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E-raamat: Teaching Cybersecurity: A Handbook for Teaching the Cybersecurity Body of Knowledge in a Conventional Classroom

, (Oakland Community College, USA),
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Teaching Cybersecurity: A Handbook for Teaching the Cybersecurity Body of Knowledge in a Conventional ClassroomSuurem pilt
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This book explains cybersecurity through a simple story rather than diving into execution details. Each chapter is geared to teaching both middle and high school audiences. The eight component areas are standalone, but the real value lies in the comprehensive but easy-to-understand picture that the reader will get of a complicated field.



Let's be realistic here. Ordinary K-12 educators don't know what "cybersecurity" is and could probably care less about incorporating it into their lesson plans. Yet, teaching cybersecurity is a critical national priority. So, this book aims to cut through the usual roadblocks of confusing technical jargon and industry stovepipes and give you, the classroom teacher, a unified understanding of what must be taught. That advice is based on a single authoritative definition of the field. In 2017, the three societies that write the standards for computing, software engineering, and information systems came together to define a single model of the field of cybersecurity. It is based on eight building blocks. That definition is presented here. However, we also understand that secondary school teachers are not experts in arcane subjects like software, component, human, or societal security. Therefore, this book explains cybersecurity through a simple story rather than diving into execution details. Tom, a high school teacher, and Lucy, a middle school teacher, are tasked by their district to develop a cybersecurity course for students in their respective schools. They are aided in this by "The Doc," an odd fellow but an expert in the field. Together they work their way through the content of each topic area, helping each other to understand what the student at each level in the educational process has to learn. The explanations are simple, easy to understand, and geared toward the teaching aspect rather than the actual performance of cybersecurity work. Each chapter is a self-contained explanation of the cybersecurity content in that area geared to teaching both middle and high school audiences. The eight component areas are standalone in that they can be taught separately. But the real value lies in the comprehensive but easy-to-understand picture that the reader will get of a complicated field.

Arvustused

Rapid dissemination of cybersecurity education is considered a strategic priority for all nations. When evaluated from this perspective, it has been designed in a way that teachers without cyber security experience can easily understand and convey and that the book has achieved its purpose. It makes an important contribution to creating social awareness of cybersecurity issues for the future. The contents of this book are well designed as the strategic map that traditional K-12 districts can use to lay out a complete course on this topic.

This book has a holistic approach by covering the entire formal body of knowledge. In this context, the subject of cyber security is presented modularly in eight specific sections, namely Data Security, Software Security, Component Security, Connection Security, System Security, Human Security, Organizational Security, and Societal Security. Hence, this book offers the opportunity to obtain independent technical information by educating the next generation of digital world defenders. The examples given to see the whole and fully understand the subject and the understandable way of presenting the subject can be expressed as the most important added value of the book.

Although I have read publications on cyber security so far, I would like to sincerely state that I have not come across a work that sheds light on cyber security with such a simple and understandable approach. I congratulate the authors, Daniel Shoemaker, Ken Sigler, and Tamara Shoemaker for presenting such a versatile subject in such an understandable way.

I recommend this book as an essential work that all teachers and all our colleagues who are afraid of the depth of cyber security and cannot decide where to start should have it. I hope this book will inspire a brand-new group of cybersecurity educators and researchers with a global vision to share more by adding value to a secure society.

