Digital Forensics and Cyber Crime. 7th International Conference, ICDF2C 2015, Seoul, South Korea, October 6–8, 2015, Revised Selected Papers

Research Article

Digital Forensics Education: A Multidisciplinary Curriculum Model

Download
395 downloads
  • @INPROCEEDINGS{10.1007/978-3-319-25512-5_1,
        author={Imani Palmer and Elaine Wood and Stefan Nagy and Gabriela Garcia and Masooda Bashir and Roy Campbell},
        title={Digital Forensics Education: A Multidisciplinary Curriculum Model},
        proceedings={Digital Forensics and Cyber Crime. 7th International Conference, ICDF2C 2015, Seoul, South Korea, October 6--8, 2015, Revised Selected Papers},
        proceedings_a={ICDF2C},
        year={2015},
        month={10},
        keywords={Digital forensics Standardization Higher education Portable curriculum Multidisciplinary approach},
        doi={10.1007/978-3-319-25512-5_1}
    }
    
  • Imani Palmer
    Elaine Wood
    Stefan Nagy
    Gabriela Garcia
    Masooda Bashir
    Roy Campbell
    Year: 2015
    Digital Forensics Education: A Multidisciplinary Curriculum Model
    ICDF2C
    Springer
    DOI: 10.1007/978-3-319-25512-5_1
Imani Palmer1,*, Elaine Wood1,*, Stefan Nagy1,*, Gabriela Garcia1,*, Masooda Bashir1,*, Roy Campbell1,*
  • 1: University of Illinois at Urbana-Champaign
*Contact email: ipalmer2@illinois.edu, wood10@illinois.edu, snagy2@illinois.edu, gjuare3@illinois.edu, mnb@illinois.edu, rhc@illinois.edu

Abstract

This paper reports experiences and lessons learned in the process of developing and implementing an undergraduate curriculum for digital forensics over the last three years at the University of Illinois at Urbana-Champaign. The project addresses the challenges of developing a higher-education standardized curriculum for digital forensics that meets the needs of the digital forensics community. The curriculum provides degree options and considers the growing employability of digital forensics students in an increasing range of jobs. The approach builds on the multidisciplinary nature of the field. The findings include a curriculum model, detailed course content, exams, and an evaluation package for measuring how students respond to the courses. This paper summarizes the model, results, challenges, and opportunities.