Discipline: Social, Behavioral, and Economic Sciences
Subcategory: Social Sciences/Psychology/Economics
Bryan Clayborne - Norfolk State University
Background: “Stronger cybersecurity starts with a data and analytics strategy”. SOC 355 The Social Statistics course at NSU teaches the fundamental skills of both descriptive and inferential statistics in the social sciences, introduces undergraduate students to different data analytic tools (such as the Statistical Packages for the Social Sciences – SPSS; SAS, & R), and expose learners to secondary data analysis with SPSS. The present study proposed to integrate instructional modules to infuse cybersecurity into social statistics teaching. We hypothesize that our instructional module, which is composed of lectures, computer lab practice and assignments, will help to improve our social science undergraduate students’ awareness and knowledge of cybersecurity. Methodology: We have proposed to have four instructional modules composed of instructional lectures, computer lab session, and students’ assignments to integrate cybersecurity in our social statistics teaching. The pre- and post-test surveys were conducted to evaluate the module infusion process. Professional assessment and feedback from an education professor who has been participating the instructional session was obtained. Additionally, pre- and post-tests surveys were conducted in order to assess the impact of the modules on the targeted undergraduate students. Our hypotheses were tested with measurable objectives and specific evaluation method for each instructional activity. Further, statistical analysis of ANCOVA was performed with SPSS 22.0 to test the difference in the repeated outcome variables, based on a pre-test and post-test survey. Results & Conclusions: A randomized group of NSU undergraduates majored in sociology, social work, and health management has voluntarily participated in our first two instructional modules. The preliminary analysis of data we have collected indicates improvement in knowledge and awareness of social science study and research along with cybersecurity concepts. By integrating cybersecurity concepts into social statistics it provides students with a better understanding of how to go about integrity issues that may arise and must be addressed. Undergraduate students will be provided a cultural understanding of cybersecurity concepts, which can lead to a better online environment. In the future, this research can lead towards an updated understanding of social statistics and computer technology. For example, before our instructional session of data integrity and data downloading, 53.6% of the participating students were not sure what a hash or a secure hash was, however, after the instructional module, 58.3% said that it was a means of checking data integrity. There was a 12-percentage points increase in the respondents who believed that databases can be maliciously change in the post-test over the pre-test condition. Our statistical analysis with SPSS further supported the changes in our social science students’ knowledge and awareness of cybersecurity. Impact: This project supports the promulgation of cybersecurity from its traditional home in a computer science department, to social science disciplines. It allows the social science undergraduate students to be exposed to critical technological concepts and techniques, which are useful not only for valid and reliable social science study but also necessary for keeping America and the World cyber secure.Not Submitted
Funder Acknowledgement(s): The present study was supported by National Science Foundation (NSF Award No. 1623201 - Project: Targeted Infusion Project: Security Pedagogy across the Curriculum: A Model to Integrate Cybersecurity into the Social Science).
Faculty Advisor: Dr. Yuying Shen, firstname.lastname@example.org
Role: As a research assistant on the targeted infusion project I was involved in many aspects of the project. To begin I helped develop literature reviews on cybersecurity concepts in regards to social science. I researched other supplemental information such as syllabi and educational videos to be used by the professors in order to create their written modules. Along with this, I was actively involved in the discussion of modules and turned written modules into PowerPoints. These PowerPoints were to be used by the professors to aid them in teaching their modules to students. When it came time to the laboratory assignments, I was responsible for finding questions from the written modules to be asked. Lastly, I was involved in the process of picking questions to be asked on the pre-test survey.