Interview with John H. Riley, Bloomsburg University of Pennsylvania
John, can you tell us something about your background and why you decided to teach digital forensics?
First, thanks for the opportunity to discuss our program. We’re really
proud of what we’ve accomplished here and believe we’re contributing to
the digital forensics community. I started as a mathematician (Ph.D.,
University of Connecticut, 1980) and then began to teach computer
science as well as mathematics in the 1980s. I wrote two programming
textbooks (Pascal, for the old timers). About six or seven years ago, my
department was investigating majors that would be good for students. We
decided upon computer forensics. It is an interesting, useful field of
study that has worked really well for us and our students.
intellectual side, I find the whole issue of what information can be
found and how it can be used to build a story quite fascinating. “Story”
here means a narrative that shows what happened, in a rigorous sense (a
la a mathematician’s proof). As a professor, it’s really fun to work
with digital forensics students. Our curriculum has a lot of hands on
work so we see our students really digging into things. The ultimate
reward is seeing them graduate and begin work. I must note that I’ve had
really great colleagues, particularly Scott Inch, to work with. I also
am grateful to the larger forensics community for their help.
What digital forensic courses are currently offered by Bloomsburg University?
Introduction to Digital Forensics, File Systems 1 and 2, Digital
Forensics Software, Advanced Topics in Digital Forensics, Small Devices
Forensics, UNIX/Linux for Digital Forensics.
Tell us more about course structure and
content. What core knowledge and key skills should students gain by the
end of their studies?
The first five courses listed above (along with some computer science
and other courses) form the backbone of our major. They cover the
artifacts that can be found on a computer (and how they come to be), how
the artifacts can be extracted in a forensically sound manner and how
they can be linked together and presented or reported. As an example,
students know why a deleted file may or may not be able to be recovered,
how to use a tool like EnCase or FTK (or even a hex editor) to recover
it, how it might be related to a link file or a registry entry, how to
ensure its integrity after extraction using a hash function and how to
include it in a report. We stress the importance of knowing how the
computer is organizing files and generating artifacts so that what a
tool produces is understood. Our graduates are prepared to defend their
results. We also put this work in context. It’s not just finding a
deleted file, it’s finding evidence which may change a person’s life. So
beyond knowledge and skills, we foster a sense of responsibility and
View full post on Forensic Focus Blog
http://www.GregoryDEvans.com, http://www.Locatepc.net, http://stolencomputeralert.com, http://computersecurityexpert.net, http://www.hackerforhireusa.com, http://www.GregoryDEvans.net, AmIHackerProof.com, http://ParentSecurityOnline.com, http://TheCyberWars.com, http://hiphopsecurity.com, http://HackerForHireinternational.com, http://www.computersecurityguru.com, http://computer-security-expert.com