Demands for a well-prepared cybersecurity workforce are growing, and instructors who teach cybersecurity to students require effective tools and techniques. Peer review is technique that has been demonstrated to have practical benefits in many contexts, including instruction. In this paper, we explore the use of peer review in two cybersecurity courses at a university in the United States, and we analyze the different ways in which the students’ reviews deal with the topic of cybersecurity. We find that the two courses that utilize peer review in different ways have many similarities in their review texts, but that the construction of review prompts as well as other factors may influence the degree to which students in one course focus on security. We finally make some recommendations for instructors who wish to use peer review in cybersecurity courses.
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