Free sample questions of ATTA exam at

All of us have been dedicated to providing up-to-date and valid Advanced Level Technical Test Analyst examination questions and solutions, along with details. Each ATTA Questions plus Answers on has already been verified by ASTQB specialists. We update plus add new ATTA queries as soon as we observe that will there is a modification in real check. Which is important to our achievement and popularity.

ATTA Advanced Level Technical Test Analyst student |

ATTA student - Advanced Level Technical Test Analyst Updated: 2023

People used these ATTA dumps to get 100% marks
Exam Code: ATTA Advanced Level Technical Test Analyst student November 2023 by team

ATTA Advanced Level Technical Test Analyst

Exam ID : ATTA

Exam Title : Advanced Technical Test Analyst (ASTQB)

Number of Questions in exam : 45

Passig Score : 65%

Exam Type : Multiple Choice Questions

- Summarize the generic risk factors that the Technical Test Analyst typically needs to consider.

- Summarize the activities of the Technical Test Analyst within a risk-based approach for testing activities.

- Write test cases from a given specification item by applying the Statement testing test technique to achieve a defined level of coverage.

- Write test cases from a given specification item by applying the Modified Condition/Decision Coverage (MC/DC) test technique to achieve coverage.

- Write test cases from a given specification item by applying the Multiple Condition testing test technique to achieve a defined level of coverage.

- Write test cases from a given specification item by applying McCabe's Simplified Baseline Method.

- Understand the applicability of API testing and the kinds of defects it finds.

- Select an appropriate white-box test technique according to a given project situation.

- Use control flow analysis to detect if code has any control flow anomalies.

- Explain how data flow analysis is used to detect if code has any data flow anomalies.

- Propose ways to improve the maintainability of code by applying static analysis.

- Explain the use of call graphs for establishing integration testing strategies.

- Apply dynamic analysis to achieve a specified goal.

- For a particular project and system under test, analyze the non-functional requirements and write the respective sections of the test plan.

- Given a particular product risk, define the particular non-functional test type(s) which are most appropriate.

- Understand and explain the stages in an applications lifecycle where non-functional tests should be applied.

- For a given scenario, define the types of defects you would expect to find by using non-functional testing types.

- Explain the reasons for including security testing in a test strategy and/or test approach.

- Explain the principal aspects to be considered in planning and specifying security tests.

- Explain the reasons for including reliability testing in a test strategy and/or test approach.

- Explain the principal aspects to be considered in planning and specifying reliability tests.

- Explain the reasons for including performance testing in a test strategy and/or test approach.

- Explain the principal aspects to be considered in planning and specifying performance efficiency tests.

- Explain the reasons for including maintainability testing in a testing strategy and/or test approach.

- Explain the reasons for including portability tests in a testing strategy and/or test approach.

- Explain the reasons for compatibility testing in a testing strategy and/or test approach.

- Explain why review preparation is important for the Technical Test Analyst.

- Analyze an architectural design and identify problems according to a checklist provided in the syllabus.

- Analyze a section of code or pseudo-code and identify problems according to a checklist provided in the syllabus.

- Summarize the activities that the Technical Test Analyst performs when setting up a test automation project.

- Summarize the differences between data-driven and keyword-driven automation.

- Summarize common technical issues that cause automation projects to fail to achieve the planned return on investment.

- Construct keywords based on a given business process.

- Summarize the purpose of tools for fault seeding and fault injection.

- Summarize the main characteristics and implementation issues for performance testing tools.

- Explain the general purpose of tools used for web-based testing.

- Explain how tools support the practice of model-based testing.

- Outline the purpose of tools used to support component testing and the build process.

- Outline the purpose of tools used to support mobile application testing.

1. The Technical Test Analyst's Tasks in Risk-Based Testing


product risk, risk assessment, risk identification, risk mitigation, risk-based testing
Learning Objectives for The Technical Test Analyst's Tasks in Risk-Based Testing
Risk-based Testing Tasks

- Summarize the generic risk factors that the Technical Test Analyst typically needs to consider

- Summarize the activities of the Technical Test Analyst within a risk-based approach for testing activities

1.1 Introduction

The Test Manager has overall responsibility for establishing and managing a risk-based testing strategy. The Test Manager usually will request the involvement of the Technical Test Analyst to ensure the risk-based approach is implemented correctly.
Technical Test Analysts work within the risk-based testing framework established by the Test Manager for the project. They contribute their knowledge of the technical product risks that are inherent in the project, such as risks related to security, system reliability and performance.

1.2 Risk-based Testing Tasks

Because of their particular technical expertise, Technical Test Analysts are actively involved in the following risk-based testing tasks:

• Risk identification

• Risk assessment

• Risk mitigation

These tasks are performed iteratively throughout the project to deal with emerging product risks and changing priorities, and to regularly evaluate and communicate risk status.

1.2.1 Risk Identification

By calling on the broadest possible sample of stakeholders, the risk identification process is most likely to detect the largest possible number of significant risks. Because Technical Test Analysts possess unique technical skills, they are particularly well-suited for conducting expert interviews, brainstorming with co-workers and also analyzing the current and past experiences to determine where the likely areas of product risk lie. In particular, Technical Test Analysts work closely with other stakeholders, such as developers, architects, operations engineers, product owners, local support offices, and service desk technicians, to determine areas of technical risk impacting the product and project. Involving other stakeholders ensures that all views are considered and is typically facilitated by Test Managers.

Risks that might be identified by the Technical Test Analyst are typically based on the [ISO25010] quality characteristics listed in Chapter 4, and include, for example:

• Performance efficiency (e.g., inability to achieve required response times under high load conditions)

• Security (e.g., disclosure of sensitive data through security attacks)

• Reliability (e.g., application unable to meet availability specified in the Service Level Agreement)

1.2.2 Risk Assessment

While risk identification is about identifying as many pertinent risks as possible, risk assessment is the study of those identified risks in order to categorize each risk and determine the likelihood and impact associated with it. The likelihood of occurrence is usually interpreted as the probability that the potential problem could exist in the system under test.

The Technical Test Analyst contributes to finding and understanding the potential technical product risk for each risk item whereas the Test Analyst contributes to understanding the potential business impact of the problem should it occur.

Project risks can impact the overall success of the project. Typically, the following generic project risks need to be considered:

• Conflict between stakeholders regarding technical requirements

• Communication problems resulting from the geographical distribution of the development organization

• Tools and technology (including relevant skills)

• Time, resource and management pressure

• Lack of earlier quality assurance

• High change rates of technical requirements

Product risk factors may result in higher numbers of defects. Typically, the following generic product risks need to be considered:

• Complexity of technology

• Complexity of code structure

• Amount of re-use compared to new code

• Large number of defects found relating to technical quality characteristics (defect history)

• Technical interface and integration issues

Given the available risk information, the Technical Test Analyst proposes an initial risk level according to the guidelines established by the Test Manager. For example, the Test Manager may determine that risks should be categorized with a value from 1 to 10, with 1 being highest risk. The initial value may be modified by the Test Manager when all stakeholder views have been considered.

