skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • NSF Public Access
  • Search Results
  • Aerial Drone: an Effective Tool to Teach Information Technology and Cybersecurity through Project Based Learning to Minority High School Students in the U.S.
Title: Aerial Drone: an Effective Tool to Teach Information Technology and Cybersecurity through Project Based Learning to Minority High School Students in the U.S.
This paper describes the design, implementation, and results of an NSF funded Summer Academy from 2016 to 2018, which engaged, on an annual basis, 30 to 60 rising 10th and 11th grade high school science students in an innovative, technology enriched Project Based Learning (PBL) environment. This Academy emphasized how tech gadgets work and the impact that technology can have on improving communities by immersing students in the exploration of one such device that is a growing phenomenon, the “aerial drone.” In this Academy, the students learned various operations of the drone through Python programming language, and some cybersecurity issues and solutions. The student teams, under the guidance of diverse mentors, comprehensively fortified their STEM problem-solving skills and critical thinking. Both formative and summative evaluations for this Academy showed that it helped students improve their critical thinking ability and motivated them to pursue careers in STEM-related disciplines, specifically in information technology and cybersecurity areas.  more » « less
Award ID(s):
1723586 1761735 1663350
PAR ID:
10165836
Author(s) / Creator(s):
; ; ; ; ;
Date Published:
Journal Name:
TechTrends
ISSN:
8756-3894
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; (, Journal of STEM education)
    Banu, Eliza A. (Ed.)
    Access to enriching science programs is not equitable, with students from affluent districts having more opportunities to develop their science, technology, engineering, and mathematics (STEM) skills than students from underserved districts. The Building Unique Inventions to Launch Discovery, Engagement, and Reasoning in STEM (BUILDERS) program was started in 2017 with support from the National Science Foundation’s ITEST program to provide students from the Alabama Black Belt with STEM opportunities to which they would otherwise have no access. This project-based learning (PBL) program uses the concept of a makerspace to allow students to explore how science and technology can be used to solve the problems that affect their own communities. During an intensive, 3-week summer experience (the BUILDERS Academy), teams of students enthusiastically use the makerspace to design, build, and test prototypes of technology-based solutions to their community problems. During this immersive PBL process, they acquire and apply STEM concepts, learn about STEM careers, and acquire valuable 21st century skills. An extension of the summer Academy into the academic year was moderately successful. Overall, these results highlight the need to make extracurricular STEM interventions available to underserved students in order to increase equitable access to practical and enriching educational experiences in STEM. 
    more » « less
  2. ; (, Journal of STEM education)
    null (Ed.)
    Access to enriching science programs is not equitable, with students from affluent districts having more opportunities to develop their science, technology, engineering, and mathematics (STEM) skills than students from underserved districts. The Building Unique Inventions to Launch Discovery, Engagement, and Reasoning in STEM (BUILDERS) program was started in 2017 with support from the National Science Foundation’s ITEST program to provide students from the Alabama Black Belt with STEM opportunities to which they would otherwise have no access. This project-based learning (PBL) program uses the concept of a makerspace to allow students to explore how science and technology can be used to solve the problems that affect their own communities. During an intensive, 3-week summer experience (the BUILDERS Academy), teams of students enthusiastically use the makerspace to design, build, and test prototypes of technology-based solutions to their community problems. During this immersive PBL process, they acquire and apply STEM concepts, learn about STEM careers, and acquire valuable 21st century skills. An extension of the summer Academy into the academic year was only moderately successful, highlighting the need to make extra-curricular STEM interventions available to underserved students in order to increase equitable access to practical and enriching educational experiences in STEM. 
    more » « less
  3. ; ; ; ; (, Journal of computing sciences in colleges)
    Lu, Baochuan; Johnson, Jeremiah W (Ed.)
    The GenCyber Teacher Academy (GTA) stands as a pioneering professional development initiative, empowering Connecticut's high school educators in diverse STEM fields to explore and integrate cybersecurity concepts into their teaching. The inaugural 2022 edition facilitated inquiry-based learning and collaborative discourse on GenCyber Cybersecurity Concepts. However, program evaluation uncovered areas for curriculum enhancement. This paper delineates the evaluation process, curriculum revisions, and their implementation outcomes. Findings demonstrate that the revised 2023 GTA fostered improved teacher engagement with modules, enhancing their ability to integrate cybersecurity principles while prioritizing online safety. Notably, the revised GTA fortified the sustainable GenCyber Teacher Academy Teaching and Learning Community, bolstering a network of educators and practitioners destined to collectively mold Connecticut's cybersecurity landscape. 
    more » « less
  4. ; ; ; (, IEEE)
    The escalating frequency of cybersecurity incidents and the critical importance of blockchain technology in modern society underscore the imperative for enriched, hands-on educational programs in undergraduate Computer Science and Engineering disciplines. This urgency is driven by the need to cultivate a workforce proficient in navigating and mitigating the complexities associated with digital security threats, alongside leveraging blockchain innovations for secure, decentralized solutions. Incorporating comprehensive, experiential learning opportunities into academic curricula will ensure that students are not only well-versed in theoretical knowledge but also proficient in applying practical solutions to real-world challenges, thereby significantly enhancing their preparedness for the demands of the tech industry. This work explores integrating blockchain technology into STEM education, focusing on cybersecurity through a hands-on learning approach. It aims to equip undergraduate students with practical experience in blockchain and cybersecurity, addressing the sector’s complexities and its growing significance. Our work is to develop new modules and lab experiments, fostering real-world skills in these rapidly evolving fields. This initiative highlights the critical role of hands-on learning in understanding blockchain’s foundational concepts and applications, preparing students for future challenges in technology and cybersecurity sectors. 
    more » « less
  5. ; ; (, Journal of computing sciences in colleges)
    Lu, Baochuan; Johnson, Jeremiah W (Ed.)
    This paper presents the GenCyber Teacher Academy (GTA), a unique professional development program that provides Connecticut's high school teachers across various STEM disciplines with opportunities to explore cybersecurity concepts and incorporate them in their curriculum. Participating teachers experienced inquiry-based learning, focused classroom discourse, and collaborative learning that centered on GenCyber Cybersecurity Concepts. Results indicate GTA enabled teachers to reflect on best practices in incorporating cybersecurity concepts while promoting online safety. Moreover, GTA established a sustainable GenCyber Teacher Academy Teaching Learning Community of high school teachers supported by a community of practitioners that will collectively shape the future of cybersecurity in Connecticut. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email