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MATERIALS & TOOLS Despite the young age of the students (6-7 years), they demonstrated recogniDon of the importance of cybersecurity. • ScratchJr. Lesson Plans • BrainpopJr. Internet Safety Video and Extension Materials • AFA CyberPatriot Program Elementary School Cyber EducaDon IniDaDve (ESCEI) RESULTS Despite the young age of the students (6-7 years), they demonstrated recogniDon of the importance of cybersecurity. • Cybersecurity quiz results reflected mastery of the concepts. • 100% of students achieved a cerDficate for mastering the Security Showdown game from the AFA CyberPatriot Program Elementary School Cyber EducaDon IniDaDve (ESCEI). • Student project animaDons demonstrate knowledge, impart a sense of ownership, and provide tools for teaching others. Cybersecurity for Young Learners Extending the Reach of the Cybersecurity Workforce Pipeline via Early Awareness & EducaAon Rebecca Hoffart All Saints Cathedral School, St. Thomas, US Virgin Islands ABSTRACT Past efforts to expand cybersecurity workforce pipeline have focused heavily on adult learners. This project demonstrates that the pipeline can be extended to reach undertargeted populaDons such as early learners. This approach will introduce more people to cybersecurity as a career choice, build their confidence in skills, and increase cybersecurity awareness to build a general populaDon be]er prepared to self-defend. The poster provides an overview of a successful project and highlights examples of the work, metrics, success measurements, and samples of student cybersecurity products. Projects like this provide important steps to implemenDng an effecDve and comprehensive cybersecurity educaDon program for grades K-12. INTRODUCTION • Cybersecurity educaDon is underway in cerDficaDon and undergraduate programs, and naDonal pre-college programs such as the Air Force AssociaDon’s CyberPatriot and NSA’s Day of Cyber. • Maximizing the pipeline means adding iniDaDves for younger learners and within formalized school curriculum. Successful models need to be idenDfied in order to move forward. • In this project, a first grade class of 12 students was introduced to both programming and core cybersecurity concepts. A variety of methods was applied to deepen understanding (game-based learning, videos and mulDmedia, modeling, project-based learning, differenDaDon). Students illustrated core cybersecurity concepts by coding animaDons using Scratch, Jr. CONCLUSION When provided with well-constructed lessons that are sound both pedagogically and in content, early learners can grasp core cybersecurity concepts. Projects like this support the curriculum development work which must take place in order to formalize and implement a K-12 cybersecurity educaDon program. ACKNOWLEDGEMENTS & DISTINCTIONS • This work has been supported by the CECOR K-20 Cybersecurity Workforce Pipeline ConsorDum, which was established by U. S. Department of Energy/NaDonal Nuclear Security AdministraDon’s Minority Serving InsDtuDons Partnerships Program (MSIPP). • Related work was also presented at the Computer Science Teachers AssociaDon Summer, 2017 InternaDonal Conference. • The NaDonal CyberWatch Center honored this work with its inaugural “InnovaDons in Cybersecurity EducaDon” award in the category of Student Learning Aid. PROCEDURE 1. Introduce and pracDce coding in ScratchJr. 2. Introduce core cybersecurity concepts and test for understanding. 3. Present model project(s). 4. Students create their own version of the model and share with others. REFERENCES 2017 Global Informa0on Security Workforce Study, Frost & Sullivan and (ISC)2 (h]ps://iamcybersafe.org/research_millennials/) Securing our Future: Closing the Cyber Talent Gap, Raytheon (h]ps://www.raytheon.com/cyber/rtnwcm/groups/iis/documents/content/ rtn_278205.pdf) State of Cyber Security 2017, ISACA (h]ps://www.isaca.org/cyber/Documents/State-of-Cybersecurity-infographic_res_eng_0217.pdf) Thomas, J. (2000). A Review of Research on Project Based Learning. Buck InsDtute for EducaDon. Bie.org WEB SITES FOR PROJECT TOOLS 1. Scratch Jr. (h]ps://www.scratchjr.org/teach/acDviDes) 2. BrainpopJr. (brainpopjr.com) 3. ESCEI (uscyberpatriot.org) CORE CONCEPTS (from the 2016 CSTA K-12 Computer Science Standards) • Personal InformaDon: Sharing and Securing • Cyberbullying & Online Safety • Computer & System ProtecDon Excerpt from BrainPopJR. Internet Safety Video Transcript ANNIE: Well, Rocket Ron is definitely a stranger. If a stranger contacts you or makes you feel uncomfortable, tell a teacher or a grown-up. MOBY: Beep. Moby raises his hand to get help from a grown-up at the school. Annie's teacher comes over to help. ANNIE: They can keep the stranger from bugging you by blocking their e-mails or instant messages. A dialog box asks if Moby wants to block Rocket Ron. The teacher clicks "yes" and then closes the instant message box. ANNIE: SomeDmes I get e-mails from people that pretend to know me or tell me I've won a big prize. If I don't know the sender, I don't open the message. Annie's inbox shows she has an e-mail from someone named David. The subject says "Annie, you've won a new computer!!" She deletes the e-mail. Threat-Driven Approach Managed Security Service Provider Incident Response Phishing Social Engineering SUCCESS MEASURES STUDENT PROJECT SAMPLES

