Professionalism and Ethics Toolkit

Case studies offer abundant opportunities for students to enhance their critical thinking skills. We have been diligently crafting and continue to develop case studies for your use in various settings. Whether you prefer to incorporate a technical aspect or use them for roundtable discussions, feel free to tailor them to your needs.

Overview

Case studies provide an excellent platform for students to engage in discussions and wrestle with decisions made, or not made, in the technical world. Developed by Dr. Mark A. Wells and Dr. Jim Tippey from Montreat College, this collection of case studies will continue to expand as the toolkit develops and incorporates contributions from various sources.

These case studies have been used as discussion pieces in the classroom and as assignments that challenge students to dive deeper and make decisions. This approach allows students to explore their own ethics and how it could apply in a working environment.

As an instructor, you can determine the best method for integrating these case studies into your classes and curriculum. You might also consider using them as examples to encourage students to create their own case studies, ensuring that any biases are minimized in the process.

The goal in using case studies is to stimulate discussion and prompt students to examine their own ethical standards, thereby broadening their perspectives through these conversations.

How-To

As the instructor, it is entirely up to you how to implement these case studies into your curriculum or class activities. Montreat College has successfully integrated similar case studies into our classes, challenging our students to wrestle with the scenarios presented, explore various alternatives, and ultimately recommend a course of action along with their rationale.

We guide our students through a four-step ethical decision-making process, which is also covered in greater depth in micromodule 10 of the Professionalism & Ethics Course, to help structure their responses. While this process has been effective for us, you are free to utilize other ethical reasoning methods that align with your teaching style, objectives, or expectations. The 4-step ethical decision-making process used at Montreat is outlined as follows:

1. Get the Facts
   • We encourage students to ask questions, hear both sides of the story, and remove non-important information
2. Define the Problem
   • Students must define the core problem, as opposed to what was simply stated
   • For example, a verbal conflict between coworkers may seem trivial on the surface, but the underlying problem might be one coworker feeling undervalued or marginalized.
3. Evaluate Alternatives
   • Students weigh various alternatives, listing and explaining them along with their rationale for why each is a potential solution
4. Choose and Act Responsibly
   • Finally, students restate the true problem, provide the facts, and explain the appropriate resolution going forward
   • Students are encouraged to consider potential negative consequences, as not every solution will be completely positive, but may be necessary for progress.

While students often present their findings in written case study papers, you may find that allowing them to present or discuss their approaches and resolutions can be equally or even more beneficial. It is also common for students to reference specific ethical theories in their rationale for addressing these issues. Micromodule 10 discusses various approaches to ethics, including:

• Virtue/Character
• Rule/Deontological
• Consequentialist/Teleological

Of course, there are many more ethical approaches that may apply to the various case studies. The goal is for students to approach these cases professionally with ethics in mind.

Case Studies

• SunTrust Employee Steals Data from 1.5 Million Customers
• River City Media and the Leak
• One Microsoft Exposes Customer Records
• Lion Hit by Cyber Attack
• Cano Health and E-mails

Competencies are a great way for students to develop a better understanding of their own skills and how they can communicate them. They serve 3 crucial purposes:

1. Gives students a better understanding of what is expected of them in whatever work role they plan to be in/go for.
2. Gives employers a common language to speak in.
3. Gives educators a foundation to teach from and to.

As competencies are now a requirement for redesignation, we felt it would be nice to provide some resources on competencies as well as linking it to other great work being done to develop this area.

Overview

What is a competency? A competency is defined as (and used in this context for us):

“Competency is the ability for the student to complete a task in the context of a work role.”

Essentially, being competent (per our definition) means to successfully complete a task an organization or person would pay someone to do. It is important to note, that competencies are not here to replace what you do as an instructor or organization. Instead, the hope is that competencies can come alongside the work that you already do to provide a new way for students to view what they do and how they communicate that. It is our hope that we can have conversations with industry, as well, so everyone is speaking the same language and can communicate more effectively. The definition of a competency, and by extension what it means to be competent in our industry, is extremely important and should be defined when talking about them so we are all working with the same foundational understanding.

