51吃瓜

Emre Tokgoz

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Computer Security

Project: Understanding Computer Security Students' Major-Specific Decisions and Best Learning Environment That Meets Their Discipline-specific Needs

Computer Security students鈥� efficacy in learning computer security specific concepts and the educational modalities that they are comfortable with learning such concepts are important aspects of their education. There is very limited investment in pedagogical research of Computer Security students learning based on their interest in learning modalities, pedagogical strategies of learning the associated concepts, and the psychological and social factors that impact their learning. Majority of the relevant literature research focuses on either hypothetical discussion on how psychological factors impact cybersecurity education from a cybersecurity perspective rather than factors that impact students鈥� ability to learn relevant concepts in different environments as well as interaction with others or corporate-based cybersecurity behaviors [2,3,4]. Computer Security education is expanding throughout the United States with a tremendous growth over the past decade and helping students to learn better after their best interest in learning environment in this emerging field is necessary to investigate [5]; Therefore, this research is aiming to investigate the factors that impact Computer Security students choosing, learning, and understanding cybersecurity field.

The research questions associated with this pedagogical research would be the following (Survey questions are attached separately):

  1. What are the pedagogical learning factors (such as lecture videos, notes, instructors, learning materials etc.) that play a significant role in the learning environment (such as on-ground, online, hybrid etc.) of Computer Security learners?
  2. Which factors impact learners to decide/seek education on Computer Security education?
  3. What motivates the Computer Security students to learn more?
  4. What are the professions that computer/cyber security students seek and what are the factors that play roles in making changes in these decisions during their undergraduate education?
  5. How do the Computer Security students learn concepts more effectively than the others during their general undergraduate education?
  6. Which external resources (i.e. resources other than their university- provided education) do the students utilize and what attracts these learners in these external resources to learn Computer Security education?

Student鈥檚 role

Students will be implementing the following:

  1. Conduct literature review and understand the background of the research problem.
  2. Collecting data from interested research participants on a pedagogical study to improve cybersecurity education
  3. Schedule meetings to collect data for the research from the interested participants.
  4. Conduct and author literature review for publishing articles.

Student鈥檚 criteria

One of 200- or 300-level CPS courses. If no such student exists then one of 200- or 300-level SST courses. Preferably at least two students to work on the project.

Outcomes

There are IEEE-LISAT and ASEE (regional and annual) conferences that are held every year and it would be possible to publish and present articles. 

Schedule

The schedule will be flexible for students with tasks given weekly during 2-3 hour meetings with me while the remaining 13-18 hours will be given to students to accomplish tasks. In addition, there will be email communication and possibly periodic additional faculty-mentor meetings for answering questions and helping with project questions.

Type of job

Hybrid 

Applications