While the nation should maintain and expand the educational capabilities in cybersecurity given the current high demand for this sector, currently there exists a capacity issue: students cannot readily be added to the education system, especially at the Community Colleges level, because trained faculty to accommodate expanded academic demand are scarce. Cybersecurity experts in the workforce have the potential to fill the need for part-time cybersecurity faculty at the Community College level. The challenge is to prepare these technology-savvy individuals with classroom pedagogical insights and skills which not usually part of a cybersecurity experts skillset. A research question for this development project is “Can we use an online environment to provide pedagogy training for potential adjunct community college faculty.” Currently, the Reach To Teach project is exploring this possibility through a research effort engaging current faculty, as well as education experts, and a pilot Reach To Teach online course that is being made available to these cybersecurity experts. The Reach to Teach pilot is a set of six sessions, each of which includes the following: introduction to Community Colleges, ethics, and ideas for classroom pedagogy (e.g. the general structure of a course, crafting goals and objectives, techniques for moving explanations from the concreate to the abstract, using group work using case studies, and using discussions in classes). The team hosted a content review with community college educators and the pilot has been evaluated by 12 members of the target population. Their suggestions for improvement included. In addition to addressing these concerns, the revised pilot includes a modified interactive experience, Viewers are now able leave comments that can be read and replied to by course leaders or other individuals viewing the material.

Educational institutions that wish to implement a specialized teaching laboratory often have a variety of obstacles to overcome. Some of these obstacles are related to adapting existing classroom infrastructure, building the laboratory, and meeting the demands for multiple-use classrooms to maximize the return on investment. In some cases, such as computer security, they must also maintain a controlled environment. Portable educational networks of computers allow teaching specialized topics that have heretofore required specialized laboratories in existing classrooms. Their flexibility allows them to be used for a variety of content---operating systems, networking, security, and forensics. These systems are in use today supporting undergraduate, graduate, and professional education.

Intervehicle communication (IVC) networks, a subclass of mobile ad hoc networks (MANETs), have no fixed infrastructure and instead rely on the nodes themselves to provide network functionality. However, due to mobility constraints, driver behavior, and high mobility, IVC networks exhibit characteristics that are dramatically different from many generic MANETs. This paper elicits these differences through simulations and mathematical models and then explores the impact of the differences on the IVC communication architecture, including important security implications.

The resource constrained shortest path model is a general framework for evaluating and understanding the security of computer networks. This paper derives the model from established computer security and risk analysis principles to provide an informal proof that a network security model based on the resource constrained shortest path is "correct". Thus the resource constrained shortest path concept is a general strategy that can be used to describe and evaluate a large set of computer network security problems. Furthermore, the resource constrained shortest path problem has received extensive study in operations research, so specific model instances can be described mathematically.>

The advent of decentralized computing and an increasingly important role for information as a resource has prompted the development of a variety of methods and tools for managing the risk exposure of a computer system. As a result of the diversity of risk management tools available, there is no effective means of determining which of the tools would be most suitable for any given organization's situation. A new technique is proposed to effectively and objectively evaluate these tools for suitability and to establish a means of comparison of the tools among each other.>

Proposes a new approach, security pipeline interface, for adding security to existing systems. Security functions are added in series to existing I/O paths without modification to the host system internals. The result is an I/O pipeline of security functions which is adaptable to both trusted and untrusted environments. Security of the physically separated SPI architecture is easier to analyze then other security products. Additionally, SPI requires no modification to the operating system. However, SPI is limited to the host processor interfaces. The SPI approach is compared with and contrasted to other ongoing security pipeline research. Examples of applications are presented which illustrate how security functions are added in a pipeline. These include a rogue program controller and intrusion detection systems.>

In this paper we consider some problems related to database security. We first generalize the definition of compromise to the discovery of the value of some (generally complex) property about a class of individuals. For a given query we define implied queries and impose tests for safe response on both the query and implied queries. It is shown how this approach relates to the "tracker" concept. It is further shown how this approach mitigates to some extent the security problems related to history keeping and to user preknowledge of the database.