1.2.3 Risk Mitigation

During the project, Technical Test Analysts influence how testing responds to the identified risks. This generally involves the following:

• Reducing risk by executing the most important tests (those addressing high risk areas) and by putting into action appropriate mitigation and contingency measures as stated in the test plan

• Evaluating risks based on additional information gathered as the project unfolds, and using that information to implement mitigation measures aimed at decreasing the likelihood or avoiding the impact of those risks

The Technical Test Analyst will often cooperate with specialists in areas such as security and performance to define risk mitigation measures and elements of the organizational test strategy. Additional information can be obtained from ISTQB® Specialist syllabi, such as the Advanced Level Security Testing syllabus [ISTQB_ALSEC_SYL] and the Foundation Level Performance Testing syllabus [ISTQB_FLPT_SYL].

2. White-box Test Techniques


API testing, atomic condition, control flow testing, cyclomatic complexity, decision testing, modified condition/decision testing, multiple condition testing, path testing, short-circuiting, statement testing, white-box test technique

Learning Objectives for White-Box Testing

2.2 Statement Testing

TTA-2.2.1 (K3) Write test cases for a given specification item by applying the Statement test technique to achieve a defined level of coverage

Decision Testing
TTA-2.3.1 (K3) Write test cases for a given specification item by applying the Decision test technique to achieve a defined level of coverage
2.4 Modified Condition/Decision Coverage (MC/DC) Testing
TTA-2.4.1 (K3) Write test cases by applying the Modified Condition/Decision Coverage (MC/DC) test design technique to achieve a defined level of coverage
Multiple Condition Testing
TTA-2.5.1 (K3) Write test cases for a given specification item by applying the Multiple Condition test technique to achieve a defined level of coverage
2.6 Basis Path Testing
TTA-2.6.1 (K3) Write test cases for a given specification item by applying McCabes Simplified Baseline Method
2.7 API Testing
TTA-2.7.1 (K2) Understand the applicability of API testing and the kinds of defects it finds
2.8 Selecting a White-box Test Technique
TTA-2.8.1 (K4) Select an appropriate white-box test technique according to a given project situation
2.1 Introduction
This chapter principally describes white-box test techniques. These techniques apply to code and other structures, such as business process flow charts.
Each specific technique enables test cases to be derived systematically and focuses on a particular aspect of the structure to be considered. The techniques provide coverage criteria which have to be measured and associated with an objective defined by each project or organization. Achieving full coverage does not mean that the entire set of tests is complete, but rather that the technique being used no longer suggests any useful tests for the structure under consideration.
The following techniques are considered in this syllabus:
• Statement testing

• Decision testing

• Modified Condition/Decision Coverage (MC/DC) testing

• Multiple Condition testing

• Basis Path testing

• API testing

The Foundation Syllabus [ISTQB_FL_SYL] introduces Statement testing and Decision testing. Statement testing exercises the executable statements in the code, whereas Decision testing exercises the decisions in the code and tests the code that is executed based on the decision outcomes.

The MC/DC and Multiple Condition techniques listed above are based on decision predicates and broadly find the same types of defects. No matter how complex a decision predicate may be, it will evaluate to either TRUE or FALSE, which will determine the path taken through the code. A defect is detected when the intended path is not taken because a decision predicate does not evaluate as expected.

The first four techniques are successively more thorough (and Basis Path testing is more thorough than Statement and Decision testing); more thorough techniques generally require more tests to be defined in order to achieve their intended coverage and find more subtle defects.

2.2 Statement Testing

Statement testing exercises the executable statements in the code. Coverage is measured as the number of statements executed by the tests divided by the total number of executable statements in the test object, normally expressed as a percentage.

This level of coverage should be considered as a minimum for all code being tested.


Decisions are not considered. Even high percentages of statement coverage may not detect certain defects in the codes logic.

2.3 Decision Testing

Decision testing exercises the decisions in the code and tests the code that is executed based on the decision outcomes. To do this, the test cases follow the control flows that occur from a decision point (e.g., for an IF statement, one for the true outcome and one for the false outcome; for a CASE statement, test cases would be required for all the possible outcomes, including the default outcome).

Coverage is measured as the number of decision outcomes executed by the tests divided by the total
number of decision outcomes in the test object, normally expressed as a percentage.
Compared to the MC/DC and Multiple Condition techniques described below, decision testing considers the entire decision as a whole and evaluates the TRUE and FALSE outcomes in separate test cases.

The most useful checklists are those gradually developed by an individual organization, because they reflect:

• The nature of the product

• The local development environment

o Staff

o Tools

o Priorities

• History of previous successes and defects

• Particular issues (e.g., performance efficiency, security)

Checklists should be customized for the organization and perhaps for the particular project. The checklists provided in this chapter are meant only to serve as examples.

Some organizations extend the usual notion of a software checklist to include “anti-patterns” that refer to common errors, poor techniques, and other ineffective practices. The term derives from the popular concept of “design patterns” which are reusable solutions to common problems that have been shown to be effective in practical situations [Gamma94]. An anti-pattern, then, is a commonly made error, often implemented as an expedient short-cut.

It is important to remember that if a requirement is not testable, meaning that it is not defined in such a way that the Technical Test Analyst can determine how to test it, then it is a defect. For example, a requirement that states “The software should be fast” cannot be tested. How can the Technical Test Analyst determine if the software is fast? If, instead, the requirement said “The software must provide a maximum response time of three seconds under specific load conditions”, then the testability of this requirement is substantially better assuming the “specific load conditions” (e.g., number of concurrent users, activities performed by the users) are defined. It is also an overarching requirement because this one requirement could easily spawn many individual test cases in a non-trivial application. Traceability from this requirement to the test cases is also critical because if the requirement should change, all the test cases will need to be reviewed and updated as needed.

5.2.1 Architectural Reviews

Software architecture consists of the fundamental organization of a system, embodied in its components, their relationships to each other and the environment, and the principles governing its design and evolution. [ISO42010], [Bass03].
Checklists1 used for architecture reviews could, for example, include verification of the proper implementation of the following items, which are quoted from [Web-2]:

• “Connection pooling - reducing the execution time overhead associated with establishing database connections by establishing a shared pool of connections

• Load balancing – spreading the load evenly between a set of resources

• Distributed processing

• Caching – using a local copy of data to reduce access time

• Lazy instantiation

• Transaction concurrency

• Process isolation between Online Transactional Processing (OLTP) and Online Analytical Processing (OLAP)

• Replication of data”

5.2.2 Code Reviews

Checklists for code reviews are necessarily very detailed, and, as with checklists for architecture reviews, are most useful when they are language, project and company-specific. The inclusion of code-level anti-patterns is helpful, particularly for less experienced software developers.

Checklists1 used for code reviews could include the following items:.

1. Structure

• Does the code completely and correctly implement the design?

• Does the code conform to any pertinent coding standards?

• Is the code well-structured, consistent in style, and consistently formatted?

• Are there any uncalled or unneeded procedures or any unreachable code?

• Are there any leftover stubs or test routines in the code?

