Usable Security

Part of the Cybersecurity Specialization »

This course focuses on how to design and build secure systems with a human-centric focus. We will look at basic principles of human-computer interaction, and apply these insights to the design of secure systems with the goal of developing security measures that respect human performance and their goals within a system.

About the Course

In many systems, human users are a critical part of the security process. They create passwords, follow security protocols, and share information that can maintain or destroy the security of a system. However, many secure systems are designed with little to no attention paid to people's cognitive abilities, workflow, or tasks. As a result, people find ways around the security obstacles that get in the way of their work.

This course focuses on how to design and build secure systems with a human-centric focus. We will look at basic principles of human-computer interaction, including the basics of humans' cognitive abilities, principles of usability, design techniques, and evaluation methods. We will then apply these insights to the design of secure systems with the goal of developing security measures that respect human performance and their goals within a system.

Through hands-on exercises designing, building, evaluating, and critiquing systems, students will learn how to integrate usability into secure software. The course will specifically focus on authentication mechanisms, browsing security, privacy and social media, and mobile security.

Course Syllabus

Syllabus

Introduction to HCI, usable security, and design

• Usability
  
• Mental and psychological models
  
• Design methodology

Measuring and evaluating usability

• Usability studies
  
• Iterative design

Authentication

• Password systems
  
• Two-factor authentication and other alternative schemes
  
• Biometrics

Web browsing and security

• Tracking
  
• Anonymous browsing
  
• Secure browsing
  

Usability and Privacy

• Personal data sharing
  
• Privacy policies / data sharing
  
• Personal trait Inference
  

Recommended Background

• Sophomore/junior-level undergraduate students (and beyond)

  No programming experience is required.

Course Format

Class will consist of lecture videos that average around 10 minute each. There will be quiz questions associated with each video. There will also be standalone homeworks that are not part of video lectures and a final exam.

Have something to say about service or community engagement?

The workshop committee for the Service-Learning and Community Engagement Conference (SLCE) that will be taking place at American University on Saturday, March 28th, is accepting workshop proposals as well as poster session proposals. 

WORKSHOP PROPOSALS

The conference will feature concurrent workshops led by faculty, staff, students, and/or community organization representatives.  The SLCE planning committee is now accepting workshop proposals as well as poster session proposals in the following topics:   

1. CONNECT: Community Partnerships-What are the best practices in "connection" for community-campus partnerships, and what are we learning? Examples in this area include the process of initiating and sustaining community-campus partnerships, setting short and long-term goals, the outcomes and impacts of these efforts, and innovative initiatives with community organizations. Presentations should include partner voice.

2. CREATE: Social Change Leadership-How do our campus communities "create" active citizens and promote social change? Examples include campus advocacy efforts, awareness campaigns, student led service initiatives, postgraduate social justice work and careers, innovative ways to discuss diversity topics such as race, oppression, privilege, and social identity.

 3. REFLECT: Academic Service-Learning-How is the community and its main issues integrated into the classroom? How do faculty, students, partners, and staff critically “reflect” upon these issues, partnerships, and impacts? Examples include service-learning course design and best practices, faculty development, reflective practice, student success stories, next steps after a service-learning course, community-based research initiatives, living-learning communities, service-learning course assessment and impact.