2025 ASEE Annual Conference & Exposition

This complete evidence-based practice paper details both the instructional design and custom-developed learning platform for teaching topics of cybersecurity in an accessible, beginner-friendly course. In the era of growing reliance on computerized systems, the need for specialized cybersecurity professionals and public awareness of cyber issues is greater than ever. However, many universities lack the undergraduate programs and faculty expertise to prepare students for this evolving field. Even when classes are offered, few target lower-division students or provide accessible, early exposure. As a result, there is increasing concern that the current educational landscape is not equipped to develop a workforce capable of addressing emerging cybersecurity challenges.

As part of our Engineering School’s First Year Design program, we—an undergraduate student teaching team—designed and taught Introduction to Hacking Competitions, a beginner-friendly cybersecurity course requiring no prior knowledge. Grounded in experiential learning pedagogy, the course features high-structure and a series of gamified, hands-on activities that promote collaboration and design thinking, experiences often reserved for upper-division students while teaching technical skills needed in the cybersecurity workforce. The course culminates in a final showcase, where student teams apply their skills to real-world scenarios.

In addition to the pedagogical design, this paper introduces a custom-built learning platform developed to teach cybersecurity through the lens of hacking and Capture the Flag (CTF) competitions. Students engage with custom-developed challenges, practicing creative problem solving, critical thinking, and collaboration while building foundational cybersecurity knowledge and skill. These challenges are modularized to focus on different skillsets, including foundational Linux, digital forensics, web hacking, and documentation via writeups, using weekly in-class activities and take-home assignments to scaffold learning.

A defining aspect of this course is that it is both designed and taught by undergraduate students. This model not only makes the content more relatable and approachable, but also fills a faculty expertise gap, allowing beginners to engage deeply in a more welcoming, peer-led environment. Over three offerings, we have observed enhanced student engagement, skill development, and confidence, as well as attainment of intermediate cybersecurity competencies and the hacker mindset. Data from course assessments and student feedback also highlight areas for future improvement, including curriculum adjustments to better match industry trends and learner needs.

Ultimately, this course demonstrates that combining experiential learning with structured guidance and peer instruction can significantly improve cybersecurity education, especially for early-stage college students. This model offers a scalable, inclusive approach for institutions seeking to broaden participation in technical fields.