• Can any code be replaced by calls to external reusable components or library functions?

• Are there any blocks of repeated code that could be condensed into a single procedure?

• Is storage use efficient?

• Are symbolics used rather than “magic number” constants or string constants?

• Are any modules excessively complex and should be restructured or split into multiple modules?

2. Documentation

• Is the code clearly and adequately documented with an easy-to-maintain commenting style?

• Are all comments consistent with the code?

• Does the documentation conform to applicable standards?

3. Variables

• Are all variables properly defined with meaningful, consistent, and clear names?

• Are there any redundant or unused variables?

4. Arithmetic Operations

• Does the code avoid comparing floating-point numbers for equality?

• Does the code systematically prevent rounding errors?

• Does the code avoid additions and subtractions on numbers with greatly different magnitudes?

• Are divisors tested for zero or noise?

5. Loops and Branches

• Are all loops, branches, and logic constructs complete, correct, and properly nested?

• Are the most common cases tested first in IF-ELSEIF chains?

• Are all cases covered in an IF-ELSEIF or CASE block, including ELSE or DEFAULT clauses?

• Does every case statement have a default?

• Are loop termination conditions obvious and invariably achievable?

• Are indices or subscripts properly initialized, just prior to the loop?

• Can any statements that are enclosed within loops be placed outside the loops?

• Does the code in the loop avoid manipulating the index variable or using it upon exit from the loop?

6. Defensive Programming

• Are indices, pointers, and subscripts tested against array, record, or file bounds?

• Are imported data and input arguments tested for validity and completeness?

• Are all output variables assigned?

• Is the correct data element operated on in each statement?

• Is every memory allocation released?

• Are timeouts or error traps used for external device access?

• Are files checked for existence before attempting to access them?

• Are all files and devices left in the correct state upon program termination?

6. Test Tools and Automation

Keywords capture/playback, data-driven testing, debugging, emulator, fault seeding, hyperlink, keyword-driven testing, performance efficiency, simulator, test execution, test management

Learning Objectives for Test Tools and Automation

6.1 Defining the Test Automation Project

TTA-6.1.1 (K2) Summarize the activities that the Technical Test Analyst performs when setting up a test automation project

TTA-6.1.2 (K2) Summarize the differences between data-driven and keyword-driven automation

TTA-6.1.3 (K2) Summarize common technical issues that cause automation projects to fail to achieve the planned return on investment

TTA-6.1.4 (K3) Construct keywords based on a given business process

6.2 Specific Test Tools

TTA-6.2.1 (K2) Summarize the purpose of tools for fault seeding and fault injection

TTA-6.2.2 (K2) Summarize the main characteristics and implementation issues for performance testing tools

TTA-6.2.3 (K2) Explain the general purpose of tools used for web-based testing

TTA-6.2.4 (K2) Explain how tools support the practice of model-based testing

TTA-6.2.5 (K2) Outline the purpose of tools used to support component testing and the build process

TTA-6.2.6 (K2) Outline the purpose of tools used to support mobile application testing

6.1 Defining the Test Automation Project

In order to be cost-effective, test tools (and particularly those which support test execution), must be carefully architected and designed. Implementing a test execution automation strategy without a solid architecture usually results in a tool set that is costly to maintain, insufficient for the purpose and unable to achieve the target return on investment.

A test automation project should be considered a software development project. This includes the need for architecture documentation, detailed design documentation, design and code reviews, component and component integration testing, as well as final system testing. Testing can be needlessly delayed or complicated when unstable or inaccurate test automation code is used.

There are multiple tasks that the Technical Test Analyst can perform regarding test execution automation. These include:

• Determining who will be responsible for the test execution (possibly in coordination with a Test Manager)

• Selecting the appropriate tool for the organization, timeline, skills of the team, and maintenance requirements (note this
could mean deciding to create a tool to use rather than acquiring one)
• Defining the interface requirements between the automation tool and other tools such as the test management, defect management and tools used for continuous integration

• Developing any adapters which may be required to create an interface between the test execution tool and the software under test

• Selecting the automation approach, i.e., keyword-driven or data-driven (see Section 6.1.1 below)

• Working with the Test Manager to estimate the cost of the implementation, including training. In Agile projects this aspect would typically be discussed and agreed in project/sprint planning meetings with the whole team.

• Scheduling the automation project and allocating the time for maintenance

• Training the Test Analysts and Business Analysts to use and supply data for the automation

• Determining how and when the automated tests will be executed

• Determining how the automated test results will be combined with the manual test results

In projects with a strong emphasis on test automation, a Test Automation Engineer may be tasked with many of these activities (see the Advanced Level Test Automation Engineer syllabus [ISTQB_ALTAE_SYL] for details). Certain organizational tasks may be taken on by a Test Manager according to project needs and preferences. In Agile projects the assignment of these tasks to roles is typically more flexible and less formal.

These activities and the resulting decisions will influence the scalability and maintainability of the automation solution. Sufficient time must be spent researching the options, investigating available tools and technologies and understanding the future plans for the organization.

6.1.1 Selecting the Automation Approach

This section considers the following factors which impact the test automation approach:

• Automating through the GUI

• Applying a data-driven approach

• Applying a keyword-driven approach

• Handling software failures

• Considering system state

The Advanced Level Test Automation Engineer syllabus [ISTQB_ALTAE_SYL] includes further details on selecting an automation approach.
Advanced Level Technical Test Analyst
ASTQB Technical student

