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An electronic voting (e-voting) based interactive cybersecurity education curriculum has been proposed recently. It is well-known that assignments and projects are coherent parts of and important for any curriculum. This paper proposes a set of course projects, assignment design, and a coherent online plug-and-play (PnP) platform implementation. The PnP platform and the proposed exemplary assignments and projects, are systematic (derived from the same system), adaptive (smoothly increasing difficulty), flexible (bound to protocols instead of implementations), and interactive (teacher-student and student-student interactions). They allow students to implement parts of the components of this e-voting system, which they can then plug into the PnP system, to run, test and modify their implementations, and to enhance their knowledge and skills on cryptography, cybersecurity, and software engineering. 

An electronic voting (E-voting) oriented cybersecurity curriculum, proposed by Hostler et al. [4] in 2021, leverages the rich security features of E-voting systems and E-voting process to teach essential concepts of cybersecurity. Existing curricular guidelines describe topics in computer security, but do not instantiate them with examples. This is because their goals are different. In this case study, we map the e-voting curriculum into the CSEC2017 curriculum guidelines, to demonstrate how such a mapping is done. Further, this enables teachers to select the parts of the e-voting curriculum most relevant to their classes, by basing the selection on the relevant CSEC2017 learning objectives. We conclude with a brief discussion on generalizing this mapping to other curricular guidelines. 

Cybersecurity is becoming increasingly important to individuals and society alike. However, due to its theoretical and practical complexity, keeping students interested in the foundations of cybersecurity is a challenge. One way to excite such interest is to tie it to current events, for example elections. Elections are important to both individuals and society, and typically dominate much of the news before and during the election. We are developing a curriculum based on elections and, in particular, an electronic voting protocol. Basing the curriculum on an electronic voting framework allows one to teach critical cybersecurity concepts such as authentication, privacy, secrecy, access control, encryption, and the role of non-technical factors such as policies and laws in cybersecurity, which must include societal and human factors. Student-centered interactions and projects allow them to apply the concepts, thereby reinforcing their learning.