Hands-on participatory and interdisciplinary design in computer science

Author(s):  
Melanie Irrgang
2016 ◽  
Vol 2 (4) ◽  
pp. 428
Author(s):  
Sufyan T. Al-Janabi

Information security now is considered to be cross-disciplinary and comprehensive field. It integrates the accumulation of knowledge in many disciplines like computer science, mathematics, communications, electronics, physics, etc. Thus, there has been an ongoing effort to improve the experiences in information security experimentation. Many international institutions are investigating enhanced approaches to provide hands-on learning and research environments. However, academic institutions are facing with the difficult challenge of providing lab infrastructuresthat meet the increasingly growing needs of cybersecurity training. In this paper, we report on the necessity and importance of building an effective national testbed for cybersecurity experimentation. We also present a general top-level architecture for this testbed emphasizing the most important enabling technologies.


2014 ◽  
Vol 70 ◽  
pp. 1-8 ◽  
Author(s):  
Hsien-Tsai Wu ◽  
Po-Chun Hsu ◽  
Chih-Yuan Lee ◽  
Hou-Jun Wang ◽  
Cheuk-Kwan Sun

2020 ◽  
Vol 10 (12) ◽  
pp. 353
Author(s):  
Shaya Wolf ◽  
Andrea Carneal Burrows ◽  
Mike Borowczak ◽  
Mason Johnson ◽  
Rafer Cooley ◽  
...  

Research on innovative, integrated outreach programs guided three separate week-long outreach camps held across two summers (2018 and 2019). These camps introduced computer science through real-world applications and hands-on activities, each dealing with cybersecurity principles. The camps utilized low-cost hardware and free software to provide a total of 84 students (aged 10 to 18 years) a unique learning experience. Based on feedback from the 2018 camp, a new pre/post survey was developed to assess changes in participant knowledge and interest. Student participants in the 2019 iteration showed drastic changes in their cybersecurity content recall (33% pre vs. 96% post), cybersecurity concept identification within real-world scenarios, and exhibited an increased ability to recognize potential cybersecurity threats in their every-day lives (22% pre vs. 69% post). Finally, students’ self-reported interest-level before and after the camp show a positive increase across all student participants, with the number of students who where highly interested in cybersecurity more than doubling from 31% pre-camp to 65% post-camp. Implications for educators are large as these activities and experiences can be interwoven into traditional schooling as well as less formal camps as pure computer science or through integrated STEM.


Author(s):  
Dimitris Kehagias

Computer architecture is an essential topic in undergraduate Computer Science (CS) curricula. Teaching computer architecture courses to CS students can be challenging, as the concepts are on a high abstraction level and not easy to grasp for students. Learning of computer architecture abstracts is strongly reinforced by hands-on assignment experience. This paper presents results from a survey of assignments from 40 undergraduate computer architecture courses, which are offered in 40 CS departments. These surveyed courses are selected from universities listed among the 120 top North America universities by the Webometrics Ranking of World Universities 2015. The information used for this survey is based solely on material publicly accessible on the websites of courses.


Author(s):  
Moritz Beller ◽  
Niels Spruit ◽  
Andy Zaidman

Debugging software is an inevitable chore, often difficult and more time-consuming than expected, giving it the nickname the “ dirty little secret of computer science.” Surprisingly, we have little knowledge on how software engineers debug software problems in the real world, whether they use dedicated debugging tools, and how knowledgeable they are about debugging. This study aims to shed light on these aspects by following a mixed-methods research approach. We conduct an online survey capturing how 176 developers reflect on debugging. We augment this subjective survey data with objective observations from how 458 developers use the debugger included in their Integrated Development Environments (IDEs) by instrumenting the popular ECLIPSE and INTELLIJ IDEs with our purpose-built plugin WATCHDOG 2.0. To better explain the insights and controversies obtained from the previous steps, we followed up by conducting interviews with debugging experts and regular debugging users. Our results indicate that the the IDE-provided debugger is not used as often as expected, since “printf debugging” remains a feasible choice for many programmers. Furthermore, both knowledge and use of advanced debugging features are low. Our results call to strengthen hands-on debugging experience in Computer Science curricula and can and have already influenced the design of modern IDE debuggers.


2005 ◽  
Vol 18 (2) ◽  
pp. 309-317
Author(s):  
S. Djordjevic-Kajan ◽  
Dragan Stojanovic ◽  
Aleksandar Stanimirovic

An advanced System Software curricula at the Faculty of Electronic Engineering in Nis is presented in this paper. The system software track consists of two important themes of Computer Science and Computing in General organized now as two separated courses: Operating Systems course and System Software Development and System Programming course. Both courses offer extensive teaching of foundational concepts and principles of Operating Systems and System Programming along with design and implementation of presented topics in real operating systems and system software, such as Unix, Linux and Windows 2000/XP. Laboratory environments and exercises for both courses offer both examination of main algorithms and structures within operating systems and system software through simulation, and what is more important, hands-on experience with operating system internals and code.


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