It is important to remember that competencies are based on tasks within the work roles of the NICE Framework and/or DCWF framework NOT knowledge, abilities, or skills.

How-To

Reminder, competencies and competency statements are not intended to replace anything that you are doing as an instructor. If anything, it may help frame what you do and help students understand why it is important that they put forth true effort in accomplishing the tasks at hand. It has been our experience, that talking with students about what competencies are and how they relate to the work they will do throughout their time at the institution to be encouraging and, depending on the task, exciting. As students can then relate what they are doing in the classroom to what they are doing in the workplace much easier.

This guide will not go into depth what competencies are or how to create a competency statement. There are resources linked at the bottom of this document and in the toolkit for that. There are also many in the CAE community available for you to reach out to for any questions. Instead, this guide will discuss how one may approach using competencies in their institution and beyond. For clarity, work roles are defined by the NICE framework or DCWF, more information on this can be found in both the 2-pager and the e-handbook. Tools to help develop competency statements are also available and listed in the Resource links at the bottom of this page as well as in the toolkit.

Within the classroom, a competency statement can lead to an assignment or an assignment that is already being done could make a solid competency statement. There are several examples of competency statements and competency inspired assignments within the toolkit free for you to review and use if you’d like. Including what framework, you pull the task from to build your assignment and explaining this to your class has had a positive impact on coursework and even questions from students. We hope that you have a similar experience if you decide to pursue this route.

Additionally, for extra curricular activities that may relate to professions within the cybersecurity field would also be great to develop competency statements from. Cybersecurity clubs, outreach activities, workshops, internships, etc. can all provide excellent competency statements. In the case of internships or student lead activities, encourage and help the student to build a competency statement. This helps them reflect on the work they have done and how they can communicate/mimic that work to help train others as well as assisting in developing required competency statements for your institution.

The work for competency statements does not begin or end at the institution. When opportunities arise, we do encourage you to speak to industry leaders, partners, or coworkers about competencies. Share with them competency statements that you build and ask if the task as designed would:

1. Build those professional skills, in their professional opinion.
2. Be something that an organization like theirs or similar would pay for.
3. Be something that they, if in the same or similar role, may do, have done or would like seen done at their place of work.

This provides more validity to the competency statement not just for redesignation but for explaining to students why their work matters and why their ability to communicate it matters as well.

Of course, be sure to share your competency statements with the CAE community! How do I share? Check out the Resource Links Below!

Downloads

• Defining Montreat 360 Competencies and Skills
• Integration Examples
• What Is a Competency?

Resource Links

• 2-Pager Information Sheet: As a reminder, this section of the toolkit is NOT intended to take anything away from the wonderful work being done surrounding competencies by Dr. Fowler & Dr. Nestler or the other teams and contributors to the CAE Community. We thank everyone for the hard work on everything that makes this community and field great. The 2-pager information sheet linked above goes more in-depth on competencies as well as providing more information than we could properly do here. Be sure to check it out and download it for easy reference!
• CAE Competency Template: This is a form that you may use for reference or to build competencies away from the constructor if you want to try to do it manually. It provides detailed guidance on what you want to include in a competency statement. It breaks down each part step-by-step for you to develop a solid competency statement. It is modeled similarly to the competency constructor, so once you build your statement, be sure to copy your work into the constructor so it is easier to share!
• Competency Constructor: The Competency Constructor may become your best friend for building competencies. You must use your school email account to register for the site. It provides a very clear and detailed step-by-step process for building your competency. The best part? Once you build it, you can submit it to the SecurED team at Clark and they will give you feedback on it as well as share it with the CAE Community. If you’re looking to share your statements (which we strongly encourage you do), then you need to bookmark this link and become familiar with using the constructor! Thanks to the SecurED team for all of their hard work on this!
• E-Handbook: It is highly recommended that you download and keep a copy of the Competency E-Handbook. From detailed explanations, definitions, the STAR technique, activities, and even more useful links. The E-Handbook has everything that you need to solidify your understanding of competencies as well as turn your students into ready-to-be great cyber professionals. If you don’t download anything else, be sure you download this!
• Work Role Tool: Developed by Paige Flores at SecurED (Thank you Paige!), this tool highlights Tasks in both the NICE Framework & the DCWF Framework for all available work roles. You can expedite and center your focus on developing competencies based on the tasks. Remember competency statements are focused on tasks not skills, knowledge or abilities.
• NICE Framework – version 1, updated: Above is a link to the NICE Framework. It has been updated since March 2024, and a link to download the updated version is available above as well.
• DCWF Framework: Above is a link to the DCWF Framework; you may notice crossover and similarities with the NICE framework. The DCWF is the DoD’s Framework; there are differences.