Other ASTQB exams

ISTQB-Advanced-Level-1 ISTQB Advanced Level Test & manager Exam
ISTQB-Advanced-Level-2 ISTQB Advanced LevelTest Analyst Exam
ISTQB-Advanced-Level-3 ISTQB Advanced LevelTechnical Test
ISTQB-Level-1 American Software Testing Qualifications Board Level 1
TA12 ISTQB-BCS Certified Tester Advanced Level - Test Analyst
TM12 ISTQB-BCS Certified Tester Advanced Level - Test Manager
ATM Advanced Test Manager
ATTA Advanced Level Technical Test Analyst
TTA1 ISTQB-BCS Certified Tester Advanced Level- Technical Test Analyst
CTFL-2018 ISTQB Certified Tester Foundation Level (CTFL_2018) 2023
ASTQB-CMT ASTQB Certified Mobile Tester high quality ATTA VCE exam simulator is extremely encouraging for our clients for the exam prep. ATTA Real Questions, points and definitions are featured in brain dumps pdf. Social occasion the information in one place is a genuine help and causes you get ready for the IT certification exam inside a brief timeframe traverse. The ATTA exam offers key focuses. The pass4sure ATTA dumps retains the essential questions, brain dumps or ideas of the ATTA exam.
ATTA Dumps
ATTA Braindumps
ATTA Real Questions
ATTA Practice Test
ATTA dumps free
Advanced Technical Test Analyst
Question: 59
Part 7 "Test Process & Incident Management"
As a technical test analyst, which documents would you typically create? 1 credit [K2]
A. Test plan, test design, test cases and test log
B. Test plan, test log, test design and test summary report
C. Test script, test log, incident report and test design
D. Incident report, test item transmittal report, test cases and test procedure
Answer: C
Question: 60
Part 7 "Test Process & Incident Management"
As a technical test analyst, you have found out during test case design that the design
document is incomplete. Which is an example of a good way to communicate that
problem in an email? 1 credit [K2]
A. E-mail: Until I have received an updated version of the design document, I will not
do any work on the test design.
B. E-mail: When will it be possible to receive the missing information? Test design is
impeded by a lack of clarity here.
C. E-mail: Here we go again. The developer gave us incomplete and ambiguous design
specifications. Typical.
D. Do not communicate the problem, just log the delaying effect of the information
problem and be ready to explain the delays to the test manager later.
Answer: B
Question: 61
Part 7 "Test Process & Incident Management"
As a technical test analyst, you are involved in a risk analysis session using the Failure
Mode and Effect Analysis technique. You are calculating risk priorities. Which of the
following are the major factors in this exercise? 1 credit [K2]
A. Severity and priority
B. Functionality, reliability, usability, maintainability, efficiency and portability
C. Likelihood and impact
D. Financial damage, frequency of use and external visibility
Answer: C
Question: 62
Part 7 "Test Process & Incident Management"
In which of the following test documents would you expect to find the preconditions to
start executing a set of test cases? 1 credit [K2]
A. Level test plan
B. Test procedure specification
C. Test design specification
D. Master test plan
Answer: B
Question: 63
Part 7 "Test Process & Incident Management"
Defects are discovered through test analysis and design because 1 credit [K2]
A. the tasks involve extracting information from the test basis
B. developers are involved in writing test cases
C. the cost of fixing a defect will increase if found later on
D. the author of the test basis will have made errors
Answer: A
Question: 64
Part 7 "Test Process & Incident Management"
The development manager asks you to identify suitable test coverage entry criteria for a
component test. Which TWO of the following would you recommend as appropriate for
entry criteria to a component testing phase? 2 credits [K3]
A. 100% statement coverage
B. No critical outstanding defects
C. Test log available
D. Code review completed
E. Static analysis shows no major violations
Answer: D, E
Question: 65
Identify the most significant risk introduced by this approach to incident management. 3
credits [K4]
A. Excel list may not be insynchronizationwith Word documents
B. Low level of usability
C. Spreadsheet/text files may not be complete
D. Does not map to IEEE 1044
Answer: A
For More exams visit
Kill your exam at First Attempt....Guaranteed!

ASTQB Technical student - BingNews Search results ASTQB Technical student - BingNews ICO alerted after technical ‘issue’ exposed college files to student barristers

Students at a leading college for barristers were able to access files containing information on hundreds of other current and prospective students, after what the college has described as a technical “issue”.

The Inns of Court College of Advocacy (ICCA), which offers training to future barristers, has informed the Information Commissioner’s Office (ICO) of a breach that left sensitive college files accessible to students on the college’s web portal.

Computer Weekly understands that some students at the college were able to view files containing private and sensitive information on nearly 800 students, including more than 440 personal email addresses.

The breach left personal data including email addresses and phone numbers, as well as academic information including exam marks and previous institutions attended, accessible to students at the college.

The students were also able to access ID photos along with student ID numbers and sensitive data that included health records, visa status and whether they were pregnant or had children.

The ICCA offers a year-long training course for future barristers based on a mixture of e-learning, in-person teaching and self-study. According to the college’s website, the first half of its two-part course is “delivered entirely online”.

The ICCA’s director of operations, Andy Russell, told Computer Weekly that an unspecified “technical issue” meant “certain students” could access files that should be restricted to staff alone. He said the college sought written undertakings not to share the data further from those who had access to the files.

Data breach

The college did not confirm how many students had been able to access the files to date.

“The ICCA experienced a data breach in August 2023,” said Russell. “Due to a technical issue, certain registered students submitting search requests in their [email protected] email accounts were returned results that included some files from the ICCA’s staff-only SharePoint site.

“As soon as the issue became known, immediate action was taken to secure the files affected,” he added.

The Information Commissioner’s Office has also confirmed it was notified of the breach and that it is considering its next steps.

An ICO spokesperson said: “The Council of the Inns of Court has made us aware of an incident and we are assessing the information provided.”

Russell said the data breach was contained within the college institution and that it did not pose a “high risk” to affected individuals’ “rights and freedoms”.

“The ICCA fully investigated the breach and verified that no financial data or log-on/password data was accessed,” he said.

Written undertakings

Russell said: “It has been able to determine that no personal data was shared beyond our institution, although some files were accessed by a very small number of ICCA students. We contacted those students who did access files and have received written undertakings from them that any data they may have viewed has not been shared with other parties, and never will be in future.

“Once the full facts of the breach were established, and after consulting with external IT and GDPR experts, the ICCA completed a thorough risk assessment,” he said.

Russell added that by applying the relevant tests, it was concluded that the matter did not represent a high risk to the “rights and freedoms” of those individuals affected.

“Nevertheless, and in the interests of transparency and candour, the ICCA proactively notified all those whose data had been viewed of the details of the breach,” he said.

GDPR obligations

Data protection lawyer Dai Davis told Computer Weekly the significance of the college claiming the data breach did not pose a “high risk” meant the college did not then have to notify all students whose data had been compromised.

Under the General Data Protection Regulation (GDPR), the college was under no obligation to contact all individuals whose data may have been viewed, but was obliged to contact the ICO.

“The college has stated that it has nevertheless notified those whose data the college is aware were ‘viewed’,” he said.

“But since the college has stated merely that the nature of the breach was a ‘technical issue’, one cannot determine whether this means all the individuals whose data had been accessed have been contacted.”

Sun, 12 Nov 2023 22:00:00 -0600 en text/html
Students’ Personal Information Shouldn’t Be An Open Book

Rob Shavell is cofounder and CEO of DeleteMe and a vocal proponent of privacy legislation reform.

Doing homework and messaging classmates should not mean sharing data with third parties, including advertisers and law enforcement agencies. But in almost every school classroom today, safety and learning tech solutions imperil children's right to privacy.

Whether through contracting software vendors that can read student emails and can automatically alert police if they see certain keywords, using learning platforms that sell data, or monitoring students through facial recognition or audio, K-12 student privacy must be addressed. A 2022 Human Rights Watch report said that almost 90% of educational technology (EdTech) products it reviewed “appeared to engage in data practices that put children’s rights at risk.”

This is despite protections/restrictions on how data on children can be collected or shared by federal laws like COPPA, FERPA, CIPA and PPRA.

With regulators catching up to this problem and overall awareness of the risks (which range from ransomware attacks that start with student data to discrimination and targeted advertising) rising, schools are in a tough spot. Everyone wants safe schools, but student data needs protection, too.

In this article, I’ll look at the current path of student privacy, the regulations aimed toward increasing students’ rights and the best practices for the EdTech industry when designing educational software.

