Teaching Cybersecurity: A Handbook for Teaching the Cybersecurity Body of Knowledge in a Conventional Classroom

Let's be realistic here. Ordinary K-12 educators don't know what "cybersecurity" is and could probably care less about incorporating it into their lesson plans. Yet, teaching cybersecurity is a critical national priority. So, this book aims to cut through the usual roadblocks of confusing technical jargon and industry stovepipes and give you, the classroom teacher, a unified understanding of what must be taught. That advice is based on a single authoritative definition of the field. In 2017, the three societies that write the standards for computing, software engineering, and information systems came together to define a single model of the field of cybersecurity. It is based on eight building blocks. That definition is presented here. However, we also understand that secondary school teachers are not experts in arcane subjects like software, component, human, or societal security. Therefore, this book explains cybersecurity through a simple story rather than diving into execution details. Tom, a high school teacher, and Lucy, a middle school teacher, are tasked by their district to develop a cybersecurity course for students in their respective schools. They are aided in this by "the Doc," an odd fellow but an expert in the field. Together they work their way through the content of each topic area, helping each other to understand what the student at each level in the educational process has to learn. The explanations are simple, easy to understand, and geared toward the teaching aspect rather than the actual performance of cybersecurity work. Each chapter is a self-contained explanation of the cybersecurity content in that area geared to teaching both middle and high school audiences. The eight component areas are standalone in that they can be taught separately. But the real value lies in the comprehensive but easy-to-understand picture that the reader will get of a complicated field.

讓我們現實一點。普通的K-12教育工作者不知道什麼是"網絡安全"，並且可能對將其納入課程計劃不感興趣。然而，教授網絡安全是一個重要的國家優先事項。因此，本書旨在突破常見的困擾，如混亂的技術術語和行業壁壘，為您這位教室教師提供統一的理解，以便教授必要的知識。這些建議基於該領域的一個權威定義。在2017年，負責制定計算標準、軟件工程和信息系統標準的三個學會聯合起來，定義了網絡安全領域的一個統一模型。該模型基於八個基本要素。該定義在這裡呈現。然而，我們也明白，中學教師並不是像軟件、組件、人類或社會安全這樣的深奧主題的專家。因此，本書通過一個簡單的故事來解釋網絡安全，而不是深入探討執行細節。湯姆是一位高中教師，露西是一位中學教師，他們的學區要求他們為各自學校的學生開設一門網絡安全課程。他們得到了"Doc"的幫助，這是一個奇怪的人，但是在這個領域是一位專家。他們一起通過每個主題領域的內容，互相幫助理解每個教育過程中的學生需要學習的內容。解釋簡單易懂，偏重於教學方面，而不是實際的網絡安全工作。每一章都是針對中學和高中觀眾教授該領域網絡安全內容的獨立解釋。這八個組件領域可以獨立教授，但真正的價值在於讀者將對這個複雜領域有全面而易於理解的整體概念。

Dan Shoemaker, PhD, is a distinguished visitor of the IEEE, full professor, senior research scientist, and program director at the University of Detroit Mercy's Center for Cyber Security and Intelligence Studies. Dan is a former chair of the Cybersecurity & Information Systems Department and has authored numerous books and journal articles focused on cybersecurity.

Ken Sigler is a faculty member of the Computer Information Systems (CIS) program and Chair of Curriculum Instruction at Oakland Community College in Michigan. Ken's research is in the areas of software management, software Assurance, cybersecurity management and cybersecurity education in which he has published several books and articles.

Tamara Shoemaker is Director for Cyber Security & Intelligence Studies at the University of Detroit Mercy. She spearheaded the development of two university department's community outreach and development strategy, CIS (Cyber security programs) and the Criminal Justice (CJ, and Intelligence Analysis). Tamara coordinates projects with government entities, academic organizations, industry and law enforcement agencies locally, nationally and internationally.

Dan Shoemaker博士是IEEE的傑出訪客，也是底特律慈悲大學(Center for Cyber Security and Intelligence Studies)的全職教授、高級研究科學家和計畫主管。Dan曾擔任過網路安全與資訊系統部門的主席，並撰寫了許多關於網路安全的書籍和期刊文章。

Ken Sigler是密西根州奧克蘭社區學院(Computer Information Systems program)的教職員，也是課程教學主席。Ken的研究領域包括軟體管理、軟體保證、網路安全管理和網路安全教育，他出版了多本書籍和文章。

Tamara Shoemaker是底特律慈悲大學(Center for Cyber Security and Intelligence Studies)的網路安全與情報研究所主任。她主導了兩個大學部門的社區外展和發展策略，包括網路安全(Cyber security programs)和刑事司法(Criminal Justice)以及情報分析(Intelligence Analysis)。Tamara與政府機構、學術組織、業界和執法機構在本地、全國和國際上協調專案。