This section of the toolkit aims to provide you with strategies for implementing professionalism and ethics into your competitions. It includes several competitions that can be easily implemented.

Cybersecurity competitions are frequently seen as solely technical, but this overlooks the professional skills that are also crucial. While adding injects can enhance the technical aspects, there is much more that businesses and corporations require. Our hope is for these ideas, suggestions, and materials to help you create competitions that are as engaging as possible, allowing students to benefit to the fullest extent!

Overview

Cyber competitions offer students more than just an opportunity to learn technical concepts; they allow them to apply their classroom knowledge and practice in an environment that resembles real-world work settings. Competitions can reveal surprising results from students who are given the chance to showcase their skills. However, this toolkit aims to address the limitation of these skills when individuals are unable to effectively explain, lead, or adhere to an organization’s policies.

This section of the toolkit includes four different directories: Out of Box Competitions, CTF Ethics, Team Ethics and Professionalism, and Network Ops Challenge – Level 1 in v0.1 of the toolkit. Each of these directories is designed to incorporate professionalism and ethical challenges into familiar scenarios (coming soon).

Team Ethics & Professionalism

Hardening Competition: This competition is designed to be versatile and useful for anyone using this toolkit, although it may not be as immersive as a Collegiate Cyber Defense Competition (CCDC), it should be treated with similar gravitas. Teams will work to defend their box from unknown threats, documenting their steps along the way. Throughout the competition, teams may receive injects that, at some point, conflict with policy and procedure. Students should raise alarms on this rather than blindly following them, and hold appropriate meetings with their supervisor or boss.

After spending the designated time working within their environment, a script will be run to check for completion of each inject (with malicious ones scoring negatively) and for various hardening points (such as ports, firewall, antivirus, etc.). Teams will not receive their scores immediately; the instructor will have an initial score report based on their actions. Instructors can formulate questions around this report or accept it as is.

During debriefing, students have an opportunity to increase their score by discussing their steps. If it is found that they performed hardening skills outside the script check that improved the defense of the device or network, they shall be awarded additional points. This aspect of the competition rewards students for their professional reporting, as in a real-world scenario, their boss or Chief Information Security Officer (CISO) is unlikely to double-check their work in the working environment.

If you have the means to set up the environment for actual attacks (for example, in an upper-level pen test or operations class), then consider having students attack the environment while others defend it. In this scenario, allow students a few hours beforehand to set up initial defenses. This situation is ideal as it closely simulates other Collegiate Cyber Defense Competitions (CCDC) and even some real-world incidents. If this is applicable to you, include a debrief from the “red team” (attackers), so all students can learn from both sides of the experience.

For all else, ensure students understand the importance of documentation and thoroughly checking their system. If you, as the instructor, are setting up images or devices, intentionally leave security holes for students to fix. Adjust the script accordingly to check for these as well.

