Browsing by Author "Batarseh, Feras"

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    ACWA: An AI-driven Cyber-Physical Testbed for Intelligent Water Systems
    Batarseh, Feras; Kulkarni, Ajay; Sreng, Chhayly; Lin, Justice; Maksud, Siam (2023-10-05)
    This manuscript presents a novel state-of-the-art cyber-physical water testbed, namely: The AI and Cyber for Water and Agriculture testbed (ACWA). ACWA is motivated by the need to advance water resources’ management using AI and Cybersecurity experimentation. The main goal of ACWA is to address pressing challenges in the water and agricultural domains by utilising cutting-edge AI and data-driven technologies. These challenges include Cyberbiosecurity, resources’ management, access to water, sustainability, and data-driven decision-making, among others. To address such issues, ACWA consists of multiple topologies, sensors, computational nodes, pumps, tanks, smart water devices, as well as databases and AI models that control the system. Moreover, we present ACWA simulator, which is a software-based water digital twin. The simulator runs on fluid and constituent transport principles that produce theoretical time series of a water distribution system. This creates a good validation point for comparing the theoretical approach with real-life results via the physical ACWA testbed. ACWA data are available to AI and water domain researchers and are hosted in an online public repository. In this paper, the system is introduced in detail and compared with existing water testbeds; additionally, example use-cases are described along with novel outcomes such as datasets, software, and AI-related scenarios.
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    CyberBioSecurity through Leadership-as-Practice Development
    Kaufman, Eric K.; Adeoye, Samson; Batarseh, Feras; Brown, Anne M.; Drape, Tiffany A.; Duncan, Susan; Rutherford, Tracy; Strawn, Laura K.; Xia, Kang (2022-03-28)
    CyberBioSecurity is an emerging field at the interface of life sciences and digital worlds (Murch, 2018). The solution to the global cyberbiosecurity challenge is not merely technical; society needs cyberbiosecurity professionals who engage in leadership with a boundary-crossing approach that involves collective effort. Such an approach emerges from leadership-as-practice development (LaPD), characterized by its efforts to “change patterns and thinking that could transform a culture of mediocrity to one of excellence and resilience'' (Raelin, 2020, p. 2). While LaPD has been used in some professional learning contexts and it aligns with some signature pedagogies of the professions, the opportunity remains for embedding LaPD in graduate education to meet the needs of emerging fields. The objective of this proposed project is to catalyze transformative cyberbiosecurity graduate education in a way that increases cognitive integrative capability among cyberbiosecurity scientists and professionals. As noted by Pratch (2014), “leaders who possess integrative capacity are better able to assess problems and find workable solutions than those who do not” (p. 1). In this project, we intend to embedding LaPD in online graduate and train-the-trainer modules, testing various pedagogies associated with boundary-crossing graduate education. The approach will include use of collaborative leadership learning groups (CLLGs), which are “anchored in practice, bringing together learners who can identify and work together on the challenges they face collectively” (Denyer & Turnbull James, 2016, p. 269). Our specific research questions include: What signature pedagogies best support the emerging discipline of CyberBioSecurity education? To what extent do collaborative leadership learning groups (CLLGs) increase students’ cognitive integrative capability?
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    Cyberbiosecurity Workforce Preparation: Education at the Convergence of Cybersecurity and Biosecurity
    Adeoye, Samson; Lindberg, Heather; Bagby, B.; Brown, Anne M.; Batarseh, Feras; Kaufman, Eric K. (2024-01)
    Cyberbiosecurity is an emerging field at the convergence of life sciences and the digital world. As technological advances improve operational processes and expose them to vulnerabilities in agriculture and life sciences, cyberbiosecurity has become increasingly important for addressing contemporary concerns. Unfortunately, at this time, educational opportunities for cyberbiosecurity workforce preparation are limited. Stakeholders’ perceptions may help guide cyberbiosecurity workforce preparation efforts and bridge the gap from the classroom to the field. Toward this end, we identified stakeholders in education, private industry, and state agencies in [State] and sought their input through both an online survey and focus groups. Findings suggest limited awareness and understanding of cyberbiosecurity. Results indicate that both formal and non-formal learning components—including short modules and comprehensive standalone courses—are important for cyberbiosecurity education programming. Stakeholders tied potential success of education programming to systems thinking and collaborative designs. Moreover, results reveal insights into concerns at the convergence of information technology (IT) and operational technology (OT), which is central to effective workforce preparation for today’s agriculture and life sciences professionals. Continuous interdisciplinary collaboration and academia-industry partnerships will be critical for developing robust cyberbiosecurity education and securing the future of agriculture.
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    SCHEDULE
    Batarseh, Feras (2022)
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    Understanding the landscape of cyberbiosecurity for integrative educational programming
    Adeoye, Samson; Batarseh, Feras; Brown, Anne M.; Kaufman, Eric K. (American Society of Agricultural and Biological Engineers, 2023-11-21)
    As an emerging and interdisciplinary field at the nexus of digital technologies and agriculture and life sciences (ALS), the integration of cyberbiosecurity education for professional training and skills development remains challenging. Educational practices and related workforce development efforts associated with cyberbiosecurity may be best generalized as pseudo-shadow education, occurring outside standardized practice and lacking known ‘best practice‘ to mimic. The current state of cyberbiosecurity education reflects a lack of sequenced and developed knowledge, values, judgments, and ways of thinking, which serve as windows into the underlying cultures of a disciplinary field. Coupled with this gap, the continuous deployment and convergence of information technology (IT) and operational technology (OT) within ALS creates new vulnerabilities, unfamiliar to the workforce. These vulnerabilities expose critical ALS infrastructures to cyber-attacks and terrorism and hold significant consequences for the bioeconomy. Securing the bioeconomy and preventing negative multiplier effects in other related sectors depend on adequate cyberbiosecurity education programming and workforce development. This exploratory report of current realities and future prospects provides insights into integrative cyberbiosecurity education programming for workforce development. The study explicates underlying concerns to be addressed in developing integrative cyberbiosecurity education for professionals in agriculture and life sciences and suggests an expandable framework to facilitate workforce development programming. Concerns to address regarding the creation of educational programming in cyberbiosecurity include alignment in definition, cross-boundary community building, peculiar dynamics of cyberbiosecurity threat landscape, and baseline requirements for cyberbiosecurity education and practice.