How Student Privacy Disappeared

Draw a trend line charting schools collecting and using their students’ personal data, and you will notice a steep rise sometime in the early 2010s. This is when we started to see a slew of student safety-focused software programs coming on stream. Tech that promised to solve societal problems through identifying students suffering from depression or anxiety, those claiming to prevent potential suicide risks.

Fed by fears around threats like school shootings (the rate of which doubled between 2010 and 2016) and cyberbullying, the market for increasingly invasive, almost dystopian, monitoring solutions emerged. Examples include the active monitoring of student social media accounts, cameras employing facial recognition technology, the use of AI to filter student emails and chat platforms for "risky" keywords, audio sensors that function as "aggression detectors" (technology initially designed for police to use in high-crime areas), and radiofrequency location tracking embedded in student IDs.

However effective these solutions were (or were not) at protecting students, most did not keep student data safe. Despite signing a K-12 student privacy pledge, EdTech providers have been repeatedly shown to exhibit careless security practices.

By 2019, the privacy problem surrounding student data was receiving more attention, in part thanks to efforts like the Student Privacy Report Card and media publications highlighting the invasiveness of school monitoring tools. It looked like the tide might finally change.

Then, the pandemic happened. From remote-desktop access, which allows the monitoring/recording of student screens, to webcams with “always-on” functionality for remote attendance monitoring, a new wave of tech swept away privacy concerns within schools. Today, we are dealing with the fallout.

How Regulation Is Catching Up

Despite there being 126 state laws covering student data privacy in 2019, The State Student Privacy Report Card report found most of them lacking. No state received an “A” grade for its student data privacy protections.

Since then, student privacy infringement has soared to record-high levels, and regulators are taking a more proactive approach to enforcement. In 2022, the FTC started going after EdTech companies in violation of the Children’s Online Privacy Protection Act (COPPA). We also saw a permanent injunction and a $6 million civil penalty to EdTch developer Edmodo for collecting the data of students (including those under 13 years old) without notice or parental authorization and allowing third parties to use it for targeted advertising.

Legislation is catching up as well. States are passing or proposing laws to limit what EdTech is allowed to do. For example, Florida passed the Student Online Personal Information Protection Act, which bans EdTech from collecting more data than needed for learning and for using this data for non-educational purposes. Pennsylvania’s Student Data Privacy and Protection Act, which defines student data and creates new protections, was approved by the Senate Education Committee and is headed to the full Senate.

There are also calls for COPPA and the Family Educational Rights and Privacy Act (FERPA) to be updated for 21st-century tech realities. Currently, FERPA protects school-held PII but has an exception that lets schools disclose kids’ PII without parental consent, provided it’s done so for a “legitimate educational interest,” and the school has “direct control” over the provider. Expansion here would be a win for student privacy.

Taking Responsibility For Student Privacy

Solving a problem as big as student privacy has become will take time. The ultimate solution will be a mix of new laws that fix small parts of the problem (like the widely cited Illinois Biometric Information Privacy Act), eventual state and federal intervention, and a groundswell of privacy awareness (and vendor discrimination) among schools that use monitoring solutions. It makes sense for an EdTech vendor to get ahead of this trend by practicing the following.

• Collect the absolute minimum amount of student data needed to perform their core function.

• Make it clear to users (students, parents and schools) what data is being collected and why.

• Build revenue models that involve sharing as little of that data with third parties as possible.

Privacy concerns will catch up with EdTech vendors one way or another. Getting ahead of them can be accomplished by making student privacy a priority.

Forbes Technology Council is an invitation-only community for world-class CIOs, CTOs and technology executives. Do I qualify?

Thu, 19 Oct 2023 01:00:00 -0500 Rob Shavell en text/html
Virginia Tech students vote in general election

On Tuesday, Nov. 7, students bustled in and out of Squires Student Center to cast their ballots for Virginia’s general elections for the State Senate and the House of Delegates.

In preparation for the elections, the College of Liberal Arts and Human Sciences released an article on Oct. 30 of Virginia Tech experts and professors available to discuss the November elections with students. This provided a resource for students as they prepared for the elections.

Under Montgomery County, Virginia Tech students cast a ballot electing a candidate in District 5 of the State Senate and District 41 of the House of Delegates as well as clerk of court, commonwealth’s attorney, sheriff, commissioner of revenue, treasurer, director for the skyline soil and water conservation district and Blacksburg Town Council.

Republican T. Travis Hackworth won against Democrat Robert W. Beckman for the State Senate District 5 and Republican J. Christian "Chris" Obenshain won after a close race against Democrat Lily V. Franklin for the House of Delegates District 41, according to the New York Times.

The overall election results for Virginia saw a Democratic sweep with a majority win for both the State Senate and House of Delegates. The race was close but ultimately Democrats won the Senate 21 to 19 and the House of Delegates 51 to 48. Virginia Democrats succeeded in flipping the House of Delegates from the previous general election in 2021 and maintaining control of the State Senate.

Outside of Squires Student Center, booths and food trucks were stationed encouraging students to vote and guiding them in the process. A couple of booths included Young Democrats, College Republicans, NextGen America as well as students canvassing and urging other students to vote.

Russell Swartz, a senior majoring in political science and president of the Young Democrats, explained that the organization has been encouraging students to register to vote and spread the word about the Democratic ticket with swag for the past six months in preparation for the elections.

Swartz acknowledged that a big obstacle with student voting has been registration, especially in the past having a deadline of Oct. 16.

“The good thing about this year — it’s same day registration, which we’ve seen a lot of people utilize, thanks to Democrats in the legislature,” Swartz said.

Despite hopeful assertions from Swartz, who claimed voters have “blown up last year’s number” and will “triple or quadruple that number,” the voter turnout for Montgomery County was a stagnant 42.9% compared to the previous general election of 2019 with a 41.4% voter turnout.

NextGen America, the nation’s largest youth voting organization, also displayed a booth in front of Squires, handing out stickers to those who had voted and guiding prospective voters through the voting process.

As stated on their website, their mission is to “empower young voters to engage in the political process and ensure our government is responsive to the largest and most diverse generation in American history.”

To combat low voter turnout among students, Virginia State Director of NextGen America Will Winters explained that Virginia has implemented measures such as allowing students with an out-of-state ID to vote where they are attending university.

“Virginia has done a lot to make it easier for students to vote. I think that’s why you saw so many Tech students go vote today,” Winters said.

Winters feels it is important for students to vote because he believes young people are very passionate and voting is the best way for their voices to be heard.

“We want to see students who care so much about voting rights, about an economy that works for everybody, about fighting climate change, about protecting LGBT rights, all these different issues,” Winters said. “This is a way to bring it home to bring it local.”

Lilly Roser and Madison Fusco, both freshmen majoring in political science, stood outside Newman Library encouraging students to vote by handing out sample ballots and providing information about the voting process.

Both Roser and Madison emphasized the importance of voting, as it's a civic responsibility.

“I think it’s a rite of passage that we have and we should exercise our freedom,” Madison said.

Roser agreed, adding that “it affects us, this being a local election. These candidates, it’s not just a president, these can directly affect our area, our school.”

