Abstract
Embry-Riddle Aeronautical University offers a minor course of study in cybersecurity as an option in our undergraduate Homeland Security program. Since the students are, by and large, social scientists, the focus of the program is to build hyper-awareness of how cybersecurity integrates within their professional aspirations rather than to provide cybersecurity career-level proficiency. Assessing student learning of the technical aspects cannot be performed using traditional tests, as they would not properly measure what the students are learning in a practical sense. Instead, we employ journals and self-reflection to ask the students to express and demonstrate their learning. Although somewhat harder to grade, the journals have huge benefits to the learning environment as well as to actual learning.
Document Type
Conference Proceeding
Date of Publication
2017
Volume
2017-January
School
School of Science
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Publisher
Hawaii International Conference on System Sciences
Comments
Kessler, G., Dardick, G., & Holton, D. (2017). Using journals to assess non-STEM student learning in STEM courses: A case study in cybersecurity education. In Proceedings of the 50th Hawaii International Conference on System Sciences (pp. 194-202). Hawaii International Conference on System Sciences. https://aisel.aisnet.org/hicss-50/cl/teaching_and_learning_technologies/15/