Implementation of Security Modules with Model-Eliciting Activities in Computer Science Courses

Yang, Jeong; Earwood, Brandon; Kim, Young Rae; Lodgher, Akhtar

doi:10.18260/1-2--34776

Cited by 4 publications

(2 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Instead, it should be seamlessly integrated into every course in the computer science curriculum. Accordingly, cultivating cybersecurity problemsolving skills is emerging as an important competency that students must develop in the field of computer science [20], [21], [24], [25]. To address this need, they designed a series of cybersecurity modules that can be easily integrated into a variety of computer science (CS) courses, from first introductory courses to advanced-level courses, such as CS1, CS2, and Software Engineering I and II [20], [21], [25].…”

Section: Literature Review a Cybersecurity In Computer Sciencementioning

confidence: 99%

“…They have also developed a modeling activity called the Cipher Algorithm MEA (see Appendix A) to incorporate it with the security modules designed to introduce fundamental security concepts of defensive programming into beginner programming courses. The results of evaluating the teaching effectiveness of implementing security modules through the MEA in the curriculum of CS1 showed students' interest and attitudes toward learning computer science improved, and instructors' teaching philosophy shifted to a more studentcentered perspective [24].…”

Section: Literature Review a Cybersecurity In Computer Sciencementioning

confidence: 99%

See 1 more Smart Citation

Assessing Cybersecurity Problem-Solving Skills and Creativity of Engineering Students Through Model-Eliciting Activities Using an Analytic Rubric

Kim,

Yang,

Lee

et al. 2024

IEEE Access

Self Cite

View full text Add to dashboard Cite

This study aims to address a research gap concerning valid and reliable analytic rubrics for assessing students' performance on Model-Eliciting Activities (MEAs), an extensively researched category of well-structured modeling activities, with a specific focus on evaluating creativity-a fundamental element in engineering-in a consistent and transparent manner. In this empirical study, we present the design and validation process for an analytic rubric intended to assess the cybersecurity problem-solving skills and creativity of engineering students in computer science courses. To gauge the reliability of the rubric, a statistical method was used to measure consistency and agreement among four raters when evaluating the performance of 28 undergraduates on the Cipher Algorithm MEA by using the analytic rubric, specifically in terms of cybersecurity problem-solving and creativity. The results demonstrate a good overall level of interrater agreement across the evaluation criteria and illustrate how the analytic rubric with the MEA can be used consistently and transparently to assess the cybersecurity problem-solving skills and creativity of engineering students. Our analytic rubric, designed to address challenges in assessing and grading modeling problems, is expected to contribute by providing a demonstration for instructors interested in incorporating MEAs into their toolkit, aiming to enhance conceptual understanding, problem-solving skills, and creativity in students and facilitate formative assessments that offer precise feedback for improvement across various performance areas.

show abstract