While the voter turnout did not drastically increase from past elections, a large number of students still participated in the elections and exercised their right to vote, speaking their voices for the benefit of the local community.

Sat, 11 Nov 2023 10:00:00 -0600 en text/html
Student Blog: Respect the Tech

Student Blog: Respect the Tech

Technicians: often overlooked, yet the very foundation of the entertainment industry. How does this sentiment apply in a high school theatre program?

I am currently working as a technician for my school’s fall play, Suite Surrender by Michael McKeever, which opens this Thursday, November 2nd. I’ve adored every second of the process for this show, where I’ve been serving as costume manager and head of wardrobe. I have found those terms to be the best way to explain to people who may not be familiar with the theatre community, or my school’s program in particular, what exactly it is that I do for this show. I am not the costume designer, and my creative input is minuscule, but I simply oversee all other costume-related elements that are not the designs themselves. I oversee fittings, adjustments, organization, taking notes, tweaking pieces that are not working from a functionality standpoint, among miscellaneous other tasks. I also lead a team of crew members, both on costume and wardrobe crew separately. In my program, the costume crew oversees all costume matters prior to dress rehearsals, when the wardrobe crew takes over and serves as dressers and general assistants. I observed a similar experience with the handling of costumes in my experience at the collegiate level, but lack a total understanding of how costumes work in more professional spaces. 

I did initially apply to design for Suite Surrender, but could not be happier with the way that this show worked out. The costume designer, Sydney Gepson (pictured top right), also plays one of the lead roles (Athena Sinclair), so this process really may not have been possible without a team of two tackling leadership in the costume department. Our designs were similar in color palette and aesthetic, but not getting the designer position I had initially wanted turned out to have a plethora of benefits of its own. I am a strong costume designer, with a vast bank of useful historical knowledge and understanding of how to create uniquely flattering combinations of pieces for the actors I dress. However, I have found that I really do not enjoy costume design as much as I thought I did. I cannot sew, I cannot draw, and the design aspect does not bring me as much joy as I had previously thought. I do enjoy getting to employ a unique creative approach to shows through the costume design, but this ultimately is more indicative of my passion for directing, which features a similar mindset of embracing unexpected takes on known media. The paperwork, organization, and leadership that being the costume manager has required of me has taught me where my real passion is in the world of technical theatre (once again, outside of directing). 

I have come to the conclusion that I would like to try my hand at stage management should the opportunity ever present itself, since the tasks required of an SM are similar to the style of task I am performing in this position, just at a larger capacity. Of course, being in a role as large as a stage manager would require me to hold back my creative input, as I have had to do in this position. That would be a challenge for me, but one that I look forward to experimenting with in the coming years. Suite Surrender is not my first rodeo in the costume shop by a long shot. Previous shows I have worked on include James and the Giant Peach Jr., Cyrano de Bergerac, Zombie Prom, Madagascar: A Musical Adventure, Anastasia, Radium Girls, and more. I now wonder what I could have done differently with those experiences if I had focused more on a leadership role than a design-oriented role.

As I have covered in previous blogs, I am fortunate enough to get to work in a high school theatre program with bountiful opportunities for technicians and performers alike. We have a saying of sorts that is found frequently throughout our company, including on our merchandise: “Respect the tech.” While the saying has been around since before my time on campus, I infer that it comes as a response to the traditional perception of the relationship between actors and technicians. Think about classic films about Old Hollywood glamour: the spunky and arrogant starlet parading around her dressing room, every whim attended to by a young man dressed in black, wearing a hat of some sort. While this scene may not be depicted in any major motion pictures, the sentiment applies to many. These values are rooted in our industry, and the process of bringing about true change starts at the educational level. Although it should not need to be repeated, technicians work just as hard as actors. Technicians do not exist for the benefit of actors. Technicians are of just as much value to the show as the actors are. While I partake in an educational theatre program in which these ideals are promoted, not everyone does. I even get a sour taste from referring to technicians as “techies.” It comes off as hip slang within the community of technicians working on a show, but when people outside that community start referring to us as “techies,” it can on occasion be indicative of a somewhat demeaning viewpoint. Our school’s technical theatre program is ever-growing and continuing to churn out skilled technicians into the industry, a field that one can never have too little of.

I recommend that any young theatre maker experiment with both tech and performance. In my opinion, working in tech has made me a better performer and performing has made me a better technician. I developed the ability to speak in front of large groups of crew members and command a room from performance, and my technical experience gives me patience and understanding during technical rehearsals and the whole pre-show process. Plus, as an actor, I am able to jump in and help if the technicians need extra hands during the course of the production. The reverse is also true, when I as a technician am sitting in on a rehearsal where an actor is absent and I can read their lines if needed. While these are just some examples, the benefits of what some in the industry have labeled as being “bi-tech-ual” are enormous.

As I write this, I’ve just gotten home from a Suite Surrender dress rehearsal. I feel as though it is commonplace to leave dress rehearsals feeling down or stressed, but I am thoroughly overjoyed to get this show ready to open. The concept of “hell week” can be entirely avoided by preparation and maintenance of positivity throughout the team. In terms of this particular show, it is truly a phenomenal show, and I know that the actors cannot wait to get the applause they have been rehearsing for. From being an actor, I know. As for me, my reward is seeing the actors in costumes that they feel confident in, and that help bring their characters to life. Insurmountable joy results from the tiny part I played in helping them, and the payoff of all of the hard work we have done to get here. Happy show week!

Photo Design Credit: Marisol Eden and Alyssa Pitner

Pictured: Austin Duran as Francis (bottom left), Brielle Norlie as Dora Del Rio (bottom second from left), Taft Garner as Mr. Pippet (bottom third from left), Landon Fearno as Mr. Dunlap (center), Mylie Conver as Murphy (bottom third from right), Abbie Fisher as Mrs. Osgood (bottom second from right), Eric White as Otis (bottom right), Marisol Eden as Claudia McFadden (top left). and Sydney Gepson as Athena Sinclair (top right).

Tue, 31 Oct 2023 01:38:00 -0500 Student Blogger: Austin Watts en text/html
Greenville Tech student about to graduate, thanks school for support

Greenville Tech student about to graduate, thanks school for support


Greenville Tech student about to graduate, thanks school for support

When Greenville Technical College graduates walk across the stage in Greenville, South Carolina, in December, it will be an especially emotional journey for 59-year-old James Scott Odom Junior. He said he could not have done it without a tremendous amount of support from the Greenville Tech Foundation. Watch the interview with WYFF News 4's Gabrielle Komorowski in the story above. The Greenville Tech Foundation supports students through scholarships, emergency assistance and innovative programs. It celebrates its 50th anniversary this year and is asking people to make a contribution to help celebrate. You can learn more here.

When Greenville Technical College graduates walk across the stage in Greenville, South Carolina, in December, it will be an especially emotional journey for 59-year-old James Scott Odom Junior. He said he could not have done it without a tremendous amount of support from the Greenville Tech Foundation. Watch the interview with WYFF News 4's Gabrielle Komorowski in the story above.