While friendly competition can be enjoyable, remind students that the goal of these competitions is to benefit and improve their knowledge and abilities. Encourage them to help and support one another, and consider involving past competitors in competitions with new teams. The aim is to provide you with a foundation or a competition/challenge you can implement with relative ease.

Additionally, there are many more resources in the CAE community related to cybersecurity competitions. Be sure to reach out and check on the CAE community site!

Instructor Resources

• Instructor’s Guide
• Introduction to Cyber Injects and Forms

Team Resources

• Rules of Engagement

Competitions

• Digital Forensics Challenge
• File Carving Challenge
• NMAP Challenge
• Python Port Scanning Challenge

The Code of Honor: Embracing Ethics in Cybersecurity was written by Dr. Paul J. Maurer and Ed Skoudis. It aims to provide a comprehensive and practical framework for ethical practices in cybersecurity. The tenets within the Cybersecurity Code (which you can access for free) are chapters within the book. The book helps relate ethical principles and practices to real-world situations so students can begin to understand how to apply not only critical thinking but ethical critical thinking to almost every situation they come across. 

To assist with this, we have taught a course on cyberethics, cyberlaw, and cybercrime that uses this book as required reading. We choose to use this over a textbook, as we want students to not be told how to think or apply their ethics, but to use them in real-world situations and with ongoing news. It isn’t the traditional tech-heavy course as students discuss, challenge, and apply their ethics to what is going on in the world, as well as viewing previous incidents, cases, and laws from different perspectives. The course is unique as we have students from all disciplines join it, which allows for even more engaging and different dialogues and discussions. 

This course gets edited almost every day, as new things happen. Our hope is that you find this course useful, but it is advised to edit the material to be current and up to date as much as possible. 

Overview

This course was built for a 3-credit hour, 16-week format, with a twice-a-week, hour and a half session. It is structured for in-person, face-to-face instruction but can be adapted for online or hybrid formats. The laws and case studies are not required for the course. Feel free to change, update, or remove them. We encourage you to keep the ethics portion and even expand on it, as the focus is for students to understand how to approach challenges now and in the future with an ethical mindset/framework. Included in this course is a 4-step ethical framework that has been honed and sharpened by Dr. Mark Wells at Montreat College. The course includes PowerPoint presentations; they have been modified to include more content than usually shown on PowerPoint for students. This is due to the way the course is taught; it is much more interactive, research, project, and conversation focused. Assignments and Case Studies are also included that have been utilized in the course. Feel free to modify them or use them as you’d like. The topics listed below are intended to be extremely high-level, covering concepts as opposed to specifics. It is encouraged that you provide more focus than the outline provides. This is intended, as this course changes and evolves quicker than most, due to its coverage of cyberlaw and cybercrime. The topics covered in this course are:

1. Aristotle & Other Virtue Approaches
2. Kant & Other Rule Approaches
3. Mill & Other Consequential Approaches
4. Other Minor Ethical Approaches
5. Ethics in Cybersecurity
6. Net Neutrality & Government Regulations
7. Cybersecurity As a Human Business
   1. Pseudonyms & SPAM as Free Speech
8. The 1st Amendment in Cyber
   1. Hate Speech & Protected Speech
9. International Role of Free Speech
10. Open-Source, Copyright & Copyleft
    1. DMCA
11. Privacy vs Freedom
    1. Workplace Privacy
12. International Views/Takes on Privacy
13. Understanding & Securing the Digital Frontier
14. Hacktivism
    1. IoT & The Ethical Cyber Professional
15. Cyberwar & Just War Theory

It is important to note that the subtopics are due to the course being taught twice a week. The subtopics are topics covered in the 2nd class sessions. More information on this can be found in the Course Outline.

How-To

This course is fully developed with a syllabus and instructor guide, example assignments, example 16-week course outline, and materials. It is ready to be implemented as-is but can be modified to fit your institution’s needs and goals. 

