Most postsecondary cybersecurity education focuses on technical knowledge and skills without commensurate attention to vital non-technical skills. In this position paper, we argue that cybersecurity education must integrate teaching and practicing of non-technical competencies alongside technical knowledge and skills to ensure that both technical and non-technical skills transfer to cybersecurity workplaces. We identify specific learning outcomes that meet these criteria and suggest research-based pedagogical approaches to support learning and transfer. We present a cybersecurity lab designed to address these learning outcomes through experiential learning, roleplay, collaborative learning, technical simulation and metacognitive engagement. The CyberSim Lab serves as a curricular bridge between the classroom and the workplace.

We identify barriers to successful cross-sector educational research partnerships and describe effective, evidence-based strategies for overcoming challenges. We developed educational interventions and deployed them at higher education institutions. Significant challenges arose in the research-practice partnership between faculty at a research institution and a local community college. We successfully implemented strategies to advance research, co-design educational interventions, and implement them in diverse contexts. We share insights gleaned that may be useful for others forging cross-institutional research partnerships, particularly between faculty at research institutions and partners at community colleges.

Immersive and spatial media are increasingly prevalent in education. However, the pedagogies associated with using these technologies in post-secondary general education contexts, their effectiveness in supporting student learning, and the role of student perception of immersive and spatial media are not well-described in the literature. This work-in-progress paper presents a descriptive case study of an undergraduate general education course, with a special focus on the pedagogical integration of immersive and spatial media tools, student learning trajectories, and perception of immersive and spatial media.

In recent years, many software engineering researchers have begun to include artifacts alongside their research papers. Ideally, artifacts, including tools, benchmarks, and data, support the dissemination of ideas, provide evidence for research claims, and serve as a starting point for future research. However, in practice, artifacts suffer from a variety of issues that prevent the realization of their full potential. To help the software engineering community realize the full potential of artifacts, we seek to understand the challenges involved in the creation, sharing, and use of artifacts. To that end, we perform a mixed-methods study including a survey of artifacts in software engineering publications, and an online survey of 153 software engineering researchers. By analyzing the perspectives of artifact creators, users, and reviewers, we identify several high-level challenges that affect the quality of artifacts including mismatched expectations between these groups, and a lack of sufficient reward for both creators and reviewers. Using Diffusion of Innovations (DoI) as an analytical framework, we examine how these challenges relate to one another, and build an understanding of the factors that affect the sharing and success of artifacts. Finally, we make recommendations to improve the quality of artifacts based on our results and existing best practices.

There has been a great deal of research regarding the ways that people conceptualize and interact with places they call "home." This work has been extended to virtual reality primarily in the context of design tools. Here, we explore the idea of a hybrid virtual-physical home that uses virtual space to supplement an existing physical home. We identify variation in the spatial context of place attachment to homes. A user study (N = 25) revealed the expectations and needs these groups have for virtual home spaces, including security, familiarity, and community. We prototyped and playtested three virtual rooms, and identified design features that supported feelings of home. Finally, we present challenges to designing home-like VR environments that can shape future research in this area. As virtual reality grows increasingly accessible, these findings will inform the design of virtual spaces.

Software engineering research rarely impacts practitioners in the field. A desire to facilitate transfer alone is not sufficient to bridge the gap between research and practice. Fields from medicine to education have acknowledged a similar challenge over the past 25 years. An empirical approach to the translation of research into evidence-based practice has emerged from the resulting discussion. Implementation science has fundamentally changed the way that biomedical research is conducted, and has revolutionized the daily practice of doctors, social workers, epidemiologists, early childhood educators, and more. In this talk we will explore the methods, frameworks, and practices of implementation science and their application to novel disciplines, including software engineering research. We will close by proposing some directions for future software engineering research to facilitate transfer.