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Page 1: Cybersecurity for Young Learners - ACSA) - c 2017 Poster - Hoffart.pdf · A dialog box asks if Moby wants to block Rocket Ron. The teacher clicks "yes" and then closes the instant

MATERIALS&TOOLSDespitetheyoungageofthestudents(6-7years),theydemonstratedrecogniDonoftheimportanceofcybersecurity.•  ScratchJr.LessonPlans•  BrainpopJr.InternetSafetyVideoandExtensionMaterials•  AFACyberPatriotProgramElementarySchoolCyberEducaDonIniDaDve(ESCEI)

RESULTSDespitetheyoungageofthestudents(6-7years),theydemonstratedrecogniDonoftheimportanceofcybersecurity.•  Cybersecurityquizresultsreflectedmasteryoftheconcepts.•  100%ofstudentsachievedacerDficateformasteringtheSecurityShowdowngamefromtheAFA

CyberPatriotProgramElementarySchoolCyberEducaDonIniDaDve(ESCEI).•  StudentprojectanimaDonsdemonstrateknowledge,impartasenseofownership,andprovidetoolsfor

teachingothers.

CybersecurityforYoungLearnersExtendingtheReachoftheCybersecurityWorkforcePipeline

viaEarlyAwareness&EducaAonRebeccaHoffart

AllSaintsCathedralSchool,St.Thomas,USVirginIslands

ABSTRACTPasteffortstoexpandcybersecurityworkforcepipelinehavefocusedheavilyonadultlearners.ThisprojectdemonstratesthatthepipelinecanbeextendedtoreachundertargetedpopulaDonssuchasearlylearners.Thisapproachwillintroducemorepeopletocybersecurityasacareerchoice,buildtheirconfidenceinskills,andincreasecybersecurityawarenesstobuildageneralpopulaDonbe]erpreparedtoself-defend.Theposterprovidesanoverviewofasuccessfulprojectandhighlightsexamplesofthework,metrics,successmeasurements,andsamplesofstudentcybersecurityproducts.ProjectslikethisprovideimportantstepstoimplemenDnganeffecDveandcomprehensivecybersecurityeducaDonprogramforgradesK-12.

INTRODUCTION•  CybersecurityeducaDonisunderwayincerDficaDonand

undergraduateprograms,andnaDonalpre-collegeprogramssuchastheAirForceAssociaDon’sCyberPatriotandNSA’sDayofCyber.

•  MaximizingthepipelinemeansaddinginiDaDvesforyoungerlearnersandwithinformalizedschoolcurriculum.SuccessfulmodelsneedtobeidenDfiedinordertomoveforward.

