June 15, 2019
June 15, 2019
June 19, 2019
Computing and Information Technology
There is a significant and growing need, both in the United States and around the world, for graduates with strong skills in the area of cybersecurity. These individuals are highly sought after and command some of the highest first post-graduation job salaries. As part of the cybersecurity development efforts at [blinded], a student association was formed for students pursuing coursework in the cybersecurity field. This organization hosts multiple types of activities, including participation in cybersecurity competitions, outreach events and speakers. One of the best received type of events that it hosts is peer learning sessions. Initially, these peer learning events were sporadic; however, in recent semesters they have been more regimented and organized into key categories including red team, blue team and reverse engineering. Some general (non-categorized) ones are occasionally held too.
Students benefit from these activities significantly. Those attending these peer learning sessions benefit from participating in the typically very hands-on activities. However, the students that are, generally, receiving the greatest benefit are those that are organizing the activities, who have to prepare the material to lead the sessions. In additional to learning knowledge and developing skills related to the technical topic, peer learning leaders also develop communications, project and time management skills.
These peer learning activities are covering lots of areas related to cybersecurity that are not covered by the basic curriculum and covering some areas that are in a more hands-on way. The activities typically involve the learning leader demonstrating key skills and imparting knowledge, while the learners follow along and try the same tools and techniques that the leader demonstrates. The enthusiasm of the peer learning leaders typically transfers to the peer learning session learners. These learners also typically see the material that is being presented as being within their reach because their peer (who is leading / presenting it) has understood and worked with the material successfully.
This paper presents the results of a survey to characterize the benefits enjoyed by students participating in these peer learning activities. This survey collects demographic information about the student participants, including their role in the peer learning activities. Students are asked about their reason for deciding to participate. They are also asked to indicate what their expectations for participation were and whether each is being met. It also asks the students about their per- and post-participation status with regards to several key areas of potential growth. The survey also collects information about whether participants engaged in a variety of different activities as part of their peer learning experience and about multiple participation-related outcomes.
In addition to presenting and analyzing the basic results of this survey, the results are analyzed with regards to students’ role in the peer learning process and demographic characteristics such as their current academic level and year in their program.
The paper closes with a discussion of the efficacy of peer learning activities for teaching students cybersecurity skills. Prospective areas for future work, including longitudinal tracking of participants and a broader study are also discussed.
Straub, J. (2019, June), Assessment of the Educational Benefits Produced by Peer Learning Activities in Cybersecurity Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32131
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