Dr. Johnathan Yerby

Associate Professor of Computer Science

Johnathan YerbyDr. Johnathan Yerby joined Mercer University in 2021 to teach courses in the Cybersecurity and Information Science and Technology programs within the Department of Computer Science.

He brings 12 years of experience in higher education teaching and administration, plus 10 years of information technology and project management experience.

Dr. Yerby enjoys working with students to further their interests and always looking forward to learning something new.


  • Ph.D., Instructional Technology, Georgia State University
  • MMIS, Georgia College & State University
  • MBA, Georgia College & State University
  • B.S., Information Technology, Macon State College


Dr. Yerby specializes in cybersecurity and cyber forensics. He has extensive experience working with the Center of Academic Excellence (CAE) community.

Professional Interests

Dr. Yerby’s research areas of interest are cyber forensics, cybersecurity, awareness and privacy, instructional technology and presence.

Recent Publications

  • Yerby, J., & Vaughn, I. (2022). Deliberately confusing language in terms of service and privacy policy agreements. Issues in Information Systems, 23(2).
  • Yerby, J., & Breese, J. (2022). Something that works: The Evolution of a steganography exercise. Proceedings of the EDSIG Conference, Clearwater Beach, FL.
  • Williams, E., & Yerby, J. (2019). Google and Facebook Data Retention and Location Tracking through Forensic Cloud Analysis. Southern Association for Information Systems (SAIS).
  • Yerby, J., Koohang, A., & Paliszkiewicz, J. (2019). Social media privacy concerns and risk beliefs. Online Journal of Applied Knowledge Management (OJAKM), 7(1), 1-13.
  • Yerby, J., & Floyd, K. (2018, August). Faculty and staff information security awareness and behaviors. In Journal of The Colloquium for Information Systems Security Education (Vol. 6, No. 1, pp. 23-23).
  • Calandra, B., Brantley-Dias, L., Yerby, J., & Demir, K. (2018). Examining the quality of preservice science teachers’ written reflections when using video recordings, audio recordings, and memories of a teaching event. Contemporary Issues in Technology and Teacher Education, 18(1), 81-101.
  • Yerby, J. (2017). An Analysis of Presence in an Asynchronous Online Undergraduate Mastery Course Using Structural Equation Modeling.

Contact Dr. Johnathan Yerby

(478) 301-2601
Office: Willet Science Center, Room 228