•  Inthisproject,afirstgradeclassof12studentswasintroducedtobothprogrammingandcorecybersecurityconcepts.Avarietyofmethodswasappliedtodeepenunderstanding(game-basedlearning,videosandmulDmedia,modeling,project-basedlearning,differenDaDon).StudentsillustratedcorecybersecurityconceptsbycodinganimaDonsusingScratch,Jr.

CONCLUSIONWhenprovidedwithwell-constructedlessonsthataresoundbothpedagogicallyandincontent,earlylearnerscangraspcorecybersecurityconcepts.ProjectslikethissupportthecurriculumdevelopmentworkwhichmusttakeplaceinordertoformalizeandimplementaK-12cybersecurityeducaDonprogram.

ACKNOWLEDGEMENTS&DISTINCTIONS•  ThisworkhasbeensupportedbytheCECORK-20

CybersecurityWorkforcePipelineConsorDum,whichwasestablishedbyU.S.DepartmentofEnergy/NaDonalNuclearSecurityAdministraDon’sMinorityServingInsDtuDonsPartnershipsProgram(MSIPP).

•  RelatedworkwasalsopresentedattheComputerScienceTeachersAssociaDonSummer,2017InternaDonalConference.

•  TheNaDonalCyberWatchCenterhonoredthisworkwithitsinaugural“InnovaDonsinCybersecurityEducaDon”awardinthecategoryofStudentLearningAid.

PROCEDURE1.  IntroduceandpracDcecodingin

ScratchJr.2.  Introducecorecybersecurityconcepts

andtestforunderstanding.3.  Presentmodelproject(s).4.  Studentscreatetheirownversionof

themodelandsharewithothers.

REFERENCES2017GlobalInforma0onSecurityWorkforceStudy,Frost&Sullivanand(ISC)2(h]ps://iamcybersafe.org/research_millennials/)SecuringourFuture:ClosingtheCyberTalentGap,Raytheon(h]ps://www.raytheon.com/cyber/rtnwcm/groups/iis/documents/content/rtn_278205.pdf)StateofCyberSecurity2017,ISACA(h]ps://www.isaca.org/cyber/Documents/State-of-Cybersecurity-infographic_res_eng_0217.pdf)Thomas,J.(2000).AReviewofResearchonProjectBasedLearning.BuckInsDtuteforEducaDon.Bie.org

WEBSITESFORPROJECTTOOLS1.ScratchJr.(h]ps://www.scratchjr.org/teach/acDviDes)2.BrainpopJr.(brainpopjr.com)3.ESCEI(uscyberpatriot.org)

CORECONCEPTS(fromthe2016CSTAK-12ComputerScienceStandards)

•  PersonalInformaDon:SharingandSecuring•  Cyberbullying&OnlineSafety•  Computer&SystemProtecDon

ExcerptfromBrainPopJR.InternetSafetyVideoTranscriptANNIE:Well,RocketRonisdefinitelyastranger.Ifastrangercontactsyouormakesyoufeeluncomfortable,tellateacher

oragrown-up.MOBY:Beep.

Mobyraiseshishandtogethelpfromagrown-upattheschool.Annie'steachercomesovertohelp.

ANNIE:Theycankeepthestrangerfrombuggingyoubyblockingtheire-mailsorinstantmessages.

AdialogboxasksifMobywantstoblockRocketRon.Theteacherclicks"yes"andthenclosestheinstantmessagebox.ANNIE:SomeDmesIgete-mailsfrompeoplethatpretendtoknowmeortellmeI'vewonabigprize.IfIdon'tknowthe

sender,Idon'topenthemessage.Annie'sinboxshowsshehasane-mailfromsomeonenamed

David.Thesubjectsays"Annie,you'vewonanewcomputer!!"Shedeletesthee-mail.

Threat-DrivenApproachManagedSecurityServiceProvider

IncidentResponse

PhishingSocialEngineering

SUCCESSMEASURES

STUDENTPROJECTSAMPLES

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