Discipline: Social, Behavioral & Economic Sciences
Subcategory: STEM Science and Mathematics Education
- Norfolk State University
Co-Author(s): Claude Turner, Elijah Manson, Robert Perkins, Yuying Shen, Cheryl Hinds, Jonathan Graham, and Kianga Thomas, Norfolk State University, Norfolk, VA; Anthony Joseph, Pace University, New York, NY
This poster presentation encapsulates the implementation efforts for the Socio-Cybersecurity Project at Norfolk State University. Specifically, an analysis of the impact of teaching socio-cybersecurity modules on the learning outcomes of approximately 400 undergraduates will be examined. The analysis is grounded in Vygotsky’s Experiential Learning paradigms.
The project team created six socio-cybersecurity modules in the first year of the project, which were subsequently infused across three courses. The targeted courses were Elementary Statistics, Social Problems, and Introduction to the Social Sciences. Utilizing a quasi-experimental methodology, pre and post-tests were conducted on the student sample, with the infused modules being the treatment. Paired t-tests analyses were conducted to compare the mean differences across the pre and post-test conditions. The results demonstrates that there was some difference in means for some of the indicators. However, the results also show that there are opportunities to improve the experiential thrust of the module infusion. These findings are instrumental in guiding the direction of the second and third years of the project.
Funder Acknowledgement(s): National Science Foundation, HBCU-UP Targeted Infusion Project Grant No. 1623201
Faculty Advisor: None Listed,