The Greenville Tech Foundation supports students through scholarships, emergency assistance and innovative programs. It celebrates its 50th anniversary this year and is asking people to make a contribution to help celebrate. You can learn more here.

Thu, 19 Oct 2023 21:17:00 -0500 en text/html
Tech students hold protest for Palestinians

On Thursday, Nov. 2 a group of Texas Tech students came together at the free speech area of campus to protest for Palestinians. On their signs were written words like “ceasefire for the children” and the protestors chanted phrases like “Free, free Palestine” as they walked around campus. The protestors were asking for peace and for people to educate themselves on the events currently occurring as well as the history of Palestine.

Thu, 02 Nov 2023 12:00:00 -0500 en-US text/html
Is Most Classroom Tech Helping Students, or Teachers? The latest findings from a nonprofit research organization’s ongoing survey of K-12 communities across the United States found that in-class use of technology is still “primarily passive” and used more for the purposes of benefiting educators than students.

Project Tomorrow’s Speak Up Initiative for the 2022-2023 academic year obtained opinions from more than 50,000 students, teachers, administrators and parents across the nation. The Oct. 26 report is the latest installment of a larger and continuing body of research dating back 20 years in which 6.2 million voices have been documented so far.

The executive summary for the survey work in 2022-2023, which focuses on the use of technology in schools, notes:

  • When assigned to write a report or paper, less than half of students in grades 8 and under said their first step would be to use the Internet and online tools to gather information, compared to 62 percent of high school students. Fourteen percent in the younger student group said their first step would be to look for a book in the school library, compared to just 1 percent of high schoolers.
  • Seventy-nine percent of teachers for grades 6-8 and 67 percent for 9-12 said they use a digital learning management system (LMS) weekly, but less than 25 percent of teachers for all of those grades indicated that they conduct a weekly virtual lab or online experiment.
  • Less than 15 percent of teachers for grades 6-12 used digital tools to create media for their students on a weekly basis.
  • Educators overwhelmingly indicated a need for more organized professional development opportunities. When asked how they learn about new technologies for their classrooms, 77 percent said they learn by asking other teachers, and 64 percent said they learn on their own.
  • Ninety-six percent of parents said the effective use of classroom technology is important for their child’s future, and 53 percent of parents said their main concern is that their child is not learning the right skills in school to be successful.
  • Only 12 percent of school administrators said their teachers are proficient enough with data to learn and understand the needs of individual students.
“While technology use is now part of the DNA of students’ learning behaviors,” the report summary said, “in-classroom use is still primarily passive and in support of adult management goals rather than student skill development.”

In a public statement, Project Tomorrow CEO Julie Evans expressed hope that schools and districts will consult students as the focus on classroom technology and future-ready skills continues.

“Throughout these shifts, it’s crucial we elevate students’ voices and work hand-in-hand with them to better support learning together,” she said.

The latest survey results coincide with Speak Up’s Oct. 26 congressional briefing, "From CDs to AI." The presentation, which was attended by stakeholders from K-12 communities as well as national policymakers, was broadcast live on Evans’ presentation included a panel discussion by four students.

“Students are using technology to extend their learning, and in fact, they have their own vision for effective learning,” Evans says in the video. “And of course, the question is, are we listening?”

Thu, 26 Oct 2023 11:59:00 -0500 en text/html
More students attending Utah technical colleges, boosting overall higher ed count

Adult enrollment grew, while high school dual enrollment dipped slightly.

(Davis Technical College) Emergency Medical Technician (EMT) student Brenda Silva, in the Davis Technical College EMT lab. Davis Tech saw a significant increase in students, with an 8.2% boost, or 313 students, the Utah System of Higher Education announced this week.

Utah technical colleges saw an almost 5% increase in overall student enrollment in the first quarter of the 2024 fiscal year, with some schools seeing significant jumps, the Utah System of Higher Education announced this week.

Most gains came from adult enrollment, at an increase of 8.6%, while high school dual enrollment saw a slight decrease of 2.2%, a news release states.

Technical colleges currently sit at 20,455 students compared to 19,515 the same time last year — a boost of more than 900.

Add that to the 198,432 students enrolled at public degree-granting institutions announced last month, and total Utah higher education enrollment currently sits at 218,887 students systemwide.

“We are excited,” USHE interim commissioner Geoffrey Landward said of the tally, adding in a statement that each enrolled student “has taken a major step to invest in their future.”

Dixie Technical College

Dixie Technical College in St. George saw the biggest percent change of all Utah technical colleges, with a 21.7% increase, or around 262 students.

Dixie Tech president Jordan Rushton applauded the bump in students.

“As each student commits to the learning and growth that comes through a hands-on technical education, we are here to grow with them,” Rushton said in a statement. “Our mission is to train students to master essential skills they will take directly to the workforce, and our growth over the past year shows that students recognize the value of the many technical professions available right here in Washington County.”

Davis Technical College

Davis Technical College also saw a significant increase in students, with an 8.2% boost, or 313 students.

The uptick marked the largest bump in new students out of all Utah technical colleges, which the school noted in a news release Tuesday. At the end of the 2023 fiscal year (June), the school had 6,645 students enrolled. The first quarter numbers indicate the school is “on track” to exceed 7,000 students in the 2024 fiscal year, the release adds.

“It is very exciting to see our enrollment continue to grow,” Davis Tech President Darin Brush said in a statement. “This is a testament to the hard work and quality of our faculty and staff, who make Davis Technical College a magnet institution.”

In addition to USHE’s numbers, the school noted that 128 students were enrolled in nine programs at the Utah Department of Corrections.

Southwest Technical College

The only college that saw a dip over 10% was Southwest Technical College in Cedar City, losing 180 students — or around 13%.

Of those students, 112 were dually enrolled high schoolers. Southwest Tech president Brennan Wood attributed the dip to a restructuring of a few programs, like auto-welding and automation technology.

Previously, dually enrolled high schoolers would attend one class period a day at the college throughout their entire school year. This year, high schoolers in some programs now spend two class periods a day at the college, but only for one semester.

That limits the number of high school students who can sign up for a class per semester, Wood said, though there will be a new crop of students coming in next semester.

“We expected this year, because we made that change, to have a headcount decrease at the beginning of the year,” he said. “But we will make up for the vast majority of that, if not all of it, when January hits.”

Other technical colleges

The following enrollment changes were also documented:

  • Bridgerland Technical College: 4% increase (+113 students)

  • Mountainland Technical College: 8.4% increase (+304 students)

  • Ogden-Weber Technical College: 1.71% increase (+69 students)

  • Tooele Technical College: 3.4% decrease (-28 students)

  • Uintah Basin Technical College: 4.9% increase (+87 students)

In May, Gov. Spencer Cox nominated 10 business and tech executives to lead USHE’s new board, aiming to set goals for and evaluate the performances of not just Utah’s public colleges and universities, but also its technical colleges.

“From merging technical colleges and degree-granting schools into the same governance structure to keeping tuition low, members of the board have served Utahns well and helped create a path for all future post-secondary students in Utah,” Cox said in a news release at the time.

