2026-01-14: Reflections on the Teaching Experience

In the fall of 2025, I was presented with the exciting opportunity to teach CS 433/533: Web Security at Old Dominion University (ODU). This course was designed and previously taught by Dr. Michael L. Nelson. Having experienced this class firsthand as a student, I was thrilled to transition into the role of an instructor, bringing my unique perspective to the curriculum. Through this blog, I aim to share my journey and insights from teaching this course, with the hope that my experiences will serve as a useful resource for fellow colleagues and those venturing into teaching for the first time. 

The goal of this course was to review common web security vulnerabilities and exploits, along with the defenses designed to counter them. Students explored topics such as browser security models, web application vulnerabilities, and various attack and defense mechanisms including injection, denial-of-service, cross-site scripting, and more. Alongside theoretical knowledge, students also gain hands-on experience with technologies like Git and GitHub, DOM and JavaScript, the command line interface (CLI), and Node.js.

Before the class commenced, one of the primary tasks involved setting up the course online where students could easily access materials and engage in communication. This platform is crucial, as it serves as the central point for sharing the syllabus, detailing office hours, distributing course materials, and facilitating ongoing dialogue with students. This course utilized GitHub primarily for assignments and sharing resources. While Google Groups were previously utilized effectively for communication, I transitioned to Canvas, the official learning management system of ODU. This decision leveraged a familiar environment, minimizing the learning curve for students and streamlining course interactions.

The first task on Canvas was crafting an updated syllabus that clearly conveyed the course's essence and objectives. It also laid out prerequisites, grading criteria, and ODU's plagiarism policies. It provided students with a clear roadmap of what to expect, including schedules and exam details. Additionally, I strongly recommend implementing a weekly Summary Schedule, an approach inspired by Dr. Michele Weigle's courses. This schedule detailed the topics to be discussed each week, listed any assignments for that week, and their respective due dates. This approach not only helped students gain a clear overview of the entire course, but it also helped me keep track of everything and stay on schedule. It also facilitated timely communication, as it reminded me when to send out weekly announcements, release assigned tasks, and mark due dates to ensure efficient grading.

One of the highlights of this class was the weekly discussion forum, which significantly enhanced communication among students. Initially, Dr. Nelson had developed an activity where students would retweet tweets related to web security weekly on Twitter/X, followed by in-class discussions. This approach was an excellent way for students to learn about current trends and major news in web security. However, as the class was asynchronous, I needed a different method to maintain this engagement. I utilized Canvas to create weekly discussion forums where students could earn points by sharing the latest stories or news related to web security. Each week, I observed students sharing intriguing news and actively reacting to and discussing each other's posts. This method was not only enjoyable, but it also fostered a collaborative learning environment, allowing us all to discover new information together each week.

Canvas Discussion Forum for students to post weekly updates on web security news

Next, it's essential to establish a communication channel with students. I used Canvas Announcements to send weekly messages that informed students about the week's focus, the materials they would need, links to lectures and slides, and any updates regarding assignments. If you have prepared materials in advance, Canvas allows you to schedule these announcements to be released at a later date. This approach ensures timely and organized communication, keeping students informed and engaged throughout the course.

As the saying goes, "All fingers are not equal," and this holds true for students as well. Each student learns at their own pace, some grasp concepts quickly, while others need a bit more time. I learned that it's crucial to offer flexibility and understanding to accommodate these differences. When I first noticed that some students were scarcely participating in class, I realized I needed to take proactive steps. Reaching out to struggling students via email, acknowledging their challenges, and inviting them to connect if they needed support proved to be an effective strategy. This simple gesture often served as an icebreaker, leading to increased attendance at office hours and more frequent email communication. I also discovered that many students in my class preferred office hours after standard working hours due to their job commitments. In response, I adjusted my regular office hours to accommodate students' working schedules, moving them to after 5 PM. Timely grading and constructive feedback also proved to be a key to encouraging student development. Prompt feedback allowed students to reflect and improve their work over the semester. Additionally, offering extra credit opportunities, provided students the chance to boost their grades and reinforce their understanding.

Reflecting on my experience teaching this course, I've come to appreciate the dynamic nature of education and the profound impact that thoughtful instructional design can have on students' learning experiences. Transitioning from student to instructor offered me a unique perspective, allowing me to tailor the course to address the diverse needs and learning styles of my students. Developing online resources, a detailed syllabus, and an interactive discussion forum highlighted the importance of clear communication. Building a supportive environment requires flexibility and empathy, acknowledging each student's unique challenges. Adjusting office hours and maintaining open communication ensured students felt supported, while consistent feedback and extra credit fostered growth and improvement. Overall, I had immense fun connecting with the students, understanding their perspectives, and learning alongside them. The collaborative learning atmosphere enriched not just their educational journey but also my teaching experience, reminding me how rewarding it can be to explore new ideas together.

I extend my heartfelt gratitude to Dr. Michael L. Nelson, Dr. Michele C. Weigle, and Dr. Steven J. Zeil for providing me with this invaluable experience. This course greatly benefited from Dr. Nelson's materials. I also appreciate Dr. Nelson and Dr. Weigle for their willingness to address any questions I had.

- Kritika Garg (@kritika_garg)