You are welcome to expand topics, change assignments, adjust readings, etc. However, we recommend reviewing the material to ensure it aligns with or supports any changes made to the course. 

It is highly recommended to update the material; to keep it current with changes as happens in Cybersecurity.

There are book specific material (teaching schedule, chapter focus and discussion questions); if you would like to teach the course with the book as a more traditional textbook.

*Special thanks to Dr. James Tippey for his excellent work building materials specific to the book. Special thanks to Dr. Mark Wells of Montreat College for his excellent work on adding ethics to this course, case studies, and his teaching of the materials. As well as special thanks to Dr. Maurer and Ed Skoudis for the book that has helped improve this course immensely. 

Links

• PowerPoints
• Case Studies
• Sample Assignments
• Cyber Ethics Book Course
• Ethics Study Notes
• Ethics Book Teaching Schedule
• Instructor Guide Cybersecurity Ethics Book Course
• Syllabus Cybersecurity Ethics Book Course
• Code of Honor: Embracing Ethics in Cybersecurity

A Finishing School was once used as a way to measure one’s preparedness to use their skills in the real world. These schools varied in duration, ranging from a year to just a few days. For our toolkit, we have designed a 2-day finishing school workshop to help students solidify their understanding of Professionalism, Ethics, Resumes, and Interviewing.

At the conclusion of the 2-day workshop, students should have a completed resume and have a clear understanding of the importance of professionalism and ethics in their field and career choices. They will also have practiced interviewing, particularly focusing on behavioral-based interviews using the STAR method.

Overview

The Finishing School is a 2-day workshop divided into two main segments: Professionalism & Ethics (Day 1) and Resume & Interviewing (Day 2). Both segments solidify skills and demonstrate competency.

While the Finishing School may feel like a review of how students have applied ethics and professionalism in their work, the approach at this stage should be more of a conversation among equals. Students attending the 2-day workshop should have a resume ready and be prepared to discuss its various parts. They should also be ready to practice interviewing and receive tips for the job hunt. The workshop also covers how to be an effective, ethical professional beyond the computer screen, which will serve students well in their career journeys.

How-To

Day 1 covers professionalism and ethics, featuring material similar to what was provided in the professionalism and ethics course within the toolkit. However, it is not a substitute for the entire course and should serve as a final examination of one’s comfort with the material. Day 1 is divided into a morning session and an afternoon session.

The morning session covers professionalism, soft skills, and employability skills. This module covers the importance of these skills and how they connect together.

In the afternoon session, the focus shifts to ethics, reinforcing the significance of the work students will be doing or have chosen to pursue. This session covers ethics, the importance of ethical behavior behind the scenes, and trust. The material provided explains each of these concepts and demonstrates how they relate to the professionalism skills taught in the morning session. By the end of these sessions, students will create their “Why” statement and gain a deeper understanding of the importance of professionalism and ethics in their chosen field or job.

Day 2 of the workshop covers resumes and interviewing, following a similar structure to Day 1 with morning and afternoon sessions.

The morning session covers resumes, focusing on what to include, how to build, and how to properly format them for different job fields (such as federal vs private sector resumes). It includes guidance on incorporating and discussing both technical and professional skills, as well as understanding page limits.

The afternoon session will cover interviewing, particularly the STAR method. This method enables students to not only discuss their skills theoretically but also practically. During an interview, students can support their experience with real situations where those skills were applied.

At the end of Day 2, students will participate in a final interview with the instructor or a designated panel, showcasing the skills they have learned and sharpened. If the finishing school is conducted remotely, students will participate in a virtual interview with materials provided on interviewing in a virtual setting.

Feel free to modify or edit the presentation, assignments, and materials in the toolkit to suit the needs of your institution. Slide printout pages are provided if you choose to share them with students, allowing them to focus on jotting down notes instead of the bullet points on the slides.

