Evaluating Computer Forensics Curriculum Outcomes Among Diverse Student Populations

• In Event: Diversity & Inclusion in Criminology

Abstract

Society’s reliance on technology means that most crimes now include some form of digital evidence. However, educational workforce development for computer forensics (CF) has been unable to meet the demand, leading to a significant backlog in digital evidence processing within the criminal justice system. Moreover, the interdisciplinary knowledge and training required for CF has led to few curricula, especially undergraduate in-person. Curricula that does exist are often self-guided and/or online, providing a theoretical foundation but omitting practical training. This paper introduces a longitudinal study identifying, implementing, and assessing best practices for combining theoretical, training, and practical education principles within CF curricula. As a minority-serving institution, a specific emphasis was placed on measuring students success among under-represented student groups, with the goal of improving diversity within the CF workforce. Results from survey research of CF practitioners, along with preliminary reporting of educational barriers experienced by students, degree completion progression, and practical learning outcomes from processing evidence from active criminal investigations are presented. Next steps are also discussed.

Authors

• Karl Bautista, San Jose State University

• Bryce Westlake, San Jose State University

• Michelle Rippy, California State University, East Bay / National Institute of Justice