Today our nation faces a shortage of cybersecurity workers. In fact, current reports say that we have over 380,000 cybersecurity jobs currently unfilled; a number that is expected to grow to over 1 million by 2020. This shortage of skilled cybersecurity professionals poses a great risk to not only our nation’s national security but also our economic security. In order to maintain our place as a world leader, the United States must address this cyber workforce issue today.
Educators are the key to systemic and sustainable change in education. Thus, our nation’s teachers must be empowered to engage their students in entirely new ways and provide them with the 21st century hard and soft skills necessary to solve the nation’s workforce demand. The Cyber Innovation Center, in conjunction with its national rollout of curricula and programs, is launching theCyber Education Journal designed to disseminate research in STEM and cyber strategies and philosophies into classrooms across the country. G.B. Cazes, Vice President of the Cyber Innovation Center and Publisher of the Cyber Education Journal says, “It's critically important that we continue to innovate in the field while sharing best practices so that we can accelerate the creation of our nation's cyber workforce."
The Cyber Innovation Center, through its National Integrated Cyber Education Research Center (NICERC) and its national network of K-16 educators, has opened a call for papers to launch the first academic journal specifically targeting cyber education in the classroom. Primary, secondary, and post-secondary educators from across the country have an opportunity to publish their research, reflective essays, and reviews of teaching material as they relate to cyber education. The first edition of the new academic journal will be published in July 2016.
The Cyber Education Journal is an international, peer-reviewed, open-access, professional publication devoted to an integrated approach to cyber education. It welcomes submissions from K-16 educators across multiple academic disciplines that address issues related to teaching and learning about the emergence and proliferation of connected digital technologies in contemporary society. These issues include, but are not limited to, cybersecurity; sustainability; privacy; workforce development; ethics; autonomous systems; communication; and domestic and international relations. The journal publishes papers from educators at all levels and is intended as a forum for broad conversation among researchers, teachers, and other practitioners.
“This journal is devoted to raising awareness of and improving student learning about cyber-related issues,” says Dr. Brian Etheridge, Editor in Chief. “It seeks to become an essential source of ideas and encouragement for all who teach or support the teaching of this emerging field of study.” Although open to all manner of papers dealing with teaching-related issues, this journal particularly welcomes the following types of submissions:
- Research essays that discuss and examine the effectiveness of specific interventions to elevate student learning about the cyber domain, through either direct means (curricula, content creation, pedagogies, instructional design, or techniques) or indirect (professional development strategies for faculty and teachers);
- Reflective essays that explore issues highly relevant to those engaged in cyber education; and
- Reviews that critically assess digital, audiovisual, and print materials intended for classroom use.
The Cyber Innovation Center has put together an editorial board made up of professionals with terminal degrees and from diverse academic disciplines. All submissions are initially assessed by the editor and then subjected to a double blind peer review process.
The Call for Papers for the first edition of The Cyber Education Journal is now open. All submissions are initially assessed by the Editor. If found compatible with the aims and scope of The Cyber Education Journal, a manuscript is then subjected to our double-blind peer review process. Submissions are not constrained by length requirements; authors are encouraged to use the amount of space appropriate for the topic. We encourage authors to use a parenthetical referencing system familiar to them. Authors are discouraged from using footnotes or endnotes.