- Assoc Prof Sezer Bozkus Kahyaoglu, Izmir Bakircay University, Turkey

Foreword ix
Authors xiii
Glossary xv
K-12 Resources xxi
Introduction xxiii
Chapter 1 Why You Should Read This Book
1(18)
How We Plan to Present This?
2(1)
But First: An Overview of the Contents of the CSEC
3(1)
The Beginning of the Story: Tom Is Handed a Challenge
4(15)
Chapter 2 Getting Down to Business: Data Security
19(30)
Topic One: Why Is Data Security Important?
20(3)
The Basic Elements of Data Security: Processing, Transmitting, and Storing
23(6)
Ensuring Secure Data Transmission: Secure Transmission Protocols
29(4)
Ensuring Secure Data Storage: Information Storage Security
33(4)
Making Data Indecipherable: Cryptology
37(4)
Cracking the Code: Cryptanalysis
41(2)
Forensics: The Investigative Aspect
43(3)
Privacy: Ensuring Personal Data
46(3)
Chapter 3 Software Security: Software Underlies Everything
49(22)
Topic One: Fundamental Principles of Software Security
54(1)
Thinking about Security in Design
55(2)
Building the Software Securely
57(1)
Assuring the Security of the Software
58(3)
Secure Deployment and Maintenance
61(3)
Ensuring Proper Documentation
64(2)
Software Security and Ethics
66(5)
Chapter 4 Component Security: It All Starts with Components
71(14)
Designing Secure Components
73(3)
Assuring the Architecture: Component Testing
76(4)
Buying Components Instead of Making Them
80(2)
The Mystery of Reverse Engineering
82(3)
Chapter 5 Connection Security
85(34)
The CSEC Connection Security Knowledge Areas
89(1)
Topic One The Physical Components of the Network
89(2)
Topic Two Physical Interfaces and Connectors
91(3)
Topic Three Physical Architecture: The Tangible Part of the Network
94(4)
Topic Four Building a Distributed System
98(6)
Topic Five Building a Network
104(3)
Topic Six The Bits and Pieces of Network Operation
107(4)
Top Seven The Practical Considerations of Building a Network
111(4)
Top Eight Network Defense
115(4)
Chapter 6 System Security: Assembling the Parts into a Useful Whole
119(26)
Topic One Thinking Systematically
122(3)
Topic Two Managing What You Create
125(4)
Topic Three Controlling Access
129(4)
Topic Four Defending Your System
133(5)
Topic Five Retiring an Old System Securely
138(1)
Topic Six System Testing
138(3)
Topic Seven Common System Architectures
141(4)
Chapter 7 Human Security: Human-Centered Threats
145(22)
Topic One Identity Management
148(2)
Topic Two Social Engineering
150(4)
Topic Three Personal Compliance
154(3)
Topic Four Awareness and Understanding
157(1)
Topic Five Social and Behavioral Privacy
158(3)
Topic Six Personal Data Privacy and Security
161(2)
Topic Seven Usable Security and Privacy
163(4)
Chapter 8 Organizational Security: Introduction Securing the Enterprise
167(20)
Topic One Risk Management
169(3)
Topic Two Security Management
172(3)
Topic Three Cybersecurity Planning
175(2)
Topic Four Business Continuity, Disaster Recovery, and Incident Management
177(2)
Topic Five Personnel Security
179(1)
Topic Six Systems Management
180(4)
Topic Seven Security Program Management, 182 Topic Eight: Security Operations Management
184(1)
Topic Nine Analytical Tools
185(2)
Chapter 9 Societal Security: Security and Society
187
Topic One Cybercrime
189(2)
Topic Two Cyber Law
191(3)
Topic Three Cyber Ethics
194(2)
Topic Four Cyber Policy
196(2)
Topic Five Privacy
198
Dan Shoemaker, PhD, is a distinguished visitor of the IEEE, full professor, senior research scientist, and program director at the University of Detroit Mercys Center for Cyber Security and Intelligence Studies. Dan is a former chair of the Cybersecurity & Information Systems Department and has authored numerous books and journal articles focused on cybersecurity.

Ken Sigler is a faculty member of the Computer Information Systems (CIS) program and Chair of Curriculum Instruction at Oakland Community College in Michigan. Kens research is in the areas of software management, software Assurance, cybersecurity management and cybersecurity education in which he has published several books and articles.

Tamara Shoemaker is Director for Cyber Security & Intelligence Studies at the University of Detroit Mercy. She spearheaded the development of two university department's community outreach and development strategy, CIS (Cyber security programs) and the Criminal Justice (CJ, and Intelligence Analysis). Tamara coordinates projects with government entities, academic organizations, industry and law enforcement agencies locally, nationally and internationally.
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