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This paper describes Alkaline, a size-reduced version of Kyber, which has recently been announced as a prototype NIST standard for post-quantum public-key cryptography. While not as simple as RSA, I believe that Alkaline can be used in an undergraduate classroom to effectively teach the techniques and principles behind Kyber and post-quantum cryptography in general. Classroom experiences with individual concepts used in Alkaline support this belief. In addition to cryptography, linear algebra and abstract algebra classes would be good candidates for the use of Alkaline. A few exercises suitable for use in these classes are included. [ABSTRACT FROM AUTHOR]

This editorial introduces the special issue, Resources for Undergraduate Cryptology. We begin by describing possible roles for cryptology in the undergraduate mathematics curriculum together with a brief overview of the subject. We conclude with a brief preview of each paper included in this issue. [ABSTRACT FROM AUTHOR]

The Miller–Rabin test is a useful probabilistic method for finding large primes. In this paper, we explain the method in detail and give three variations on this test. These variations were originally developed as student projects to supplement a course in error correcting codes and cryptography. [ABSTRACT FROM AUTHOR]

In this paper, I analyze the impact of culture and metaphor on cryptology education. I will compare and contrast the historically grounded metaphors of cryptology-is-warfare and encryption-is-security to a set of counter-metaphors: cryptology-is-privacy and encryption-is-communication. Using this explicit understanding of conceptual metaphor, I present design recommendations and metaphorizing activities for educators building their undergraduate cryptology course. [ABSTRACT FROM AUTHOR]

In this paper, several research topics are presented that provide productive avenues of exploration for students in an undergraduate cryptography course. The topics are intended for a variety of skill levels and interests. In some cases, a student might be inspired to try to solve the proposed problem or write computer code. Other topics might motivate them to learn new mathematics or algorithms, or research a historical event or person. In all cases, a short description of the topic is given along with several references that can be used as a starting point for student research. The author also describes some challenges and recommendations when teaching a course where a project is a main component. [ABSTRACT FROM AUTHOR]