Teaching the security mindset to CS1 students

Pournaghshband, Vahab

doi:10.1145/2445196.2445299

Cited by 9 publications

(7 citation statements)

References 10 publications

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“…Emerging from the premise that 'X is very important, and should therefore be incorporated in the introductory programming course', a number of papers explain how to do that. Examples of X in such papers include databases [134], concurrency [96], networking [221], parallel programming [340], and information security [413,522]. More formally, researchers have studied the concepts in introductory programming courses and the extent to which these concepts are covered.…”

Section: Curriculummentioning

confidence: 99%

Introductory programming: a systematic literature review

Luxton-Reilly

Simón

Albluwi

et al. 2018

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education

362

127

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As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming.This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research.

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Section: Curriculummentioning

confidence: 99%

Introductory programming: a systematic literature review

Luxton-Reilly

Simón

Albluwi

et al. 2018

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education

362

127

View full text Add to dashboard Cite

show abstract

“…There have been numerous works in literature focusing on computer security education [8][9][10][11][12][13][14]. In our prior work [8], we pragmatically examined major issues of teaching the security mindset in the early stage of programming by demonstrating how to teach the security mindset through a set of carefully crafted examples in lectures. Additionally, there have been studies emphasizing security concepts incorporation in early computer programming courses [8,15,16].…”

Section: Related Workmentioning

confidence: 99%

“…In our prior work [8], we pragmatically examined major issues of teaching the security mindset in the early stage of programming by demonstrating how to teach the security mindset through a set of carefully crafted examples in lectures. Additionally, there have been studies emphasizing security concepts incorporation in early computer programming courses [8,15,16]. In this regard, educators have conducted various studies dealing with the challenge of how to incorporate security education into the undergraduate curriculum of the computer science or related discipline [17].…”

Section: Related Workmentioning

confidence: 99%

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Appending Security Theories to Projects in Upper-Division CS Courses

Pournaghshband¹,

Pournaghshband²

2021

Computer Science and Information Technology Trends

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Software systems have been under continued attacks by malicious entities, and in some cases, the consequences have been catastrophic. To tackle this pervasive problem, the academic world has significantly increased the offering of computer security-related courses during the past decade. In fact, offering these courses has become a standard part of the curriculum for many computing disciplines. While many proposals suggest adding this appealing topic into the nonsecurity CS courses, many faculties do not entirely support the idea for a convincing reason. They rightfully claim that each one of these courses is already packed with concepts and materials developed toward that course, leaving not much room for other topics. In this study, we show how exposing students to security concepts can be incorporated into upper-division CS courses without increasing the normally required efforts needed by students as well as the instructor. We show how to develop a project of this nature that can be appended to an already existing course project. We have successfully employed our proposed approach in two of our core CS courses and present them in this paper as case studies.

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“…Advanced and practical courses available are predominant in the areas of network security and cryptography. With the growing demand for a cybersecurity workforce, academic institutions implement a range of educational programs in cybersecurity and incorporate cybersecurity content into their existing programs (Walden, 2008;Pournaghshband, 2013; Joint Task Force on Cybersecurity Education, 2018).…”

Section: Introductionmentioning

confidence: 99%

Incorporating active learning activities to the design and development of an undergraduate software and web security course

Srivatanakul

Annansingh

2021

J. Comput. Educ.

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Data breaches and cybersecurity incidents have been a major concern for companies in various sectors, including healthcare, financial, entertainment, business, education, and government. Maintaining and protecting these systems requires a workforce that is educated with the practical and technical skills needed by cybersecurity experts for information warfare and non-technical skills demanded by the industry. This paper describes the design and development of an undergraduate software and web security course using active learning strategies. It discusses the rationale in the course design on the selected cybersecurity knowledge and skills for a cybersecurity course developed at York College of the City University of New York (CUNY). Several active learning activities were used to promote both technical security and non-technical skills necessary to perform cybersecurity work, such as think-pair-share, buzz group, and roleplay. The results show that active learning help promote students' development in solving problems, proposing solutions, and explaining ideas through writing and discussion, essential cybersecurity skills. The paper may serve as an informative guide for other instructors to promote active learning in their cybersecurity courses. A course evaluation survey has suggested favorable results using active learning activities in the class. Students believe that it helped them to understand complex concepts and engage with the materials and activities.

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Teaching the security mindset to CS1 students

Cited by 9 publications

References 10 publications

Introductory programming: a systematic literature review

Introductory programming: a systematic literature review

Appending Security Theories to Projects in Upper-Division CS Courses

Incorporating active learning activities to the design and development of an undergraduate software and web security course

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