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Register a new userThe INSuRE Project: CAE-Rs Collaborate to Engage Students in Cybersecurity Research
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Added by
Alan Sherman
Publication date
2017
fields
Informatics Engineering
and research's language is
English
Authors
Alan Sherman n
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No Arabic abstract
Since fall 2012, several National Centers of Academic Excellence in Cyber Defense Research (CAE-Rs) fielded a collaborative course to engage students in solving applied cybersecurity research problems. We describe our experiences with this Information Security Research and Education (INSuRE) research collaborative. We explain how we conducted our project-based research course, give examples of student projects, and discuss the outcomes and lessons learned.
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Decolonization and Indigenous education are at the forefront of Canadian content currently in Academia. Over the last few decades, we have seen some major changes in the way in which we share information. In particular, we have moved into an age of electronically-shared content, and there is an increasing expectation in Canada that this content is both culturally significant and relevant. In this paper, we discuss an ongoing community engagement initiative with First Nations communities in the Western Manitoba region. The initiative involves knowledge-sharing activities that focus on the topic of cybersecurity, and are aimed at a public audience. This initial look into our educational project focuses on the conceptual analysis and planning stage. We are developing a Cybersecurity 101 mini-curriculum, to be implemented over several one-hour long workshops aimed at diverse groups (these public workshops may include a wide range of participants, from tech-adverse to tech-savvy). Learning assessment tools have been built in to the workshop program. We have created informational and promotional pamphlets, posters, lesson plans, and feedback questionnaires which we believe instill relevance and personal connection to this topic, helping to bridge gaps in accessibility for Indigenous communities while striving to build positive, reciprocal relationships. Our methodology is to approach the subject from a community needs and priorities perspective. Activities are therefore being tailored to fit each community.
Online Social Networks (OSNs) have rapidly become a prominent and widely used service, offering a wealth of personal and sensitive information with significant security and privacy implications. Hence, OSNs are also an important - and popular - subject for research. To perform research based on real-life evidence, however, researchers may need to access OSN data, such as texts and files uploaded by users and connections among users. This raises significant ethical problems. Currently, there are no clear ethical guidelines, and researchers may end up (unintentionally) performing ethically questionable research, sometimes even when more ethical research alternatives exist. For example, several studies have employed `fake identities` to collect data from OSNs, but fake identities may be used for attacks and are considered a security issue. Is it legitimate to use fake identities for studying OSNs or for collecting OSN data for research? We present a taxonomy of the ethical challenges facing researchers of OSNs and compare different approaches. We demonstrate how ethical considerations have been taken into account in previous studies that used fake identities. In addition, several possible approaches are offered to reduce or avoid ethical misconducts. We hope this work will stimulate the development and use of ethical practices and methods in the research of online social networks.
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