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Dark MJ, Manigault CW. Creating open-ended problems for STEM courses and diverse learners using information assurance and security themes. 2006;109-115
Dark, M. J., & Manigault, C. W. (2006). Creating open-ended problems for STEM courses and diverse learners using information assurance and security themes. 109-115.
Dark, M J, and Manigault, C W. "Creating open-ended problems for STEM courses and diverse learners using information assurance and security themes." vol. (2006): 109-115.
Dark MJ, Manigault CW. Creating open-ended problems for STEM courses and diverse learners using information assurance and security themes. 2006;109-115. UIID-AD: 962.
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2006;109-115.

Creating open-ended problems for STEM courses and diverse learners using information assurance and security themes.

M J Dark, C W Manigault

UIID-AD: 962

Abstract

There is the need in colleges and universities across the country field of Computer Information to attract students to lite ion Assurance and Security and support those students through a program of study, that will culminate in their graduation and subsequent employmnent in the field. Simultaneously, there is a need to attract students, especially populations of underrepresented students, into the areas of science, technology, engineering, and mathematics (STEM). This paper addresses both of those needs by , exploring open-endedprohleni solving with the use of model-eliciting activities (UEAs) and applying the same to problems that deal with information assurance and security. The specific example explored in this paper deals with middle school students forming leanis to develop problem solutions and procedures for questions of collection, storage, and retrieval of various kinds of data, using acceptable confidentiality, integrity, and availability guidelines and screenings.

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