SaTC-EDU: EAGER: Peer Instruction for Cybersecurity Education

除了技术技能之外，设计一个安全的IT系统还需要一种特殊的心态，专注于有效地使用网络安全解决方案来应对复杂和隐蔽的网络攻击。传统的以讲座为中心的教学方式未能传递这种心态，这是过度强调特定技术技能（寿命有限，技术深度不足），抽象而不是对基本概念进行深入技术检查，以及在发展更广泛的分析技能方面缺乏耐心的直接结果。绝大多数网络安全失败是由于对安全形势的理解不足以及无法适应新威胁。同伴指导可能是这一挑战的解决方案。该项目评估了网络安全教育同伴教学方法的有效性，并为三门网络安全课程开发了同伴教学材料，介绍了安全概念，网络安全的防御观点和网络安全的进攻观点。两个主要机制用于测量同伴教学的影响，这是前和后测试，同构问题。

Engineering a secure IT system, in addition to technical skills, requires a particular mindset focused on using cybersecurity solutions effectively against sophisticated and stealthy cyber attacks. The traditional lecture-centric style of teaching has failed to deliver that mindset, which is the direct result of an over-emphasis on specific technical skills (with limited lifespan and insufficient technical depth), abstract rather than deeply technical examination of fundamental concepts, and an impatience in developing broader analytical skills. The vast majority of cybersecurity failures are the result of poor understanding of the security landscape and an inability to adapt to new threats. Peer instruction may be a solution to this challenge. This project evaluates the effectiveness of peer instruction methodology for cybersecurity education, and develops the peer instruction material for three cybersecurity courses offering an introduction to security concepts, a defensive view of cybersecurity, and an offensive view of cybersecurity. The two primary mechanisms are used for measuring impact of peer instruction, which are pre- and post-testing, and isomorphic questions.