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International Journal on Advances in Security, vol 4 no 1 & 2, year 2011, http://www.iariajournals.org/security/ Putting Theory into Practice: The Results of a Practical Implementation of the Secure Development Life Cycle Abstract – Software engineering is defined as a discipline concerned with all aspects of software production from inception to the evolution of a system. It has often been referred to as the “cradle-to-grave” approach to producing reliable, cost-efficient software delivered in a timely manner that satisfies the customer’s needs. However, with the introduction of the Internet and the World Wide Web, software engineering has been required to make changes in the way that new software products are developed and protected. In order to protect systems from hackers and saboteurs in a global society where e-commerce, e-business, and e-sharing are the “norm”, professionals should have sound knowledge in methods to protect data. Consequently, the area of information assurance (IA) has become one of great significance and it is important that the next generation of technologists are trained in development techniques that can ensure the confidentially and integrity of information. Traditionally, courses in secure software development are offered at the graduate level or in a stand-alone software security course at the undergraduate level. The aim of this paper is to present a framework for introducing software security to undergraduate students in a traditionally taught software engineering course. The paper focuses on and presents the results of a practical implementation of software security concepts learned through a service-learning project. The results from the study suggest that software security can be effectively introduced in a traditionally taught software engineering course through the implementation of a hands-on learning experience. Keywords – agile methods; secure software development service-learning; software development; software engineering; software security; traditional software development methodologies I. INTRODUCTION Securing information is not a new idea. In fact, securing data has its origins in World War II with the protection and safeguarding of data which resided on mainframes that were used to break codes [1]. However, during the early years, security was uncomplicated since the primary threats included physical theft of the system, espionage and sabotage against product resources [1]. Yet, it was not until the early 1970s that the concept of computer security was first studied. With the invention of the Advanced Research Projects Agency Network (ARPANET) by the U.S. Cynthia Y. Lester Department of Computer Science Tuskegee University Tuskegee, Alabama, USA cylester@tuskegee.edu Department of Defense in 1968 and its growing popularity in the early 1970s, the chance for misuse increased in what is now known to be the origin of the modern day Internet. In 1990, it was reported that there were less that 50 million users of the Internet in the U.S. However, by 2008 the U.S. reported approximately 230,630,000 Internet users [2]. Therefore, it stands to reason that with more users and more advanced systems, the user population of today’s technology would be more technically savvy than those user groups of yesteryear. However, the average user is now less likely to understand the systems of today as compared to the users of a decade ago. Further with the rapid pace at which new technologies are being introduced to the public, it becomes even more difficult for users to understand how to protect their systems and information from unwanted interruptions, threats and vulnerabilities. In the Report of the Presidential Commission on Critical Infrastructure Protection, it was stated that “education on methods of reducing vulnerabilities and responding to attacks” and “programs for curriculum develop at the undergraduate and graduate levels” were recommended to reduce the number of vulnerabilities and malicious attacks on software systems [3]. Additionally, in the 2003 National Strategy to Secure Cyberspace four major actions and initiatives for awareness, education, and training were identified which included [4]: • Foster adequate training and education programs to support the Nation’s cybersecurity needs • Promote a comprehensive national awareness program to empower all Americans -businesses, the general workforce, and the general population - to secure their own parts of cyberspace • Promote private-sector support for wellcoordinated, widely recognized professional cybersecurity certifications • Increase the efficiency of existing federal cybersecurity training programs Consequently, protecting data has become a topic of importance. In order to protect data from hackers and saboteurs in a global society where e-commerce, e-business, and e-sharing are the “norm”, professionals should have sound knowledge in methods to protect data. Therefore, the 2011, © Copyright by authors, Published under agreement with IARIA - www.iaria.org 23
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