Title :
Software and Web applications security: state-of-the-art courseware and learning paradigm
Author_Institution :
Dept. of Comput. Sci. & Inf. Syst., Bradley Univ., Peoria, IL, USA
Abstract :
University graduates with strong technical hands-on skills to develop highly secure software and Web systems are in high demand in industry. This paper is focused on designed and developed state-of-the-art courseware and appropriate learning paradigm in software and Web applications security for computer science and computer information systems students. The main topics of developed curriculum include motivation of attackers, modern treats and vulnerabilities in software and Web systems, categories of computer attacks, types of computer attacks, hacker tools, protection and defense mechanisms, secure programming styles for software and Web systems´ development. Based on student feedback and student academic performance, a combination of learning-by-doing paradigm of education with multiple hands-on exercises, computer lab sessions and projects proved to be very efficient and provided students with strong technical hands-on skills in software and Web applications security.
Keywords :
Web services; computer crime; computer science education; courseware; educational institutions; feedback; further education; hobby computing; human factors; Web application security; Web system; computer attack; computer information system student; computer lab session; computer science student; courseware; curriculum; defense mechanism; hacker tool; learning-by-doing paradigm; motivation; protection mechanism; software application security; student academic performance; student feedback; technical hands-on skill; university graduate; vulnerability; Conferences; Engineering education; Web application security; courseware; learning-by-doing paradigm of education; software security;
Conference_Titel :
Global Engineering Education Conference (EDUCON), 2013 IEEE
Conference_Location :
Berlin
Print_ISBN :
978-1-4673-6111-8
Electronic_ISBN :
2165-9559
DOI :
10.1109/EduCon.2013.6530168