SaTC-EDU: EAGER: Peer Instruction for Cybersecurity Education

SaTC-EDU：EAGER：网络安全教育同行指导

• 批准号: 1901733
• 负责人: Irfan Ahmed
• 金额: $ 4.38万
• 依托单位: Virginia Commonwealth University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-11 至 2019-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1901733&HistoricalAwards=false
• 关键词: SaTC; EDU; EAGER; Peer; Instruction

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.

除了技术技能外，设计一个安全的IT系统还需要一种特殊的思维方式，专注于有效地使用网络安全解决方案来应对复杂而隐蔽的网络攻击。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）、对基本概念进行抽象而不是深入的技术检查以及缺乏培养更广泛分析技能的耐心的直接结果。绝大多数网络安全故障都是由于对安全形势了解不足和无法适应新威胁造成的。同伴指导可能是解决这一挑战的一种方法。本项目评估网络安全教育同伴指导方法的有效性，并为三门网络安全课程开发同伴指导材料，提供安全概念介绍、网络安全防御观点和网络安全进攻观点。同伴教学影响的测量主要有两种机制，即前测和后测以及同构问题。