An experiential learning cybersecurity project for multiple STEM undergraduates

Rege, Aunshul; Williams, Katorah; Mendlein, Alyssa

doi:10.1109/isecon.2019.8882112

Cited by 9 publications

(4 citation statements)

References 8 publications

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“…Historically, experiential learning in cybersecurity has taken the form of case-studies, capture-the-flag activities, and interactive games, all aimed at actively engaging and fostering students' interest in the field [3][4][5][6]. CNM 518 deviates from the conventional approach to cybersecurity experiential learning by integrating a pedagogical workrelated design built upon the foundation of the Public Infrastructure Security Cyber Education System (PISCES) project.…”

Section: A Work-related Experiential Learning In Cybersecuritymentioning

confidence: 99%

“…As the CNM 518 course was specifically designed to align with the PISCES project, the adoption of an Experiential Learning (ETL) model became essential to fully leverage the hands-on learning opportunities within the course. The course modules were meticulously crafted using the Kolb learning cycle approach, a methodology that has demonstrated success in other cybersecurity programs [3,4,6].…”

Section: A Work-related Experiential Learning In Cybersecuritymentioning

confidence: 99%

“…Experiential Learning Theory (ETL) is defined as the process whereby knowledge is created through the combination of grasping and transforming experience often ETL is referred to as learning through actions and discovery [2,3]. In the field of cybersecurity using experiential learning to teach the skills cybersecurity professionals need to do their job efficiently and adequately is critical in addressing the workforce gap and producing quality professionals.…”

Section: Introductionmentioning

confidence: 99%

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Impact of a Cybersecurity Work-Related Course on Students' Career Thoughts and Attitudes

Combs,

Joyce,

Bynum

2024

CISSE

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This article proposes a research study conducted at Murray State University Cybersecurity and Network Management program to investigate the impact of work-related experiential learning on college students' career thoughts and attitudes within the context of cybersecurity career development. The Cybersecurity and Network Management program introduced the CNM 518 course based on the Public Infrastructure Security Cyber Education System (PISCES) project that offers practical, hands-on experiences. The proposed research project slated for Spring 2024, aims to assess how this work-related experiential learning influences students' career thoughts and attitudes, using the Career Thoughts Inventory as a measurement tool. This research project emphasizes the importance of reflective learning within CNM 518 and aims to contribute empirical evidence on the impact of work-related experiential learning on students' career thoughts and how such learning experiences positively influence the career decision-making processes and, subsequently, the broader field of cybersecurity education.

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Section: A Work-related Experiential Learning In Cybersecuritymentioning

confidence: 99%

Section: A Work-related Experiential Learning In Cybersecuritymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Impact of a Cybersecurity Work-Related Course on Students' Career Thoughts and Attitudes

Combs,

Joyce,

Bynum

2024

CISSE

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“…For instance, at California State University, Chico, faculty members from the Computer Science and Management departments planned a collaboration between students in software engineering and web entrepreneurship courses, focused on real software products (Buffardi et al, 2017). Another university runs an experiential program on cybersecurity, in which liberal arts students and computer science students work together on social engineering projects (Rege et al, 2019).…”

mentioning

confidence: 99%

Experiential learning through STEM: Recent initiatives in the United States

Remington,

Chou,

Topa

2023

Int J Training Development

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This paper reviews recent educational initiatives in science, technology, engineering and math (STEM) education in the United States, asking to what extent experiential learning methods are being incorporated into STEM education. We draw on a combination of qualitative and quantitative evidence. The quantitative evidence is from an analysis of the proposal abstracts for all 11,406 of the STEM education and workforce development‐related projects funded by NSF grants from the end of 2018 to the beginning of 2022. The qualitative portion of the paper analyzes results from a number of scholarly studies of local initiatives from the last 10 years drawn from a range of published and conference papers, reports and media stories, and project websites, drawn from education research databases, secondary literature, and websites of specific organizations. We seek to classify and describe patterns observed among the projects examined, identifying common patterns and combinations of features. We believe that the paper represents the first comprehensive study of efforts to employ experiential learning methods in STEM education to link formal and informal aspects of learning.

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