SecKnitKit (Security Knitting Kit): Integrating Security into Traditional Computer Science Courses

该项目的目标是通过在计算机科学（CS）的常规课程中接触计算机安全概念和问题，提高计算机科学（CS）本科生的安全素养。以安全为主要教学/研究重点的教师可以获得支持，将安全主题整合到他们的传统高年级计算机科学课程中，并通过使用多方面的教学支持系统：安全编织工具包（SecKnitKit）提供学习材料。该项目的目标是提高CS本科学生的安全意识、知识和兴趣；提高非安全教师的安全意识和教学技能；并在其他院校推广使用传统CS课程的安全集成策略和材料。SecKnitKit的开发和部署帮助非安全教师无缝有效地将安全主题编织到CS课程中，如软件工程、操作系统、网络和数据库管理系统。该项目为12名非安全教职员工提供专业发展机会，让他们在各自机构的计算机科学课程中使用SecKnitKit。拟议的项目是基于安全教育领域专家的建议，并借鉴CS教学法，包括项目团队的教学经验，以及项目参与者的反馈和参与。一旦在多伦多科技大学和其他地区院校制度化，建议的研究可以导致后续的合作研究，并在其他高等教育机构采用多方面的教学支持系统。

The objective of this project is to improve the security literacy of undergraduate Computer Science (CS) students by exposing them to computer security concepts and issues in their regular course of study in CS. Faculty whose primary teaching/research focus is not security are provided support for integrating security topics into their traditional upper division CS courses and for delivering learning material through the use of a multi-faceted instructional support system: Security Knitting Kit (SecKnitKit). The goals of this project are to improve security awareness, knowledge and interest of undergraduate CS students; to improve security awareness and teaching expertise for non-security faculty; and to promote the use of security integration strategy and materials for traditional CS courses in other institutions. Development and deployment of SecKnitKit assists non-security faculty to seamlessly and effectively weave security topics into CS courses like software engineering, operating systems, networks, and database management system. The project offer professional development opportunities for twelve non-security faculty to use SecKnitKit for their CS courses at their institutions. The proposed project is based on recommendations from experts in the security education field and draws from CS pedagogy that includes the teaching experiences of the project team, and feedback and participation from project participants. Once institutionalized at TTU and other regional institutions, the proposed research can lead to follow-up collaborative research and adoption of the multi-faceted instructional support system at other higher education institutions.