Biblio
The reality of today's computing landscape already suffers from a shortage of cybersecurity professionals, and this gap only expected to grow. We need to generate interest in this STEM topic early in our student's careers and provide teachers the resources they need to succeed in addressing this gap. To address this shortfall we present Practical LAbs in Security for Mobile Applications (PLASMA), a public set of educational security labs to enable instruction in creation of secure Android apps. These labs include example vulnerable applications, information about each vulnerability, steps for how to repair the vulnerabilities, and information about how to confirm that the vulnerability has been properly repaired. Our goal is for instructors to use these activities in their mobile, security, and general computing courses ranging from secondary school to university settings. Another goal of this project is to foster interest in security and computing through demonstrating its importance. Initial feedback demonstrates the labs' positive effects in enhancing student interest in cybersecurity and acclaim from instructors. All project activities may be found on the project website: http://www.TeachingMobileSecurity.com
Most forensic investigators are trained to recognize abusive network behavior in conventional information systems, but they may not know how to detect anomalous traffic patterns in industrial control systems (ICS) that manage critical infrastructure services. We have developed and laboratory-tested hands-on teaching material to introduce students to forensics investigation of intrusions on an industrial network. Rather than using prototypes of ICS components, our approach utilizes commercial industrial products to provide students a more realistic simulation of an ICS network. The lessons cover four different types of attacks and the corresponding post-incident network data analysis.
In this special session, members of the ACM Joint Task Force on Cyber Education to Develop Undergraduate Curricular Guidance will provide an overview of the task force mission, objectives, and work plan. After the overview, task force members will engage session participants in the curricular development process.
Educational software systems have an increasingly significant presence in engineering sciences. They aim to improve students' attitudes and knowledge acquisition typically through visual representation and simulation of complex algorithms and mechanisms or hardware systems that are often not available to the educational institutions. This paper presents a novel software system for CryptOgraphic ALgorithm visuAl representation (COALA), which was developed to support a Data Security course at the School of Electrical Engineering, University of Belgrade. The system allows users to follow the execution of several complex algorithms (DES, AES, RSA, and Diffie-Hellman) on real world examples in a step by step detailed view with the possibility of forward and backward navigation. Benefits of the COALA system for students are observed through the increase of the percentage of students who passed the exam and the average grade on the exams during one school year.
Phishing continues to remain a lucrative market for cyber criminals, mostly because of the vulnerable human element. Through emails and spoofed-websites, phishers exploit almost any opportunity using major events, considerable financial awards, fake warnings and the trusted reputation of established organizations, as a basis to gain their victims' trust. For many years, humans have often been referred to as the `weakest link' towards protecting information. To gain their victims' trust, phishers continue to use sophisticated looking emails and spoofed websites to trick them, and rely on their victims' lack of knowledge, lax security behavior and organizations' inadequate security measures towards protecting itself and their clients. As such, phishing security controls and vulnerabilities can arguably be classified into three main elements namely human factors (H), organizational aspects (O) and technological controls (T). All three of these elements have the common feature of human involvement and as such, security gaps are inevitable. Each element also functions as both security control and security vulnerability. A holistic framework towards combatting phishing is required whereby the human feature in all three of these elements is enhanced by means of a security education, training and awareness programme. This paper discusses the educational factors required to form part of a holistic framework, addressing the HOT elements as well as the relationships between these elements towards combatting phishing. The development of this framework uses the principles of design science to ensure that it is developed with rigor. Furthermore, this paper reports on the verification of the framework.