundational knowledge. While not explicitly identified as a model dimension, foundational knowledge underlies and supports all of the curricular content described below. The fourth dimension, application areas, is used to link the curricular content to workforce frameworks.