Wed, 01 Nov 2023 17:00:00 -0500 en text/html
Georgia Tech students operate spacecraft millions of miles away

Students monitor the spacecraft while it orbits the Earth and moon and even check it's health every day.

Credit: Georgia Institute of Technology

ATLANTA — Three million miles away from Georgia Tech's Atlanta campus is a spacecraft operated by the college's engineering students, according to a university report.

Students monitor the spacecraft while it orbits the Earth and moon and even check its health every day. The device has a medium-sized briefcase shape with solar panels surrounding its body.

According to a Georgia Tech report, the college owns the "Lunar Flashlight" spacecraft. NASA's Jet Propulsion Laboratory gifted the device to the students. The report also stated that the spacecraft was initially supposed to find frozen water on the moon, but failed after a couple of its thrusters weren't working. 

The device is now used as a demonstration for students who aspire to be in the aerospace engineering and astronomy field, the report added.  

"So here we do everything we can in order to operate the spacecraft every day by talking to the DSN. We also monitor telemetry and the spacecraft health along with we try do some fun stuff with it too," said Micah Pledger, an aerospace engineering student in a university video.

Credit: Georgia Institute of Technology

Students often use the device to take pictures of planets in space.

"If my professor came to me and said 'I want to shoot lasers at the Earth.' It's my job to make that happen," Pledger said in the video. "It's absolutely an incredible opportunity that we get to do this."

The spacecraft is currently orbiting the sun -- not too far away from the Earth. It will be back near the planet's area in 2037, the report stated.

Do you have a story idea or something on your mind you want to share? We want to hear from you! Email us at

Thu, 19 Oct 2023 05:58:00 -0500 en-US text/html
Texas Tech students leading the way in discovering links to solve societal challenges

In August 2021, Texas Tech University opened the School of Veterinary Medicine in Amarillo, answering the call to provide veterinary medicine in rural and regional communities. Just a few months later, the university stepped up to consider another call – a collaborative solution to human, animal, and ecological challenges.

The answer to this call is the Ph.D. in One Health Sciences, the first such Ph.D. in the U.S.

One Health, the term to describe this three-pronged interdisciplinary approach, may be relatively new, but the concept is not. Throughout the last century, physicians and scientists from across the globe have sought to identify the links between human and animal medicine. In fact, the establishment of the Johns Hopkins School of Medicine in the 1890s was heavily influenced by a veterinary pathologist. By the late 2000s, and due in large part to an avian influenza pandemic, international health and governmental organizations added a third component – ecosystem understanding – to develop a multi-faceted strategy for stopping the spread of infectious diseases.

According to the U.S. Centers for Disease Control and Prevention, more than 60% of known infectious diseases in humans can spread from animals to humans, and 75% of novel or emerging diseases originate within animal populations. Based on these statistics, School of Veterinary Medicine Dean Guy Loneragan says, “The need for One Health thinking to respond to infectious disease emergencies is clear.”

As the school’s impetus for launching the premier One Health doctoral program in the nation, Loneragan, who prefers to go by Guy, has spent the last two decades studying how animal, human and ecosystem health are interconnected.

Research on different infectious diseases, parasites and more is being explored through the One Health Sciences Ph.D. program at the Texas Tech University School of Veterinary Medicine in Amarillo.

“The sort of ‘Aha’ moment happened while pursuing graduate training at Colorado State University,” Guy shared. “I had learned about zoonoses but then heard a professor talk about how his family was affected [by an E. coli outbreak] one time. At that time, my world view of my role as a veterinarian opened up and the importance of public health and then One Health became clearer. In time, I would come to see that broader world view as providing an opportunity to identify more creative solutions to a problem.”

In his current work, Guy is interested in the mechanisms by which salmonella moves within and between animals.

“We know of salmonella in terms of making us sick, but there are lots of types of salmonella that don’t seem to make people or animals sick,” he said. “There is so much more to uncover, and it lends itself to a One Health investigation.”

When the Ph.D. in One Health Sciences program set out in August 2022, the 28 students in the inaugural class represented the largest Ph.D. program launch in Texas Tech history. Among those students is SaraBeth Boggan. SaraBeth doesn’t remember a time when she wasn’t aware of the One Health concept.

Growing up, she wanted to be a veterinarian and in college chose to study wildlife science. Ultimately, parasites and disease ecology drew SaraBeth’s interest.

“We discuss a lot about why human movement or urban development impacts animals or how animal behavior and population changes could and should impact management strategies, but wrapping up how it’s all connected and how they impact each other through disease transmission and management decisions, that’s my thing,” SaraBeth said.

SaraBeth’s specific research is on the raccoon roundworm, a zoonotic parasite – meaning people can get it from animals – that has some rather serious human health concerns.

“We are currently evaluating the infection prevalence of raccoons in the Panhandle and West Texas and will then move into evaluating infection in adult humans,” SaraBeth said.

Tomas Lugo works on research at the Texas Tech University School of Veterinary Medicine in Amarillo.

Inaugural One Health Ph.D. student Tomas Lugo is making inroads to address another societal problem – drug efficacy and chemical impact in cancer treatment. Tomas’ project involves creating models that resemble living organisms, like cancerous tumors, and testing environmental factors in relationship to cancer.

“Throughout my career, working in either animal or human health, I was siloed in my department, looking at very specific programs,” Tomas said. “This program allowed me to venture outward and connect the gaps between different departments, helping to solve the bigger picture of animal, human and environmental health.”

Research on different infectious diseases, parasites and more is being explored through the One Health Sciences Ph.D. program at the Texas Tech University School of Veterinary Medicine in Amarillo

Another Ph.D. student, Bailey Samper, believes that One Health solutions can be found in the numbers. As a master’s student, Bailey noticed most of her work had been strictly confined to agricultural business and economics. While she loved economics, she recognized she also had an interest in animal health and food animal supply chains.

“Food animal supply chains foster multiple pathways of One Health challenges, such as protein availability, food security, zoonotic diseases and antimicrobial resistance,” Bailey explained. “The opportunity to employ economic reasoning to tackle such challenges prompted my interest into this field.”

Following graduation, Bailey plans to use her Ph.D. to pursue a research position in academia or government.

As of the fall of 2023, the Ph.D. in One Health Sciences program includes 31 students from 15 countries. Bringing a local perspective from their corners of the world, these students are stretching Texas Tech’s impact and developing strategies to solve societal challenges all over the globe. From global, to regional, to local, One Health discovery is happening right here at Texas Tech.

Mariana Fernandez works on research at the Texas Tech University School of Veterinary Medicine in Amarillo.

This article originally appeared on Amarillo Globe-News: Texas Tech students work to find links in societal challenges

Sat, 11 Nov 2023 12:11:00 -0600 en-US text/html

ATTA exam syllabus | ATTA Study Guide | ATTA history | ATTA exam syllabus | ATTA certification | ATTA teaching | ATTA pdf | ATTA resources | ATTA study tips | ATTA Topics |

Killexams Exam Simulator
Killexams Questions and Answers
Killexams Exams List
Search Exams
ATTA exam braindump and training guide direct download
Exams Braindumps List