Teaching Cyber Security Course in the Classrooms of NMIMS University

Abstract

The paper aims at implementing new pedagogy and assessment practices from rigorous literature survey perusing quality papers and articles. The appropriate pedagogy and relevant assessment always go hand in hand. One cannot achieve effective teaching by compromising the other component. In engineering, pedagogy and assessment play extremely important roles. In recent years, engineering education has lost track of the big picture of what the curriculum has to be. In Computer Science Engineering, the course contents often change according to the demands for new technology in the market. Adhering to this fact, the courses must be designed either practical-based or case study based. Rote teaching-learning methods are not as effective as far as the curriculum design in the computing field is concerned. Cyber Security is one such course where students are expected to learn how to create a protective environment for computing and computing resources. The course must be designed in such a way that, students must learn how to identify the vulnerabilities in computing resources and methodologies to mitigate them. This course aims such that students must learn some popular attacks which help them to identify what are the possible ways from where the attacks could happen. The paper makes use of strategic assessment tools for the Cyber Security course (Taught to postgraduation students) and discusses outcomes through course outcome attainment analysis as per the threshold value of attainment set by the Computer Engineering Department to adhere to the accreditation standards. Through course attainment analysis it is observed that, Viva voce assessment tool is not suitable for evaluation of the course as it does not impose the technical details and working of Cyber Security concepts. The overall attainment was 55.55% which is 15% less than the threshold set by Computer Engineering Department.

Educational Scenario for Teaching Cyber Security Using low-cost Equipment and Open Source Software

“…The current study verified that to teach technologically advanced topics such as cyber security, innovative teaching and assessment methods need to be applied (Churi and Rao, 2021). In the future we plan to improve the scenario in order to include more activities and tools.…”

“…Some common methodologies are: demonstrations (capture of network traffic, network simulation, video clips, movies), hands-on techniques including exercises in real and virtual labs (Prvan and Ožegović, 2020;Surma, 2003), serious games (Hwang and Helser, 2022), and case studies (Cai, 2018). Two of the most recent surveys on the subject are: the research on Teaching Computer Networks by Prvan and Ožegović (2020) which included 196 references from ACM Digital Library and IEEE Xplore Digital Library; and the research on Teaching Cyber Security Course in the Classrooms by Churi and Rao (2021) which included 35 quality papers on innovative pedagogy on Cyber Security and similar courses from IEEE, Springer, Elsevier, and some other quality journals.…”

Exploration of Chinese Architectural History Course Teaching Based on Multi-Dimensional Model

“…Stewart W H integrated the results of 38 empirical studies on Educational Readiness Training (ERT) in higher education fields around the world in 2020 and discussed the open research field on the long-term impact of ERT [9]. Churi P implemented new teaching and assessment practices through rigorous literature research, and read high-quality papers and articles to achieve effective teaching [10].…”

Logical Path and Implementation Effect of Ideological and Ethical Curriculum with Different Courses with the Same Value Mode

“…Therefore, trust is the basic premise of building the teaching and research community, and cooperation and sharing is the basic requirement of maintaining the teaching and research community. The "different courses with same values" teaching and research community is committed to building an expert-led, cooperative and shared teaching and research community, and strives to solve the three problems of "teaching", "learning" and "research" of ideological and ethical courses: The first is to focus on the key and difficult problems of education and the exploration of teaching methods and teaching modes and look forward to achieving more effective teaching; The second is to use the new platform to share teaching resources to ensure that teachers continue to learn; The third is to carry out horizontal and vertical integration research among teachers of ideological and ethical courses in colleges and universities and among teachers of ideological and ethical courses in large and middle schools to promote teachers' in-depth research [14,15]. Some scholars have conducted research on the ideological and ethical course meeting of different courses with same values and pointed out that different courses with same values have strong characteristics of educational community from the perspective of model design, implementation and effect and is the physical manifestation of the concept of education community [16][17][18].…”