Bell, R. S., & Vasserman, E. Y., & Sayre, E. C. (2014, June), A Longitudinal Study of Students in an Introductory Cybersecurity Course  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--19953

\bibitem{asee_peer_19953}
  Bell, R. S., \& Vasserman, E. Y., \& Sayre, E. C. (2014, June), \emph{A Longitudinal Study of Students in an Introductory Cybersecurity Course}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--19953

Richard Scott Bell, Eugene Y. Vasserman, and Eleanor C. Sayre.  "A Longitudinal Study of Students in an Introductory Cybersecurity Course".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://strategy.asee.org/19953 Internet.  13 May, 2024

\bibitem{asee_peer_19953}
  Richard Scott Bell, Eugene Y. Vasserman, and Eleanor C. Sayre.
  "A Longitudinal Study of Students in an Introductory Cybersecurity Course".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://strategy.asee.org/19953 Internet.  13 May, 2024

@INPROCEEDINGS{asee_peer_19953
author = "Richard Scott Bell, Eugene Y. Vasserman, and Eleanor C. Sayre"
title = "A Longitudinal Study of Students in an Introductory Cybersecurity Course"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/19953}
number = {10.18260/1-2--19953}
}

TY  - CPAPER
AB  -                  A Longitudinal Study of Students in an Introductory                               Cybersecurity CourseWhile some aspects of information assurance can be traced back to the earliest implementationsof cryptography, the field of cybersecurity is relatively new, and thus, pedagogical “best practices”have not been adequately investigated. The tremendous growth within the field over the past twodecades has resulted in a substantial number of organizations (both education and commercial)offering a wide variety of educational approaches in an attempt to meet the growing demand forgraduates and employees possessing skills in cybersecurity. This growth has been so rapid thatno one has taken the time to ask the question: are we doing this the right way? In order for usto identify and promote instructional best practices within cybersecurity courses, an instrumentcapable of measuring these values is needed. This paper contains the results of the initial phase inour development of such an instrument.This work is a longitudinal study of undergraduate and graduate students enrolled in an intro-ductory cybersecurity course. The purpose of the study is to identify course components andinstructional approaches that affect both students’ success in the classroom and the likelihood thatthey will continue to pursue cybersecurity both as a student and as part of their career. Given thevariation in the content being presented in such courses, we focus this effort on student charac-teristics that have been shown to lead towards student success in the classroom and student careerselection. These characteristics include: the self-efficacy of students in relation to cybersecurityas well as student interest in further coursework, research and/or jobs that involve cybersecurityconcepts. [1, 2] Using a series of student interviews over the course of the semester, we are able toidentify and measure the changes in student self-efficacy and interest that occur as the semester pro-gresses. Furthermore, we identify pedagogical practices which students found most useful throughthis semester-long investigation. The results from this study will be used to construct a Likert-scalesurvey that will allow cybersecurity educators to evaluate student outcomes consistently betweenvarious teaching approaches. This will allow for systematic, informed, pedagogical decisions tobe made in the cybersecurity classroom.References[1] A. Bandura, C. Barbaranelli, G. V. Caprara, and C. Pastorelli. Self-Efficacy Beliefs as Shapers of Children’s    Aspirations and Career Trajectories. Child Development, 72(1):187–206, 2001.[2] H. Fencl and K. Scheel. Engaging Students: An Examination of the Effects of Teaching Strategies on Self-Efficacy    and Course Climate in a Nonmajors Physics Course. Journal of College Science Teaching, 35(1):20, 2005.                                                        1
AU  - Richard Scott Bell
AU  - Eugene Y. Vasserman
AU  - Eleanor C. Sayre
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - A Longitudinal Study of Students in an Introductory Cybersecurity Course
UR  - https://strategy.asee.org/19953
DO  - 10.18260/1-2--19953
ER  -