arXiv:2610.36219v1 Announce Type: new Abstract: Cybersecurity education has predominantly focused on software and network security, under the assumption that the underlying hardware is trustworthy. Threats introduced through the global semiconductor supply chain, together with vulnerabilities arising during design and integration, challenge the assumption that hardware can serve as an unquestioned root of trust. Sensor-enabled systems and machine-learning accelerators further expand the hardware attack surface. The undergraduate curriculum of electrical and computer engineering and computer science programs has not evolved accordingly. Core courses cover the design and the functionality of hardware while the security aspects remain overlooked, and dedicated hardware security (HS) courses are elective, scarce, and often restricted to graduate students. At the University of Florida, fewer than 7% of the undergraduate electrical and computer engineering students register for the introductory HS course each year. We present an integrated and economical approach that disseminates fundamental HS concepts within existing core courses through contextual learning. Nine hands-on modules were developed such that each security concept exercises an associated design concept of the core course, as a component of that course and not as a course of their own. Doing the security work is how the student exercises the design topic, so the modules are built to strengthen the host course and not only to add to it. Three were assessed across three offerings of the embedded systems course through one course survey and two conducted by an external evaluator, with 25 respondents. We report what those instruments measured and the limitations of the approach.