Christopher S. Hope, DScIT

Within a university, the mission of technical education is twofold: to impart the rigorous academic discipline of higher learning while simultaneously building the practical, hands-on skills required by a dynamic profession. My philosophy begins with the individual learner. I believe each student brings a unique perspective and requires a secure, caring, and stimulating atmosphere to grow as a future technical professional. My mission is to help students realize their fullest potential by creating a learning environment that is safe, encourages calculated risk-taking, and invites a collaborative sharing of ideas. This environment is built on three core principles: (1) the instructor as a guide, (2) fostering practical, career-oriented discovery, and (3) promoting a culture of professional integrity.

1. The Instructor as a Guide in a Dynamic Field

In a field like cybersecurity, where tools and threats evolve daily, my role is not to be a static source of information, but to be an academic guide. This requires me to embody the Japanese principle of shoshin, or “beginner’s mind,” constantly learning alongside my students. As I have done at Middle Georgia State University, I provide students access to current information and, more importantly, teach them the research and validation skills essential for university-level inquiry and lifelong professional development. My ultimate goal is to empower students to meet their own search for knowledge, constructing durable expertise by practicing skills in authentic situations.

2. Fostering Practical Application and Career-Oriented Discovery

Self-discovery in information technology is achieved through hands-on application. My experience designing the cybersecurity program at Southern Crescent Technical College taught me the value of integrating modern networking tools into the curriculum. This approach moves beyond simple vocational training by encouraging the innovation and problem-solving that are hallmarks of a university education. By developing curriculum around student interests—whether in digital forensics, network defense, or penetration testing—we foster intrinsic motivation. When students have ownership over their learning path, they are motivated to master the complex skills necessary to achieve their goals and succeed in their job placement.

3. Building a Culture of Professional Integrity and Collaboration

A university education should shape not just skilled technicians, but also responsible leaders and citizens within the digital world. Helping students develop a deep respect for their peers and their professional environment is critical in a field built on trust and ethics. This is achieved through an open sharing of ideas and judicious classroom management. When every student’s voice is heard, an environment evolves where they feel free to experiment and problem-solve. By setting fair rules and stating the importance of every activity, I show respect for their time. In turn, they learn to respect the immense ethical responsibilities that come with a career in cybersecurity.

For me, teaching provides an opportunity for continual learning and growth. My hope is to instill this same love of lifelong learning in my students. Our competitive society needs compassionate, dedicated, and strong professionals who are aware of their individual and collective responsibilities. It is this commitment to integrating academic rigor with practical application that defines my practice as a university educator.