In press; scheduled for PROMPT Vol 10, No 2.
Abstract
This reflective essay examines my implementation of artifact-based collaborative learning in cybersecurity ethics education through the analysis of authentic but fictional case studies. Rather than analyzing pre-digested narratives, such as the case of Edward Snowden, students engage with ‘primary’ source materials (internal memos, encrypted communications, investigative reports, and exit interviews) that mirror reality and professional investigative practice. The assignment requires collaborative groups to produce a written analysis addressing six analytical tasks that integrate ethical frameworks, legal analysis, and stakeholder perspectives. Students learn to craft arguments that synthesize documentary evidence, construct legal analyses using appropriate discourse, and develop policy recommendations in professional genres. Students navigate the grey areas of cybersecurity ethics, law, and policy, wrestling with competing approaches where reasonable people disagree. The artifact-based collaborative writing approach demonstrates how technical students can develop integrated writing and reasoning capabilities essential for cybersecurity governance roles when these skills are embedded in meaningful professional contexts.
Forthcoming in PROMPT: A Journal of Academic Writing Assignments, Vol 10, No 2.
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Citation
@article{straight2026,
author = {Straight, Ryan and Straight, Ryan},
title = {Grey {Areas} and {Egress}},
journal = {PROMPT: A Journal of Academic Writing Assignments},
volume = {10},
number = {2},
date = {2026},
url = {https://ryanstraight.com/research/2026-07-31-grey-areas-egress/},
langid = {en}
}