Abstract:

In recent years, the field of computer security witnessed rapid growth and increasing complexity. One of the problems frequently associated with cybersecurity education in postsecondary institutions is the lack of real-life experience among graduates concerning technical controls[1], [2]. As educators, it is crucial to prepare students not only with theoretical knowledge but also with practical skills that align with real-world challenges.

One practical approach to achieving this goal is through student-community partnerships. This paper explores the advantages of integrating community engagement into cybersecurity courses.

In this paper, we will present our experience of creating term projects related to enhancing the security posture of community partners. The experiences were performed over two years in two distinct cybersecurity courses offered at MacEwan University.

Community partnerships provide authentic learning environments where students encounter genuine security issues faced by organizations, government agencies, or non-profits. These real-world contexts challenge students to think critically, adapt to evolving threats, and propose effective solutions. Authenticity fosters deeper learning and encourages creativity.

We present qualitative and quantitative evidence of the benefits for students of integrating community-based projects into cybersecurity post-secondary courses.

Through these projects, students develop essential skills beyond technical knowledge such as communication, teamwork, and project management. These soft skills are invaluable in a collaborative and interconnected security landscape. Our paper highlights the formative processes through which the students developed and acquired these skills, which are highly required by the industry.

Successful integration of Community projects in University courses requires meticulous preparation, scheduling and collaboration with the community partners. In our paper, we will present the stages we identified for preparing and delivering community work-based term projects. We will highlight the necessary steps of this approach as well as the potential risks it involves.

The open-ended nature of these projects and the uncertainty inherent in them may overwhelm students initially. An essential part of successfully integrating community projects into the curriculum resides in frequent, open communication with students about the goals, expectations and progress of the projects. We will present our experiences and approaches to reassure students concerning the anxiety introduced by the apparently less structured projects.

Incorporating community partnerships into cybersecurity courses enriches student learning, fosters civic engagement, and strengthens the cybersecurity workforce. By emphasizing practical application, diverse perspectives, and skill development, educators can empower students to become effective security practitioners and responsible global citizens.

References:
[1] William Crumpler & James A. Lewis – “The Cybersecurity Workforce Gap”, CSIS, URL: https://www.csis.org/analysis/cybersecurity-workforce-gap
[2] Blažič, Borka Jerman, 2021. "The cybersecurity labour shortage in Europe: Moving to a new concept for education and training," Technology in Society, Elsevier, vol. 67(C).

Keywords:

Cybersecurity, Community partners, Authentic Learning.