There is an emphasis today throughout many academic programs on developing and sustaining information assurance (IA) programs. While we often refer to such programs collectively as information assurance, they tend to be decidedly different in approach and content depending on many factors. This paper does not attempt to differentiate between such approaches but rather outlines a discovery approach to information assurance pedagogy - regardless of course content or curriculum. Such an approach is applicable whether or not the IA curriculum is a standalone degree or contained within a computer science, business information systems, or computer engineering program. The examples given in this paper were from a computer science and engineering program.
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