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Abstract. Use cases are widely used for functional requirements elicitation. However, security non-functional requirements are often neglected in this requirements analysis process. As systems become increasingly complex current means of analysis will probably prove ineffective. In the safety domain a variety of effective analysis techniques have emerged over many years. Since the safety and security domains share many similarities, various authors have suggested that safety techniques might usefully find application in security. This paper takes one such technique, HAZOP, and applies it to one widely used functional requirement elicitation component, UML use cases, in order to provide systematic analysis of potential security issues at the start of system development.

Data breaches and cybersecurity incidents have been a major concern for companies in various sectors, including healthcare, financial, entertainment, business, education, and government. Maintaining and protecting these systems requires a workforce that is educated with the practical and technical skills needed by cybersecurity experts for information warfare and non-technical skills demanded by the industry. This paper describes the design and development of an undergraduate software and web security course using active learning strategies. It discusses the rationale in the course design on the selected cybersecurity knowledge and skills for a cybersecurity course developed at York College of the City University of New York (CUNY). Several active learning activities were used to promote both technical security and non-technical skills necessary to perform cybersecurity work, such as think-pair-share, buzz group, and roleplay. The results show that active learning help promote students' development in solving problems, proposing solutions, and explaining ideas through writing and discussion, essential cybersecurity skills. The paper may serve as an informative guide for other instructors to promote active learning in their cybersecurity courses. A course evaluation survey has suggested favorable results using active learning activities in the class. Students believe that it helped them to understand complex concepts and engage with the materials and activities.

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Teaching an introductory programming course to first-year students has long been a challenge for many college instructors. The COVID-19 pandemic, which caused unprecedented shifts in learning modality across the globe, has worsened the learning experience of novice programmers. Instructors have to find innovative ways to keep students engaged and learning. Blended or hybrid learning has become a new preferred way of learning during the COVID-19 pandemic. Blended learning is viewed as a combination of both in-person and online instructions. Such a learning environment offers instructors the flexibility to provide learners with an engaging face-to-face learning experience while promoting the well-being and safety of students. Starting Fall 2020, York College (and other CUNY colleges) has since offered several courses in hybrid mode. Two years have passed since the abrupt transition. There were several lessons learned from the experiences. In this paper, I discussed evidence-based pedagogical approaches that were used to teach students in an introductory computer programming class at York College, CUNY, where blended learning was used. Student perceptions of learning experience and obtaining coding skills in both online and in-person environments are also presented. The findings from the survey suggested that students benefited from face-to-face interactions and feedback, while those who preferred an online environment liked the flexibility that online components offer. Through careful design and implementation of pedagogical approaches used in the class, novice programmers could potentially benefit from both face-to-face and online components of blended learning.