Security is an essential consideration as technology continues to flourish and permeate society. To establish professionals trained to actively prevent and combat threats, educators must find ways to increase awareness, interest, and familiarity with cybersecurity topics. In this paper, we describe our approach to deploying Critical Infrastructure Security and Resilience (CISR) modules into an existing undergraduate course. We applied a combination of the Communication Theory of Identity and Disciplinary Identity Theory, specifically focusing on Computing Identity, as the frameworks that guided our inquiry and interpretation of the findings. We also utilized pre- and post-module surveys (n = 51) and Wilcoxon signed-rank tests to assess the efficacy of the modules over three semesters, and to learn more about their impact on students' understanding, attitudes, and interest in cybersecurity topics. Upon completion of the modules, students reported feeling more confident in "undertaking and succeeding in"finding ways to exploit vulnerabilities in existing software, and in implementing protocols to allow data to be sent securely over a network, among other findings. Apart from detailing the benefits of embedding rigorous CISR modules into the curriculum, we also discuss additional pedagogical approaches that can further develop the skills of the future cybersecurity workforce.