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Abstract: Different activities, artifacts, and roles can be found in the literature on the agile engineering of secure software (AESS). The purpose of this paper is to consolidate them and thus identify key activities, artifacts, and roles that can be employed in AESS. To gain initial sets of activities, artifacts, and roles, the literature was first extensively reviewed. Activities, artifacts, and roles were then cross-evaluated with similarity matrices. Finally, similarity matrices were converted into distance matrices, enabling the use of Ward’s hierarchical clustering method for consolidating activities, artifacts, and roles into clusters. Clusters of activities, artifacts, and roles were then named as key activities, artifacts, and roles. We identified seven key activities (i.e., security auditing, security analysis and testing, security training, security prioritization and monitoring, risk management, security planning and threat modeling; and security requirements engineering), five key artifacts (i.e., security requirement artifacts, security repositories, security reports, security tags, and security policies), and four key roles (i.e., security guru, security developer, penetration tester, and security team) in AESS. The identified key activities, artifacts, and roles can be used by software development teams to improve their software engineering processes in terms of software security.
Keywords: secure software development, security engineering, agile methods, agile development, software development, software engineering, software security, application security, cybersecurity, cyber resilience
Published in DKUM: 29.11.2023; Views: 417; Downloads: 10
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Abstract: The increasing use of agile methods for software development creates the need for these methods to become part of the education of future computer and information science engineers. On the other hand, teaching these methods gives us an opportunity to verify individual agile concepts and their effectiveness. For that reason, project work is an appropriate and frequently used form of teaching that enables students to get acquainted with agile methods and, at the same time, provides case studies for evaluating individual agile concepts. We describe our approach to teaching the Scrum agile method, within the software technology course, in cooperation with a software development company. Students were taught through work on a real project for which a list of requirements was submitted by the company. A co-worker of this company participated throughout the teaching period playing the role of customer's representative. During their work, students consistently used the Scrum method and at the end of each iteration they evaluated their experience by means of a questionnaire. In the article, the Scrum method is presented first, then a description of work on the project is given and finally the results of the survey are described.
Keywords: agile methods, Scrum, software development, computer engineering education, university industry cooperation
Published in DKUM: 22.01.2018; Views: 1245; Downloads: 394
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