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Software Security Education at Scale

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Extra note: the embedded video on slide 12 (The Discussion Video) will be available online as soon as I'm able.

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Software Security Education at Scale

  1. 1. Software Security Education At Scale Chris Theisen, Laurie Williams, Emerson Murphy-Hill, Kevin Oliver {crtheise, lawilli3, emurph3, kevin_oliver}@ncsu.edu North Carolina State University National Science Foundation Grant Number 4900-1318428.
  2. 2. Introduction • Cisco 2014 Annual Security Report: Worldwide shortage of 1 million security professionals • Educating students is no longer enough! • How do we help retrain people who are currently in the workforce? 2Introduction | Methodology | Lessons Learned | Next Steps | Conclusion
  3. 3. Solution: Online Coursework 3Introduction | Methodology | Lessons Learned | Next Steps | Conclusion
  4. 4. “Flipping” A University Class • Students watch video lectures, listen to Silver Bullet Podcast before the class takes place, take a quiz • Class time devoted to exercises, discussion, etc. • Videos can then be reused for online course 4Introduction | Methodology | Lessons Learned | Next Steps | Conclusion
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  7. 7. Research Questions • RQ1: Why did software engineers sign up for the online course? • RQ2: How do software engineers in the online course perform on quiz and test questions relative to university students being taught in an on-campus setting? • RQ3: How well does the online course format work for software engineering professionals? What could be improved on for future courses? 7Introduction | Methodology | Lessons Learned | Next Steps | Conclusion
  8. 8. Research Questions • RQ1: Why did software engineers sign up for the online course? • RQ2: How do software engineers in the online course perform on quiz and test questions relative to university students being taught in an on-campus setting? • RQ3: How well does the online course format work for software engineering professionals? What could be improved on for future courses? 8Introduction | Methodology | Lessons Learned | Next Steps | Conclusion
  9. 9. Time Commitment 9Introduction | Methodology | Lessons Learned | Next Steps | Conclusion • For students: even asking 2-3 hours a week is a lot. • Specific assignment deadlines should be relaxed. • For instructors: Take your first guess, double it. • Video editing, message boards, technical problems, email, language barriers, etc…
  10. 10. Technical Issues 10Introduction | Methodology | Lessons Learned | Next Steps | Conclusion • Issues with Course Builder – Quizzes stopped working night before we launched – Slow response times of the site itself – Fixed in latest version • Peer review project had to be scrapped – Should have required it be complete before course launched
  11. 11. Consider Your Audience 11Introduction | Methodology | Lessons Learned | Next Steps | Conclusion • Wider spread of participants means… – Can’t assume background knowledge • Participants included: – Administrative assistant working with sec. professionals – High school teacher teaching a CS class with minimal background
  12. 12. Discussion Video 12Introduction | Methodology | Lessons Learned | Next Steps | Conclusion
  13. 13. Iterate and Improve 13Introduction | Methodology | Lessons Learned | Next Steps | Conclusion • Rerun the online course (tentatively this fall) • OpenEDx, new Google Course Builder…? • Better idea of what works/what doesn’t for videos • Professionally shot videos for lectures/discussion
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  15. 15. Conclusion 15Introduction | Methodology | Lessons Learned | Next Steps | Conclusion @crtheisen crtheise@ncsu.edu theisencr.github.io

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