Active learning and its use in computer science
ITiCSE '96 Proceedings of the 1st conference on Integrating technology into computer science education
Learning styles and performance in the introductory programming sequence
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Moving beyond security tracks: integrating security in cs0 and cs1
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Security education: a roadmap to the future
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Bloom's taxonomy for CS assessment
ACE '08 Proceedings of the tenth conference on Australasian computing education - Volume 78
IEEE Security and Privacy
Information Assurance Education: A Work In Progress
IEEE Security and Privacy
The Real Cost of Software Errors
Computing in Science and Engineering
The need for a national cybersecurity research and development agenda
Communications of the ACM
Two models of a cryptography and computer security class in a liberal arts context
Proceeding of the 44th ACM technical symposium on Computer science education
Introducing secure coding in CS0 and CS1 (abstract only)
Proceeding of the 44th ACM technical symposium on Computer science education
Introducing security and responsible coding into introductory computer science courses
Journal of Computing Sciences in Colleges
Teaching Secure Coding Practices to STEM Students
Proceedings of the 2013 on InfoSecCD '13: Information Security Curriculum Development Conference
Teaching the security mindset with reference monitors
Proceedings of the 45th ACM technical symposium on Computer science education
Introducing secure coding in CS0, CS1, and CS2 (abstract only)
Proceedings of the 45th ACM technical symposium on Computer science education
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With our global reliance on software, secure and robust programming has never been more important. Yet academic institutions have been slow to add secure coding to the curriculum. We present a model using checklist-based security injection modules to increase student awareness and ability to apply secure coding principles, specifically - identify, understand, and correct key security issues in code. The model is evaluated by mapping assessment questions to the cognitive dimension of the revised Bloom's taxonomy. Experiments with students in four sections of CS0 and CS1 show that students using our modules perform significantly better at remembering, understanding and applying secure coding concepts. Students exposed to the modules also show increased ability to write code to address specific security issues.