A Practical Exploration of Cybersecurity Faculty Development With Microteaching

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Author(s): Darrell Norman Burrell (The Florida Institute of Technology, Melbourne, USA), Ashley Dattola (Capella University, Minneapolis, USA), Maurice E. Dawson (Illinois Institute of Technology, Chicago, USA)and Calvin Nobles (Temple University, Philadelphia, USA)
Copyright: 2022
Pages: 14
Source title: Research Anthology on Advancements in Cybersecurity Education
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-6684-3554-0.ch023

Keywords: Education / Higher Education / Information Science Reference / IT Security and Ethics

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Abstract

The growth and development of cybersecurity jobs and careers have created a need for new skilled faculty that can effectively teach the appropriate content to students at all levels. Often instructors are hired based on their academic credentials and professional experience without the use of assessment and faculty development methods to discover if these instructors can teach effectively or even improve the way they teach. Effective instructors have the ability constructively adjust teaching approaches when students are excelling or struggling based on skillful observation and constant assessment. If a student learns something with great ease, perhaps that approach would be of benefit to others. Part of what helps novices develop expertise here is their explicit attempt to understand how and why something works for students. The implementation and use of microteaching can provide a quality improvement approach to help cybersecurity instructors on all levels improve their ability to teach effectively.

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A Practical Exploration of Cybersecurity Faculty Development With Microteaching

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