Introduction

As a prospective professional in the realms of cybersecurity and digital forensics, the skills learned in the studies have given me a professional identity based on a fusion of technical abilities, problem-solving skills, ethics expertise, and a strong comprehension of the human context in which the fields of cybersecurity and digital forensics exist. Through the completion of studies in the realms of cybersecurity studies, criminology studies, computer science studies, ethics studies, and studies of the humanities, I was able to also develop the skill of problem-solving in multiple ways. This would prove to be a highly fortuitous skill in a world where the constantly intertwined nature of digital systems existing in harmony with the social action of humans was a reality. This analysis will explore how the items in the portfolio reflect the nature of interdisciplinary learning in the studies that have occurred.

GROUP DISCUSSIONS OF

1. Analytical & Technical Skills in Cyber Security

My experiences in the cybersecurity courses—ranging from the homework in CYSE 201S to the cryptographic problems, analysis of access control policies, to designing digital forensics labs—helped develop the skill of applying technical skills to solve complex cyber problems. A number of problems required both conceptual comprehension and the application of technical skills. These problems directly correlated to the NICE Framework for the Workplace in the Analyze/Investigate domains of the framework in which cyber practitioners apply comprehension of information to a problem.

Research literature also underpins the relevance of interdisciplinary thinking for the field of cybersecurity. According to Craigen, Diakun-Thibault, & Purse (2014), “since the problem of cyber insecurity comes at the nexus of technology, human behavior, and policy, a multidisciplinary approach makes obvious” sense. Indeed, the manner in which I approached the “artifacts” or “artifacts of technology” also followed suit. A case in point would be the establishment of a digital forensics laboratory that would necessitate more than mere familiarization with the technology but also the application of criminological principles for preserving evidence. To some degree, the writings about cryptography would involve math/science/computer science but also the application of public policy to the topic.

Such a well-rounded approach has helped me feel more prepared for a position like a cyber security analyst or a digital forensics examiner. According to NIST (2017), both jobs require one to be able to interpret technical information in a larger context of the organization, the law, ethics—the very skills I have developed throughout my coursework.

2. Research, Writing, & Information Literacy

A great deal of my portfolio involves research-intensive writing. These include the analysis of cyber-terrorism, the comparisons of US cyberpolicies to international cyberpolicies, research into themes of cybercrimes, to name a few examples of long form writings concerned with the social implications of access control measures. These writings necessitated the synthesizing of research literature to present findings in APA style.

My growth in this direction takes into consideration the ACRL Information Framework, specifically the ideas of Authority Is Constructed & Contextual and Scholarship as a Conversation. According to Head (2013), research skills extend beyond searching for information to comprehending how information systems, authority, and discipline construct the methods of knowledge creation. This was the case when I researched cybercrime for a thematic analysis. For the policy documents as well, there was a need to merge the more technical information in a socio-politically framed context that incorporates the traditional body of knowledge in the relevant field of information.

These research-intensive tasks have helped me develop skills in assessing evidence, crafting arguments, or writing for a given audience. These skills constitute critical components of cybersecurity journalism or communicating to stakeholders. Bazarova & Choi (2019) supported this point when they stated that the capability to convey complex information between communities has become a required skill for digital experts.

3. Understanding Human Behavior & Criminological Perspectives

My criminology coursework was very significant to the development of my knowledge concerning the motivations of offenders, social structures, and the general human factors that influence cyber crime. These theories gave me insight into how the environments in which individuals live affect their behavior both in cyberspace and in reality. This helped to elevate the quality of the cyber crime analysis studies since the analysis would not have relied on purely technical reasoning.

The importance of such a multidisciplinary approach has been pointed out by academicians in the following way: Yar & Steinmetz (2019) have rightly stated that a cybercrime research cannot be accomplished without a criminological perspective on deviance, identity, opportunity structure, and culture. This seems very pertinent in the context of the artifact I developed on cyber-terrorism in which I linked the cybercrime typology presented by Wall to real-life events documented in the literature on terrorist strategies.

This information has a direct application in the context of a career in the aspects of threat Intelligence analysis in the cyber world. These jobs need both the capabilities in the cyber world but also the skills to analyze the cyber activities in the context of psychological studies.

