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Research

The sudden growth in the importance of digital forensics has led to a lack of research for effective workforce preparation and education, tool validation, university/vendor collaboration, and best practices for processing the latest cyber threats. We aim to be a pioneer in advancing digital forensics research through collaborations and partnerships with universities, government agencies, and private entities. 

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Student Research Opportunities

If you are a current undergraduate or graduate student seeking to engage in digital forensics research, contact our laboratory staff and learn about the various projects we are currently undertaking, and how you can get involved and make important contributions to the discipline.

 

Benefits

  • Receive course credit (JS 181) to satisfy degree internship requirements

  • Gain hands-on experience collecting and analyzing data

  • Improve writing and presenting skills

  • Engage in community events and education opportunities

  • Apply for a stipend to complete research

Funded Research

Improving computer forensic curricula through hands-on hardware and software training and practical experience processing evidence from active criminal cases

Secure and Trustworthy Cyberspace (National Science Foundation)

Investigators: Dr. Bryce Westlake (PI), Dr. Michelle Rippy, and Dr. Younghee Park

August 2023 to July 2026

Society's reliance on technology and digital spaces has led to a rapid growth in cyber-based criminal activities that threaten national security. This has generated a critical need for developing educational practices that prepare the current and future workforce to investigate cyber threats and process digital evidence. Strategies to achieve an effective balance of theoretical and practical education are yet to be fully determined. To address this need, the existing digital forensics learning environment at SJSU will be modified in three ways and evaluated to measure the impacts on student success and development of industry-relevant skills, especially among underrepresented groups.

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  1. Identify how students’ navigational path (e.g., order of courses, pre-existing knowledge, etc.) impacts successful completion of forensic science, computer science, and justice studies courses, and how modifications to these pathways can increase student success.

  2. Introduce active-learning pedagogy into the classroom and provide training with hardware and software necessary for entry-level positions within the field

  3. Develop a laboratory infrastructure for students to complete internships where they receive hands-on experience processing mobile devices from active criminal investigations and reporting the results of their analysis of digital evidence.

 

The effectiveness of these modifications will be measured through interviews with practitioners on the skill sets required for the discipline, surveys of student navigation and activities, surveys of laboratory intern experiences, and surveys of graduates' abilities to successfully transition into careers within the discipline. Results will be disseminated through online open-source educational materials, presentations to criminal justice agencies and higher education institutions, and peer-reviewed publications. Dissemination of results will aid the development of effective curriculum at other institutions.

 

As San Jose State University is both a Hispanic-Serving Institution and an Asian American and Pacific Islander-Serving Institution, a focus will be placed on how these curricular changes contribute to the diversification of the cybersecurity workforce.

Research Publications and Presentations

11/13/23

Evaluating Computer Forensics Curriculum Outcomes Among Diverse Student Populations

Authors: Dr. Bryce Westlake (PI), Dr. Michelle Rippy, and Karl Bautista

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American Society of Criminology Annual Conference

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.

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