Appendix A: STAR Method

The STAR method for the purposes of this finishing school stands for:

S – Situation

T – Task

A – Action

R – Result

Essentially, the STAR method is the interviewee’s response to a behavioral-based question or a question about skills listed on one’s resume. The interviewee should feel comfortable and confident enough to not only define the skill but also provide an example of when he/she used the skill to achieve a goal or complete a task.

By responding in this manner, the interviewer should be satisfied with the accuracy of the interviewee’s resume and his/her ability to use the skills listed. It also demonstrates the interviewee’s comfort in discussing his/her capabilities and how they can be applied.

Careers in Cybersecurity

These videos, developed by Montreat College, focus on various job roles in this field. Participants provide insight into the strengths and challenges of their jobs. These videos convey the options available and what students may expect in pursuing them.

Click here to download transcriptions of the career videos.

Material for Day 1: Professionalism & Ethics

• Day 1 PowerPoint
• The Costco Model Case Study
• Cheating Atlanta School Scandal Case Study

Material for Day 2: Resumes & Interviewing

• Day 2 PowerPoint

Here, you will find links to everything that you need for the toolkit.

These links should have the most up-to-date information/items should you need them beyond what the toolkit provides. Additionally, they will include additional links we believe may be useful for your efforts.

Overview

This section of the toolkit includes direct links to various works being done or completed in the CAE community. Additional resources may be found here as they are approved for future versions of the toolkit.

How-To

It feels strange just saying “click the link” for a toolkit geared towards helping to build and educate ethical cybersecurity professionals. However, we assure you that the links provided are legitimate and backed by the CAE community.

Links

• 2-Pager Information Sheet
• Animated overview videos
• CARD
• Career Videos
  • Video transcripts (download)
• CAE Competency Template
• CISA Cyber Resource Hub
• Clark Center
• Code of Honor: Embracing Ethics in Cybersecurity
• Competency Constructor
• Cybersecurity Code
• DCWF Framework
• E-Handbook
• myEMATES
• NCAE Cyber Games
• NICE Challenge – Soon to be XP Cyber Project
• NICE Framework
• NICE Framework Updated
• Try Cyber – CISA
• US Cybergames
• US CyberPatriot
• Work Role Tool

You might be wondering why there’s a whole course included here. Well, it was developed to be immediately usable with minor tweaks and changes to suit your needs.

You are welcome to use the course as it is, or you can change it, edit it, and make it your own. However, we want the spirit of the course to remain. The goal of this course is to help develop and support your students as they prepare to enter the working world as professionals. We believe it can achieve that goal, but feel free to add whatever you think it needs.

The course will be edited over time, like most things in this toolkit. So please provide us with feedback and let us know how we can continue to improve it. We’re not looking for personal recommendations; instead, we’re seeking general edits to make the foundation more solid.

Overview

This course was built for a 1-credit hour, 16-week format, with once-a-week, hour-long sessions. It was initially structured for in-person, face-to-face instruction but can be adapted for online or hybrid formats. The course includes 14 micromodules covering a range of topics:

1. Lifelong Learning
2. 7 Essential Life Skills
3. Vision & Why
4. Procrastination & Discernment
5. Job Readiness
6. Communication & Listening
7. Personal Brand
8. Cover Letter & Resume
9. Networking
10. Ethics
11. Time Management
12. Master Calendar
13. Professional Conversation & Etiquette
14. Developing Interview Skills

The course is outlined to begin by focusing on students’ personal development and helping them understand what it takes to not just get a job but build a career. It then progresses to how to land a job and start the career journey.

In the second part (modules 6-14), students continue to develop their ethics, time management skills, and etiquette. This ordering is intended to help students understand the importance of not becoming complacent in their roles but rather actively continuing to learn and build their skills and abilities.

How-To

This course is fully developed with a syllabus and instructor guide, including textbooks, assignments, lesson plans, and materials. It is ready to be implemented as-is but can be modified to fit your institution’s needs and goals.

