Education DCL: EAGER: Teaching Privacy via Stakeholder Modeling

关于隐私和网络安全的社会影响的教育对于个人福利和创造符合公共利益的技术至关重要，但要有效实施也具有挑战性。学生们常常很难将隐私权、个人数据控制权或言论自由等抽象概念与他们必须做出的具体技术选择联系起来。该项目实现并评估了一种新的教学方法来教授隐私和网络安全，重点是“利益相关者”：直接或间接受技术系统影响的人。该项目的创新之处在于：（1）利益相关者方法，将抽象的高级概念与具体应用相结合;（2）对这种方法的有效性进行了初步调查。该项目更广泛的意义和重要性在于，它为隐私和网络安全创建了一个有效的模板，制作了开源作业材料，并通过新的教学法和课程建议影响了计算机科学教育。该项目开发了一种新的，以知识产权为中心的方法来教授隐私和安全。利益相关者方法是在技术系统开发中推理隐私和网络安全问题的模板，重点是通过利益相关者的需求将高级抽象概念与具体实施选择联系起来。利益相关者的需要给学生具体的，但可能相互冲突的要求，以支持。理想情况下，利益相关者方法导致（a）学生在与隐私和网络安全相关的抽象概念之间建立更深入和更实质性的联系（例如，数据自主权和所有权，透明度，问责制）和具体的社会影响（例如，（b）学生更深入地了解社会影响概念以及这些概念与他们面临的技术决策的关系;（B）学生将网络安全视为他们可以努力建立公平和公正的计算系统的一个领域。该研究团队正在布朗大学的五门计算机科学课程中开发和部署基于知识产权的作业，涵盖本科生和网络安全硕士生的入门、中级和高级课程。从这些作业中收集的数据将有助于回答核心研究问题，即利益相关者方法是否会导致学生将规范概念与具体问题和技术设计决策联系起来的能力有意义的提高。因此，这项工作将有助于学术计算机科学教育，劳动力发展，并通过提出新的学科和课程结构，有效的教学隐私和网络安全及其社会背景的社会责任计算。这个奖项反映了NSF的法定使命，并已被认为是值得通过评估使用基金会的智力价值和更广泛的影响审查标准的支持。

Education about the social impacts of privacy and cybersecurity is critical to individual welfare and to creating technology that is in the public interest, but it is also challenging to make effective. Students often struggle to relate abstract concepts like the right to privacy, control over personal data, or freedom of speech, to the concrete technical choices they must make. This project realizes and evaluates a new pedagogical approach to teaching privacy and cybersecurity, focused around "stakeholders": people who are directly or indirectly affected by a technical system. The project's novelties are (1) the stakeholder approach, which combines teaching about abstract, high-level concepts with concrete applications, and (2) a preliminary investigation of the effectiveness of this approach. The project's broader significance and importance are that it creates an effective template for privacy and cybersecurity, produces open-source assignment materials, and impacts computer science education through new pedagogies and curricular recommendations.The project develops a new, stakeholder-focused approach to teaching privacy and security. The stakeholder approach is a template for reasoning about privacy and cybersecurity concerns in the development of technical systems, with a focus on relating high-level, abstract concepts to concrete implementation choices via stakeholder needs. The stakeholder needs give students concrete but possibly conflicting requirements to support. Ideally, the stakeholder approach leads to (a) students making deeper and more substantive connections between abstract concepts related to privacy and cybersecurity (e.g., data autonomy and ownership, transparency, accountability) and concrete social impacts (e.g., identity theft, reputational damage); (b) students engaging more deeply with social impact concepts and how they relate to technical decisions they face; and (c) students perceiving cybersecurity as an area in which they can work towards fair and equitable computing systems. The research team is developing and deploying stakeholder-based assignments in five computer science courses at Brown University, spanning introductory, intermediate, and upper-level courses taken by undergraduates and cybersecurity master's students. The data collected from these assignments will help answer the central research question of whether the stakeholder approach results in meaningful improvement in students' ability to relate normative concepts to concrete problems and technical design decisions. This work will therefore contribute to academic computer science education, workforce development, and socially-responsible computing by proposing new pedagogies and curricular structures for effective teaching of privacy and cybersecurity and their societal context.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.