AC 2012-4434: USING CYBER DISCOVERY TO ASSESS CHANGE IN STUDENT STEM-RELATED ATTITUDES

Computer science has been identified by the National Science Foundation (2010) as a science, technology, engineering, and mathematics (STEM) discipline in which there has been a shortage of students and workers. Identifying ways to increase interest in computing careers has thus become increasingly important in light of the rapid evolution and use of cyber technology in society, as well as growing threats to cyber security in both personal and public domains. To address this issue, mathematics, science, engineering, and liberal arts faculty members at Louisiana Tech University developed an intervention program, called “Cyber Discovery,” that is designed to expose high school students and their teachers to both the technical applications and social implications of cyber-related activities. This integrated approach to teaching strives to educate new scholars who understand not only the science, technology, engineering, and mathematics (STEM) but also the political, social, historical, ethical, and legal aspects of this evolving discipline. K12 teachers attend professional development workshops throughout the year. The workshops help the teacher prepare for the week long residential camp during the summer that both the teachers and student attend. Results of the project will be included, as well as activities developed such as: historical/policy essay competitions, cryptographic treasure hunt, and robotic challenges. Additionally, the paper will report on the efficacy of this program in stimulating interest in cyber careers. Accordingly, data will be presented related to students’ perceived value of STEM, as well as Holland’s Investigative career interest type and science self-efficacy.