Abstract:

During the COVID-19 pandemic, faculty have navigated a steep learning curve to teach online. Educators were challenged to transition from ‘emergency remote teaching’ to effective online education. Many educators, particularly in computer science, sought out resources to supplement their instruction. As most schools return to the classroom, it is clear that some level of remote teaching is here to stay. High-quality and high-impact curriculum is needed to facilitate effective teaching and learning, both in-person and online.

This article describes CLARK, a curriculum development model and resource library and its role in assisting educators in the transition to remote instruction. Usage of CLARK has risen 98% during COVID and it has proven to be an invaluable tool for instructors searching for cybersecurity content to include in their online classes. Though designed for a pre-COVID world, CLARK implements pedagogy best-practices that led to the creation of curriculum well suited for virtual teaching. As higher education continues to navigate the transition back to in-person instruction, it is time to leverage existing resources, incorporate literature-driven best practices, and implement lessons learned from two years of teaching fully online.

Keywords:

Cybersecurity, learning sciences, curriculum.