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As the volume and sophistication of cyber-attacks grow, cybersecurity researchers, engineers and practitioners rely on advanced cyberinfrastructure (CI) techniques like big data and machine learning, as well as advanced CI platforms, e.g., cloud and high-performance computing (HPC) to assess cyber risks, identify and mitigate threats, and achieve defense in depth. There is a training gap where current cybersecurity curricula at many universities do not introduce advanced CI techniques to future cybersecurity workforce. At Old Dominion University (ODU), we are bridging this gap through an innovative training program named DeapSECURE (Data-Enabled Advanced Training Program for Cyber Security Research and Education). We developed six non-degree training modules to expose cybersecurity students to advanced CI platforms and techniques rooted in big data, machine learning, neural networks, and high-performance programming. Each workshop includes a lecture providing the motivation and context for a CI technique, which is then examined during a hands-on session. The modules are delivered through (1) monthly workshops for ODU students, and (2) summer institutes for students from other universities and Research Experiences for Undergraduates participants. Future plan for the training program includes an online continuous learning community as an extension to the workshops, and all learning materials available as open educational resources, which will facilitate widespread adoption, adaptations, and contributions. The project leverages existing partnerships to ensure broad participation and adoption of advanced CI techniques in the cybersecurity community. We employ a rigorous evaluation plan rooted in diverse metrics of success to improve the curriculum and demonstrate its effectiveness.
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This content will become publicly available on June 22, 2026
An Experience Report on Using a Cyberlearning Environment for Cybersecurity Courses
The increasing cyber threats to online systems have resulted in the need for a more inclusive approach to educating the broader population on preventative measures to reduce the impact of these threats. It is estimated that the cybercrime cost to the world will be $10.5 trillion annually by 2025. No longer can cybersecurity courses be specialized courses in university curricula, but some of these courses need to become core courses for all students. These courses should not only be tailored for university and college students but also be required to thread the curricula, starting in elementary schools. This paper describes our experiences conducting a collaborative cybersecurity project to increase access to undergraduate cybersecurity education. The project was funded by the NSF and Cyber Florida. The project was a collaboration between two Florida public universities. One university is a large urban Hispanic-Serving Institution. We describe how the Software Engineering and Programming Cyberlearning Environment (SEP-CyLE), in conjunction with other cybersecurity systems, was used to develop basic cybersecurity materials, labs, and activities for undergraduate students and instructors. SEP-CyLE motivates students to learn in an interactive environment where they can provide feedback to their peers while employing three learning and engagement strategies (LESs). These LESs include collaborative learning, gamification, and social interaction. We present the objectives of the project, describe how the objectives were met, briefly describe SEP-CyLE, and provide data showing students’ interactions with SEP-CyLE. The data retrieved from SEP-CyLE provides insight into how the learning environment was used, students’ performance on the learning objects, and the impact of the LESs on students’ overall performance in an introductory cybersecurity course.
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- Award ID(s):
- 2114911
- PAR ID:
- 10612019
- Publisher / Repository:
- American Society for Engineering Education (ASEE)
- Date Published:
- Format(s):
- Medium: X
- Location:
- Montreal, Canada
- Sponsoring Org:
- National Science Foundation
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