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Advancements in technology and the increase in Internet usage through mobile devices have led to greater visibility of organizations and individuals to cybercrimes. Teenagers being easy targets of these cybercrimes, there is a need to educate them on cybersecurity trends since training students on existing cyberattacks is viewed as a powerful tool to teach cybersecurity. We present a pedagogical approach to train students to identify new threats and respond to mitigate them. This is accomplished through observatory, experiential, and real-life practice-oriented cybersecurity exercises. Seven malicious android applications targeting malware class and phishing, namely Email-Lite-Scare, Shop-Shock-Struck, CyberSafe Practices, Play-Read-Disrupt, Fish-A-Phish, Chat-Phish, and Spy-The-Trojan, have been developed. Psychological learning is emphasized in this approach by exercising the application extensively. The underlying goals of this work are to develop a security mindset, spread awareness on threats associated with smartphone/tablet usage, and to inculcate interest in cybersecurity careers among high school students. 

This study investigated if student placement in a primary grade 1-3 classroom with a teacher who had been trained in a U.S. science Framework-aligned (NRC, 2012) professional development science approach impacted student science achievement as measured in 5th grade. Students in the treatment group also received take-home science materials and treatment families were invited to participate in community-based science events. A two-level, random-slope mixed regression model was used to assess the effect of the treatment on later student achievement as measured by performance on the Science Subtest of the Ohio Achievement Assessment. This study found that students from the treatment group scored significantly higher on 5th grade science tests as compared to their peers. Overall, this study suggests that providing Frameworkaligned science instruction, coupled with parent support, during early years improves science skills in later elementary grades. 

Homework problems from many textbooks have solutions manuals on the Internet. Students find solutions manuals and focus on getting the right answer put little or no effort on learning. Problem solving is a signature skill of engineers that is in high demand across industries. Here, problem solving is employed when students apply course concepts to reverse engineer YouTube videos and create new homework-quality problem statements and solutions. This research seeks to examine the rigor of YouTube problems and the effect of YouTube problems on the problem-solving skills of students. A quasi-experimental, treatment/control group design is employed and data is collected and evaluated using a variety of tools. The rigor of YouTube problems is examined using the NASA Task Load Index (TLX). Problem solving skill are examined using Problem definition, representing the problem, organizing information, calculations, evaluating the solution, solution communication, and self-assessment (PROCESS) and other tools.