Demands for a well-prepared cybersecurity workforce are growing, and instructors who teach cybersecurity to students require effective tools and techniques. Peer review is one technique that has been demonstrated to have practical benefits in many contexts, including instruction. In this paper, we explore the use of peer review in two cybersecurity courses at WPI, and we analyze how students’ reviews deal with the topic of cybersecurity. We find that while they utilize peer review in different ways, the two courses have similarities in their review texts. The construction of review prompts and other factors may influence the degree to which students focus on security. Finally, we discuss our findings and present suggestions for instructors who use peer review in cybersecurity courses.
Worcester Polytechnic Institute
Major Qualifying Project
All authors have granted to WPI a nonexclusive royalty-free license to distribute copies of the work, subject to other agreements. Copyright is held by the author or authors, with all rights reserved, unless otherwise noted.