4. Ethical Reasoning & Policy Evaluation

Another theme in the portfolio is ethics analysis. More specifically, the portfolio includes the ethics of information assurance policies related to cybersecurity issues. My papers about access control policies of the playpen case of the FBi show how well I can analyze the ethics of information assurance.

Scholarly literature supported these ideas. Dunn Cavelty pointed out in a more recent article that “computer security measures may widen the scope of surveillance in ways that challenge the existing balance between the need for security” (2019). Similarly, Friedman & Singer stated in a published article in 2014 that “cyber warfare presents a new set of ethical challenges” to balancing the need for safety against the need for liberty. For instance, in the text discussing encryption laws, I have addressed the ethics of limiting the access of law enforcement agencies.

These artifacts reflect my willingness to apply ethics in problem-solving. This skill is very important in the profession of cybersecurity since the end result of every action may have legal consequences. They also show that I have the skills to apply ethics effectively in different fields.

5. Professional Communication, Visual Literacy, & Digital Design

My portfolio also contains visual/structural artifacts, including flowcharts, organizational charts, digital posters, and ePortfolio designs. These artifacts reflect the skills I have developed in visual literacy skills. Translating complex concepts into visual forms was a skill developed in creating the visual artifacts. While the digital forensics lab graphic illustrated concepts of evidence movement, physical security measures, and technical infrastructure in a crime lab scenario, the cyberviolence awareness graphic applied graphic principles to the concepts of sociology. All the visual artifacts apply principles of graphic design.

There is scholarly evidence for the relevance of visual communications in technical endeavors. According to Kostelnick & Roberts (2017), visual design can significantly aid in the comprehension of information for both experts and novices. Such skills would prove highly relevant in the pursuit of a career in cyber security. Data visualizations would prove critical for the presentation of results.

These projects have taught me the balance between aesthetically pleasing designs to more clearly communicate ideas in a manner consistent with professional cyber security communications.

Skills and Artifacts: Lessons Learned

Interdisciplinary Integration

One of the greatest lessons that I have learned in the creation of the artifacts was the realization that the challenges in the field of cybersecurity can hardly be solved in a single domain. Security risks cannot be addressed from a purely technical point of view. Social insights also have to be taken into account when dealing with digital forensic analysis. Additionally, many moral issues have to be addressed from the viewpoint of philosophy.

Growth Through Revision & Reflection-Grade 8!\

There were many artifacts that underwent improvements in terms of revision and receiving feedback. These may range from restructuring a research article to the incorporation of theoretical frameworks to improvements in visual communications. This allowed me to develop skills in being patient, paying close attention to the smallest details, and how to give positive feedback when receiving criticism. Career Alignment & Professional Identity With the progression of the IDS program, I have become more confident in the direction that I would like to take in terms of a career. All of the artifacts have shown the concepts of cybersecurity, forensics, analysis of policy, and ethics. These artifacts demonstrate what I have learned in the program but also how I think. They all demonstrate a critical approach to thinking but also a consideration of ethics. Conclusion My portfolio contains more than a list of assignments. Instead, the portfolio serves as a map of both my intellectual development and professional growth. Every artifact in the portfolio showcases a different kind of disciplinary expertise—it includes the technical expertise of the cybersecurity field, the theoretical concepts of the criminology studies, the analytical expertise that comes from research writing courses, the ethics knowledge from the policy analysis engagements, and the visual communication skills. Altogether, these artifacts in the portfolio present a well-integrated scholarly story of learning across different disciplinary spaces. I have worked to develop a body of knowledge that enables me to pursue a profession in the field of cybersecurity and digital forensics. I have the capability to analyze complex systems, comprehend human behavior patterns, communicate effectively, and comprehend the ethics of new technological developments. More importantly, I have learned to think in the multiple ways necessary for the interconnected world of today.

Sources

Bazarova, N., & Choi, Y. (2019). Self-presentation and communication in digital spaces.
Craigen, D., Diakun-Thibault, N., & Purse, R. (2014). Defining cybersecurity.
Dunn Cavelty, M. (2019). The normalization of cybersurveillance.
Friedman, B., & Singer, P. (2014). Cybersecurity and cyberwar: What everyone needs to know.
Head, A. (2013). Project Information Literacy: What can be learned about the information-seeking behaviors of today’s students?
NIST. (2017). NICE Workforce Framework for Cybersecurity.
Yar, M., & Steinmetz, K. (2019). Cybercrime and society.