Publications

Since the introduction of return-oriented programming, increasingly compiles defenses and subtle attacks that bypass them have been proposed. Unfortunately the lack of a unifying threat model among code reuse security papers makes it difficult to evaluate the effectiveness of defenses, and answer critical questions about the interoperability, composability, and efficacy of existing defensive techniques. For example, what combination of defenses protect against every known avenue of code reuse? What is the smallest set of such defenses? In this work, we study the space of code reuse attacks by building a formal model of attacks and their requirements, and defenses and their assumptions. We use a SAT solver to perform scenario analysis on our model in two ways. First, we analyze the defense configurations of a real-world system. Second, we reason about hypothetical defense bypasses. We prove by construction that attack extensions implementing the hypothesized functionality are possible even if a 'perfect' version of the defense is implemented. Our approach can be used to formalize the process of threat model definition, analyze defense configurations, reason about composability and efficacy, and hypothesize about new attacks and defenses.

Many popular and well-established cyber security Capture the Flag (CTF) exercises are held each year in a variety of settings, including universities and semi-professional security conferences. CTF formats also vary greatly, ranging from linear puzzle-like challenges to team-based offensive and defensive free-for-all hacking competitions. While these events are exciting and important as contests of skill, they offer limited educational opportunities. In particular, since participation requires considerable a priori domain knowledge and practical computer security expertise, the majority of typical computer science students are excluded from taking part in these events. Our goal in designing and running the MIT/LL CTF was to make the experience accessible to a wider community by providing an environment that would not only test and challenge the computer security skills of the participants, but also educate and prepare those without an extensive prior expertise. This paper describes our experience in designing, organizing, and running an education-focused CTF, and discusses our teaching methods, game design, scoring measures, logged data, and lessons learned.