You are welcome to expand on topics, change assignments, adjust readings, etc. However, we recommend reviewing the material to ensure it aligns with or supports any changes made to the course.

*Special thanks to Greg Sayadian of Montreat College for his excellent work on building this course and materials.

Links

• Professionalism and Ethics Course
• Career Videos (click here to download transcriptions)

Cyber Code of Honor

Now Available: Cyber Code of Honor.

The material in this folder is intended to enhance students’ understanding of the course material and the cybersecurity field.

Currently, there is a series of animated videos that discuss the NICE Framework in a way that may aid students’ comprehension. Instructors are permitted to use supplemental material as needed.

Overview

The material here aims to provide support for a wide variety of topics. This section will be updated and may be organized differently as more material is added.

How-To

The material here can be used as supplementary resources for any needs the organization may have or wish to include. Feel free to use these resources as you see fit.

More material will be added soon.

This section of the toolkit includes workshops that have been developed and utilized. The guides, materials, and sources provided are free for you to modify, edit, and use as needed. The goal is to provide you with a foundation to create workshops that suit your needs and your audience.

Overview

The first version of this toolkit includes four workshops, two each for high school and college students. These workshops can be modified, expanded upon, or used as-is for workshops on campus or for outreach to high schools.

College

• Ethics in Cyber: This workshop focuses on developing ethics throughout and the impact ethics has on the cybersecurity field. It emphasizes that ethics in cyber is more than just following policies or rules; it deals with the character of the individual.
• Professionalism in Cyber: This workshop focuses on what it means to be professional in the field of cybersecurity. It emphasizes that professionals are not just people with degrees; they are individuals who act and behave in a manner that is beneficial, supportive, and productive to themselves, others, and the business.
• Women in Cybersecurity: This workshop aims to encourage the growth of women in cybersecurity and the diverse career paths within the field. It emphasizes the importance of security awareness, offers practical tips for pursuing cybersecurity careers, and provides insight into how cybersecurity connects to everyday life.

High School

• Cybersecurity Professionalism & Ethics: This workshop addresses both professionalism and ethics for a high school audience. It focuses on how students can begin to build professional skills and habits, as well as ethical approaches to situations and dilemmas.
• Professionalism in a Modern Age: This workshop highlights the unique nature of this era in terms of information and knowledge gathering. It aims to raise awareness about actions beyond school and how they may impact the future. The workshop promotes critical thinking in high schoolers, encouraging them to consider actions in light of their future.

How-To

Additional material and presentations are being added for each session. Outlines are provided with suggested times and pacing tips, but these are not requirements and can be changed to fit any specific requirements.

The goal of these workshops is to inform, provide experience, and encourage students at all levels to begin, continue, or further their understanding of the field.

Within each folder, you will find:

• Materials Folder (if applicable)
• Slides for the Workshop
  • Activities are within the slides, referencing material as needed
  • Sources and links are also located within the slides, as well as the respective Instructor’s Guide
• Instructor’s Guide
• Slides Outline (optional: If you’d like to use it for your planning or share it with attendees to promote engagement and reduce note-taking. Your approach to the workshop and how you wish to use these materials is entirely up to you.)

Each folder contains everything you need to run any of the workshops. They are designed to promote ethical and professional development among the attendees. Feel free to modify these workshops, run them as needed, and make edits or improvements.

My only request is that if you run a workshop and identify ways to improve it, or if you have a particularly successful workshop using these materials or as the foundation, please gather feedback and report back so we can improve it for everyone.

Thank you for taking the time to review these materials, and I hope you find some that you want to run or use!

High School Workshops

• Cybersecurity Professionalism and Ethics
• Professionalism in a Modern Age

College Workshops

• Ethics in Cyber
• Professionalism in Cybersecurity
• Women in Cybersecurity

Cyber Code of Honor

Now Available: Cyber Code of Honor.

Now Available: Cyber Code of Honor.