Twentieth International Conference on Diversity in Organizations, Communities & Nations

Abstract

Many higher education institutions have gravitated to online formats for program delivery, because, as Dumford and Miller (2018) reminded us, they are convenient ways for learners to accomplish their education goals. In the United States, roughly one-third of all students take online courses, a trend that is growing (Lederman, 2018). Consequently, institutions are assessing these programs and courses to ensure quality. Concurrently, it behooves us to apply proper protocols to ascertain that the online delivery mechanisms are safe and secure. This is particularly necessary in light of the increased risk of theft, fraud, and abuse, as determined by the Department of Homeland Security’s Cybersecurity and Infrastructure Security Agency. As such, one College of Education at a Texas university decided to investigate cybersecurity awareness threats that faculty need to be aware of, especially since this institution is rapidly developing online content for many of its programs, that are geared towards a diverse clientele. The investigation focused primarily on end-point security, since the end user is integral to the security of the Internet of Things. Specifically, the study was designed to identify the vulnerabilities and threats to technology and recommend strategies to reduce or overcome them. The six levels of threats that were identified included computer viruses, software assurance, hacking, end-user challenges, social engineering, and digital footprint via social media. This investigation is relevant in that can inform us about ways we can safely deliver quality online courses to diverse students.